Exploring how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew
- Authors: Paulus, Demetria
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17637 , vital:22266
- Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
- Full Text:
- Authors: Paulus, Demetria
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17637 , vital:22266
- Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
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Garnishee orders as a tax collection tool: a critical review of the South African and Zimbabwean models
- Authors: Nzombe, Kudzanayi
- Date: 2017
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/8082 , vital:21352
- Description: Taxation statues of most jurisdictions contain provisions that deal with defaulting taxpayers. The taxation statutes of Zimbabwe and South Africa have employed the concept of garnishee orders as a method of recovering tax. This method is codified in the respective taxation statutes under the guise of “third party appointments”, or simply “appointment of an agent”. This method is very convenient and expeditious for the tax collection authorities, namely, the Zimbabwe Revenue Authority (ZIMRA) and the South Africa Revenue Service (SARS). Other jurisdictions have also employed this method, with varying degrees of invasiveness into the taxpayers’ constitutional rights. The concept of garnishee orders can have negative constitutional implications for the taxpayers in both Zimbabwe and South Africa. In Zimbabwe, compared to South Africa, the tax collection field is not as developed in terms of jurisprudence and the legislation. There are lessons that Zimbabwe could learn from South Africa, considering that the latter has experienced more than two decades of constitutional democracy. Therefore, in order to identify areas for development, the two jurisdictions are critically reviewed, with particular attention to the legislative provisions and case law dealing with garnishee orders in the tax collection context. Approaches employed by other countries in relation to similar concepts and provisions are also analysed. The lessons learned from this analysis could suggest a less invasive method of recovering tax from defaulting taxpayers and an approach to be followed by the tax authorities, ZIMRA and SARS that would allow them to fulfil their responsibilities and mandate with taxpayer-friendly measures.
- Full Text:
- Authors: Nzombe, Kudzanayi
- Date: 2017
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/8082 , vital:21352
- Description: Taxation statues of most jurisdictions contain provisions that deal with defaulting taxpayers. The taxation statutes of Zimbabwe and South Africa have employed the concept of garnishee orders as a method of recovering tax. This method is codified in the respective taxation statutes under the guise of “third party appointments”, or simply “appointment of an agent”. This method is very convenient and expeditious for the tax collection authorities, namely, the Zimbabwe Revenue Authority (ZIMRA) and the South Africa Revenue Service (SARS). Other jurisdictions have also employed this method, with varying degrees of invasiveness into the taxpayers’ constitutional rights. The concept of garnishee orders can have negative constitutional implications for the taxpayers in both Zimbabwe and South Africa. In Zimbabwe, compared to South Africa, the tax collection field is not as developed in terms of jurisprudence and the legislation. There are lessons that Zimbabwe could learn from South Africa, considering that the latter has experienced more than two decades of constitutional democracy. Therefore, in order to identify areas for development, the two jurisdictions are critically reviewed, with particular attention to the legislative provisions and case law dealing with garnishee orders in the tax collection context. Approaches employed by other countries in relation to similar concepts and provisions are also analysed. The lessons learned from this analysis could suggest a less invasive method of recovering tax from defaulting taxpayers and an approach to be followed by the tax authorities, ZIMRA and SARS that would allow them to fulfil their responsibilities and mandate with taxpayer-friendly measures.
- Full Text:
"Let loose in the unthinkable unspeakable": waiting and alterity in Samuel Beckett's trilogy
- Authors: Marais, Jessica
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3917 , vital:20557
- Description: In this thesis, I examine the interrelated roles of waiting and alterity in Samuel Beckett's trilogy of novels: Molloy, Malone Dies and The Unnamable. The conventional understanding of waiting is as an intentional relationship between a waiting subject and an awaited object. This kind of waiting is end-directed, and, in order for it to be worthwhile, the awaited must, at some point, arrive. In the trilogy, however, the awaited never does arrive, and it is my contention that the novels are concerned with an unconventional kind of waiting, which, being without object or end, takes the form of a non-intentional relationship between waiter and awaited. Significantly, through the non-intentional wait, the subject awaits the unawaited. She or he thereby encounters the radically other, or that which cannot be rendered familiar or assimilated in any way – an unthinkable, unspeakable, ungraspable excess that overflows the limits of thought and language. The texts foreground the vexed question of response to such alterity: how can one approach the ungraspable as ungraspable, when it is in the nature of any approach to attempt to grasp? I argue that the texts explore a paradoxical form of "incurious seeking" as an avenue to accommodate the absolutely other.
- Full Text:
- Authors: Marais, Jessica
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3917 , vital:20557
- Description: In this thesis, I examine the interrelated roles of waiting and alterity in Samuel Beckett's trilogy of novels: Molloy, Malone Dies and The Unnamable. The conventional understanding of waiting is as an intentional relationship between a waiting subject and an awaited object. This kind of waiting is end-directed, and, in order for it to be worthwhile, the awaited must, at some point, arrive. In the trilogy, however, the awaited never does arrive, and it is my contention that the novels are concerned with an unconventional kind of waiting, which, being without object or end, takes the form of a non-intentional relationship between waiter and awaited. Significantly, through the non-intentional wait, the subject awaits the unawaited. She or he thereby encounters the radically other, or that which cannot be rendered familiar or assimilated in any way – an unthinkable, unspeakable, ungraspable excess that overflows the limits of thought and language. The texts foreground the vexed question of response to such alterity: how can one approach the ungraspable as ungraspable, when it is in the nature of any approach to attempt to grasp? I argue that the texts explore a paradoxical form of "incurious seeking" as an avenue to accommodate the absolutely other.
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An assessment of the small-scale fisheries in the Kogelberg district of the Western Cape, South Africa
- Authors: Jordan, Tia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/997 , vital:20011
- Description: Small-scale fisheries play a critical role in communities by contributing to food security, poverty alleviation and source of income. The study focused on the Kleinmond small-scale fishery and estimated the current economic value of the fishery as well as exploring the potential for increasing this and also whether it is being used in a way that ensures sustainable harvesting of the marine resources. It was important to evaluate the ecological, economic and social dimensions of the fishing community in order to address the problems currently facing the community. The study draws on previous research done in the Kleinmond area. Data were collected to update and complement previous research and addresses current research. In order to investigate the fisheries catch contribution in the area, data were obtained from the Department of Agriculture, Forestry and Fisheries. Three different questionnaires were developed and conducted in face-to-face formal and informal interviews with the various stakeholders (n=42) in the value-chain. Interviews were also conducted telephonically with other stakeholders and a focus group was formed to supplement previous available data. Simple economic models were developed for the fisheries working from the Kleinmond harbour, which were used to estimate the gross and net economic value of catches for individual right-holders, as well as the Kleinmond area as a whole. The economic models used in this study showed that the West Coast rock lobster Jasus lalandii, fishery was the primary source of income for small-scale fishers. This was due to the rock lobsters being sold to the export market as a high-valued commodity, whereas the linefish were sold to the local market as a lower-valued commodity. However, linefish were found to be more of a commodity to the community as a portion would be retained for personal consumption. The linefishers were concerned in that over the past couple of years, snoek Thrysites atun have been absent the Kleinmond area, resulting in and the fishing effort shifting to a resident species Cape bream Pachymetopon blochii. Whereas West Coast rock lobster were considered to be harvested sustainably under the current total allowable catch strategy, there was concern for the future of the fishery because of the occurrence of illegal fishing, both locally and nationally. Small-scale fisheries in the Kleinmond community are largely dependent on fishing resources, even though the industry is only marginally profitable. Future management measures should concentrate on optimising the value-chain to provide both sustainability for the resources and improve the livelihoods of the community.
