An exploration of school-community links in enabling environmental learning through food growing : a cross-cultural study
- Authors: Köhly, Nicolette
- Date: 2010
- Subjects: Environmental education -- Africa, Southern -- Case studies Environmental education -- New York (State) -- Case studies Sustainable agriculture -- Africa, Southern -- Case studies Sustainable agriculture -- New York (State) -- Case studies Environmental education -- Study and teaching -- Africa, Southern -- Case studies Environmental education -- Study and teaching -- New York (State) -- Case studies Conservation of natural resources -- Study and teaching -- Africa, Southern -- Case studies Conservation of natural resources -- Study and teaching -- New York (State) -- Case studies Active learning -- Africa, Southern -- Case studies Active learning -- New York (State) -- Case studies Community education -- Africa, Southern -- Case studies Community education -- New York (State) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1534 , http://hdl.handle.net/10962/d1003416
- Description: Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
- Full Text:
- Date Issued: 2010
- Authors: Köhly, Nicolette
- Date: 2010
- Subjects: Environmental education -- Africa, Southern -- Case studies Environmental education -- New York (State) -- Case studies Sustainable agriculture -- Africa, Southern -- Case studies Sustainable agriculture -- New York (State) -- Case studies Environmental education -- Study and teaching -- Africa, Southern -- Case studies Environmental education -- Study and teaching -- New York (State) -- Case studies Conservation of natural resources -- Study and teaching -- Africa, Southern -- Case studies Conservation of natural resources -- Study and teaching -- New York (State) -- Case studies Active learning -- Africa, Southern -- Case studies Active learning -- New York (State) -- Case studies Community education -- Africa, Southern -- Case studies Community education -- New York (State) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1534 , http://hdl.handle.net/10962/d1003416
- Description: Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
- Full Text:
- Date Issued: 2010
An exploration of the personality preferences of post graduate psychology students utilising the Myers-Briggs Type Indicator
- Authors: Smit, René
- Date: 2010
- Subjects: Personality assessment , Students -- South Africa -- Psychology , Personality and academic achievement -- South Africa , Myers-Briggs Type Indicator
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9898 , http://hdl.handle.net/10948/1096 , Personality assessment , Students -- South Africa -- Psychology , Personality and academic achievement -- South Africa , Myers-Briggs Type Indicator
- Description: In order to continue their contribution to the profession of psychology in South Africa the selection committees of psychology departments of higher education institutions are faced with the difficult task of selecting the most suitable candidates to fill their Clinical, Counselling, Educational and Industrial Psychology masters coursework programmes. Selection committees have traditionally made use of several admission criteria and procedures ranging from academic performance to personality assessment to a combination of methods. Admission criteria vary greatly across Higher Education Institutions. The selection committee at the selected participating institution of higher education takes into account the prospective students' academic performance, relevant work or practical experience, research experience, active participation in the classroom, active involvement outside of the classroom (participation in and engagement with community activities), and personality. Currently the institution of higher education that provided the sample for the current study employs the NEO PI-R as well as the MMPI-2 to assess masters applicants’ personality traits. A study by Britz (1994) recommended that the MBTI® be included in the assessment battery for psychology masters students. The primary aim of the proposed study is to identify, explore and describe the personality preferences of a group of prospective psychology masters applicants and a group of successfully selected psychology masters students at a South African Higher Education Institution utilising the Myers-Briggs Type Indicator® (MBTI®). The study was exploratory descriptive in nature and was based on the quantitative research approach. Non-probability convenience sampling and the survey method was utilised to identify and approach prospective participants. Participants were requested to complete the MBTI® questionnaire. The MBTI® protocols were hand-scored and the findings analysed utilising frequency distributions and inferential statistics, that is, means and standard deviations. The MBTI® was found to be valid and reliable in a variety of populations and contexts. xi Results indicated that the ISTJ (15 percent), INTP (15 percent) and ESFJ (15 percent) personality types were the three most common personality types amongst participants from the group of prospective psychology masters applicants. The ENFP (13 percent), INTP (13 percent) and ISFJ (13 percent) personality types were the three most common personality types amongst participants from the group of successfully selected masters students. The majority (14 percent) of participants from the total sample displayed a preference for the INTP personality type. An examination of the dichotomous personality types of the participants revealed that the majority of participants preferred the Extraversion attitude, Sensing and Thinking functions, and Judgement attitude.
- Full Text:
- Date Issued: 2010
- Authors: Smit, René
- Date: 2010
- Subjects: Personality assessment , Students -- South Africa -- Psychology , Personality and academic achievement -- South Africa , Myers-Briggs Type Indicator
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9898 , http://hdl.handle.net/10948/1096 , Personality assessment , Students -- South Africa -- Psychology , Personality and academic achievement -- South Africa , Myers-Briggs Type Indicator
- Description: In order to continue their contribution to the profession of psychology in South Africa the selection committees of psychology departments of higher education institutions are faced with the difficult task of selecting the most suitable candidates to fill their Clinical, Counselling, Educational and Industrial Psychology masters coursework programmes. Selection committees have traditionally made use of several admission criteria and procedures ranging from academic performance to personality assessment to a combination of methods. Admission criteria vary greatly across Higher Education Institutions. The selection committee at the selected participating institution of higher education takes into account the prospective students' academic performance, relevant work or practical experience, research experience, active participation in the classroom, active involvement outside of the classroom (participation in and engagement with community activities), and personality. Currently the institution of higher education that provided the sample for the current study employs the NEO PI-R as well as the MMPI-2 to assess masters applicants’ personality traits. A study by Britz (1994) recommended that the MBTI® be included in the assessment battery for psychology masters students. The primary aim of the proposed study is to identify, explore and describe the personality preferences of a group of prospective psychology masters applicants and a group of successfully selected psychology masters students at a South African Higher Education Institution utilising the Myers-Briggs Type Indicator® (MBTI®). The study was exploratory descriptive in nature and was based on the quantitative research approach. Non-probability convenience sampling and the survey method was utilised to identify and approach prospective participants. Participants were requested to complete the MBTI® questionnaire. The MBTI® protocols were hand-scored and the findings analysed utilising frequency distributions and inferential statistics, that is, means and standard deviations. The MBTI® was found to be valid and reliable in a variety of populations and contexts. xi Results indicated that the ISTJ (15 percent), INTP (15 percent) and ESFJ (15 percent) personality types were the three most common personality types amongst participants from the group of prospective psychology masters applicants. The ENFP (13 percent), INTP (13 percent) and ISFJ (13 percent) personality types were the three most common personality types amongst participants from the group of successfully selected masters students. The majority (14 percent) of participants from the total sample displayed a preference for the INTP personality type. An examination of the dichotomous personality types of the participants revealed that the majority of participants preferred the Extraversion attitude, Sensing and Thinking functions, and Judgement attitude.
- Full Text:
- Date Issued: 2010
An exploration of the role of a strategic internal communication system in the merging Walter Sisulu University
- Authors: Soha, Sandi
- Date: 2010
- Subjects: Universities and colleges -- Communication systems -- Evaluation , Universities and colleges -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:8485 , http://hdl.handle.net/10948/1458 , Universities and colleges -- Communication systems -- Evaluation , Universities and colleges -- South Africa -- Eastern Cape
- Description: The merger of institutions of higher learning in South Africa has demonstrated to the study an exploration of the role of strategic internal communication system – in the merging of the Walter Sisulu University. The purpose of the study is to determine to what extent employees of the Walter Sisulu University have perceived that the internal communication system of this university has contributed towards an effectively merged organisation. The study was conducted after three historically disadvantaged institutions of higher learning merged to form one comprehensive university. The three merged institutions are: the Border Technikon, the Eastern Cape Technikon and the University of Transkei. It was foreseeable during the process of the merger, that combining three institutions could possibly result in lower staff morale and uncertainty. The study has explored the theoretical framework for understanding the role of strategic internal communication systems in an organisation. The study was approached from a systems' perspective and that of a transformational model. A survey research design was utilised for the purpose of this study – in order to assess the validity and reliability of the data. A qualitative research design was used for the purpose of this study – in order to acquire the desired outcomes of the research. Questionnaires were used and the sample was drawn from a large population of the Walter Sisulu University – from, four campuses – with the aim of allowing one to make inferences about the population as a whole. The questionnaire was structured in four main sections namely: Biographical information, internal-communication systems, tools of internal communication, and line-management communication. The findings of the study aids the understanding behind the view of internal communication systems as having contributed – or not contributed – to a successfully merged university.
