A study of four-dimensional oscillator groups and the associated left-invariant control affine systems
- Authors: Biggs, Rory
- Date: 2012
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/164941 , vital:41186
- Description: Thesis (MSc)--Rhodes University, Faculty of Science, Department of Mathematics, 2012
- Full Text:
- Authors: Biggs, Rory
- Date: 2012
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/164941 , vital:41186
- Description: Thesis (MSc)--Rhodes University, Faculty of Science, Department of Mathematics, 2012
- Full Text:
Negotiating family planning radio messages among Malawian rural men of traditional authority Kadewere, Chiradzulo district
- Authors: Ntaba, Jolly Maxwell
- Date: 2012
- Subjects: Family planning -- Malawi , Birth control -- Malawi , Radio advertising -- Campaigns -- Malawi , Men -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3548 , http://hdl.handle.net/10962/d1018258
- Description: Family planning campaigns, using the media among other advocacy interventions, are produced and disseminated by both government and nongovernment organizations in Malawi, with an aim of reducing fertility and promotion of reproductive health. This qualitative audience study looks specifically at the reception by rural men of radio broadcast Public Service Announcements produced by the NGO, Banja La Mtsogolo, a leading provider of family planning services and products based in Blantyre. The aim of the study is to understand how the appropriation of these messages relates to traditional concepts of gender, masculinity and kinship within an area that has not been spared the influences, values and accoutrements of modernity. Underpinned by Hall’s encoding and decoding model, the study reveals that at most men make an oppositional reading of the texts based on their lived and shared cultural experiences. The results show that while people understand and appreciate the importance of family planning, cultural and traditional influences play a major role in how these messages are appropriated by and incorporated into the everyday lives of their listeners. Given the above understandings, the research asks what are the implications for the success of family-planning media campaigns by government and other non-governmental organisations such as Banja La Mtsogolo
- Full Text:
- Authors: Ntaba, Jolly Maxwell
- Date: 2012
- Subjects: Family planning -- Malawi , Birth control -- Malawi , Radio advertising -- Campaigns -- Malawi , Men -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3548 , http://hdl.handle.net/10962/d1018258
- Description: Family planning campaigns, using the media among other advocacy interventions, are produced and disseminated by both government and nongovernment organizations in Malawi, with an aim of reducing fertility and promotion of reproductive health. This qualitative audience study looks specifically at the reception by rural men of radio broadcast Public Service Announcements produced by the NGO, Banja La Mtsogolo, a leading provider of family planning services and products based in Blantyre. The aim of the study is to understand how the appropriation of these messages relates to traditional concepts of gender, masculinity and kinship within an area that has not been spared the influences, values and accoutrements of modernity. Underpinned by Hall’s encoding and decoding model, the study reveals that at most men make an oppositional reading of the texts based on their lived and shared cultural experiences. The results show that while people understand and appreciate the importance of family planning, cultural and traditional influences play a major role in how these messages are appropriated by and incorporated into the everyday lives of their listeners. Given the above understandings, the research asks what are the implications for the success of family-planning media campaigns by government and other non-governmental organisations such as Banja La Mtsogolo
- Full Text:
Ritualised discourse practices of feedback in a university foundation programme: a critical investigation
- Authors: Richardson, Amy
- Date: 2012
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/164955 , vital:41187
- Description: In order for students to become true members of academic communities of practice they need epistemological access, including guidance on central institutional knowledge-producing processes and mastery of key academic literacy practices. A powerful source of guidance is marker feedback. Drawing on key insights from the New Literacy Studies and taking up the mandate of Critical Ethnography to improve the status quo, this thesis reports on the feedback practices in a university foundation programme. The findings are based on three micro-case studies compiled and analysed by means of methods drawn from Ethnography, Sociolinguistics and Critical Analysis in conjunction with an expanded, multimodal, APPRAISAL analysis, including adjusted categories and the author’s own feedback typologies. Two major arguments emerge: the feedback provided amounts to a set of ritualised discourse practices and its effects can be likened to the product of the children’s game of Head-body-tail. Consequently, feedback conventions are opaque and, potentially, impede epistemological access. They further entrench five sets of ideologies: (1) Students must master basic English literacy before they are coached in more complex issues such as argumentation; an assumption which leads to differential socialisation. (2) There is a single set of literacy practices that is rewarded. (3) Students have different levels of authorial authority depending on their language abilities. (4) ‘Middle students’ may benefit the most from feedback. (5) Specific comments are preferred over general ones. Analysis of feedback, furthermore, shows that markers’ frames of reference shape their pedagogy and that draft and final versions of work may be framed differently by markers. These findings require a response and, in order to facilitate epistemological access, suggestions are made for improved marker training based on the problematisation of the ritual involved in marking students’ work in this university foundation programme. , Thesis (MA)--Rhodes University, Faculty of Humanities, Linguistics, 2012
- Full Text:
- Authors: Richardson, Amy
- Date: 2012
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/164955 , vital:41187
- Description: In order for students to become true members of academic communities of practice they need epistemological access, including guidance on central institutional knowledge-producing processes and mastery of key academic literacy practices. A powerful source of guidance is marker feedback. Drawing on key insights from the New Literacy Studies and taking up the mandate of Critical Ethnography to improve the status quo, this thesis reports on the feedback practices in a university foundation programme. The findings are based on three micro-case studies compiled and analysed by means of methods drawn from Ethnography, Sociolinguistics and Critical Analysis in conjunction with an expanded, multimodal, APPRAISAL analysis, including adjusted categories and the author’s own feedback typologies. Two major arguments emerge: the feedback provided amounts to a set of ritualised discourse practices and its effects can be likened to the product of the children’s game of Head-body-tail. Consequently, feedback conventions are opaque and, potentially, impede epistemological access. They further entrench five sets of ideologies: (1) Students must master basic English literacy before they are coached in more complex issues such as argumentation; an assumption which leads to differential socialisation. (2) There is a single set of literacy practices that is rewarded. (3) Students have different levels of authorial authority depending on their language abilities. (4) ‘Middle students’ may benefit the most from feedback. (5) Specific comments are preferred over general ones. Analysis of feedback, furthermore, shows that markers’ frames of reference shape their pedagogy and that draft and final versions of work may be framed differently by markers. These findings require a response and, in order to facilitate epistemological access, suggestions are made for improved marker training based on the problematisation of the ritual involved in marking students’ work in this university foundation programme. , Thesis (MA)--Rhodes University, Faculty of Humanities, Linguistics, 2012
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