- Full Text:
- Authors: Jordan, Tia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/997 , vital:20011
- Description: Small-scale fisheries play a critical role in communities by contributing to food security, poverty alleviation and source of income. The study focused on the Kleinmond small-scale fishery and estimated the current economic value of the fishery as well as exploring the potential for increasing this and also whether it is being used in a way that ensures sustainable harvesting of the marine resources. It was important to evaluate the ecological, economic and social dimensions of the fishing community in order to address the problems currently facing the community. The study draws on previous research done in the Kleinmond area. Data were collected to update and complement previous research and addresses current research. In order to investigate the fisheries catch contribution in the area, data were obtained from the Department of Agriculture, Forestry and Fisheries. Three different questionnaires were developed and conducted in face-to-face formal and informal interviews with the various stakeholders (n=42) in the value-chain. Interviews were also conducted telephonically with other stakeholders and a focus group was formed to supplement previous available data. Simple economic models were developed for the fisheries working from the Kleinmond harbour, which were used to estimate the gross and net economic value of catches for individual right-holders, as well as the Kleinmond area as a whole. The economic models used in this study showed that the West Coast rock lobster Jasus lalandii, fishery was the primary source of income for small-scale fishers. This was due to the rock lobsters being sold to the export market as a high-valued commodity, whereas the linefish were sold to the local market as a lower-valued commodity. However, linefish were found to be more of a commodity to the community as a portion would be retained for personal consumption. The linefishers were concerned in that over the past couple of years, snoek Thrysites atun have been absent the Kleinmond area, resulting in and the fishing effort shifting to a resident species Cape bream Pachymetopon blochii. Whereas West Coast rock lobster were considered to be harvested sustainably under the current total allowable catch strategy, there was concern for the future of the fishery because of the occurrence of illegal fishing, both locally and nationally. Small-scale fisheries in the Kleinmond community are largely dependent on fishing resources, even though the industry is only marginally profitable. Future management measures should concentrate on optimising the value-chain to provide both sustainability for the resources and improve the livelihoods of the community.
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An evaluation of the implementation of Mercedes Benz production system (MPS) and the employee change readiness at Mercedes Benz commercial vehicles South Africa
- Authors: McAllister, Rozane Ronardo
- Date: 2015
- Subjects: Daimler-Benz Aktiengesellschaft , Organizational change -- South Africa , Organizational behavior -- South Africa , Employees -- Attitudes , Continuous improvement process -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:850 , http://hdl.handle.net/10962/d1017518
- Description: The evaluation report section describes the evaluation of the implementation of Mercedes Benz Production System (MPS) at Mercedes Benz Commercial Vehicles, which is a division of Mercedes Benz South Africa’s manufacturing plant situated in East London. The section evaluates the changes the implementation of MPS brought to the Key Performance Indicators (KPI’S) of the division and evaluates the change readiness of the employees in the division prior to the change. The change implementation was initiated by the management of MBCV as a strategic organisational change to bring about continuous improvement to the KPI’s of the organisation. These KPI’s are Safety, Quality, Delivery, Cost and Morale (SQDCM). The reason behind the change at the time was deemed critical to MBCV in order to meet the annual KPI targets and remain cost competitive and sustainable. The evaluation report further describes the results of the change with regards to the organisational KPI’s and the level of employee change readiness which was conducted through a questionnaire survey. A brief literature review is included in the Evaluation Report under section one describing key concepts about Production Systems, Lean Manufacturing and Change Management. The evaluation section includes recommendations based on the results of the research findings and ends with a conclusion. The literature review section explores the literature that supports production systems, lean manufacturing and change management concepts, its definitions, importance and benefits. The literature review describes and critiques key concepts of the research such as productions systems, MPS in particular, lean manufacturing concepts and related change management topics relevant to the research. The literature review defines production systems and the concepts of lean manufacturing, highlighting the benefits of the concepts to enhance organisations’ manufacturing capabilities. An integrated part of lean manufacturing is people and the implementation of lean manufacturing into an organisation requires change management theories therefore key understanding in this particular research was to discuss change management concepts, in particular, employee change readiness. The literature will discuss different tools to assess employee change readiness and from this develop an employee change readiness tool. The change management concepts evaluated change readiness and the consequences if organisations are not ready for change. The research methodology section describes how that the research was conducted in two phases, one to evaluate the implementation of MPS with regards to the organisational KPI’s (SQDCM). This was assessed through reports from projects and presentations made by the project teams on improvements of the organisational KPI’s. The second phase evaluated the change readiness of the employees prior to the implementation of MPS. This phase of the research was intended to retrieve quantitative data with an adapted questionnaire which was distributed to employees. To evaluate the change readiness, a change model known as ADKAR was used as an evaluation instrument. The modified ADKAR questionnaire was distributed to employees in hard copies and completed during a weekly team meeting. The results were summarised and descriptive statistics were used to analyse the final results. Microsoft Excel (2010 version) was used to illustrate and display the graphs. Section three discussed the research methodology in more detail. The study shows that although there were some positive changes that came from the implementation of MPS in MBCV, especially to the following KPI’s (Safety, Quality, Delivery and Cost), real consideration should be given to employee morale and the level of change readiness of MBCV employees.
- Full Text:
- Authors: McAllister, Rozane Ronardo
- Date: 2015
- Subjects: Daimler-Benz Aktiengesellschaft , Organizational change -- South Africa , Organizational behavior -- South Africa , Employees -- Attitudes , Continuous improvement process -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:850 , http://hdl.handle.net/10962/d1017518
- Description: The evaluation report section describes the evaluation of the implementation of Mercedes Benz Production System (MPS) at Mercedes Benz Commercial Vehicles, which is a division of Mercedes Benz South Africa’s manufacturing plant situated in East London. The section evaluates the changes the implementation of MPS brought to the Key Performance Indicators (KPI’S) of the division and evaluates the change readiness of the employees in the division prior to the change. The change implementation was initiated by the management of MBCV as a strategic organisational change to bring about continuous improvement to the KPI’s of the organisation. These KPI’s are Safety, Quality, Delivery, Cost and Morale (SQDCM). The reason behind the change at the time was deemed critical to MBCV in order to meet the annual KPI targets and remain cost competitive and sustainable. The evaluation report further describes the results of the change with regards to the organisational KPI’s and the level of employee change readiness which was conducted through a questionnaire survey. A brief literature review is included in the Evaluation Report under section one describing key concepts about Production Systems, Lean Manufacturing and Change Management. The evaluation section includes recommendations based on the results of the research findings and ends with a conclusion. The literature review section explores the literature that supports production systems, lean manufacturing and change management concepts, its definitions, importance and benefits. The literature review describes and critiques key concepts of the research such as productions systems, MPS in particular, lean manufacturing concepts and related change management topics relevant to the research. The literature review defines production systems and the concepts of lean manufacturing, highlighting the benefits of the concepts to enhance organisations’ manufacturing capabilities. An integrated part of lean manufacturing is people and the implementation of lean manufacturing into an organisation requires change management theories therefore key understanding in this particular research was to discuss change management concepts, in particular, employee change readiness. The literature will discuss different tools to assess employee change readiness and from this develop an employee change readiness tool. The change management concepts evaluated change readiness and the consequences if organisations are not ready for change. The research methodology section describes how that the research was conducted in two phases, one to evaluate the implementation of MPS with regards to the organisational KPI’s (SQDCM). This was assessed through reports from projects and presentations made by the project teams on improvements of the organisational KPI’s. The second phase evaluated the change readiness of the employees prior to the implementation of MPS. This phase of the research was intended to retrieve quantitative data with an adapted questionnaire which was distributed to employees. To evaluate the change readiness, a change model known as ADKAR was used as an evaluation instrument. The modified ADKAR questionnaire was distributed to employees in hard copies and completed during a weekly team meeting. The results were summarised and descriptive statistics were used to analyse the final results. Microsoft Excel (2010 version) was used to illustrate and display the graphs. Section three discussed the research methodology in more detail. The study shows that although there were some positive changes that came from the implementation of MPS in MBCV, especially to the following KPI’s (Safety, Quality, Delivery and Cost), real consideration should be given to employee morale and the level of change readiness of MBCV employees.