- Full Text:
- Date Issued: 2010
- Authors: Soha, Sandi
- Date: 2010
- Subjects: Universities and colleges -- Communication systems -- Evaluation , Universities and colleges -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:8485 , http://hdl.handle.net/10948/1458 , Universities and colleges -- Communication systems -- Evaluation , Universities and colleges -- South Africa -- Eastern Cape
- Description: The merger of institutions of higher learning in South Africa has demonstrated to the study an exploration of the role of strategic internal communication system – in the merging of the Walter Sisulu University. The purpose of the study is to determine to what extent employees of the Walter Sisulu University have perceived that the internal communication system of this university has contributed towards an effectively merged organisation. The study was conducted after three historically disadvantaged institutions of higher learning merged to form one comprehensive university. The three merged institutions are: the Border Technikon, the Eastern Cape Technikon and the University of Transkei. It was foreseeable during the process of the merger, that combining three institutions could possibly result in lower staff morale and uncertainty. The study has explored the theoretical framework for understanding the role of strategic internal communication systems in an organisation. The study was approached from a systems' perspective and that of a transformational model. A survey research design was utilised for the purpose of this study – in order to assess the validity and reliability of the data. A qualitative research design was used for the purpose of this study – in order to acquire the desired outcomes of the research. Questionnaires were used and the sample was drawn from a large population of the Walter Sisulu University – from, four campuses – with the aim of allowing one to make inferences about the population as a whole. The questionnaire was structured in four main sections namely: Biographical information, internal-communication systems, tools of internal communication, and line-management communication. The findings of the study aids the understanding behind the view of internal communication systems as having contributed – or not contributed – to a successfully merged university.
- Full Text:
- Date Issued: 2010
An exploration of voluntary counselling and testing : a Port Elizabeth-based study
- Authors: Foster, Caron
- Date: 2010
- Subjects: HIV-positive persons -- Counseling of -- South Africa -- Port Elizabeth , AIDS (Disease) -- Patients -- Counseling -- South Africa -- Port Elizabeth , HIV Infections -- Diagnosis -- South Africa -- Port Elizabeth , AIDS (Disease) -- Diagnosis -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:16139 , http://hdl.handle.net/10948/1204 , HIV-positive persons -- Counseling of -- South Africa -- Port Elizabeth , AIDS (Disease) -- Patients -- Counseling -- South Africa -- Port Elizabeth , HIV Infections -- Diagnosis -- South Africa -- Port Elizabeth , AIDS (Disease) -- Diagnosis -- South Africa -- Port Elizabeth
- Description: The purpose of this study was to explore and identify factors that either facilitate or inhibit individuals volunteering for HIV-testing. The target group was comprised of Xhosa first-language construction workers in a company with an HIV/AIDS workplace policy and programme. This programme provides basic education and awareness about HIV/AIDS. This education includes information about where to access voluntary counselling and testing (VCT) services. Interpretive qualitative research was undertaken in order to explore the beliefs, perceptions and intentions of the target group in regard to the utilisation VCT services. Data was collected using an unstructured interview guide. The data was analysed using Tesch’s approach to content analysis. Concerns about validity and reliability were engaged throughout the research process and supported further by using researcher reflexivity and an independent researcher. The independent researcher analysed data separately and only after discussion and consensus being found between the two researchers were final categories and codes agreed upon and data analysis considered complete. Findings revealed that an HIV/AIDS workplace programme has a positive impact on the health-seeking behaviour of workers in the construction company used in this research. Respondents knew how HIV/AIDS is transmitted, how to prevent transmission and where to find HIV-testing treatment and support. In this case HIV-testing services can easily be accessed further facilitating respondents volunteering for HIV-testing. It was also found that family, friends and churches support HIV-testing behaviour by providing education, guidance and support to respondents encouraging behaviour change. On the other hand, respondents held that community members who had not benefited from an HIV/AIDS workplace programme such as theirs are exposed daily to the devastating effects of HIV leading to AIDS deaths and live in fear of the disease. Debilitating illness and eventual death is equated with an HIV-positive diagnosis which causes community members to believe it is better not to volunteer for HIV-testing than to ascertain one’s HIV-status. The HIV/AIDS workplace policy and xv programme on the other hand is seen to have provided respondents with HIV/AIDS knowledge enabling them to overcome their fear of an HIV-positive diagnosis and to volunteer for regular HIV-testing.
- Full Text:
- Date Issued: 2010
- Authors: Foster, Caron
- Date: 2010
- Subjects: HIV-positive persons -- Counseling of -- South Africa -- Port Elizabeth , AIDS (Disease) -- Patients -- Counseling -- South Africa -- Port Elizabeth , HIV Infections -- Diagnosis -- South Africa -- Port Elizabeth , AIDS (Disease) -- Diagnosis -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:16139 , http://hdl.handle.net/10948/1204 , HIV-positive persons -- Counseling of -- South Africa -- Port Elizabeth , AIDS (Disease) -- Patients -- Counseling -- South Africa -- Port Elizabeth , HIV Infections -- Diagnosis -- South Africa -- Port Elizabeth , AIDS (Disease) -- Diagnosis -- South Africa -- Port Elizabeth
- Description: The purpose of this study was to explore and identify factors that either facilitate or inhibit individuals volunteering for HIV-testing. The target group was comprised of Xhosa first-language construction workers in a company with an HIV/AIDS workplace policy and programme. This programme provides basic education and awareness about HIV/AIDS. This education includes information about where to access voluntary counselling and testing (VCT) services. Interpretive qualitative research was undertaken in order to explore the beliefs, perceptions and intentions of the target group in regard to the utilisation VCT services. Data was collected using an unstructured interview guide. The data was analysed using Tesch’s approach to content analysis. Concerns about validity and reliability were engaged throughout the research process and supported further by using researcher reflexivity and an independent researcher. The independent researcher analysed data separately and only after discussion and consensus being found between the two researchers were final categories and codes agreed upon and data analysis considered complete. Findings revealed that an HIV/AIDS workplace programme has a positive impact on the health-seeking behaviour of workers in the construction company used in this research. Respondents knew how HIV/AIDS is transmitted, how to prevent transmission and where to find HIV-testing treatment and support. In this case HIV-testing services can easily be accessed further facilitating respondents volunteering for HIV-testing. It was also found that family, friends and churches support HIV-testing behaviour by providing education, guidance and support to respondents encouraging behaviour change. On the other hand, respondents held that community members who had not benefited from an HIV/AIDS workplace programme such as theirs are exposed daily to the devastating effects of HIV leading to AIDS deaths and live in fear of the disease. Debilitating illness and eventual death is equated with an HIV-positive diagnosis which causes community members to believe it is better not to volunteer for HIV-testing than to ascertain one’s HIV-status. The HIV/AIDS workplace policy and xv programme on the other hand is seen to have provided respondents with HIV/AIDS knowledge enabling them to overcome their fear of an HIV-positive diagnosis and to volunteer for regular HIV-testing.