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An investigation into the nature of mathematical connections selected grade 7 teachers make when teaching fractions : a Namibian case study.
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
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Rural livelihoods and adherence to HIV and AIDS antiretroviral therapy in Chivanhu Settlement, Nemamwa Village in Masvingo District, Zimbabwe
- Authors: Wapinduka, Tendai
- Date: 2013
- Subjects: AIDS (Disease) -- Social aspects -- Zimbabwe -- Masvingo Rural development -- Zimbabwe -- Masvingo AIDS (Disease) -- Treatment -- Zimbabwe -- Masvingo Antiretroviral agents -- Zimbabwe -- Masvingo
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3336 , http://hdl.handle.net/10962/d1003743
- Description: The Human Immunodeficiency Virus (HIV) and Acquired Immuno Deficiency Syndrome (AIDS) epidemic has had massive detrimental impacts on rural communities across Africa including in Zimbabwe. In response to the HIV and AIDS epidemic, the government of Zimbabwe has developed and adopted comprehensive programmes to address HIV and AIDS prevention, care and support. One of the critical components of these programmes relates specifically to treatment of the HIV infected given that HIV and AIDS is increasingly seen as a manageable threatening disease. However the success and effectiveness of the treatment regimen (involving antiretroviral drugs or ARVs) is dependent heavily on complete adherence to the rigid and complex regimens. It is against this background that this thesis studies a particular rural community in Zimbabwe called Chivanhu (in Masvingo Province) in terms of the relationship between rural livelihoods and HIV and AIDS (particularly HIV treatment and treatment adherence). Unlike other rural communities (notably in communal areas), Chivanhu is an informal and unstable community with a turbulent history. Most rural studies of HIV and AIDS in Zimbabwe and elsewhere in the region have focused on well-established and stable communities in which agricultural production is still of some significance. In such communities, the impact of HIV and AIDS on livelihoods is severe but, in more informal settlements, the vulnerability of households to the epidemic (and challenges pertaining to treatment adherence) is even more pronounced. Using a rural livelihoods framework, this thesis seeks to identify, understand and analyse the conditions which shape levels of adherence to HIV and AIDS in the informalsettlement of Chivanhu in Zimbabwe.
- Full Text:
- Authors: Wapinduka, Tendai
- Date: 2013
- Subjects: AIDS (Disease) -- Social aspects -- Zimbabwe -- Masvingo Rural development -- Zimbabwe -- Masvingo AIDS (Disease) -- Treatment -- Zimbabwe -- Masvingo Antiretroviral agents -- Zimbabwe -- Masvingo
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3336 , http://hdl.handle.net/10962/d1003743
- Description: The Human Immunodeficiency Virus (HIV) and Acquired Immuno Deficiency Syndrome (AIDS) epidemic has had massive detrimental impacts on rural communities across Africa including in Zimbabwe. In response to the HIV and AIDS epidemic, the government of Zimbabwe has developed and adopted comprehensive programmes to address HIV and AIDS prevention, care and support. One of the critical components of these programmes relates specifically to treatment of the HIV infected given that HIV and AIDS is increasingly seen as a manageable threatening disease. However the success and effectiveness of the treatment regimen (involving antiretroviral drugs or ARVs) is dependent heavily on complete adherence to the rigid and complex regimens. It is against this background that this thesis studies a particular rural community in Zimbabwe called Chivanhu (in Masvingo Province) in terms of the relationship between rural livelihoods and HIV and AIDS (particularly HIV treatment and treatment adherence). Unlike other rural communities (notably in communal areas), Chivanhu is an informal and unstable community with a turbulent history. Most rural studies of HIV and AIDS in Zimbabwe and elsewhere in the region have focused on well-established and stable communities in which agricultural production is still of some significance. In such communities, the impact of HIV and AIDS on livelihoods is severe but, in more informal settlements, the vulnerability of households to the epidemic (and challenges pertaining to treatment adherence) is even more pronounced. Using a rural livelihoods framework, this thesis seeks to identify, understand and analyse the conditions which shape levels of adherence to HIV and AIDS in the informalsettlement of Chivanhu in Zimbabwe.
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An exploration of entrepreneurship within established family businesses in Grahamstown
- Authors: Lancaster, Talia Grace Palm
- Date: 2012
- Subjects: Family-owned business enterprises -- Research -- South Africa -- Grahamstown Entrepreneurship -- Research -- South Africa -- Grahamstown Small business -- Research -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3006 , http://hdl.handle.net/10962/d1002515
- Description: Family businesses make up a large number of businesses in South Africa, although they are not often researched. Many of these family businesses are SME (Small and Medium Enterprises), however they contribute substantially to the local economy, as well as job creation. Despite their extensive presence there is a very poor success rate of family businesses. One of the reasons for their low success rate could be the seemingly increased conservative nature of family businesses over time. Thus, a look into entrepreneurial processes, which promote adaptation, innovation and learning, may give family businesses a competitive advantage. An Abbreviated Grounded Theory approach was used to explore the presence, if any, of entrepreneurial processes within established family businesses in Grahamstown. Two generations of family owners as well as a non-family employee across four local businesses were interviewed. The results show that all four business show signs of entrepreneurship within their business, these include: risk taking, creativity, active competition, opportunity grasping and change. Previous generations within the business also showed signs of learning new technology, in turn the new generations learnt from the experience that their parents have had in the businesses. The results show that family businesses are capable of change, adaptation and learning, thus it may enable consultants and future researchers to strengthen family businesses across generations.
- Full Text:
- Authors: Lancaster, Talia Grace Palm
- Date: 2012
- Subjects: Family-owned business enterprises -- Research -- South Africa -- Grahamstown Entrepreneurship -- Research -- South Africa -- Grahamstown Small business -- Research -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3006 , http://hdl.handle.net/10962/d1002515
- Description: Family businesses make up a large number of businesses in South Africa, although they are not often researched. Many of these family businesses are SME (Small and Medium Enterprises), however they contribute substantially to the local economy, as well as job creation. Despite their extensive presence there is a very poor success rate of family businesses. One of the reasons for their low success rate could be the seemingly increased conservative nature of family businesses over time. Thus, a look into entrepreneurial processes, which promote adaptation, innovation and learning, may give family businesses a competitive advantage. An Abbreviated Grounded Theory approach was used to explore the presence, if any, of entrepreneurial processes within established family businesses in Grahamstown. Two generations of family owners as well as a non-family employee across four local businesses were interviewed. The results show that all four business show signs of entrepreneurship within their business, these include: risk taking, creativity, active competition, opportunity grasping and change. Previous generations within the business also showed signs of learning new technology, in turn the new generations learnt from the experience that their parents have had in the businesses. The results show that family businesses are capable of change, adaptation and learning, thus it may enable consultants and future researchers to strengthen family businesses across generations.
- Full Text:
Investigating factors inhibiting the implementation of IQMS in a South African school
- Authors: Mji, Lwazi Knowledge
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Evaluation Educational change -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1586 , http://hdl.handle.net/10962/d1003468
- Description: After the 1994 elections education reform has been characterized by the introduction of laws and policies, including IQMS, that seek to reconcile post‐apartheid traditions to practices that would address deficiencies borne by the era in the education field. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. It was designed to review performance and identify strengths and weaknesses, encouraging personal and professional development, drawing on peer and collegial feedback rather than official Department of Education surveillance. However, recent studies have shown that the IQMS has failed and is failing to achieve what it was intended to achieve. This study examines the reasons for this failure in a secondary school in the Eastern Cape, South Africa. This research is an interpretive case study that uses observation, document analysis and interviews utilising theories of learning organizations, management and leadership. The study reveals that the policy is not applied in the way it was intended and is failing in this regard. The policy process has been bureaucratised and suffers from superficial compliance. The developmental thrust of the policy seems to have been lost. It was also discovered that the involvement of teacher unions has both positively and negatively affected the implementation process and that the support schools receive from the department is not enough to keep the policy alive in schools. This research is likely to benefit school principals, policy makers and implementers, and IQMS coordinators, as it provides clarity on the issues restraining IQMS implementation in schools. The study also demonstrates the need for school principals to consider adopting transformational leadership as a strategy to lead teachers against political influence and expose them to professional development opportunities.
- Full Text:
- Authors: Mji, Lwazi Knowledge
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Evaluation Educational change -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1586 , http://hdl.handle.net/10962/d1003468
- Description: After the 1994 elections education reform has been characterized by the introduction of laws and policies, including IQMS, that seek to reconcile post‐apartheid traditions to practices that would address deficiencies borne by the era in the education field. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. It was designed to review performance and identify strengths and weaknesses, encouraging personal and professional development, drawing on peer and collegial feedback rather than official Department of Education surveillance. However, recent studies have shown that the IQMS has failed and is failing to achieve what it was intended to achieve. This study examines the reasons for this failure in a secondary school in the Eastern Cape, South Africa. This research is an interpretive case study that uses observation, document analysis and interviews utilising theories of learning organizations, management and leadership. The study reveals that the policy is not applied in the way it was intended and is failing in this regard. The policy process has been bureaucratised and suffers from superficial compliance. The developmental thrust of the policy seems to have been lost. It was also discovered that the involvement of teacher unions has both positively and negatively affected the implementation process and that the support schools receive from the department is not enough to keep the policy alive in schools. This research is likely to benefit school principals, policy makers and implementers, and IQMS coordinators, as it provides clarity on the issues restraining IQMS implementation in schools. The study also demonstrates the need for school principals to consider adopting transformational leadership as a strategy to lead teachers against political influence and expose them to professional development opportunities.
- Full Text:
Macroeconomic determinants of stock market behaviour in South Africa
- Authors: Junkin, Kyle
- Date: 2012
- Subjects: Stocks -- Prices -- South Africa Macroeconomics Risk management -- South Africa Stock exchanges -- South Africa Interest rates -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1016 , http://hdl.handle.net/10962/d1002751
- Description: This study investigates whether stock prices in South Africa are influenced by macroeconomic variables, and furthermore, the effects of financial crises on stock prices. The relationship between stock prices and the macroeconomy is a particularly important issue for investors, since a thorough understanding of such a relationship is likely to yield profitable or risk mitigating opportunities. Using monthly data for the period 1995 to 2010 the study focused at a macro level using the FTSE/JSE All Share Index, and at a micro level using sector indices. These included the construction and materials, financial, food producers’, general retailers, industrial, mining and pharmaceuticals indices. The Johansen and Juselius (1990) multivariate cointegration approach was employed, along with impulse response and variance decomposition tests to address the issue. The results showed that macroeconomic variables do have a significant influence on stock prices in South Africa. Also, the influences of these variables were found to have an inconsistent effect across the sectors under investigation. For example, inflation was found to negatively influence the All Share Index, but impacted the industrial index positively. These inconsistent influences on the various sectors were seen to have important diversification implications for investors. The impact of past financial crises proved to be significant on certain indices, however, indices such as that of the pharmaceuticals sector was found to be largely unaffected by such crises. The findings of the study were discussed through an investor’s perspective, and recommendations on investment decisions were given. The limitations of the study were such that certain results may have been influenced by a mis-specification of variables, particularly the Treasury bill rate.
- Full Text:
- Authors: Junkin, Kyle
- Date: 2012
- Subjects: Stocks -- Prices -- South Africa Macroeconomics Risk management -- South Africa Stock exchanges -- South Africa Interest rates -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1016 , http://hdl.handle.net/10962/d1002751
- Description: This study investigates whether stock prices in South Africa are influenced by macroeconomic variables, and furthermore, the effects of financial crises on stock prices. The relationship between stock prices and the macroeconomy is a particularly important issue for investors, since a thorough understanding of such a relationship is likely to yield profitable or risk mitigating opportunities. Using monthly data for the period 1995 to 2010 the study focused at a macro level using the FTSE/JSE All Share Index, and at a micro level using sector indices. These included the construction and materials, financial, food producers’, general retailers, industrial, mining and pharmaceuticals indices. The Johansen and Juselius (1990) multivariate cointegration approach was employed, along with impulse response and variance decomposition tests to address the issue. The results showed that macroeconomic variables do have a significant influence on stock prices in South Africa. Also, the influences of these variables were found to have an inconsistent effect across the sectors under investigation. For example, inflation was found to negatively influence the All Share Index, but impacted the industrial index positively. These inconsistent influences on the various sectors were seen to have important diversification implications for investors. The impact of past financial crises proved to be significant on certain indices, however, indices such as that of the pharmaceuticals sector was found to be largely unaffected by such crises. The findings of the study were discussed through an investor’s perspective, and recommendations on investment decisions were given. The limitations of the study were such that certain results may have been influenced by a mis-specification of variables, particularly the Treasury bill rate.
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Challenges in topside ionospheric modelling over South Africa
- Authors: Sibanda, Patrick
- Date: 2010
- Subjects: Ionospheric electron density -- South Africa Neural networks (Computer science) Atmosphere, Upper Ionosphere
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5453 , http://hdl.handle.net/10962/d1005238
- Description: This thesis creates a basic framework and provides the information necessary to create a more accurate description of the topside ionosphere in terms of the altitude variation of the electron density (Ne) over the South African region. The detailed overview of various topside ionospheric modelling techniques, with specific emphasis on their implications for the efforts to model the South African topside, provides a starting point towards achieving the goals. The novelty of the thesis lies in the investigation of the applicabilityof three different techniques to model the South African topside ionosphere: (1) The possibility of using Artificial Neural Network (ANN) techniques for empirical modelling of the topside ionosphere based on the available, however irregularly sampled, topside sounder measurements. The goal of this model was to test the ability of ANN techniques to capture the complex relationships between the various ionospheric variables using irregularly distributed measurements. While this technique is promising, the method did not show significant improvement over the International Reference Ionosphere (IRI) model results when compared with the actual measurements. (2) Application of the diffusive equilibrium theory. Although based on sound physics foundations, the method only operates on a generalised level leading to results that are not necessarily unique. Furthermore, the approach relies on many ionospheric variables as inputs which are derived from other models whose accuracy is not verified. (3) Attempts to complement the standard functional techniques, (Chapman, Epstein, Exponential and Parabolic), with Global Positioning System (GPS) and ionosonde measurements in an effort to provide deeper insights into the actual conditions within the ionosphere. The vertical Ne distribution is reconstructed by linking together the different aspects of the constituent ions and their transition height by considering how they influence the shape of the profile. While this approach has not been tested against actual measurements, results show that the method could be potentially useful for topside ionospheric studies. Due to the limitations of each technique reviewed, this thesis observes that the employment of an approach that incorporates both theoretical onsiderations and empirical aspects has the potential to lead to a more accurate characterisation of the topside ionospheric behaviour, and resulting in improved models in terms of reliability and forecasting ability. The point is made that a topside sounder mission for South Africa would provide the required measured topside ionospheric data and answer the many science questions that this region poses as well as solving a number of the limitations set out in this thesis.