- Full Text:
- Date Issued: 2010
An exploration of Zimbabwean migrant women's perceptions of their identity : selected case studies in Gqebera, Port Elizabeth, South Africa
- Authors: Moorhouse, Lesley
- Date: 2010
- Subjects: Women immigrants -- South Africa -- Port Elizabeth , Women -- Identity , Emigration and immigration -- South Africa -- Port Elizabeth , Immigrants -- South Africa -- Port Elizabeth , Gender identity -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:16140 , http://hdl.handle.net/10948/1200 , Women immigrants -- South Africa -- Port Elizabeth , Women -- Identity , Emigration and immigration -- South Africa -- Port Elizabeth , Immigrants -- South Africa -- Port Elizabeth , Gender identity -- South Africa -- Port Elizabeth
- Description: This study explores the perceptions of women who had migrated to Gqebera, Port Elizabeth, South Africa, from Zimbabwe, in terms of their own identity. In-depth interviews were conducted, situated within a phenomenological paradigm with a feminist epistemological orientation, in order to describe the rich detail of a woman’s quotidian existence subsequent to the migratory experience. Findings suggest that women’s identities are constructed in relation to other people, both those who form their in-group and their out-group. The process of migration and difficulties associated with assimilation into the host community impacts on felt ethnicity, strengthening ties to the homeland and to fellow Zimbabweans. Identity is also impacted on by spatiality, or lived space, in terms of both memories of home and present space occupied. Migration incorporating even the post-migration period may well form an extended liminal experience for women.
- Full Text:
- Date Issued: 2010
- Authors: Moorhouse, Lesley
- Date: 2010
- Subjects: Women immigrants -- South Africa -- Port Elizabeth , Women -- Identity , Emigration and immigration -- South Africa -- Port Elizabeth , Immigrants -- South Africa -- Port Elizabeth , Gender identity -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:16140 , http://hdl.handle.net/10948/1200 , Women immigrants -- South Africa -- Port Elizabeth , Women -- Identity , Emigration and immigration -- South Africa -- Port Elizabeth , Immigrants -- South Africa -- Port Elizabeth , Gender identity -- South Africa -- Port Elizabeth
- Description: This study explores the perceptions of women who had migrated to Gqebera, Port Elizabeth, South Africa, from Zimbabwe, in terms of their own identity. In-depth interviews were conducted, situated within a phenomenological paradigm with a feminist epistemological orientation, in order to describe the rich detail of a woman’s quotidian existence subsequent to the migratory experience. Findings suggest that women’s identities are constructed in relation to other people, both those who form their in-group and their out-group. The process of migration and difficulties associated with assimilation into the host community impacts on felt ethnicity, strengthening ties to the homeland and to fellow Zimbabweans. Identity is also impacted on by spatiality, or lived space, in terms of both memories of home and present space occupied. Migration incorporating even the post-migration period may well form an extended liminal experience for women.
- Full Text:
- Date Issued: 2010
An in-line measuring technique with tool error detection in an automotive production line
- Authors: Viol, Florian
- Date: 2010
- Subjects: Automobile industry and trade -- Quality control
- Language: English
- Type: Thesis , Masters , MEngineering
- Identifier: vital:9647 , http://hdl.handle.net/10948/1327 , Automobile industry and trade -- Quality control
- Description: The modern automobile industry faces an increasing demand on personalized high quality products. In order to stay competitive the automobile manufacturers have to ensure the customers high quality demands. With the increasing amount of applied parts and components manufacturing processes are becoming more complex. The recent quality assurance of the manufacturers considers only the product quality. Furthermore are with the recent quality assurance methods only punctual integrations of quality assurance tools in production chains possible. These limitations cause a large quality control loop. This leads in case of defective parts to an enormous time and money effort to track the cause for the defect. This project presents an innovative measurement strategy of quality assurance within the modern automobile production which will minimize the control loop and identify the tool causing the defect in the part. It highlights the possibility to integrate equipment for quality assurance directly into the production cell itself and analyse the geometrical conditions within the manufacturing processes. The result of this thesis is a fully automated prototype which is installed into the actual production of the Volkswagen Golf assembly. The prototype system consists on the one hand out of different on the market free available hardware and software components. On the other hand there are specifically for this prototype developed hardware components and software tools. For the first time it is possible to inspect the geometrical conditions of one tool continuously during production and identify, if occurring, deviations in the tool in position direction and size. The installation of similar systems in the production will minimize the control loops of the production. The chance of early recognition of errors will reduce the efforts and cost of error backtracking. In ideal conditions this instrument will identify defective tools before a product is manufactured. This innovative quality tool is the ideal addition to the current quality assurance and is the first link between the product quality and the geometrical conditions of the tools.
- Full Text:
- Date Issued: 2010
- Authors: Viol, Florian
- Date: 2010
- Subjects: Automobile industry and trade -- Quality control
- Language: English
- Type: Thesis , Masters , MEngineering
- Identifier: vital:9647 , http://hdl.handle.net/10948/1327 , Automobile industry and trade -- Quality control
- Description: The modern automobile industry faces an increasing demand on personalized high quality products. In order to stay competitive the automobile manufacturers have to ensure the customers high quality demands. With the increasing amount of applied parts and components manufacturing processes are becoming more complex. The recent quality assurance of the manufacturers considers only the product quality. Furthermore are with the recent quality assurance methods only punctual integrations of quality assurance tools in production chains possible. These limitations cause a large quality control loop. This leads in case of defective parts to an enormous time and money effort to track the cause for the defect. This project presents an innovative measurement strategy of quality assurance within the modern automobile production which will minimize the control loop and identify the tool causing the defect in the part. It highlights the possibility to integrate equipment for quality assurance directly into the production cell itself and analyse the geometrical conditions within the manufacturing processes. The result of this thesis is a fully automated prototype which is installed into the actual production of the Volkswagen Golf assembly. The prototype system consists on the one hand out of different on the market free available hardware and software components. On the other hand there are specifically for this prototype developed hardware components and software tools. For the first time it is possible to inspect the geometrical conditions of one tool continuously during production and identify, if occurring, deviations in the tool in position direction and size. The installation of similar systems in the production will minimize the control loops of the production. The chance of early recognition of errors will reduce the efforts and cost of error backtracking. In ideal conditions this instrument will identify defective tools before a product is manufactured. This innovative quality tool is the ideal addition to the current quality assurance and is the first link between the product quality and the geometrical conditions of the tools.
- Full Text:
- Date Issued: 2010
An in-service development programme for potential information services staff in the Rhodes Library
- Authors: Shepherd, Eileen
- Date: 2010
- Language: English
- Type: Article
- Identifier: vital:6986 , http://hdl.handle.net/10962/d1011602
- Description: This paper discusses the need for continuing professional development for librarians in academic libraries in general and at Rhodes University Library, South Africa in particular. It describes the planning, design, implementation and evaluation of a staff-development and training pilot programme for professional librarians at Rhodes Library. A group of 15 librarians, drawn from the library staff complement, participated in an 8-session training course developed by Information Services librarians. The course, which covered basic information-finding skills using a variety of research databases and offered an introduction to concepts in 21st century academic librarianship, was presented using course management software in a face-to-face environment and required homework exercises and the completion of a 2-hour final test. The results of the project demonstrated the urgent need for such development programmes for professional library staff. 80% of the participants completed the course. The final test results indicated below average database search skills and an inability to think laterally. An unexpected finding was a lack of IT competencies. Important lessons were learned with regard to course-construction, content and timing.
- Full Text:
- Date Issued: 2010
- Authors: Shepherd, Eileen
- Date: 2010
- Language: English
- Type: Article
- Identifier: vital:6986 , http://hdl.handle.net/10962/d1011602
- Description: This paper discusses the need for continuing professional development for librarians in academic libraries in general and at Rhodes University Library, South Africa in particular. It describes the planning, design, implementation and evaluation of a staff-development and training pilot programme for professional librarians at Rhodes Library. A group of 15 librarians, drawn from the library staff complement, participated in an 8-session training course developed by Information Services librarians. The course, which covered basic information-finding skills using a variety of research databases and offered an introduction to concepts in 21st century academic librarianship, was presented using course management software in a face-to-face environment and required homework exercises and the completion of a 2-hour final test. The results of the project demonstrated the urgent need for such development programmes for professional library staff. 80% of the participants completed the course. The final test results indicated below average database search skills and an inability to think laterally. An unexpected finding was a lack of IT competencies. Important lessons were learned with regard to course-construction, content and timing.
- Full Text:
- Date Issued: 2010
An intergrated learning programme for the Knysna Montessori school
- Authors: Nel, Andri
- Date: 2010
- Subjects: Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9443 , http://hdl.handle.net/10948/1142 , Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
- Description: In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.
- Full Text:
- Date Issued: 2010
- Authors: Nel, Andri
- Date: 2010
- Subjects: Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9443 , http://hdl.handle.net/10948/1142 , Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
- Description: In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.
- Full Text:
- Date Issued: 2010
An investigation into factors contributing towards teenage pregnancy in secondary schools: a case study in the Elliotdale sub-district
- Authors: Konkco, Eunice Xoliswa
- Date: 2010
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16206 , http://hdl.handle.net/10353/d1016151
- Description: The focus for this study was to determine the factors that contribute towards teenage pregnancy in the Elliotdale sub-district in secondary schools, in the Eastern Cape. The researcher used the qualitative approach to obtain data from a sample of 8 pregnant learners, two departmental officials, four principals, four school governing body members, and four educators in this research. Interviews were conducted to gain first hand information regarding factors that are contributing towards teenage pregnancy in four secondary schools in Elliotdale, a rural area of the Eastern Cape. The theoretical construct framing this study is grounded in the theories of Bandura and Bronfenbrenner who shape an understanding of social cognitive theory and ecological systems theory. In the study poverty was a contributory factor as a result of unemployment. Ignorance, as well as the attitude of the learners towards moral values, were the major concerns and findings noted by the respondents in this study. The study revealed that the Elliotdale district officials are determined to find ways of eliminating the rate of teenage pregnancy in secondary schools; however, the approach by the district towards the implementation of the existing programmes is not effective. The school principals are unaware of the current policies on preventative measures regarding teenage pregnancy in schools.
- Full Text:
- Date Issued: 2010
- Authors: Konkco, Eunice Xoliswa
- Date: 2010
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16206 , http://hdl.handle.net/10353/d1016151
- Description: The focus for this study was to determine the factors that contribute towards teenage pregnancy in the Elliotdale sub-district in secondary schools, in the Eastern Cape. The researcher used the qualitative approach to obtain data from a sample of 8 pregnant learners, two departmental officials, four principals, four school governing body members, and four educators in this research. Interviews were conducted to gain first hand information regarding factors that are contributing towards teenage pregnancy in four secondary schools in Elliotdale, a rural area of the Eastern Cape. The theoretical construct framing this study is grounded in the theories of Bandura and Bronfenbrenner who shape an understanding of social cognitive theory and ecological systems theory. In the study poverty was a contributory factor as a result of unemployment. Ignorance, as well as the attitude of the learners towards moral values, were the major concerns and findings noted by the respondents in this study. The study revealed that the Elliotdale district officials are determined to find ways of eliminating the rate of teenage pregnancy in secondary schools; however, the approach by the district towards the implementation of the existing programmes is not effective. The school principals are unaware of the current policies on preventative measures regarding teenage pregnancy in schools.
- Full Text:
- Date Issued: 2010
An investigation into factors that influence parental involvement in the development of their children's literacy in the secondary school level: a case study of a combined school in the Eastern Cape
- Authors: Adam, Ndileka Primrose
- Date: 2010
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16158 , http://hdl.handle.net/10353/229 , Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Description: The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
- Full Text:
- Date Issued: 2010
- Authors: Adam, Ndileka Primrose
- Date: 2010
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16158 , http://hdl.handle.net/10353/229 , Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Description: The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
- Full Text:
- Date Issued: 2010
An investigation into implementation of language policy in the Eastern Cape with specific reference to isiXhosa
- Authors: Made, Zoliswa Jacqueline
- Date: 2010
- Subjects: Language policy -- South Africa -- Eastern Cape , Language Planning -- South Africa -- Eastern Cape , Xhosa language -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DLitt
- Identifier: vital:8456 , http://hdl.handle.net/10948/1181 , Language policy -- South Africa -- Eastern Cape , Language Planning -- South Africa -- Eastern Cape , Xhosa language -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape
- Description: This study is about An Investigation into Implementation of Language Policy in the Eastern Cape with specific reference to isiXhosa. The objectives of this study are to investigate the current state of language policy implementation plan in local government sectors and schools and to propose a strategy for a sustainable language implementation plan for indigenous languages of South Africa. Chapter 1 provides the background, definitions of terms, the statement of the problem, the research methods used and the literature reviewed. Chapter 2 deals with the critical analysis of language policy, looking at the types of language policies and various relevant language policies. Chapter 3 addresses challenges facing the indigenous languages of South Africa (with specific reference to isiXhosa) especially at provincial level. Chapter 4 discusses the implementation strategies which will help in the development of the indigenous languages. Chapter 5 concludes the study by presenting findings and recommendations for future research.
- Full Text:
- Date Issued: 2010
- Authors: Made, Zoliswa Jacqueline
- Date: 2010
- Subjects: Language policy -- South Africa -- Eastern Cape , Language Planning -- South Africa -- Eastern Cape , Xhosa language -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DLitt
- Identifier: vital:8456 , http://hdl.handle.net/10948/1181 , Language policy -- South Africa -- Eastern Cape , Language Planning -- South Africa -- Eastern Cape , Xhosa language -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape
- Description: This study is about An Investigation into Implementation of Language Policy in the Eastern Cape with specific reference to isiXhosa. The objectives of this study are to investigate the current state of language policy implementation plan in local government sectors and schools and to propose a strategy for a sustainable language implementation plan for indigenous languages of South Africa. Chapter 1 provides the background, definitions of terms, the statement of the problem, the research methods used and the literature reviewed. Chapter 2 deals with the critical analysis of language policy, looking at the types of language policies and various relevant language policies. Chapter 3 addresses challenges facing the indigenous languages of South Africa (with specific reference to isiXhosa) especially at provincial level. Chapter 4 discusses the implementation strategies which will help in the development of the indigenous languages. Chapter 5 concludes the study by presenting findings and recommendations for future research.
- Full Text:
- Date Issued: 2010
An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents
- Hamukwaya, Shemunyenge Taleiko
- Authors: Hamukwaya, Shemunyenge Taleiko
- Date: 2010
- Subjects: Mathematics (Elementary) -- Study and teaching -- Namibia , Mathematics (Elementary) -- Study and teaching -- Activity programs -- Namibia , Mathematics (Elementary) -- Study and teaching -- Parent participation -- Namibia , Parent-teacher relationships -- Namibia , Marginality, Social -- Namibia , Literacy -- Social aspects -- Namibia , Khoisan (African people) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1598 , http://hdl.handle.net/10962/d1003480 , Mathematics (Elementary) -- Study and teaching -- Namibia , Mathematics (Elementary) -- Study and teaching -- Activity programs -- Namibia , Mathematics (Elementary) -- Study and teaching -- Parent participation -- Namibia , Parent-teacher relationships -- Namibia , Marginality, Social -- Namibia , Literacy -- Social aspects -- Namibia , Khoisan (African people) -- Namibia
- Description: The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The emphasis was to investigate whether San parents in the Omusati region were involved in the learning of mathematics of their children. The learner participants were selected according to those who were open to sharing their ideas. An interpretive approach was used to collect and analyse data. The collected data was gathered from 9 participants (4 learners in grade 5 together with their parents, plus their mathematics teacher). Semi-structured interviews, parental contributions and home visit observations were the three tools that I used to collect data. The selected school is located in a rural area in the Omusati region of northern Namibia. The interviews were conducted in Oshiwambo (the participants‟ mother tongue) and translated into English and then analyzed. I discovered that the selected San parents were involved in some but limited school activities. The findings of this study emphasizes that illiteracy may be one of the contributing factors of low or non-involvement of parents among the San community. Other factors which I found caused parents not to assist their children with homework was parents spending much of their time at the local cuca shops during the day until late in the evenings. The study also highlights possible strategies that can be carried out by teachers to encourage parental involvement in school activities.