- Full Text:
- Authors: Sibanda, Patrick
- Date: 2010
- Subjects: Ionospheric electron density -- South Africa Neural networks (Computer science) Atmosphere, Upper Ionosphere
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5453 , http://hdl.handle.net/10962/d1005238
- Description: This thesis creates a basic framework and provides the information necessary to create a more accurate description of the topside ionosphere in terms of the altitude variation of the electron density (Ne) over the South African region. The detailed overview of various topside ionospheric modelling techniques, with specific emphasis on their implications for the efforts to model the South African topside, provides a starting point towards achieving the goals. The novelty of the thesis lies in the investigation of the applicabilityof three different techniques to model the South African topside ionosphere: (1) The possibility of using Artificial Neural Network (ANN) techniques for empirical modelling of the topside ionosphere based on the available, however irregularly sampled, topside sounder measurements. The goal of this model was to test the ability of ANN techniques to capture the complex relationships between the various ionospheric variables using irregularly distributed measurements. While this technique is promising, the method did not show significant improvement over the International Reference Ionosphere (IRI) model results when compared with the actual measurements. (2) Application of the diffusive equilibrium theory. Although based on sound physics foundations, the method only operates on a generalised level leading to results that are not necessarily unique. Furthermore, the approach relies on many ionospheric variables as inputs which are derived from other models whose accuracy is not verified. (3) Attempts to complement the standard functional techniques, (Chapman, Epstein, Exponential and Parabolic), with Global Positioning System (GPS) and ionosonde measurements in an effort to provide deeper insights into the actual conditions within the ionosphere. The vertical Ne distribution is reconstructed by linking together the different aspects of the constituent ions and their transition height by considering how they influence the shape of the profile. While this approach has not been tested against actual measurements, results show that the method could be potentially useful for topside ionospheric studies. Due to the limitations of each technique reviewed, this thesis observes that the employment of an approach that incorporates both theoretical onsiderations and empirical aspects has the potential to lead to a more accurate characterisation of the topside ionospheric behaviour, and resulting in improved models in terms of reliability and forecasting ability. The point is made that a topside sounder mission for South Africa would provide the required measured topside ionospheric data and answer the many science questions that this region poses as well as solving a number of the limitations set out in this thesis.
- Full Text:
Democratic leadership and management practices in a rural Namibian secondary school
- Authors: Mabuku, Robert Nalisa
- Date: 2010
- Subjects: Educational leadership -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1489 , http://hdl.handle.net/10962/d1003370
- Description: The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
- Full Text:
- Authors: Mabuku, Robert Nalisa
- Date: 2010
- Subjects: Educational leadership -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1489 , http://hdl.handle.net/10962/d1003370
- Description: The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
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Participatory human development in post-apartheid South Africa: a discussion of the 2006/7 Tantyi Youth Empowerment Project
- Authors: Kulundu, Injairu M
- Date: 2010
- Subjects: Spirals Trust (South Africa) Community development -- South Africa -- Citizen participation Economic development projects -- South Africa -- Citizen participation Youth in development -- South Africa Non-governmental organizations -- South Africa Post-apartheid era -- South Africa South Africa -- Politics and government -- 1994-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2791 , http://hdl.handle.net/10962/d1003001
- Description: This thesis relates the work of a non-governmental organisation, The Spirals Trust, to discussions on human and participatory development. The focus of the study is one of The Spirals Trust’s projects, the 2006/7 Tantyi Youth Empowerment Project, which is discussed in relation to theoretical material on human development and participatory development. Collectively these perspectives are defined in this thesis as ‘participatory human development’. The 2006/7 Tantyi Youth Empowerment Project illustrates some of the challenges that face the practice of participatory human development. Workshops and focus group interviews were conducted with participants who were part of the 2006/7 Tantyi Youth Empowerment Project in order to draw out their experiences of the project. Questions were created from themes that emerged from the participants’ discussion of their experiences and these questions were then posed to members of staff of The Spirals Trust. The experiences of both the participants and the staff members are discussed in order to explore issues that emerge in the practice of participatory human development in the 2006/7 Tantyi Youth Empowerment Project. The results highlight the challenges of putting into action the tenets of participatory human development. Feedback showed that a focus on personal development can help cultivate the ethic of participation. The effort that this entailed on the part of facilitators is discussed. The importance of exposing and continually working with power dynamics that may emerge in projects of this nature is revealed and the eroding influence of bureaucratic compliance in projects like this one is explored. The study also suggests that there is a need to promote development initiatives that challenge the political status quo rather than just finding ways to incorporate the marginalised more effectively into current systems. New questions that the research poses to the practice of participatory human development are considered in conjunction with suggestions for further research.
- Full Text:
- Authors: Kulundu, Injairu M
- Date: 2010
- Subjects: Spirals Trust (South Africa) Community development -- South Africa -- Citizen participation Economic development projects -- South Africa -- Citizen participation Youth in development -- South Africa Non-governmental organizations -- South Africa Post-apartheid era -- South Africa South Africa -- Politics and government -- 1994-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2791 , http://hdl.handle.net/10962/d1003001
- Description: This thesis relates the work of a non-governmental organisation, The Spirals Trust, to discussions on human and participatory development. The focus of the study is one of The Spirals Trust’s projects, the 2006/7 Tantyi Youth Empowerment Project, which is discussed in relation to theoretical material on human development and participatory development. Collectively these perspectives are defined in this thesis as ‘participatory human development’. The 2006/7 Tantyi Youth Empowerment Project illustrates some of the challenges that face the practice of participatory human development. Workshops and focus group interviews were conducted with participants who were part of the 2006/7 Tantyi Youth Empowerment Project in order to draw out their experiences of the project. Questions were created from themes that emerged from the participants’ discussion of their experiences and these questions were then posed to members of staff of The Spirals Trust. The experiences of both the participants and the staff members are discussed in order to explore issues that emerge in the practice of participatory human development in the 2006/7 Tantyi Youth Empowerment Project. The results highlight the challenges of putting into action the tenets of participatory human development. Feedback showed that a focus on personal development can help cultivate the ethic of participation. The effort that this entailed on the part of facilitators is discussed. The importance of exposing and continually working with power dynamics that may emerge in projects of this nature is revealed and the eroding influence of bureaucratic compliance in projects like this one is explored. The study also suggests that there is a need to promote development initiatives that challenge the political status quo rather than just finding ways to incorporate the marginalised more effectively into current systems. New questions that the research poses to the practice of participatory human development are considered in conjunction with suggestions for further research.
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An investigation of the challenges facing grade 10 science learners in sense-making of mechanics problems : a case study
- Authors: Malunguza, Julius
- Date: 2009
- Subjects: Science -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Physical sciences -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1647 , http://hdl.handle.net/10962/d1003529
- Description: The research study was conducted at Ixopo High School, an English medium, former model-C, co-educational school in Kwazulu-Natal. The research is located within an interpretive paradigm and is informed by the constructivism theoretical framework. The learners and educators who participated in this research study did so voluntarily. The principal objective of this case study was to investigate the challenges faced by 30 Grade 10 Science learners in understanding the problems posed in the mechanics section of the Physics syllabus. This investigation was carried out using two learning strategies: problem solving and practical work. Various authors have noted some sections in the Physics syllabus are often misunderstood by the learners, for different reasons. From the literature and from the author’s personal experience it was found that mechanics is a topic that the learners of different races and age groups find difficult to conceptualise. In general, learners have misconceptions and make errors in Physical Sciences. Often educators view children’s errors and misconceptions in terms of low intelligence, low mathematical aptitude, perceptual difficulties or learning disabilities instead of attempting to discover the real causes of the errors. Educators need to find out why the learners make these mistakes, in order to help them. In most cases Mathematics forms a basic common element in scientific study. Hence, science learners need to be able to deal with numbers, operations, symbols and mathematical formulae. The term “science” embraces a very wide area of subject matter. Different learners will have widely differing interests within the many subdivisions of this field. This presents a problem when preparing learners for the scientific language they will need to study different branches of science. This implies that failure to understand the meaning of words or symbols inevitably impairs communication. The data analysed was collected using a variety of data collection tools. The main data generation tools were science tasks, structured interviews and group interviews and questionnaires. The analysis revealed that learners were lacking in mathematical skills and science register (terminology). Both first and second language English speakers encountered problems in science register but the study found that the problem was more pronounced in the latter. The findings of this study also highlighted that learners understand how to think mathematically when they are resourceful, flexible, and efficient in their dealing with new mathematical problems in mechanics. However, mathematical problem solving performance is built on the foundation of basic mathematical knowledge. The study suggested that even when the challenges of a general understanding of English as the medium of instruction and scientific language (register) are overcome, learners are still challenged by mathematical problem solving strategies; reading and writing of science; making meanings of symbols and signs; graphs and scientific mathematical equations in sense making of mechanics problems.