- Full Text:
- Date Issued: 2010
- Authors: Hamukwaya, Shemunyenge Taleiko
- Date: 2010
- Subjects: Mathematics (Elementary) -- Study and teaching -- Namibia , Mathematics (Elementary) -- Study and teaching -- Activity programs -- Namibia , Mathematics (Elementary) -- Study and teaching -- Parent participation -- Namibia , Parent-teacher relationships -- Namibia , Marginality, Social -- Namibia , Literacy -- Social aspects -- Namibia , Khoisan (African people) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1598 , http://hdl.handle.net/10962/d1003480 , Mathematics (Elementary) -- Study and teaching -- Namibia , Mathematics (Elementary) -- Study and teaching -- Activity programs -- Namibia , Mathematics (Elementary) -- Study and teaching -- Parent participation -- Namibia , Parent-teacher relationships -- Namibia , Marginality, Social -- Namibia , Literacy -- Social aspects -- Namibia , Khoisan (African people) -- Namibia
- Description: The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The emphasis was to investigate whether San parents in the Omusati region were involved in the learning of mathematics of their children. The learner participants were selected according to those who were open to sharing their ideas. An interpretive approach was used to collect and analyse data. The collected data was gathered from 9 participants (4 learners in grade 5 together with their parents, plus their mathematics teacher). Semi-structured interviews, parental contributions and home visit observations were the three tools that I used to collect data. The selected school is located in a rural area in the Omusati region of northern Namibia. The interviews were conducted in Oshiwambo (the participants‟ mother tongue) and translated into English and then analyzed. I discovered that the selected San parents were involved in some but limited school activities. The findings of this study emphasizes that illiteracy may be one of the contributing factors of low or non-involvement of parents among the San community. Other factors which I found caused parents not to assist their children with homework was parents spending much of their time at the local cuca shops during the day until late in the evenings. The study also highlights possible strategies that can be carried out by teachers to encourage parental involvement in school activities.
- Full Text:
- Date Issued: 2010
An investigation into perceptions of participative management in a Namibian secondary school
- Authors: Shilima, Christine
- Date: 2010
- Subjects: School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Education -- Parent participation -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1881 , http://hdl.handle.net/10962/d1005874
- Description: This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.
- Full Text:
- Date Issued: 2010
- Authors: Shilima, Christine
- Date: 2010
- Subjects: School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Education -- Parent participation -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1881 , http://hdl.handle.net/10962/d1005874
- Description: This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.
- Full Text:
- Date Issued: 2010
An investigation into the competencies associated with change leadership : a case study analysis of an information technology organisation
- Authors: Britton, Leola
- Date: 2010
- Subjects: Organizational change -- Management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:16138 , http://hdl.handle.net/10948/1227 , Organizational change -- Management
- Description: In this research, the researcher-consultant together with the management corps of a merged IT organisation, embarked on a process of participative research with the aim to identify the competencies and skills that are required of the management-leadership corps to drive a process of change management and to ensure the organisation will be characterised by sustained growth and development. In using participative research methodology, qualitative data was mainly gathered through informal interviews and focus group sessions to identify the competencies and skills that are defined as important for the change manager-cum-leader role within the merged IT organisation. In addition, a matrix was compiled to enable each manager/leader to undertake a self-assessment of how capable they are in using the identified competencies and skills. The outcome of the assessment provided an indication of the areas of competencies and skills that through various interventions would enable the management-leadership corps to deal with the challenges of change, as well as to guide those that report to them through a process of change. While the management-leadership corps – referred to as the Executive, Senior, and Middle Management cohorts – all require enhancing their change management / leadership competencies and skills capability, it is the Middle Management cohort that is better equipped to perform their change management and leadership role. During the research, focus group sessions enhanced a participative methodology to enable identification of competencies important to the IT Company’s vision, mission and core values, as well as opportunity to identify interventions that will encourage an on-going process of change, growth and development. However, there is indication that the members of the Executive and Senior Management cohorts assessed themselves higher on those competencies that relate directly to their functionary roles, rather than the change management-leadership role. The scope of a treatise limits an in-depth and expanded research endeavour; however, the methodology used provided information on how a platform for participation in a change management process can be enabled. Furthermore, this research gives indication of how a management-leadership strata can ‘buy-in’ to the process of change, growth and development, commencing with the self and, which is aimed to encourage the same in those that share responsibility for sustained growth and development of the IT company. The research is also example of how an applied sociology endeavour can be undertaken.
- Full Text:
- Date Issued: 2010
- Authors: Britton, Leola
- Date: 2010
- Subjects: Organizational change -- Management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:16138 , http://hdl.handle.net/10948/1227 , Organizational change -- Management
- Description: In this research, the researcher-consultant together with the management corps of a merged IT organisation, embarked on a process of participative research with the aim to identify the competencies and skills that are required of the management-leadership corps to drive a process of change management and to ensure the organisation will be characterised by sustained growth and development. In using participative research methodology, qualitative data was mainly gathered through informal interviews and focus group sessions to identify the competencies and skills that are defined as important for the change manager-cum-leader role within the merged IT organisation. In addition, a matrix was compiled to enable each manager/leader to undertake a self-assessment of how capable they are in using the identified competencies and skills. The outcome of the assessment provided an indication of the areas of competencies and skills that through various interventions would enable the management-leadership corps to deal with the challenges of change, as well as to guide those that report to them through a process of change. While the management-leadership corps – referred to as the Executive, Senior, and Middle Management cohorts – all require enhancing their change management / leadership competencies and skills capability, it is the Middle Management cohort that is better equipped to perform their change management and leadership role. During the research, focus group sessions enhanced a participative methodology to enable identification of competencies important to the IT Company’s vision, mission and core values, as well as opportunity to identify interventions that will encourage an on-going process of change, growth and development. However, there is indication that the members of the Executive and Senior Management cohorts assessed themselves higher on those competencies that relate directly to their functionary roles, rather than the change management-leadership role. The scope of a treatise limits an in-depth and expanded research endeavour; however, the methodology used provided information on how a platform for participation in a change management process can be enabled. Furthermore, this research gives indication of how a management-leadership strata can ‘buy-in’ to the process of change, growth and development, commencing with the self and, which is aimed to encourage the same in those that share responsibility for sustained growth and development of the IT company. The research is also example of how an applied sociology endeavour can be undertaken.
- Full Text:
- Date Issued: 2010
An investigation into the feasibility of incorporating didanosine into innovative solid lipid nanocarriers
- Authors: Wa Kasongo, Kasongo
- Date: 2010
- Subjects: Antiretroviral agents HIV infections -- Drug testing Didanosine Nanoparticles Drug delivery systems Nanostructured materials Lipids -- Therapeutic use
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3800 , http://hdl.handle.net/10962/d1003278
- Description: The research undertaken in these studies aimed to investigate the feasibility of developing and manufacturing innovative solid lipid carriers, such as solid lipid nanoparticles (SLN) and/or nanostructured lipid carriers (NLC) using a hot high pressure homogenization method, for didanosine(DDI). In addition, studies using in vitro differential protein adsorption were undertaken to establish whether the SLN and/or NLC have the potential to deliver DDI to the central nervous system (CNS). Prior to initiating pre-formulation, formulation development and optimization studies of DDI-Ioaded SLN and/or NLC, it was necessary to develop and validate an analytical method for the in vitro quantitation and analysis of DDI. An accurate, precise and sensitive RP-HPLC method with UV detection set at 248 nm was developed, optimized and validated for the quantitative in vitro analysis of DDI in formulations. Pre-formulation studies were designed to evaluate the thermal stability of DDI and to select and characterize lipid excipients that may be used for the manufacture of the nanocarriers. It was established that DDI is thermostable at temperatures not exceeding 163°C and therefore a hot high pressure homogenization technique could be used to manufacture DDI-loaded SLN and/or NLC. Lipid screening studies revealed that DDI is poorly soluble in both solid and liquid lipids. A combination of Precirol® ATO 5 and Transcutol® HP was found to have the best solubilizing-potential for DDI of all lipids investigated. The inclusion of Transcutol® HP into Precirol® ATO 5 changed the polymorphic form of the solid lipid from the stable 13-modification to a material that exhibited the co-existence between α- and β-polymorphic forms. The relatively high solubility of DDI in Transcutol® HP compared to Precirol® ATO 5 was an indication that a solid lipid matrix prepared from a binary mixture of Precirol® ATO 5 and Transcutol® HP was likely to have a higher loading capacity and encapsulation efficiency for DDI than a matrix consisting of Precirol® ATO 5 alone. Furthermore, the potential for the solid lipid matrix to exist in the α- and/or β-modifications when Transcutol® HP was added to Precirol® ATO 5 suggested that expulsion of DDI from a solid lipid matrix during prolonged storage periods was likely to be minimal. Therefore it was considered logical to investigate the feasibility of incorporating DDI into NLC and not in SLN. However, due to the limited solubility of DDI in lipids, formulation development of DDI-loaded NLC commenced using small quantities of DDI. Formulation development and optimization studies of DDI-loaded NLC were initially aimed at selecting a surfactant system that was capable of stabilizing NLC in an aqueous environment. Solutol® HS alone or a ternary mixture consisting of Solutol® HS, Tween® 80 and Lutrol® F68 was found to stabilize the nanoparticles in terms of particle size and the polydispersity index. The use of the ternary mixture as the surfactant system was preferred to using Solutol® HS alone as Lutrol® F68 and especially Tween® 80 have been successfully used to target the delivery of API to the brain. Aqueous DDI-free and DDI-Ioaded NLC containing increasing amounts of DDI were manufactured using hot high pressure homogenization at 800 bar for three cycles. The NLC formulations were characterized in terms of particle size, polydispersity index, zeta potential, and polymorphism, degree of crystallinity, encapsulation efficiency (EE), shape and surface morphology. The mean particle size for all formulations was below 250 nm with narrow polydispersity indices, indicating that narrow particle size distribution had been achieved. The d99% values for all formulations tested, were generated using laser diffractometry, and were below 400 nm, with span values ranging from 0.84 - 1.19 also suggesting that a narrow particle size distribution had been achieved. The zeta potential values measured in double distilled water with the conductivity adjusted to 50 μS/cm ranged from -18.4 to -11.4 mV. In addition, all the formulations showed a decrease in the degree of crystallinity as compared to the bulk lipid material and WAXS shows that the formulations existed in a single β-modification form. Furthermore DDI that had been incorporated into the NLC appeared to be molecularly dispersed in the lipid matrices. These parameters remained unaffected for most formulations following storage for two months at 25°C. In addition these formulations contained a mixture of spherical and non-spherical particles irrespective of the amount of DDI that was added during the manufacture of the formulations. These studies showed that it was feasible to develop and incorporate small amounts of DDI into NLC. However in order to use these delivery systems for oral administration of DDI to paediatric patients, strategies to improve the amount of DDI that could be loaded into the particles and to achieve high encapsulation efficiencies had to be developed. The limited solubility of DDI in lipid media was identified as a major factor that affected the loading capacity and encapsulation efficiency of DDI in the NLC. Therefore, a novel strategy aimed at increasing the saturation solubility of DDI in the lipid by attempting to increase the dissolution velocity of the drug in the lipid using a particle size reduction approach, was designed and investigated. DDI was dispersed in Transcutol® HP and the particle size of DDI in the liquid lipid medium was reduced gradually using hot high pressure homogenization and the product obtained from these studies was used to manufacture DDI-loaded NLC using a cold high pressure homogenization procedure. Although the encapsulation efficiency and drug loading following use of this approach was relatively high, the particles were large and showed a tendency to grow in size leading to the formation of microparticles after storage for two months at 25°C. In addition, the degree of crystallinity of the nanoparticles increased rapidly over the same storage period which led to expulsion of DDI nanoparticles for the NLC, despite the DDI loading in NLC being unaffected. It was clearly evident that this new approach of manufacturing solid lipid nanocarriers could be used as a platform not only for enhancing the loading capacity of DDI in solid lipid nanocarriers but also for other hydrophilic drugs. Differential protein adsorption patterns of DDI-loaded NLC were generated in vitro using two-dimensional polyacrylamide gel electrophoresis (2-D PAGE) in order to establish the potential for these systems to deliver DDI to the CNS. NLC formulations containing small amounts of DDI were used as these formulations showed a better stability profile than the formulation with a higher encapsulation efficiency and drug loading capacity. Furthermore, the encapsulation efficiency and drug loading of DDI were considered sufficient for use in 2-D PAGE studies. Data obtained from 2-D PAGE analysis reveal that DDI-loaded NLC preferentially adsorb proteins in vitro that are responsible for specific brain targeting in vivo. More importantly, these studies reveal that in addition to Tween® 80 that has already been shown to have the potential to target CDDS to the brain, Solutol® HS 15 has the potential to achieve a similar objective. Consequently, DDI-loaded NLC have the potential to deliver DDI to the brain and these results may be used as a platform for conducting in vivo studies to establish whether DDI can cross the blood brain barrier and enter the CNS when administered in NLC which may in turn lead to a major breakthrough in the management of HIV/AIDS and Aids Dementia Complex (ADC).