- Full Text:
- Authors: Malunguza, Julius
- Date: 2009
- Subjects: Science -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Physical sciences -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1647 , http://hdl.handle.net/10962/d1003529
- Description: The research study was conducted at Ixopo High School, an English medium, former model-C, co-educational school in Kwazulu-Natal. The research is located within an interpretive paradigm and is informed by the constructivism theoretical framework. The learners and educators who participated in this research study did so voluntarily. The principal objective of this case study was to investigate the challenges faced by 30 Grade 10 Science learners in understanding the problems posed in the mechanics section of the Physics syllabus. This investigation was carried out using two learning strategies: problem solving and practical work. Various authors have noted some sections in the Physics syllabus are often misunderstood by the learners, for different reasons. From the literature and from the author’s personal experience it was found that mechanics is a topic that the learners of different races and age groups find difficult to conceptualise. In general, learners have misconceptions and make errors in Physical Sciences. Often educators view children’s errors and misconceptions in terms of low intelligence, low mathematical aptitude, perceptual difficulties or learning disabilities instead of attempting to discover the real causes of the errors. Educators need to find out why the learners make these mistakes, in order to help them. In most cases Mathematics forms a basic common element in scientific study. Hence, science learners need to be able to deal with numbers, operations, symbols and mathematical formulae. The term “science” embraces a very wide area of subject matter. Different learners will have widely differing interests within the many subdivisions of this field. This presents a problem when preparing learners for the scientific language they will need to study different branches of science. This implies that failure to understand the meaning of words or symbols inevitably impairs communication. The data analysed was collected using a variety of data collection tools. The main data generation tools were science tasks, structured interviews and group interviews and questionnaires. The analysis revealed that learners were lacking in mathematical skills and science register (terminology). Both first and second language English speakers encountered problems in science register but the study found that the problem was more pronounced in the latter. The findings of this study also highlighted that learners understand how to think mathematically when they are resourceful, flexible, and efficient in their dealing with new mathematical problems in mechanics. However, mathematical problem solving performance is built on the foundation of basic mathematical knowledge. The study suggested that even when the challenges of a general understanding of English as the medium of instruction and scientific language (register) are overcome, learners are still challenged by mathematical problem solving strategies; reading and writing of science; making meanings of symbols and signs; graphs and scientific mathematical equations in sense making of mechanics problems.
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Between self and author : an autoethnographic approach towards the crafting of reflexive compositions in post graduate drama studies
- Authors: Moyo, Awelani Lena
- Date: 2009
- Subjects: Drama -- Study and teachng (Higher) College and school drama
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2143 , http://hdl.handle.net/10962/d1002375
- Description: This thesis explores the merits of reflexivity in the processes of creating a performance and of performing research in Drama Studies. In it, I make a case for the validity of autobiographical material as an aid to generating such reflexivity. Through an autoethnographic case study of my work entitled Compositions (a series of performance projects) in which I focus on the theme of migration, I provide an indepth account of my experiences, focusing specifically on the interrelated concerns of body, space and journey in my ritualistic performance. My examination explores the dynamic effects of liminality within identity politics, through which I foreground several issues of concern which I have encountered as an emerging scholar and theatremaker working within an academic institution. I propose that the process of studying drama in a University ultimately requires one to continually negotiate a range of subject positions, whilst finding connections between these various identities that one may take up during the course of one’s studies. By developing an awareness of the overlapping of such identities and inhabiting the spaces in-between subject positions, I demonstrate how taking into account one’s personal lived experience can help illuminate one’s understanding of both the work of art and the research report, as well as the broader contexts in which such practice-based work exists. I illustrate how such an understanding has ultimately maximised the knowledge and learning that I have gathered, and has contributed to the crucial project of developing my authorial voice in writing and performance, which is central to the aims of the Master of Arts degree in Drama.
- Full Text:
- Authors: Moyo, Awelani Lena
- Date: 2009
- Subjects: Drama -- Study and teachng (Higher) College and school drama
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2143 , http://hdl.handle.net/10962/d1002375
- Description: This thesis explores the merits of reflexivity in the processes of creating a performance and of performing research in Drama Studies. In it, I make a case for the validity of autobiographical material as an aid to generating such reflexivity. Through an autoethnographic case study of my work entitled Compositions (a series of performance projects) in which I focus on the theme of migration, I provide an indepth account of my experiences, focusing specifically on the interrelated concerns of body, space and journey in my ritualistic performance. My examination explores the dynamic effects of liminality within identity politics, through which I foreground several issues of concern which I have encountered as an emerging scholar and theatremaker working within an academic institution. I propose that the process of studying drama in a University ultimately requires one to continually negotiate a range of subject positions, whilst finding connections between these various identities that one may take up during the course of one’s studies. By developing an awareness of the overlapping of such identities and inhabiting the spaces in-between subject positions, I demonstrate how taking into account one’s personal lived experience can help illuminate one’s understanding of both the work of art and the research report, as well as the broader contexts in which such practice-based work exists. I illustrate how such an understanding has ultimately maximised the knowledge and learning that I have gathered, and has contributed to the crucial project of developing my authorial voice in writing and performance, which is central to the aims of the Master of Arts degree in Drama.
- Full Text:
Mariculture as a means to add value to the east coast rock lobster Panulirus homarus rubellus subsistence fishery : a physiological approach to define transport and growout protocols for wild caught juveniles
- Authors: Kemp, Justin Oliver Gordon
- Date: 2009
- Subjects: Lobster fisheries -- South Africa , Lobster culture -- South Africa , Lobsters -- Growth -- South Africa , Mariculture -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5299 , http://hdl.handle.net/10962/d1005144
- Description: In a context of declining capture fisheries and public pressure for greater access to marine resources, marine aquaculture is receiving increasing interest from the South African government as a means to increase the diversity of economic activities in coastal regions, thereby providing employment and reducing poverty. The east coast rock lobster Panulirus homarus rubellus is currently harvested by subsistence fisherman along the former Transkei coastline of south-east South Africa and presents a possible opportunity for ongrowing wild juvenile lobsters in culture facilities. Lack of compliance coupled with poor enforcement of the minimum size limit (65 mm carapace length) has resulted in the ongoing harvest of undersize size lobsters by subsistence fishers. Generally, fishers either consume these undersize lobsters or sell them to tourists for low prices. In line with international trends in rock lobster aquaculture, interest has subsequently arisen in the possibilities of ongrowing these undersize lobsters as a means of adding value to the P. h rubellus resource for subsistence fishers. The aim of this physiological study was to assess the biological feasibility of harvesting, transporting and culturing wild caught juvenile lobsters, thereby provide empirical data to inform the development of suitable transport and culture protocols. The experimental objectives were to asses the effect of temperature on growth and survival of P. h. rubellus, as well as the effects of a suite of extrinsic and intrinsic factors on ammonia excretion and oxygen consumption. Juvenile lobsters were collected by hand from near-shore reefs (2-15 m depth) off Mdumbi in the former Transkei, Eastern Cape Province and transported by road (7 hours) to the Port Alfred Marine Research Laboratory where they were held in a recirculating culture system. The effect of temperature over a range of 9.7 °C (18.9±0.7 to 28.6±1.5 °C) on the growth and survival of juvenile P. h. rubellus fed a diet of fresh mussel flesh was investigated. Specific growth rate (SGR) was significantly different between temperatures (p = 0.01), with the highest values recorded for the 24 °C and 28 °C treatments. There was no significant difference in moult increment (MI) between temperatures, however, intermoult period (IMP) differed significantly between temperatures (p = 0.0015) with mean IMP lowest at 24 °C, although not significantly different from the means of the 26 °C and 28 °C treatments. IMP was highest at 19 °C and 21 °C. Apparent feed intake was significantly different between treatments (p < 0.0001) and exhibited a strong positive correlation with increasing temperature. Food conversion ratio (FCR) differed significantly between temperatures (p = 0.02) with 24 °C exhibiting the most efficient FCR. The results for