- Full Text:
- Date Issued: 2010
- Authors: Wa Kasongo, Kasongo
- Date: 2010
- Subjects: Antiretroviral agents HIV infections -- Drug testing Didanosine Nanoparticles Drug delivery systems Nanostructured materials Lipids -- Therapeutic use
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3800 , http://hdl.handle.net/10962/d1003278
- Description: The research undertaken in these studies aimed to investigate the feasibility of developing and manufacturing innovative solid lipid carriers, such as solid lipid nanoparticles (SLN) and/or nanostructured lipid carriers (NLC) using a hot high pressure homogenization method, for didanosine(DDI). In addition, studies using in vitro differential protein adsorption were undertaken to establish whether the SLN and/or NLC have the potential to deliver DDI to the central nervous system (CNS). Prior to initiating pre-formulation, formulation development and optimization studies of DDI-Ioaded SLN and/or NLC, it was necessary to develop and validate an analytical method for the in vitro quantitation and analysis of DDI. An accurate, precise and sensitive RP-HPLC method with UV detection set at 248 nm was developed, optimized and validated for the quantitative in vitro analysis of DDI in formulations. Pre-formulation studies were designed to evaluate the thermal stability of DDI and to select and characterize lipid excipients that may be used for the manufacture of the nanocarriers. It was established that DDI is thermostable at temperatures not exceeding 163°C and therefore a hot high pressure homogenization technique could be used to manufacture DDI-loaded SLN and/or NLC. Lipid screening studies revealed that DDI is poorly soluble in both solid and liquid lipids. A combination of Precirol® ATO 5 and Transcutol® HP was found to have the best solubilizing-potential for DDI of all lipids investigated. The inclusion of Transcutol® HP into Precirol® ATO 5 changed the polymorphic form of the solid lipid from the stable 13-modification to a material that exhibited the co-existence between α- and β-polymorphic forms. The relatively high solubility of DDI in Transcutol® HP compared to Precirol® ATO 5 was an indication that a solid lipid matrix prepared from a binary mixture of Precirol® ATO 5 and Transcutol® HP was likely to have a higher loading capacity and encapsulation efficiency for DDI than a matrix consisting of Precirol® ATO 5 alone. Furthermore, the potential for the solid lipid matrix to exist in the α- and/or β-modifications when Transcutol® HP was added to Precirol® ATO 5 suggested that expulsion of DDI from a solid lipid matrix during prolonged storage periods was likely to be minimal. Therefore it was considered logical to investigate the feasibility of incorporating DDI into NLC and not in SLN. However, due to the limited solubility of DDI in lipids, formulation development of DDI-loaded NLC commenced using small quantities of DDI. Formulation development and optimization studies of DDI-loaded NLC were initially aimed at selecting a surfactant system that was capable of stabilizing NLC in an aqueous environment. Solutol® HS alone or a ternary mixture consisting of Solutol® HS, Tween® 80 and Lutrol® F68 was found to stabilize the nanoparticles in terms of particle size and the polydispersity index. The use of the ternary mixture as the surfactant system was preferred to using Solutol® HS alone as Lutrol® F68 and especially Tween® 80 have been successfully used to target the delivery of API to the brain. Aqueous DDI-free and DDI-Ioaded NLC containing increasing amounts of DDI were manufactured using hot high pressure homogenization at 800 bar for three cycles. The NLC formulations were characterized in terms of particle size, polydispersity index, zeta potential, and polymorphism, degree of crystallinity, encapsulation efficiency (EE), shape and surface morphology. The mean particle size for all formulations was below 250 nm with narrow polydispersity indices, indicating that narrow particle size distribution had been achieved. The d99% values for all formulations tested, were generated using laser diffractometry, and were below 400 nm, with span values ranging from 0.84 - 1.19 also suggesting that a narrow particle size distribution had been achieved. The zeta potential values measured in double distilled water with the conductivity adjusted to 50 μS/cm ranged from -18.4 to -11.4 mV. In addition, all the formulations showed a decrease in the degree of crystallinity as compared to the bulk lipid material and WAXS shows that the formulations existed in a single β-modification form. Furthermore DDI that had been incorporated into the NLC appeared to be molecularly dispersed in the lipid matrices. These parameters remained unaffected for most formulations following storage for two months at 25°C. In addition these formulations contained a mixture of spherical and non-spherical particles irrespective of the amount of DDI that was added during the manufacture of the formulations. These studies showed that it was feasible to develop and incorporate small amounts of DDI into NLC. However in order to use these delivery systems for oral administration of DDI to paediatric patients, strategies to improve the amount of DDI that could be loaded into the particles and to achieve high encapsulation efficiencies had to be developed. The limited solubility of DDI in lipid media was identified as a major factor that affected the loading capacity and encapsulation efficiency of DDI in the NLC. Therefore, a novel strategy aimed at increasing the saturation solubility of DDI in the lipid by attempting to increase the dissolution velocity of the drug in the lipid using a particle size reduction approach, was designed and investigated. DDI was dispersed in Transcutol® HP and the particle size of DDI in the liquid lipid medium was reduced gradually using hot high pressure homogenization and the product obtained from these studies was used to manufacture DDI-loaded NLC using a cold high pressure homogenization procedure. Although the encapsulation efficiency and drug loading following use of this approach was relatively high, the particles were large and showed a tendency to grow in size leading to the formation of microparticles after storage for two months at 25°C. In addition, the degree of crystallinity of the nanoparticles increased rapidly over the same storage period which led to expulsion of DDI nanoparticles for the NLC, despite the DDI loading in NLC being unaffected. It was clearly evident that this new approach of manufacturing solid lipid nanocarriers could be used as a platform not only for enhancing the loading capacity of DDI in solid lipid nanocarriers but also for other hydrophilic drugs. Differential protein adsorption patterns of DDI-loaded NLC were generated in vitro using two-dimensional polyacrylamide gel electrophoresis (2-D PAGE) in order to establish the potential for these systems to deliver DDI to the CNS. NLC formulations containing small amounts of DDI were used as these formulations showed a better stability profile than the formulation with a higher encapsulation efficiency and drug loading capacity. Furthermore, the encapsulation efficiency and drug loading of DDI were considered sufficient for use in 2-D PAGE studies. Data obtained from 2-D PAGE analysis reveal that DDI-loaded NLC preferentially adsorb proteins in vitro that are responsible for specific brain targeting in vivo. More importantly, these studies reveal that in addition to Tween® 80 that has already been shown to have the potential to target CDDS to the brain, Solutol® HS 15 has the potential to achieve a similar objective. Consequently, DDI-loaded NLC have the potential to deliver DDI to the brain and these results may be used as a platform for conducting in vivo studies to establish whether DDI can cross the blood brain barrier and enter the CNS when administered in NLC which may in turn lead to a major breakthrough in the management of HIV/AIDS and Aids Dementia Complex (ADC).
- Full Text:
- Date Issued: 2010
An investigation into the journalistic identities of news workers at the state owned Lentsoe La Basotho/Lesotho Today Newspaper
- Authors: Kotele, Mothepane
- Date: 2010
- Subjects: Lentsoe La Basotho/Lesotho Today Mass media -- Economic aspects -- Lesotho Mass media -- Social aspects -- Lesotho Mass media -- Employees Journalists -- Lesotho Sotho newspapers Journalistic ethics -- Lesotho
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3449 , http://hdl.handle.net/10962/d1002903
- Description: Informed by the political economy framework and the public service role of media in democracy, the main objective of the study was to use in-depth semi-structured interviews to understand news-workers’ professional journalistic identities in relation to their status as government employees and the understanding of their public service role as outlined in the paper’s mission statement. The main interest was to understand the complexity of negotiating these role identities. Through reference to the theories of journalism professionalism, the study highlighted the extent to which news-workers in the small newsroom of Lentsoe la Basotho/Lesotho Today see themselves as public service journalists in a democratic country. The interest was borne partly out of the views of the paper’s critics who see it as not serving the public but rather promoting the activities and policies of the government of the day, thus falling short of its democratic role. The contention of the study was that as a public service newspaper, the paper should have news-workers who do impartial journalism and reflect the public’s right to know in their reporting. The findings of the study suggests that news-workers at Lentsoe la Basotho/Lesotho Today continuously have to strive to negotiate the potential conflict between being a professional and working for a government-controlled newspaper. While they sometimes lay claim to being journalists, the reality is that in their political coverage they end up adopting the role of government mouthpieces.
- Full Text:
- Date Issued: 2010
- Authors: Kotele, Mothepane
- Date: 2010
- Subjects: Lentsoe La Basotho/Lesotho Today Mass media -- Economic aspects -- Lesotho Mass media -- Social aspects -- Lesotho Mass media -- Employees Journalists -- Lesotho Sotho newspapers Journalistic ethics -- Lesotho
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3449 , http://hdl.handle.net/10962/d1002903
- Description: Informed by the political economy framework and the public service role of media in democracy, the main objective of the study was to use in-depth semi-structured interviews to understand news-workers’ professional journalistic identities in relation to their status as government employees and the understanding of their public service role as outlined in the paper’s mission statement. The main interest was to understand the complexity of negotiating these role identities. Through reference to the theories of journalism professionalism, the study highlighted the extent to which news-workers in the small newsroom of Lentsoe la Basotho/Lesotho Today see themselves as public service journalists in a democratic country. The interest was borne partly out of the views of the paper’s critics who see it as not serving the public but rather promoting the activities and policies of the government of the day, thus falling short of its democratic role. The contention of the study was that as a public service newspaper, the paper should have news-workers who do impartial journalism and reflect the public’s right to know in their reporting. The findings of the study suggests that news-workers at Lentsoe la Basotho/Lesotho Today continuously have to strive to negotiate the potential conflict between being a professional and working for a government-controlled newspaper. While they sometimes lay claim to being journalists, the reality is that in their political coverage they end up adopting the role of government mouthpieces.
- Full Text:
- Date Issued: 2010
An investigation into the organisational culture at an academically successful secondary school in Namibia
- Authors: Awarab, Erwin Ronald
- Date: 2010
- Subjects: Corporate culture -- Namibia -- Case studies Organizational behavior -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1612 , http://hdl.handle.net/10962/d1003494
- Description: The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
- Full Text:
- Date Issued: 2010
- Authors: Awarab, Erwin Ronald
- Date: 2010
- Subjects: Corporate culture -- Namibia -- Case studies Organizational behavior -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1612 , http://hdl.handle.net/10962/d1003494
- Description: The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
- Full Text:
- Date Issued: 2010
An investigation into the readability of the grade 10 physical science textbooks : a case study
- Authors: Van Heerden, Lesley Lynne
- Date: 2010
- Subjects: Textbooks -- South Africa -- Readability , Readability (Literary style) , Science -- Study and teaching (Secondary) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1993 , http://hdl.handle.net/10962/d1013365
- Description: In her newsletter “Curriculum News, Improving the Quality of Learning and Teaching: Planning for 2010 and Beyond”, Mrs Angie Motshekga, MP, Minister of Basic Education, positions the textbook very definitely as central to the curriculum and states that it is one of the most effective tools through which to deliver the curriculum and support assessment. Acknowledging the importance of the accessibility of textbooks for the South African classroom audience, this study has sought to investigate the readability of the chemistry section of grade 10 science textbooks. Readability research is concerned with the relationship between the textbook, the reader and the context in which the book is read; research supports the use of both classical quantitative measures and a qualitative cognitive-structural form of analysis to investigate this relationship. The research design is a mixed method one where quantitative and qualitative data were collected simultaneously: the methodical application of selected readability formulae gave rise to quantitative data while the line-by-line textual analysis, tracing cognitive-structural aspects, and focus-group discussions with teachers gave rise to the qualitative data. The results of the merged data analysis were then interpreted together to provide a better understanding of the readability of the texts for a South African audience. The results of the investigation reveal that readability is greatly impaired for a number of reasons, the primary one being a lack of articulation between the textbook writers/editors and the audience for which they are writing and preparing the texts. This is particularly reflected in the inadequate preparation of the material for the English Second Language reader, as certain textbooks are completely out of their reach. Furthermore, this lack of articulation can be traced to the lack of time available for piloting the textbooks: an invaluable intervention in the process of textbook production.
- Full Text:
- Date Issued: 2010
- Authors: Van Heerden, Lesley Lynne
- Date: 2010
- Subjects: Textbooks -- South Africa -- Readability , Readability (Literary style) , Science -- Study and teaching (Secondary) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1993 , http://hdl.handle.net/10962/d1013365
- Description: In her newsletter “Curriculum News, Improving the Quality of Learning and Teaching: Planning for 2010 and Beyond”, Mrs Angie Motshekga, MP, Minister of Basic Education, positions the textbook very definitely as central to the curriculum and states that it is one of the most effective tools through which to deliver the curriculum and support assessment. Acknowledging the importance of the accessibility of textbooks for the South African classroom audience, this study has sought to investigate the readability of the chemistry section of grade 10 science textbooks. Readability research is concerned with the relationship between the textbook, the reader and the context in which the book is read; research supports the use of both classical quantitative measures and a qualitative cognitive-structural form of analysis to investigate this relationship. The research design is a mixed method one where quantitative and qualitative data were collected simultaneously: the methodical application of selected readability formulae gave rise to quantitative data while the line-by-line textual analysis, tracing cognitive-structural aspects, and focus-group discussions with teachers gave rise to the qualitative data. The results of the merged data analysis were then interpreted together to provide a better understanding of the readability of the texts for a South African audience. The results of the investigation reveal that readability is greatly impaired for a number of reasons, the primary one being a lack of articulation between the textbook writers/editors and the audience for which they are writing and preparing the texts. This is particularly reflected in the inadequate preparation of the material for the English Second Language reader, as certain textbooks are completely out of their reach. Furthermore, this lack of articulation can be traced to the lack of time available for piloting the textbooks: an invaluable intervention in the process of textbook production.
- Full Text:
- Date Issued: 2010
An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club
- Authors: James, Alison
- Date: 2010
- Subjects: Environmental education -- South Africa -- East London Environmental education -- Activity programs -- South Africa -- East London Environmental literacy -- South Africa -- East London Environmental literacy -- Study and teaching -- South Africa -- East London Active learning -- South Africa -- East London Competency-based education -- South Africa -- East London Teacher-student relationships -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1619 , http://hdl.handle.net/10962/d1003501
- Description: This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
- Full Text:
- Date Issued: 2010
- Authors: James, Alison
- Date: 2010
- Subjects: Environmental education -- South Africa -- East London Environmental education -- Activity programs -- South Africa -- East London Environmental literacy -- South Africa -- East London Environmental literacy -- Study and teaching -- South Africa -- East London Active learning -- South Africa -- East London Competency-based education -- South Africa -- East London Teacher-student relationships -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1619 , http://hdl.handle.net/10962/d1003501
- Description: This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
- Full Text:
- Date Issued: 2010
An investigation into work-family conflict in females occupying lower-level jobs
- Authors: Reddy, Koovesheni
- Date: 2010
- Subjects: Work and family -- South Africa -- Psychological aspects , Job stress -- South Africa , Job satisfaction -- South Africa , Role conflict , Women employees -- South Africa , Low-income single mothers -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9401 , http://hdl.handle.net/10948/1201 , Work and family -- South Africa -- Psychological aspects , Job stress -- South Africa , Job satisfaction -- South Africa , Role conflict , Women employees -- South Africa , Low-income single mothers -- South Africa
- Description: The study focused on work-family conflict among females occupying lower level jobs. A quantitative research methodology was conducted on a sample of (N=144) females working on the assembly line in two private sector organisations. The research instrument was a questionnaire comprising six parts. The variables were measured under four categories: work-family conflict, job demands, perceived organisational support and job self-efficacy. Descriptive statistics were used to analyse and interpret the data. A comparative study was done between Hesto and Alpha pharmaceutical employees and it was found that Hesto employees experience greater work-family conflict, job demands, perceived organisational support and job self-efficacy. The correlation results of the study showed that a significant negative relationship exists between perceived organisation support and work-family conflict. There was a weak positive relationship between perceived organisational support and job self-efficacy. Work demands was found to be positively and significantly related to work-family conflict. There was a significant negative relationship between perceived organisational support and work demand. A significant negative relationship was found between job self-efficacy and work-family conflict. Based on these results recommendations were made on how South African companies can help reduce work-family conflict.
- Full Text:
- Date Issued: 2010
- Authors: Reddy, Koovesheni
- Date: 2010
- Subjects: Work and family -- South Africa -- Psychological aspects , Job stress -- South Africa , Job satisfaction -- South Africa , Role conflict , Women employees -- South Africa , Low-income single mothers -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9401 , http://hdl.handle.net/10948/1201 , Work and family -- South Africa -- Psychological aspects , Job stress -- South Africa , Job satisfaction -- South Africa , Role conflict , Women employees -- South Africa , Low-income single mothers -- South Africa
- Description: The study focused on work-family conflict among females occupying lower level jobs. A quantitative research methodology was conducted on a sample of (N=144) females working on the assembly line in two private sector organisations. The research instrument was a questionnaire comprising six parts. The variables were measured under four categories: work-family conflict, job demands, perceived organisational support and job self-efficacy. Descriptive statistics were used to analyse and interpret the data. A comparative study was done between Hesto and Alpha pharmaceutical employees and it was found that Hesto employees experience greater work-family conflict, job demands, perceived organisational support and job self-efficacy. The correlation results of the study showed that a significant negative relationship exists between perceived organisation support and work-family conflict. There was a weak positive relationship between perceived organisational support and job self-efficacy. Work demands was found to be positively and significantly related to work-family conflict. There was a significant negative relationship between perceived organisational support and work demand. A significant negative relationship was found between job self-efficacy and work-family conflict. Based on these results recommendations were made on how South African companies can help reduce work-family conflict.
- Full Text:
- Date Issued: 2010