growth rate and food conversion efficiency suggested that 24 °C is optimal for the growout of juvenile P. h. rubellus. In the second study, the effect of body weight, emersion, daily rhythm, feeding and ambient ammonia on the total ammonia nitrogen (TAN) excretion rate was investigated. Body weight (n = 16, range of 16.8 – 322 g) was positively correlated to daytime TAN excretion rate (mg h⁻¹). Re-immersion after one hour emersion in a moist environment was characterized by a significant increase in TAN excretion rate for the first hour compared to pre-immersion levels. The amount of TAN excreted during this period was as expected if basal TAN excretion rates were maintained during emersion. TAN excretion rates returned to pre-emersion levels by the end of the second hour. There was no evidence of a daily rhythm in TAN excretion rate for P. h. rubellus. TAN excretion rates were elevated following feeding. An initial peak in TAN excretion rate after seven hours (7.58 times pre-feeding rate) was followed by a smaller peak after 13 hours (6.69 times pre-feeding rate). TAN excretion rate dropped to levels not significantly different from pre-feeding levels after 23 hours and consistently returned to pre-feeding levels after 42 hours. The TAN excretion rates of lobster exposed for two hours to an ambient TAN concentration of 1.02±0.10 mg l⁻¹ and 2.3± 0.2 mg l⁻¹ were not significantly different from TAN excretion rates recorded at low ambient water TAN prior to exposure. Exposure to an ambient TAN concentration of 4.45±0.78 mg l⁻¹ had a significant effect on the TAN excretion rate, with pronounced ammonia uptake occurring for all animals at this concentration. The third study investigated the effects of body weight, diurnal rhythm, feeding and emersion on lobster oxygen consumption. Body weight was positively correlated to both standard and active oxygen consumption (mg O2 h⁻¹) while body weight was negatively correlated to mass-specific standard oxygen uptake (mg O2 g⁻¹ h⁻¹). Diurnal rhythm exhibited a strong effect on the lobsters oxygen consumption, with average night time values 67% greater than those recorded during the day. This was related to activity driven by intrinsic nocturnal foraging behaviour. Feeding resulted in a classic specific dynamic action (SDA) response, with postprandial oxygen consumption increasing to a peak before decreasing gradually to preprandial levels. Emersion resulted in a significant increase in oxygen consumption, with lobsters rapidly recovering to pre-emersion levels after four hours. Results from these studies suggest that the capture, transport and culture of juvenile P. h. rubellus is biologically feasible. Empirical data generated were used to provide recommendations regarding species optimised transport and culture protocols. A purge time of 48 hours before transport is suggested to ensure that ammonia excretion and oxygen consumption are at basal levels. Furthermore, emersed transport for a period of one hour is characterised by rapid recovery upon re-immersion. In order to prevent the accumulation of stressors, it is suggested that consecutive periods of emersion are interjected with recovery periods (five hours) in water to allow the removal of accumulated ammonia and repayment of the oxygen debt incurred. The recorded ammonia rates indicate that a biological filter size of 4.8 m³ is recommended for 1000 kg of fed lobsters in a culture situation, although this can be reduced considerably if lobsters are being held without feeding (0.72 m³). A flow rate of 112 l kg⁻¹ h⁻¹ is required to meet the metabolic requirements of lobsters. Bottlenecks to the viable commercial culture of P. h. rubellus, and the ability of this practice to provide the socio-economic benefits that were envisioned, are discussed.
- Full Text:
- Authors: Kemp, Justin Oliver Gordon
- Date: 2009
- Subjects: Lobster fisheries -- South Africa , Lobster culture -- South Africa , Lobsters -- Growth -- South Africa , Mariculture -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5299 , http://hdl.handle.net/10962/d1005144
- Description: In a context of declining capture fisheries and public pressure for greater access to marine resources, marine aquaculture is receiving increasing interest from the South African government as a means to increase the diversity of economic activities in coastal regions, thereby providing employment and reducing poverty. The east coast rock lobster Panulirus homarus rubellus is currently harvested by subsistence fisherman along the former Transkei coastline of south-east South Africa and presents a possible opportunity for ongrowing wild juvenile lobsters in culture facilities. Lack of compliance coupled with poor enforcement of the minimum size limit (65 mm carapace length) has resulted in the ongoing harvest of undersize size lobsters by subsistence fishers. Generally, fishers either consume these undersize lobsters or sell them to tourists for low prices. In line with international trends in rock lobster aquaculture, interest has subsequently arisen in the possibilities of ongrowing these undersize lobsters as a means of adding value to the P. h rubellus resource for subsistence fishers. The aim of this physiological study was to assess the biological feasibility of harvesting, transporting and culturing wild caught juvenile lobsters, thereby provide empirical data to inform the development of suitable transport and culture protocols. The experimental objectives were to asses the effect of temperature on growth and survival of P. h. rubellus, as well as the effects of a suite of extrinsic and intrinsic factors on ammonia excretion and oxygen consumption. Juvenile lobsters were collected by hand from near-shore reefs (2-15 m depth) off Mdumbi in the former Transkei, Eastern Cape Province and transported by road (7 hours) to the Port Alfred Marine Research Laboratory where they were held in a recirculating culture system. The effect of temperature over a range of 9.7 °C (18.9±0.7 to 28.6±1.5 °C) on the growth and survival of juvenile P. h. rubellus fed a diet of fresh mussel flesh was investigated. Specific growth rate (SGR) was significantly different between temperatures (p = 0.01), with the highest values recorded for the 24 °C and 28 °C treatments. There was no significant difference in moult increment (MI) between temperatures, however, intermoult period (IMP) differed significantly between temperatures (p = 0.0015) with mean IMP lowest at 24 °C, although not significantly different from the means of the 26 °C and 28 °C treatments. IMP was highest at 19 °C and 21 °C. Apparent feed intake was significantly different between treatments (p < 0.0001) and exhibited a strong positive correlation with increasing temperature. Food conversion ratio (FCR) differed significantly between temperatures (p = 0.02) with 24 °C exhibiting the most efficient FCR. The results for growth rate and food conversion efficiency suggested that 24 °C is optimal for the growout of juvenile P. h. rubellus. In the second study, the effect of body weight, emersion, daily rhythm, feeding and ambient ammonia on the total ammonia nitrogen (TAN) excretion rate was investigated. Body weight (n = 16, range of 16.8 – 322 g) was positively correlated to daytime TAN excretion rate (mg h⁻¹). Re-immersion after one hour emersion in a moist environment was characterized by a significant increase in TAN excretion rate for the first hour compared to pre-immersion levels. The amount of TAN excreted during this period was as expected if basal TAN excretion rates were maintained during emersion. TAN excretion rates returned to pre-emersion levels by the end of the second hour. There was no evidence of a daily rhythm in TAN excretion rate for P. h. rubellus. TAN excretion rates were elevated following feeding. An initial peak in TAN excretion rate after seven hours (7.58 times pre-feeding rate) was followed by a smaller peak after 13 hours (6.69 times pre-feeding rate). TAN excretion rate dropped to levels not significantly different from pre-feeding levels after 23 hours and consistently returned to pre-feeding levels after 42 hours. The TAN excretion rates of lobster exposed for two hours to an ambient TAN concentration of 1.02±0.10 mg l⁻¹ and 2.3± 0.2 mg l⁻¹ were not significantly different from TAN excretion rates recorded at low ambient water TAN prior to exposure. Exposure to an ambient TAN concentration of 4.45±0.78 mg l⁻¹ had a significant effect on the TAN excretion rate, with pronounced ammonia uptake occurring for all animals at this concentration. The third study investigated the effects of body weight, diurnal rhythm, feeding and emersion on lobster oxygen consumption. Body weight was positively correlated to both standard and active oxygen consumption (mg O2 h⁻¹) while body weight was negatively correlated to mass-specific standard oxygen uptake (mg O2 g⁻¹ h⁻¹). Diurnal rhythm exhibited a strong effect on the lobsters oxygen consumption, with average night time values 67% greater than those recorded during the day. This was related to activity driven by intrinsic nocturnal foraging behaviour. Feeding resulted in a classic specific dynamic action (SDA) response, with postprandial oxygen consumption increasing to a peak before decreasing gradually to preprandial levels. Emersion resulted in a significant increase in oxygen consumption, with lobsters rapidly recovering to pre-emersion levels after four hours. Results from these studies suggest that the capture, transport and culture of juvenile P. h. rubellus is biologically feasible. Empirical data generated were used to provide recommendations regarding species optimised transport and culture protocols. A purge time of 48 hours before transport is suggested to ensure that ammonia excretion and oxygen consumption are at basal levels. Furthermore, emersed transport for a period of one hour is characterised by rapid recovery upon re-immersion. In order to prevent the accumulation of stressors, it is suggested that consecutive periods of emersion are interjected with recovery periods (five hours) in water to allow the removal of accumulated ammonia and repayment of the oxygen debt incurred. The recorded ammonia rates indicate that a biological filter size of 4.8 m³ is recommended for 1000 kg of fed lobsters in a culture situation, although this can be reduced considerably if lobsters are being held without feeding (0.72 m³). A flow rate of 112 l kg⁻¹ h⁻¹ is required to meet the metabolic requirements of lobsters. Bottlenecks to the viable commercial culture of P. h. rubellus, and the ability of this practice to provide the socio-economic benefits that were envisioned, are discussed.
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An organisation development intervention in a previously disadvantaged school in the Eastern Cape
- Authors: Mitchell, Pauline
- Date: 2005
- Subjects: Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape Education -- Social aspects -- South Africa -- Eastern Cape Education -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Education -- Aims and objectives -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1682 , http://hdl.handle.net/10962/d1003565
- Description: “We often spend too much time coping with problems along our path that we forget why we are on that path” Peter Senge This study describes and analyses the implementation of Organisation Development (OD) to a previously disadvantaged school. OD is a relatively new method of planned change in South Africa. Unlike more traditional change initiatives, OD promotes collaboration; it tries to involve all members of an organisation in problem solving and decision-making. It is an applied behavioural science discipline dedicated to improving organisations and the people in them. Previously disadvantaged schools in South Africa continue to be disadvantaged. Ten years after the introduction of democracy there have been few changes in some of these schools and some seem to be getting worse. This study was an attempt to introduce a process of planned change to one such school. Since 1994 many changes have been imposed on our schools with new curricula, increased class sizes, changes in systems of assessment and teaching methods and the abolishment of past procedures such as corporal punishment. Teachers have had little say in any of these changes and this has resulted in resistance, resignation, frustration and in many cases a lack of ability to cope. OD was introduced to Acacia High School in the form of a Survey Data Feedback (SDF). An action research process followed and a diagnosis was made followed by action planning and then the execution of a plan. My study follows this process and the implementation of the plan describing its successes. Sadly change was not sustained and I highlight some of the challenges that face the school in order to bring about real long-term improvement in the culture of learning and teaching.
- Full Text:
- Authors: Mitchell, Pauline
- Date: 2005
- Subjects: Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape Education -- Social aspects -- South Africa -- Eastern Cape Education -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Education -- Aims and objectives -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1682 , http://hdl.handle.net/10962/d1003565
- Description: “We often spend too much time coping with problems along our path that we forget why we are on that path” Peter Senge This study describes and analyses the implementation of Organisation Development (OD) to a previously disadvantaged school. OD is a relatively new method of planned change in South Africa. Unlike more traditional change initiatives, OD promotes collaboration; it tries to involve all members of an organisation in problem solving and decision-making. It is an applied behavioural science discipline dedicated to improving organisations and the people in them. Previously disadvantaged schools in South Africa continue to be disadvantaged. Ten years after the introduction of democracy there have been few changes in some of these schools and some seem to be getting worse. This study was an attempt to introduce a process of planned change to one such school. Since 1994 many changes have been imposed on our schools with new curricula, increased class sizes, changes in systems of assessment and teaching methods and the abolishment of past procedures such as corporal punishment. Teachers have had little say in any of these changes and this has resulted in resistance, resignation, frustration and in many cases a lack of ability to cope. OD was introduced to Acacia High School in the form of a Survey Data Feedback (SDF). An action research process followed and a diagnosis was made followed by action planning and then the execution of a plan. My study follows this process and the implementation of the plan describing its successes. Sadly change was not sustained and I highlight some of the challenges that face the school in order to bring about real long-term improvement in the culture of learning and teaching.
- Full Text:
The perceived impact of policy change on leadership and management : a case study of a Namibian school
- Moelanjane, Porgarius Porgacy Rukee
- Authors: Moelanjane, Porgarius Porgacy Rukee
- Date: 2005
- Subjects: School management and organization -- Namibia -- Case studies. Educational leadership -- Namibia -- Case studies Educational change -- Namibia -- Case studies Education and state -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1935 , http://hdl.handle.net/10962/d1007670
- Description: The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.
- Full Text:
- Authors: Moelanjane, Porgarius Porgacy Rukee
- Date: 2005
- Subjects: School management and organization -- Namibia -- Case studies. Educational leadership -- Namibia -- Case studies Educational change -- Namibia -- Case studies Education and state -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1935 , http://hdl.handle.net/10962/d1007670
- Description: The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.
- Full Text:
Research portfolio
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
Novel approaches to the monitoring of computer networks
- Authors: Halse, G A
- Date: 2003
- Subjects: Computer networks , Computer networks -- Management , Computer networks -- South Africa -- Grahamstown , Rhodes University -- Information Technology Division
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4645 , http://hdl.handle.net/10962/d1006601
- Description: Traditional network monitoring techniques suffer from a number of limitations. They are usually designed to solve the most general case, and as a result often fall short of expectation. This project sets out to provide the network administrator with a set of alternative tools to solve specific, but common, problems. It uses the network at Rhodes University as a case study and addresses a number of issues that arise on this network. Four problematic areas are identified within this network: the automatic determination of network topology and layout, the tracking of network growth, the determination of the physical and logical locations of hosts on the network, and the need for intelligent fault reporting systems. These areas are chosen because other network monitoring techniques have failed to adequately address these problems, and because they present problems that are common across a large number of networks. Each area is examined separately and a solution is sought for each of the problems identified. As a result, a set of tools is developed to solve these problems using a number of novel network monitoring techniques. These tools are designed to be as portable as possible so as not to limit their use to the case study network. Their use within Rhodes, as well as their applicability to other situations is discussed. In all cases, any limitations and shortfalls in the approaches that were employed are examined.
- Full Text:
- Authors: Halse, G A
- Date: 2003
- Subjects: Computer networks , Computer networks -- Management , Computer networks -- South Africa -- Grahamstown , Rhodes University -- Information Technology Division
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4645 , http://hdl.handle.net/10962/d1006601
- Description: Traditional network monitoring techniques suffer from a number of limitations. They are usually designed to solve the most general case, and as a result often fall short of expectation. This project sets out to provide the network administrator with a set of alternative tools to solve specific, but common, problems. It uses the network at Rhodes University as a case study and addresses a number of issues that arise on this network. Four problematic areas are identified within this network: the automatic determination of network topology and layout, the tracking of network growth, the determination of the physical and logical locations of hosts on the network, and the need for intelligent fault reporting systems. These areas are chosen because other network monitoring techniques have failed to adequately address these problems, and because they present problems that are common across a large number of networks. Each area is examined separately and a solution is sought for each of the problems identified. As a result, a set of tools is developed to solve these problems using a number of novel network monitoring techniques. These tools are designed to be as portable as possible so as not to limit their use to the case study network. Their use within Rhodes, as well as their applicability to other situations is discussed. In all cases, any limitations and shortfalls in the approaches that were employed are examined.
- Full Text: