Extending legal professional privilege to non-legal tax practitioners in South Africa: a comparative and constitutional perspective
- Authors: Jani, Pride
- Date: 2011
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: vital:882 , http://hdl.handle.net/10962/d1001636
- Description: This study explains the differing rights of taxpayers, based on the nature of the profession of the tax adviser they consult. Those who utilize the services of tax attorneys can rely on the protection afforded by legal professional privilege whereas those who obtain their advice from non-legal advisers, such as accountants and other tax advisers, cannot claim the same protection. Legal professional privilege is a substantive right which should be extended to cover clients of non-legal tax advisers. The continued denial of the privilege to clients of nonlegal tax practitioners while it is availed to those who approach legal practitioners infringes the rights to privacy and equality contained in the South African Constitution. The object of this research is to show that the common law concept of legal professional privilege is amenable to extension so as to cover the clients of non-legal tax advisers. A qualitative approach was adopted which involved an in-depth analysis of the origins, rationale as well as the requirements for the operation of the doctrine. This also involved a constitutional as well as a comparative dimension. The constitutional dimension sought to show that the current distinction is untenable under the South African Constitution by virtue of the infringement of the rights to privacy and equality. The comparative dimension presented an analysis of the various jurisdictions that have extended the doctrine as well as those that are still to do so or have adamantly rejected the idea. The differential treatment of taxpayers based on the professional they engage contravenes the privacy and equality provisions and is thus unconstitutional. The study demonstrates that legal professional privilege is amenable to extension and there is need for legislative intervention as the courts are limited in the extent to which they may intervene in light of the separation of powers and judicial deference. Legal professional privilege should therefore be extended to protect the clients of non-legal tax advisers as opposed to partial protection which subsists at the moment.
- Full Text:
- Date Issued: 2011
- Authors: Jani, Pride
- Date: 2011
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: vital:882 , http://hdl.handle.net/10962/d1001636
- Description: This study explains the differing rights of taxpayers, based on the nature of the profession of the tax adviser they consult. Those who utilize the services of tax attorneys can rely on the protection afforded by legal professional privilege whereas those who obtain their advice from non-legal advisers, such as accountants and other tax advisers, cannot claim the same protection. Legal professional privilege is a substantive right which should be extended to cover clients of non-legal tax advisers. The continued denial of the privilege to clients of nonlegal tax practitioners while it is availed to those who approach legal practitioners infringes the rights to privacy and equality contained in the South African Constitution. The object of this research is to show that the common law concept of legal professional privilege is amenable to extension so as to cover the clients of non-legal tax advisers. A qualitative approach was adopted which involved an in-depth analysis of the origins, rationale as well as the requirements for the operation of the doctrine. This also involved a constitutional as well as a comparative dimension. The constitutional dimension sought to show that the current distinction is untenable under the South African Constitution by virtue of the infringement of the rights to privacy and equality. The comparative dimension presented an analysis of the various jurisdictions that have extended the doctrine as well as those that are still to do so or have adamantly rejected the idea. The differential treatment of taxpayers based on the professional they engage contravenes the privacy and equality provisions and is thus unconstitutional. The study demonstrates that legal professional privilege is amenable to extension and there is need for legislative intervention as the courts are limited in the extent to which they may intervene in light of the separation of powers and judicial deference. Legal professional privilege should therefore be extended to protect the clients of non-legal tax advisers as opposed to partial protection which subsists at the moment.
- Full Text:
- Date Issued: 2011
The role of teachers' resource centres from the perspective of school managers and teachers
- Authors: Mbambo, Markus S
- Date: 2010
- Subjects: Education -- Namibia Teaching -- Aids and devices -- Namibia Resource programs (Education) -- Namibia Teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1754 , http://hdl.handle.net/10962/d1003638
- Description: This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
- Full Text:
- Date Issued: 2010
- Authors: Mbambo, Markus S
- Date: 2010
- Subjects: Education -- Namibia Teaching -- Aids and devices -- Namibia Resource programs (Education) -- Namibia Teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1754 , http://hdl.handle.net/10962/d1003638
- Description: This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
- Full Text:
- Date Issued: 2010
An assessment of the companion modelling approach in a context of negotiating water allocation strategies : the case of the Kat River Valley, Eastern Cape, South Africa
- Authors: Gumede, Felicity Hlengiwe
- Date: 2008
- Subjects: Water supply -- South Africa -- Kat River Valley -- Management , Water resources development -- South Africa -- Kat River Valley , Integrated water development -- South Africa -- Kat River Valley
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4820 , http://hdl.handle.net/10962/d1005494 , Water supply -- South Africa -- Kat River Valley -- Management , Water resources development -- South Africa -- Kat River Valley , Integrated water development -- South Africa -- Kat River Valley
- Description: This Masters research took place in the Kat River Valley in the Eastern Cape, South Africa. The Kat River Valley is a semi-rural catchment that covers an area of approximately 1700km² and is characterized by a complicated history of dispossession and resettlement. Farming is the main activity that is practiced in the area. This includes the farming of citrus at a commercial scale, rangeland stock farming and small-scale vegetable farming. The economy of the catchment is enhanced mostly by commercial citrus farming, which consumes by far the largest amount of water in the river through irrigation. Water allocation is a burning issue among water users in the catchment and needs to be negotiated taking into consideration social, economic and environment impacts. The aim of this study is to describe, discuss and evaluate the Companion Modelling (ComMod) approach, which used a simulation model and a role-playing game related to the model in order to facilitate and develop negotiating skills as well as build capacity in decision-making amongst local stakeholders for water resource management in the Kat River Valley. The ComMod approach, developed by a group of Companion Modellers, is a community-based science approach that emerged in the 1990s. The ComMod approach is used in order to facilitate collective learning, negotiation and institutional innovation in dealing with resource management complexities faced by rural communities. Through ComMod, the model (KatAWARE) and its related role-playing game was developed by having the contact with local stakeholders. The information to feed the model and the role-playing game came from informal interviews, surveys, geographic information systems (GIS), workshops and focus groups. The use of workshops in the implementation of ComMod was a success. Results show that (1) new knowledge was acquired, which allowed stakeholders to have a broad understanding of a catchment system. (2) Awareness was created about complex systems and enabled stakeholders to see an individual action into to the broader system. (3) Strong interrelationships were fostered amongst different water users, which allowed stakeholders to share their view points. The ComMod process was however associated with a number of limitations, many of which resulted from the constraints that were imposed by the socio-economic background of the study area. Nevertheless, the outcome of the study shows that the ComMod process was useful in helping the Kat River Water Users Association (KRWUA) stakeholders develop negotiating skills regarding water allocation strategies for the development of the Catchment Management Plan.
- Full Text:
- Date Issued: 2008
- Authors: Gumede, Felicity Hlengiwe
- Date: 2008
- Subjects: Water supply -- South Africa -- Kat River Valley -- Management , Water resources development -- South Africa -- Kat River Valley , Integrated water development -- South Africa -- Kat River Valley
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4820 , http://hdl.handle.net/10962/d1005494 , Water supply -- South Africa -- Kat River Valley -- Management , Water resources development -- South Africa -- Kat River Valley , Integrated water development -- South Africa -- Kat River Valley
- Description: This Masters research took place in the Kat River Valley in the Eastern Cape, South Africa. The Kat River Valley is a semi-rural catchment that covers an area of approximately 1700km² and is characterized by a complicated history of dispossession and resettlement. Farming is the main activity that is practiced in the area. This includes the farming of citrus at a commercial scale, rangeland stock farming and small-scale vegetable farming. The economy of the catchment is enhanced mostly by commercial citrus farming, which consumes by far the largest amount of water in the river through irrigation. Water allocation is a burning issue among water users in the catchment and needs to be negotiated taking into consideration social, economic and environment impacts. The aim of this study is to describe, discuss and evaluate the Companion Modelling (ComMod) approach, which used a simulation model and a role-playing game related to the model in order to facilitate and develop negotiating skills as well as build capacity in decision-making amongst local stakeholders for water resource management in the Kat River Valley. The ComMod approach, developed by a group of Companion Modellers, is a community-based science approach that emerged in the 1990s. The ComMod approach is used in order to facilitate collective learning, negotiation and institutional innovation in dealing with resource management complexities faced by rural communities. Through ComMod, the model (KatAWARE) and its related role-playing game was developed by having the contact with local stakeholders. The information to feed the model and the role-playing game came from informal interviews, surveys, geographic information systems (GIS), workshops and focus groups. The use of workshops in the implementation of ComMod was a success. Results show that (1) new knowledge was acquired, which allowed stakeholders to have a broad understanding of a catchment system. (2) Awareness was created about complex systems and enabled stakeholders to see an individual action into to the broader system. (3) Strong interrelationships were fostered amongst different water users, which allowed stakeholders to share their view points. The ComMod process was however associated with a number of limitations, many of which resulted from the constraints that were imposed by the socio-economic background of the study area. Nevertheless, the outcome of the study shows that the ComMod process was useful in helping the Kat River Water Users Association (KRWUA) stakeholders develop negotiating skills regarding water allocation strategies for the development of the Catchment Management Plan.
- Full Text:
- Date Issued: 2008
An investigation of the principal's leadership role in a successful rural school in Namibia
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
- Full Text:
- Date Issued: 2007
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
- Full Text:
- Date Issued: 2007
Former BETD graduate's understanding and implementation of reflective practice in the Rundu region of Namibia
- Authors: Mwala, Maria Elizabeth
- Date: 2007
- Subjects: Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1547 , http://hdl.handle.net/10962/d1003429 , Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Description: The research, investigating how a selected group of former BETD graduates understand and implement the theory of reflective practice, is a qualitative case study carried out in the Kavango region of Namibia. The study was shaped by one of the major policy emphases in Namibia’s post independence teacher education reform process - that of developing reflective teachers who actively participate in curriculum planning and take educational decisions based on their own judgment. A basic assumption underlying the study is that effective educational practice is dependent on practitioners thinking about what they are doing and acting on their reflections to improve practice. The study found that a fundamental problem preventing these teachers from implementing reflective practice in accordance with the Namibian educational reform process, is that the participating teachers neither understand the exact meaning of reflective practice nor do they have a common or shared view of the concept, in spite of their common qualifications. A key contributing factor to their problems with implementing reflective practice is the lack of a deep understanding of the reform epistemology and pedagogy revealed by the three former BETD graduates selected for the research. These are the teachers referred to in the first paragraph: The first teacher is Helena, a teacher at Duduva primary school, the second teacher is Kalishe, also teaching at the same school as Helena and the third teacher is Darius at Ntja Junior secondary school. The qualitative approach employed for the study served to illuminate and highlight specific issues related to the implementation of reflective practice that will be of considerable value for the researcher in her capacity as a teacher educator. These included among others: • The teacher’s need for an understanding of the key principles on which reflection is based and how to translate these into practice. • The need for teachers to have a clear understanding of the role that learners play in the reflective process. • The need to revisit the Basic Education Teacher Diploma (BETD) education programme, because for teachers to reflect they need a sound subject knowledge on which to base their judgments. These aspects, as well as the identification of the factors in the school system that contribute to the failure of reflective practice, provide a foundation for finding real solutions to the problems identified.
- Full Text:
- Date Issued: 2007
- Authors: Mwala, Maria Elizabeth
- Date: 2007
- Subjects: Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1547 , http://hdl.handle.net/10962/d1003429 , Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Description: The research, investigating how a selected group of former BETD graduates understand and implement the theory of reflective practice, is a qualitative case study carried out in the Kavango region of Namibia. The study was shaped by one of the major policy emphases in Namibia’s post independence teacher education reform process - that of developing reflective teachers who actively participate in curriculum planning and take educational decisions based on their own judgment. A basic assumption underlying the study is that effective educational practice is dependent on practitioners thinking about what they are doing and acting on their reflections to improve practice. The study found that a fundamental problem preventing these teachers from implementing reflective practice in accordance with the Namibian educational reform process, is that the participating teachers neither understand the exact meaning of reflective practice nor do they have a common or shared view of the concept, in spite of their common qualifications. A key contributing factor to their problems with implementing reflective practice is the lack of a deep understanding of the reform epistemology and pedagogy revealed by the three former BETD graduates selected for the research. These are the teachers referred to in the first paragraph: The first teacher is Helena, a teacher at Duduva primary school, the second teacher is Kalishe, also teaching at the same school as Helena and the third teacher is Darius at Ntja Junior secondary school. The qualitative approach employed for the study served to illuminate and highlight specific issues related to the implementation of reflective practice that will be of considerable value for the researcher in her capacity as a teacher educator. These included among others: • The teacher’s need for an understanding of the key principles on which reflection is based and how to translate these into practice. • The need for teachers to have a clear understanding of the role that learners play in the reflective process. • The need to revisit the Basic Education Teacher Diploma (BETD) education programme, because for teachers to reflect they need a sound subject knowledge on which to base their judgments. These aspects, as well as the identification of the factors in the school system that contribute to the failure of reflective practice, provide a foundation for finding real solutions to the problems identified.
- Full Text:
- Date Issued: 2007
'Show and tell': a discursive analysis of women's written accounts of their self-injuring practices
- Authors: Morison, Tracy
- Date: 2006
- Subjects: Self-injurious behavior , Psychology, Pathological
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3026 , http://hdl.handle.net/10962/d1002535 , Self-injurious behavior , Psychology, Pathological
- Description: Self-injuring is a practice that involves self-administered damage to one’s body, most commonly cutting of the skin on the forearms. (The practice is distinguished from other intentional and in/direct self-harmful or self-damaging behaviours that cause bodily harm). Dominant psychiatric, psychological or medical approaches construct self-injuring as deviant, socially unacceptable or abnormal behaviour that is indicative of more or less severe psychopathology, and importantly as a stereotypically female practice. This research is conducted within a post-essentialist framework and views self-injuring, and the injured body, as discursively constituted as well as a cultural and political act. It therefore moves away from pathologising discourses in which those who self-injure typically find themselves and their own accounts of their behaviour invalidated and silenced. Instead, the mental health perspective is viewed as one party among many that may contribute to the conceptualisation of ‘self-injuring’ practices as socially meaningful and thus self-injuring is critically interpreted without reliance on a medical model of ‘normalcy’. As part of attempts to challenge medical models and cultural ideals of normalcy, this research presents a critical discursive analysis of a series of narratives provided by 5 female participants in which they record their own experiences, feelings and thoughts related to their practices of selfinjuring. It makes use of critical discourse analytic methodology to identify certain characteristics of these narratives as representations of larger collective meaning systems. It analyses the ways in which self-injuring is constructed in women’s stories of their self-injuring experiences, focusing particularly on the subject positions available in these discourses, as well as their ideological effects. The analysis focuses particularly on constructions of the body and subject positions as they enable or undermines the self-injuring subject’s agency. Finally, it attempts to determine the limitations of certain accounts of self-injuring, pursuing multiple meanings of self-injuring and illuminating new dimensions of talk on self-injuring and novel ways of conceptualising and understanding the practice.
- Full Text:
- Date Issued: 2006
- Authors: Morison, Tracy
- Date: 2006
- Subjects: Self-injurious behavior , Psychology, Pathological
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3026 , http://hdl.handle.net/10962/d1002535 , Self-injurious behavior , Psychology, Pathological
- Description: Self-injuring is a practice that involves self-administered damage to one’s body, most commonly cutting of the skin on the forearms. (The practice is distinguished from other intentional and in/direct self-harmful or self-damaging behaviours that cause bodily harm). Dominant psychiatric, psychological or medical approaches construct self-injuring as deviant, socially unacceptable or abnormal behaviour that is indicative of more or less severe psychopathology, and importantly as a stereotypically female practice. This research is conducted within a post-essentialist framework and views self-injuring, and the injured body, as discursively constituted as well as a cultural and political act. It therefore moves away from pathologising discourses in which those who self-injure typically find themselves and their own accounts of their behaviour invalidated and silenced. Instead, the mental health perspective is viewed as one party among many that may contribute to the conceptualisation of ‘self-injuring’ practices as socially meaningful and thus self-injuring is critically interpreted without reliance on a medical model of ‘normalcy’. As part of attempts to challenge medical models and cultural ideals of normalcy, this research presents a critical discursive analysis of a series of narratives provided by 5 female participants in which they record their own experiences, feelings and thoughts related to their practices of selfinjuring. It makes use of critical discourse analytic methodology to identify certain characteristics of these narratives as representations of larger collective meaning systems. It analyses the ways in which self-injuring is constructed in women’s stories of their self-injuring experiences, focusing particularly on the subject positions available in these discourses, as well as their ideological effects. The analysis focuses particularly on constructions of the body and subject positions as they enable or undermines the self-injuring subject’s agency. Finally, it attempts to determine the limitations of certain accounts of self-injuring, pursuing multiple meanings of self-injuring and illuminating new dimensions of talk on self-injuring and novel ways of conceptualising and understanding the practice.
- Full Text:
- Date Issued: 2006
A review of the actuaries' capitalisation rate from an economic perspective
- Authors: Turner, Jason
- Date: 2006
- Subjects: Macroeconomics , Keynesian economics , Insurance -- Mathematics , South Africa -- Economic conditions -- 1961-1991 , South Africa -- Economic policy
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:992 , http://hdl.handle.net/10962/d1002727 , Macroeconomics , Keynesian economics , Insurance -- Mathematics , South Africa -- Economic conditions -- 1961-1991 , South Africa -- Economic policy
- Description: The purpose of this paper was to evaluate if the macroeconomic change that has occurred in the South African economy since the 1980s has been significant enough to justify a re-examination of the actuaries’ capitalisation rate, due to its formulation processes dependence on the macroeconomic situation. The need for the reexamination arises from the use of the capitalisation in the calculation of lump sum awards where even a small change in the rate can have a significant impact on the value of the final award. In order to address the issue an examination of how Keynesian expectations are formulated and an examination of the Government’s macroeconomic policy was conducted to provide the foundation. On this foundation, a trend analysis of the major groups of financial instruments, as well as the current outlooks for the South African economy, was conducted to determine if there was any indication of a significant change in the macroeconomic conditions. The results of the analysis provided a compelling case for the urgent need for the actuaries’ capitalisation rate to be recalculated to account for the changed economic situation.
- Full Text:
- Date Issued: 2006
- Authors: Turner, Jason
- Date: 2006
- Subjects: Macroeconomics , Keynesian economics , Insurance -- Mathematics , South Africa -- Economic conditions -- 1961-1991 , South Africa -- Economic policy
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:992 , http://hdl.handle.net/10962/d1002727 , Macroeconomics , Keynesian economics , Insurance -- Mathematics , South Africa -- Economic conditions -- 1961-1991 , South Africa -- Economic policy
- Description: The purpose of this paper was to evaluate if the macroeconomic change that has occurred in the South African economy since the 1980s has been significant enough to justify a re-examination of the actuaries’ capitalisation rate, due to its formulation processes dependence on the macroeconomic situation. The need for the reexamination arises from the use of the capitalisation in the calculation of lump sum awards where even a small change in the rate can have a significant impact on the value of the final award. In order to address the issue an examination of how Keynesian expectations are formulated and an examination of the Government’s macroeconomic policy was conducted to provide the foundation. On this foundation, a trend analysis of the major groups of financial instruments, as well as the current outlooks for the South African economy, was conducted to determine if there was any indication of a significant change in the macroeconomic conditions. The results of the analysis provided a compelling case for the urgent need for the actuaries’ capitalisation rate to be recalculated to account for the changed economic situation.
- Full Text:
- Date Issued: 2006
The response of an original equipment manufacturer to the Motor Industry Development Programme: a case study
- Authors: Franse, Ricardo
- Date: 2006
- Subjects: Motor Industry Development Programme Automobile industry and trade -- South Africa -- Case studies Automobile industry and trade -- Government policy -- South Africa Foreign trade regulation -- South Africa -- Case studies South Africa -- Commercial policy -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:761 , http://hdl.handle.net/10962/d1003882
- Description: On the 21st September 1995, the government introduced the Motor Industry Development Programme (MIDP), in compliance with the General Agreement on Tariffs and Trade (GATT) and the World Trade Organization (WTO). Deliberate efforts by the South African government were required to promote structural changes to the domestic motor industry by opening up the economy to international competition through a programme of tariff reduction and export promotion. The integration of the South African automotive industry into global markets would have been extremely difficult, if not impossible, without the MIDP and it would thus be safe to conclude that the economic performance of the researched would have been close to impossible if it was not for the MIDP. The MIDP, as an economic policy, has been embraced by the researched company as a "vehicle" to drive corporate goals in terms of value creation for all stakeholders. The research proposition that the MIDP as an economic policy has contributed to the economic performance of the researched company is examined. In this respect, Annual and Management Accounting reports were analyzed to determine the effect the MIDP has had on the researched company over the last ten years. In addition, two semi-structured interviews were also conducted with the Strategic Finance Planning executive and the Financial Controller of the company. The results show that the MIDP has had positive spin-offs for the researched company. The same results should be valid for the other original equipment manufacturers (OEMs) in the local automotive industry that have embraced the MIDP as a vehicle to create economic value added.
- Full Text:
- Date Issued: 2006
- Authors: Franse, Ricardo
- Date: 2006
- Subjects: Motor Industry Development Programme Automobile industry and trade -- South Africa -- Case studies Automobile industry and trade -- Government policy -- South Africa Foreign trade regulation -- South Africa -- Case studies South Africa -- Commercial policy -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:761 , http://hdl.handle.net/10962/d1003882
- Description: On the 21st September 1995, the government introduced the Motor Industry Development Programme (MIDP), in compliance with the General Agreement on Tariffs and Trade (GATT) and the World Trade Organization (WTO). Deliberate efforts by the South African government were required to promote structural changes to the domestic motor industry by opening up the economy to international competition through a programme of tariff reduction and export promotion. The integration of the South African automotive industry into global markets would have been extremely difficult, if not impossible, without the MIDP and it would thus be safe to conclude that the economic performance of the researched would have been close to impossible if it was not for the MIDP. The MIDP, as an economic policy, has been embraced by the researched company as a "vehicle" to drive corporate goals in terms of value creation for all stakeholders. The research proposition that the MIDP as an economic policy has contributed to the economic performance of the researched company is examined. In this respect, Annual and Management Accounting reports were analyzed to determine the effect the MIDP has had on the researched company over the last ten years. In addition, two semi-structured interviews were also conducted with the Strategic Finance Planning executive and the Financial Controller of the company. The results show that the MIDP has had positive spin-offs for the researched company. The same results should be valid for the other original equipment manufacturers (OEMs) in the local automotive industry that have embraced the MIDP as a vehicle to create economic value added.
- Full Text:
- Date Issued: 2006
A study of the criteria teachers use when selecting learning material
- Authors: Koch, Lynn
- Date: 2004
- Subjects: Textbooks -- South Africa -- Evaluation Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1780 , http://hdl.handle.net/10962/d1003665
- Description: This study investigates the criteria teachers use when selecting and evaluating learning support material, in particular, English second language textbooks. The study seeks to determine what informs the criteria that teachers use for selection. The study is conducted against the backdrop of Curriculum 2005 (C2005) and outlines the C2005 revision process and the subsequent introduction of the Revised National Curriculum Statement (RNCS). Through a series of focus group interviews, the researcher explores the criteria teachers use for evaluation. Many of the teachers in this study did not have clearly articulated criteria; rather, they drew on implicit criteria and mentioned favoured qualities or attributes that they looked for in a textbook. In addition, the teachers in the focus groups used criteria that had been ‘told’ rather than ‘owned’ and had not developed their own sets of criteria. This research concludes that teachers are caught between two conflicting sets of criteria: those of their pre-service training and those of the new curriculum, which is currently being mediated to them through brief orientations. Drawing on recent literature, the researcher argues that in order to shift deep-seated literacy practices, teacher training needs to be prolonged, in-depth and ongoing.
- Full Text:
- Date Issued: 2004
- Authors: Koch, Lynn
- Date: 2004
- Subjects: Textbooks -- South Africa -- Evaluation Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1780 , http://hdl.handle.net/10962/d1003665
- Description: This study investigates the criteria teachers use when selecting and evaluating learning support material, in particular, English second language textbooks. The study seeks to determine what informs the criteria that teachers use for selection. The study is conducted against the backdrop of Curriculum 2005 (C2005) and outlines the C2005 revision process and the subsequent introduction of the Revised National Curriculum Statement (RNCS). Through a series of focus group interviews, the researcher explores the criteria teachers use for evaluation. Many of the teachers in this study did not have clearly articulated criteria; rather, they drew on implicit criteria and mentioned favoured qualities or attributes that they looked for in a textbook. In addition, the teachers in the focus groups used criteria that had been ‘told’ rather than ‘owned’ and had not developed their own sets of criteria. This research concludes that teachers are caught between two conflicting sets of criteria: those of their pre-service training and those of the new curriculum, which is currently being mediated to them through brief orientations. Drawing on recent literature, the researcher argues that in order to shift deep-seated literacy practices, teacher training needs to be prolonged, in-depth and ongoing.
- Full Text:
- Date Issued: 2004
A strategy for the implementation of e-business and e-commerce to achieve a competitive advantage in the textile industry
- Authors: Futcher, Shane Henry
- Date: 2003
- Subjects: Electronic commerce , Competition , Textile industry
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:10886 , http://hdl.handle.net/10948/140 , Electronic commerce , Competition , Textile industry
- Description: The research problem addressed in this study was to determine what is required for e-business and e-commerce to have an impact on the Textile Industry in the Nelson Mandela Metropolitan. To achieve this objective, a literature study was done to identify what strategies were needed and how e-business and e-commerce would enhance the relationships between the organisations, suppliers and customers. An empirical study was conducted to ascertain what the managers within the Textile Industry know about e-commerce and e-business and the role they have or could play within their industry.
- Full Text:
- Date Issued: 2003
- Authors: Futcher, Shane Henry
- Date: 2003
- Subjects: Electronic commerce , Competition , Textile industry
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:10886 , http://hdl.handle.net/10948/140 , Electronic commerce , Competition , Textile industry
- Description: The research problem addressed in this study was to determine what is required for e-business and e-commerce to have an impact on the Textile Industry in the Nelson Mandela Metropolitan. To achieve this objective, a literature study was done to identify what strategies were needed and how e-business and e-commerce would enhance the relationships between the organisations, suppliers and customers. An empirical study was conducted to ascertain what the managers within the Textile Industry know about e-commerce and e-business and the role they have or could play within their industry.
- Full Text:
- Date Issued: 2003
The factors mediating change in people practising mindfulness
- Authors: Watkin, Matthew
- Date: 2003
- Subjects: Cognitive therapy Meditation Depression, Mental Anxiety -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3097 , http://hdl.handle.net/10962/d1003737
- Description: This study examines the experience of people who have begun practising mindfulness as it is taught in the Mindfulness-Based Stress Reduction programme (MBSR). The study has two aims: 1) to conceptualise the psychological mechanisms underpinning any change, and 2) to see if the changes produced are the same or similar to those produced in a cognitive therapy programme. The study focuses on two female participants, both with diagnosable psychopathology, who were part of the same MBSR programme at the Cape Town Medi-Clinic. Quantitative self-report measures of depression, anxiety, and medical symptoms were used as a measure of change. In-depth qualitative data which explored psychological, emotional and behavioural changes came from semi-structured interviews taken before, during, and immediately after the MBSR, and at a one-month follow-up. The interview data was supplemented by daily diaries documenting the participants' experiences of mindfulness, together with in-session video recordings. The analysis of these cases provide support for the model proposed by Segal, Teasdale and Williams (2002) of the factors underpinning improvement using mindfulness as a treatment. The changes were found to be similar, but not identical, to those that one would expect in a cognitive therapy programme.
- Full Text:
- Date Issued: 2003
- Authors: Watkin, Matthew
- Date: 2003
- Subjects: Cognitive therapy Meditation Depression, Mental Anxiety -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3097 , http://hdl.handle.net/10962/d1003737
- Description: This study examines the experience of people who have begun practising mindfulness as it is taught in the Mindfulness-Based Stress Reduction programme (MBSR). The study has two aims: 1) to conceptualise the psychological mechanisms underpinning any change, and 2) to see if the changes produced are the same or similar to those produced in a cognitive therapy programme. The study focuses on two female participants, both with diagnosable psychopathology, who were part of the same MBSR programme at the Cape Town Medi-Clinic. Quantitative self-report measures of depression, anxiety, and medical symptoms were used as a measure of change. In-depth qualitative data which explored psychological, emotional and behavioural changes came from semi-structured interviews taken before, during, and immediately after the MBSR, and at a one-month follow-up. The interview data was supplemented by daily diaries documenting the participants' experiences of mindfulness, together with in-session video recordings. The analysis of these cases provide support for the model proposed by Segal, Teasdale and Williams (2002) of the factors underpinning improvement using mindfulness as a treatment. The changes were found to be similar, but not identical, to those that one would expect in a cognitive therapy programme.
- Full Text:
- Date Issued: 2003
Aspects of the cosmic Christ in the spirituality of Dom Bede Griffiths
- Authors: Forster, Dion Angus
- Date: 2001
- Subjects: Griffiths, Bede, 1906-1993 , Catholic Church -- India -- Clergy -- Biography
- Language: English
- Type: Thesis , Masters , MTh
- Identifier: vital:1305 , http://hdl.handle.net/10962/d1018212
- Description: Alan Griffiths was born at Walton-on Thames, England in 1906. He was educated at Christ's Hospital and later at Oxford (under the tutelage of C.S. Lewis). At Oxford he read English literature and philosophy. After considerable inner turmoil he was converted to Christianity in 1931 and entered the Roman Catholic Church in 1933. As a novice Benedictine he was given the name Bede, and was finally ordained as a priest 1940. In 1955 Fr Bede went to India to start a Benedictine community with Dom Benedict Alapatt. He later moved to Kurisumala Ashram in Kerala, and finally, in 1968, to Shantivanam Ashram in Tamil Nadu. He died at Shantivanarn in 1993. Fr Bede was, and still is, regarded by many as a spiritual pioneer. This high regard stems from an appreciation of his spirituality which was rooted in a mystical experience of God. This thesis investigates aspects of Fr Bede's cosmic christology as they arise from his spirituality. The aim of this research is to show that Fr Bede’s cosmic christology that stems from an expression of a real mystical experience of Christ, as the source, sustainer and goal of the whole cosmos, offers both value and insight to Christian spiritual practice and the formulation of doctrine. What makes Fr Bede's spirituality so valuable is the manner in which he integrated East and West in his spirituality and person, coupled with his ability to draw upon that integration in reflecting and articulating his experience - which ultimately shaped his cosmic christology. In order to share his knowledge and experience of the cosmic Christ, Fr Bede draws upon linguistic and philosophical concepts from the East (and Hinduism in particular) as well as the language and theory arising from discoveries in the areas of quantum physics, microbiology and transpersonal psychology in the West. It is the primacy of spiritual experience, coupled with Fr Bede's ability to integrate the religions, cultures and world-views of the East and West within himself, which makes his cosmic christology so compelling.
- Full Text:
- Date Issued: 2001
- Authors: Forster, Dion Angus
- Date: 2001
- Subjects: Griffiths, Bede, 1906-1993 , Catholic Church -- India -- Clergy -- Biography
- Language: English
- Type: Thesis , Masters , MTh
- Identifier: vital:1305 , http://hdl.handle.net/10962/d1018212
- Description: Alan Griffiths was born at Walton-on Thames, England in 1906. He was educated at Christ's Hospital and later at Oxford (under the tutelage of C.S. Lewis). At Oxford he read English literature and philosophy. After considerable inner turmoil he was converted to Christianity in 1931 and entered the Roman Catholic Church in 1933. As a novice Benedictine he was given the name Bede, and was finally ordained as a priest 1940. In 1955 Fr Bede went to India to start a Benedictine community with Dom Benedict Alapatt. He later moved to Kurisumala Ashram in Kerala, and finally, in 1968, to Shantivanam Ashram in Tamil Nadu. He died at Shantivanarn in 1993. Fr Bede was, and still is, regarded by many as a spiritual pioneer. This high regard stems from an appreciation of his spirituality which was rooted in a mystical experience of God. This thesis investigates aspects of Fr Bede's cosmic christology as they arise from his spirituality. The aim of this research is to show that Fr Bede’s cosmic christology that stems from an expression of a real mystical experience of Christ, as the source, sustainer and goal of the whole cosmos, offers both value and insight to Christian spiritual practice and the formulation of doctrine. What makes Fr Bede's spirituality so valuable is the manner in which he integrated East and West in his spirituality and person, coupled with his ability to draw upon that integration in reflecting and articulating his experience - which ultimately shaped his cosmic christology. In order to share his knowledge and experience of the cosmic Christ, Fr Bede draws upon linguistic and philosophical concepts from the East (and Hinduism in particular) as well as the language and theory arising from discoveries in the areas of quantum physics, microbiology and transpersonal psychology in the West. It is the primacy of spiritual experience, coupled with Fr Bede's ability to integrate the religions, cultures and world-views of the East and West within himself, which makes his cosmic christology so compelling.
- Full Text:
- Date Issued: 2001
A survey of Butterworth senior secondary school teachers' views on the relationship between teacher involvement in decision-making and morale
- Authors: Nongwe, Tozamile Johnson
- Date: 2000
- Subjects: Education -- South Africa -- Decision making Decision making -- Case studies Teacher morale Vuli-Valley Senior Secondary School
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1787 , http://hdl.handle.net/10962/d1003672
- Description: Tbe purpose of this survey was to investigate Butterworth Senior Secondary School teachers' views on the relationship between teacher involvement in decision-making and morale. Out of four Butterworth Senior Secondary Schools with a population of about eigbhy six teachers, thirty teachers were willing participants in the research study. The teachers come from a homogeneous background (Xhosa-speaking). Questionnaires were administered to tbe sample subjects (population). The results (responses) of these teacbers (respondents) were then analyzed. After the analysis of their results, it became clear that there is a relationship between teacher involvement in decision-making and morale. Thus, the findings did not support the null hypothesis which stated that Butterworth Senior Secondary Scbool teachers see no relationship between their involvement in decision-making and morale.
- Full Text:
- Date Issued: 2000
- Authors: Nongwe, Tozamile Johnson
- Date: 2000
- Subjects: Education -- South Africa -- Decision making Decision making -- Case studies Teacher morale Vuli-Valley Senior Secondary School
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1787 , http://hdl.handle.net/10962/d1003672
- Description: Tbe purpose of this survey was to investigate Butterworth Senior Secondary School teachers' views on the relationship between teacher involvement in decision-making and morale. Out of four Butterworth Senior Secondary Schools with a population of about eigbhy six teachers, thirty teachers were willing participants in the research study. The teachers come from a homogeneous background (Xhosa-speaking). Questionnaires were administered to tbe sample subjects (population). The results (responses) of these teacbers (respondents) were then analyzed. After the analysis of their results, it became clear that there is a relationship between teacher involvement in decision-making and morale. Thus, the findings did not support the null hypothesis which stated that Butterworth Senior Secondary Scbool teachers see no relationship between their involvement in decision-making and morale.
- Full Text:
- Date Issued: 2000
An investigation into teachers' perceptions of female secondary school principals in Kwazulu-Natal
- Authors: Ngcobo, Thandi Moira
- Date: 1996
- Subjects: Women school principals -- South Africa Sex discrimination in employment -- South Africa Teachers -- South Africa -- Attitudes School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1601 , http://hdl.handle.net/10962/d1003483
- Description: There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.
- Full Text:
- Date Issued: 1996
- Authors: Ngcobo, Thandi Moira
- Date: 1996
- Subjects: Women school principals -- South Africa Sex discrimination in employment -- South Africa Teachers -- South Africa -- Attitudes School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1601 , http://hdl.handle.net/10962/d1003483
- Description: There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.
- Full Text:
- Date Issued: 1996
Boyzie Cekwana the South African dancing body in transition
- Authors: Pienaar, Samantha
- Date: 1996
- Subjects: Cekwana, Ntsikelelo , Dance -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2144 , http://hdl.handle.net/10962/d1002376 , Cekwana, Ntsikelelo , Dance -- South Africa
- Description: Boyzie Cekwana is one of many black male dancers and choreographers that is currently receiving widespread support and recognition for his contribution to the field of contemporary dance in South Africa. Why certain images of the dancing body - as presented by this individual dance practitioner - are currently being promoted as artistically more viable than others by dance critics and the media is the central concern of this thesis. An analysis of the dancing body in contemporary South Africa must take into account the current post-apartheid condition, a condition of transformation and reconstruction that allows people greater freedom to select the country's leaders, popularize its heroes and heroines, market and capitalize on images and icons of a New South Africa. By opting to look specifically at a black male dancer, social appreciations of the body in terms of ethnicity and gender can be challenged. This latter area of research - the role of gender in the production, presentation and appreciation of the dancing body - is largely unchallenged in South Africa. Yet, if South African's want to truly rid themselves of the shackles of hegemonic rule, gender-construction is an area of social experience that needs intensive confrontation. Chapter one will suggest some of the obstacles that might limit the South African dance researcher seeking an indepth analysis of the black dancing body, taking into consideration the country's history of elitist and autonomous rule. Attention will be drawn to multidisciplinary sites of information that might assist the researcher in such an excavation. The context of the research, however, is less interested in historical descriptions of the dancing body than with current motivating factors behind the preferential promotion of certain images over others in contemporary dance. Personal interviews and observations will therefore also provide crucial resource material. In chapter two, a case study of Boyzie Cekwana will be made looking at his personal background and the way in which it may have informed his contemporary experiences as a black male dancer and choreographer. The underlying belief of such a case-study approach is that "it carries implications about the extents to which the resulting analysis is applicable to other similar cases" ¹. This individual analysis includes information gathered from persona1 interviews with Cekwana; the author's own observations and experiences of Cekwana' s work at the Vita FNB Dance Umbrella, the Grahamstown National Arts Festival, and the Durban Playhouse Theatre; and analyses of articles on Cekwana by journalists, and performance reviews by dance and theatre critics such as Adrienne Sichel (The Star Tonight!), Tommy Ballantyne (The Natal Sunday Tribune) and David Coleman (The Mercury). Further examinations in chapter three and four will assess to what degree Cekwana re-presents culture-specific images of gender-modelling in his own performing body and the bodies of his multi-racial and multi-gendered dancers in selected dances. To prevent placing sole responsibility at Cekwana' s feet for the representation of the dancing body to a society in transformation, the role of dance critics and mass mediators in this process of artistic communication will also be dealt with. It is hoped that the ensuing discussion will suggest the possible effects that present frameworks of aesthetic appreciation may hold for choreographers and dancers in the country's future cultural development; this involves confronting a still controversial issue in South Africa the relationship between dance and politics, choreographer and social responsibility. The thesis will round-off very briefly with suggestions to dance practitioners and educators in South Africa of alternative ways of perceiving and appreciating the dancing body based on gender, and· not just racial, constructions; this is especially invaluable in the light of current efforts to include dance as a core-curriculum subject in all schools.
- Full Text:
- Date Issued: 1996
- Authors: Pienaar, Samantha
- Date: 1996
- Subjects: Cekwana, Ntsikelelo , Dance -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2144 , http://hdl.handle.net/10962/d1002376 , Cekwana, Ntsikelelo , Dance -- South Africa
- Description: Boyzie Cekwana is one of many black male dancers and choreographers that is currently receiving widespread support and recognition for his contribution to the field of contemporary dance in South Africa. Why certain images of the dancing body - as presented by this individual dance practitioner - are currently being promoted as artistically more viable than others by dance critics and the media is the central concern of this thesis. An analysis of the dancing body in contemporary South Africa must take into account the current post-apartheid condition, a condition of transformation and reconstruction that allows people greater freedom to select the country's leaders, popularize its heroes and heroines, market and capitalize on images and icons of a New South Africa. By opting to look specifically at a black male dancer, social appreciations of the body in terms of ethnicity and gender can be challenged. This latter area of research - the role of gender in the production, presentation and appreciation of the dancing body - is largely unchallenged in South Africa. Yet, if South African's want to truly rid themselves of the shackles of hegemonic rule, gender-construction is an area of social experience that needs intensive confrontation. Chapter one will suggest some of the obstacles that might limit the South African dance researcher seeking an indepth analysis of the black dancing body, taking into consideration the country's history of elitist and autonomous rule. Attention will be drawn to multidisciplinary sites of information that might assist the researcher in such an excavation. The context of the research, however, is less interested in historical descriptions of the dancing body than with current motivating factors behind the preferential promotion of certain images over others in contemporary dance. Personal interviews and observations will therefore also provide crucial resource material. In chapter two, a case study of Boyzie Cekwana will be made looking at his personal background and the way in which it may have informed his contemporary experiences as a black male dancer and choreographer. The underlying belief of such a case-study approach is that "it carries implications about the extents to which the resulting analysis is applicable to other similar cases" ¹. This individual analysis includes information gathered from persona1 interviews with Cekwana; the author's own observations and experiences of Cekwana' s work at the Vita FNB Dance Umbrella, the Grahamstown National Arts Festival, and the Durban Playhouse Theatre; and analyses of articles on Cekwana by journalists, and performance reviews by dance and theatre critics such as Adrienne Sichel (The Star Tonight!), Tommy Ballantyne (The Natal Sunday Tribune) and David Coleman (The Mercury). Further examinations in chapter three and four will assess to what degree Cekwana re-presents culture-specific images of gender-modelling in his own performing body and the bodies of his multi-racial and multi-gendered dancers in selected dances. To prevent placing sole responsibility at Cekwana' s feet for the representation of the dancing body to a society in transformation, the role of dance critics and mass mediators in this process of artistic communication will also be dealt with. It is hoped that the ensuing discussion will suggest the possible effects that present frameworks of aesthetic appreciation may hold for choreographers and dancers in the country's future cultural development; this involves confronting a still controversial issue in South Africa the relationship between dance and politics, choreographer and social responsibility. The thesis will round-off very briefly with suggestions to dance practitioners and educators in South Africa of alternative ways of perceiving and appreciating the dancing body based on gender, and· not just racial, constructions; this is especially invaluable in the light of current efforts to include dance as a core-curriculum subject in all schools.
- Full Text:
- Date Issued: 1996
An investigation into the influence of an inset programme on teacher cognitions
- Authors: Bell, David Ian
- Date: 1995
- Subjects: Teachers -- In-service training -- South Africa Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1608 , http://hdl.handle.net/10962/d1003490
- Description: This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.
- Full Text:
- Date Issued: 1995
- Authors: Bell, David Ian
- Date: 1995
- Subjects: Teachers -- In-service training -- South Africa Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1608 , http://hdl.handle.net/10962/d1003490
- Description: This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.
- Full Text:
- Date Issued: 1995
An investigation into pupils' knowledge of and attitudes towards AIDS : a survey of four private schools
- Authors: Robinson, Margaret
- Date: 1991
- Subjects: AIDS (Disease) -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1348 , http://hdl.handle.net/10962/d1001414
- Description: Because of the extent and immediacy of the problem of AIDS in the RSA and because this disease, which is mainly transmitted by voluntary human behaviour, has no cure, the need for educational programmes to curtail the spread of AIDS is seen as of prime importance in the RSA. At present there is little published research about the levels of knowledge of AIDS attained by pupils in junior and senior schools, nor of the attitudes they have towards the disease. It was felt that without this information, it would be difficult to develop appropriate AIDS education programmes. In this research, questionnaires were administered to investigate the knowledge of and attitudes towards the acquired immunodeficiency syndrome - (AIDS) - of the standards 5, 7 and 9 pupils at four private schools. These three age groups were chosen in order to look at the possible effects of the maturation process on these pupils' perceptions of AIDS. A questionnaire was also completed by selected school personnel to provide background information on any existing AIDS education in the schools. A pilot study was carried out with a small group of pupils in order to establish the areas of concern being expressed by senior school pupils. The results of the survey have shown that while there is a gradation in the knowledge levels of the pupils in standards 5, 7 and 9, there is a need for more intensive teaching of AlDS at or before the transition from junior to senior school. That the pupils perceive a need for school-based education, particularly in order to acquire knowledge of prevention strategies, was evident. The attitudes of the majority of the pupils towards AIDS sufferers were found to be tolerant or circumspect, although there was evidence of intolerance from some quarters. The fears of the pupils were found to stem largely from the unique characteristics of the disease and a lack of knowledge of how to protect themselves against it. In developing guidelines for a programme of AIDS education for the South African schools, the programmes and interventions currently operative in the USA, Great Britain, Europe and two African countries were considered. This research has raised a number of questions, the answers to which will he important in the development of future programmes of AIDS education
- Full Text:
- Date Issued: 1991
- Authors: Robinson, Margaret
- Date: 1991
- Subjects: AIDS (Disease) -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1348 , http://hdl.handle.net/10962/d1001414
- Description: Because of the extent and immediacy of the problem of AIDS in the RSA and because this disease, which is mainly transmitted by voluntary human behaviour, has no cure, the need for educational programmes to curtail the spread of AIDS is seen as of prime importance in the RSA. At present there is little published research about the levels of knowledge of AIDS attained by pupils in junior and senior schools, nor of the attitudes they have towards the disease. It was felt that without this information, it would be difficult to develop appropriate AIDS education programmes. In this research, questionnaires were administered to investigate the knowledge of and attitudes towards the acquired immunodeficiency syndrome - (AIDS) - of the standards 5, 7 and 9 pupils at four private schools. These three age groups were chosen in order to look at the possible effects of the maturation process on these pupils' perceptions of AIDS. A questionnaire was also completed by selected school personnel to provide background information on any existing AIDS education in the schools. A pilot study was carried out with a small group of pupils in order to establish the areas of concern being expressed by senior school pupils. The results of the survey have shown that while there is a gradation in the knowledge levels of the pupils in standards 5, 7 and 9, there is a need for more intensive teaching of AlDS at or before the transition from junior to senior school. That the pupils perceive a need for school-based education, particularly in order to acquire knowledge of prevention strategies, was evident. The attitudes of the majority of the pupils towards AIDS sufferers were found to be tolerant or circumspect, although there was evidence of intolerance from some quarters. The fears of the pupils were found to stem largely from the unique characteristics of the disease and a lack of knowledge of how to protect themselves against it. In developing guidelines for a programme of AIDS education for the South African schools, the programmes and interventions currently operative in the USA, Great Britain, Europe and two African countries were considered. This research has raised a number of questions, the answers to which will he important in the development of future programmes of AIDS education
- Full Text:
- Date Issued: 1991
The orientation of the standard six pupil transferring from primary to secondary schooling
- Authors: Pollock, Graeme Mackenzie
- Date: 1988
- Subjects: Student adjustment , Students, Transfer of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1377 , http://hdl.handle.net/10962/d1001443
- Description: Pupils entering High School for the first time experience many problems of orientation and adjustment. This study arose from the conviction that something could be done to alleviate this time of stress to the benefit of both pupil and school alike. A brief review of literature showed that despite a fair amount of research having been done in Britain and the United States, there is still a dearth of information relating directly to the South African situation. Most transition studies differentiate between factors affecting academic adjustment, those relating to personal adjustment after transfer, and those which involve adjustment to environmental factors. In general studies approached orientation pogrammes from two perspectives - those that handled orientation as an event with its concomitant administrative and practical advantages, and those that saw it to be a process which has more person-focussed advantages. Most researchers agree that each school has its own needs and that the orientation programme should reflect those needs. Many favour a problem-solving approach to the design of any programme and emphasize the need for constant evaluation of the programme to maintain relevance and effectiveness. A low-key investigation into adjustment problems faced by new pupils in the High School was conducted by means of a questionnaire. Three main areas of information were investigated: attitude to school; personal adjustment as indicated by the self-concept; and general impression of Secondary School. The results confirmed that problems of orientation and adjustment are experienced by pupils in the South African Education System and revealed a framework upon which an orientation programme could be based. An overview of existing orientation programme objectives stresses the fact that orientation must be concerned with the total adjustment of the child - personal, academic and environmental - and that, of necessity, it involves the whole family. An orientation programme is outlined and expanded upon in order to provide a framework upon which other programmes could be designed, specific to the particular needs of the schools involved. Finally, certain observations are offered which may lead to a better understanding of the demands of the orientation process
- Full Text:
- Date Issued: 1988
- Authors: Pollock, Graeme Mackenzie
- Date: 1988
- Subjects: Student adjustment , Students, Transfer of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1377 , http://hdl.handle.net/10962/d1001443
- Description: Pupils entering High School for the first time experience many problems of orientation and adjustment. This study arose from the conviction that something could be done to alleviate this time of stress to the benefit of both pupil and school alike. A brief review of literature showed that despite a fair amount of research having been done in Britain and the United States, there is still a dearth of information relating directly to the South African situation. Most transition studies differentiate between factors affecting academic adjustment, those relating to personal adjustment after transfer, and those which involve adjustment to environmental factors. In general studies approached orientation pogrammes from two perspectives - those that handled orientation as an event with its concomitant administrative and practical advantages, and those that saw it to be a process which has more person-focussed advantages. Most researchers agree that each school has its own needs and that the orientation programme should reflect those needs. Many favour a problem-solving approach to the design of any programme and emphasize the need for constant evaluation of the programme to maintain relevance and effectiveness. A low-key investigation into adjustment problems faced by new pupils in the High School was conducted by means of a questionnaire. Three main areas of information were investigated: attitude to school; personal adjustment as indicated by the self-concept; and general impression of Secondary School. The results confirmed that problems of orientation and adjustment are experienced by pupils in the South African Education System and revealed a framework upon which an orientation programme could be based. An overview of existing orientation programme objectives stresses the fact that orientation must be concerned with the total adjustment of the child - personal, academic and environmental - and that, of necessity, it involves the whole family. An orientation programme is outlined and expanded upon in order to provide a framework upon which other programmes could be designed, specific to the particular needs of the schools involved. Finally, certain observations are offered which may lead to a better understanding of the demands of the orientation process
- Full Text:
- Date Issued: 1988
Geological factors affecting tonnage-grade relationships in orebodies of the Zambian Copperbelt
- Authors: McCulloch, Alan B
- Date: 1981
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:21151 , http://hdl.handle.net/10962/6617
- Description: The occurrence of a major metalliferous province in Zambia and Zaire is a reflection of geological processes operating in a specific environment during a particular period. The size of orebodies, their grade, mineralogy, beneficiation characteristics and therefore the amount of metal produced are all ultimately functions of the geology of the ores. This study is primarily concerned with the effect geology has on tonnage-grade relationships of ore in situ on the Zambian Copperbelt. Five major topics related to ore tonnage and grade are reviewed here: -behaviour of copper and cobalt in surficial environments. -geological setting and gross lithostratigraphic relationships of mineralization. -characteristics of known orebodies. -geological factors affecting mining and beneficiation of ore. -orebody limits and estimation of tonnage and grade. In addition, the historical background to the problems discussed here is briefly described, and some general aspects of the evaluation, mining and beneficiation of Copperbelt ores are considered in relation to metal production.
- Full Text:
- Date Issued: 1981
- Authors: McCulloch, Alan B
- Date: 1981
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:21151 , http://hdl.handle.net/10962/6617
- Description: The occurrence of a major metalliferous province in Zambia and Zaire is a reflection of geological processes operating in a specific environment during a particular period. The size of orebodies, their grade, mineralogy, beneficiation characteristics and therefore the amount of metal produced are all ultimately functions of the geology of the ores. This study is primarily concerned with the effect geology has on tonnage-grade relationships of ore in situ on the Zambian Copperbelt. Five major topics related to ore tonnage and grade are reviewed here: -behaviour of copper and cobalt in surficial environments. -geological setting and gross lithostratigraphic relationships of mineralization. -characteristics of known orebodies. -geological factors affecting mining and beneficiation of ore. -orebody limits and estimation of tonnage and grade. In addition, the historical background to the problems discussed here is briefly described, and some general aspects of the evaluation, mining and beneficiation of Copperbelt ores are considered in relation to metal production.
- Full Text:
- Date Issued: 1981
Developmental studies of certain South African Ascostromatic ascomycetes
- Authors: Tim, Stephen K-M
- Date: 1971
- Subjects: Fungi -- Parasites Ascomycetes Pyrenomycetes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4245 , http://hdl.handle.net/10962/d1007289
- Description: From General Introduction: Toward the last half of the nineteenth century, the structure and mode of development of the ascocarp has aroused much interest. De Bary (1887) recognised the fruiting bodies of the Ascomycetes as 'compound sporophores' made up of interwoven hyphae or of pseudoparenchyma consisting of a peripheral layer separate from an inner tissue. These fruiting bodies included the discocarp or apothecium, the pyrenocarp or perithecium and the cleistocarp or cleistothecium. The name, Pyrenomycetes, has been variously applied to a group of Ascomycetes but mainly to the perithecial types, inclusive of the true perithecia and the loculate forms. The perithecium itself was described as a 'cup-shaped discomycetous' sporocarp with margins incurved to form a pyriform structure (de Bary, 1887). The presence or absence of a stroma had been long considered as a basis for the separation of the major groups of the Ascomycetes. Separation on these grounds was found unacceptable as it grouped together clearly unrelated species or separated related ones. As the subdivisions of the pyrenomycetous Ascomycetes are dependent upon the morphological features of the ascocarp, it would be pertinent to discuss the following: a) The Stroma. b) The various forms of ascocarp which mayor may not be associated with such a stroma. i) Perithecia: free or immersed in a stroma. ii) Uni- or multiloculate stromata. c) The centrum, the details associated with the centrum and the use of these details in the taxonomy of the pyrenomycetes.
- Full Text:
- Date Issued: 1971
- Authors: Tim, Stephen K-M
- Date: 1971
- Subjects: Fungi -- Parasites Ascomycetes Pyrenomycetes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4245 , http://hdl.handle.net/10962/d1007289
- Description: From General Introduction: Toward the last half of the nineteenth century, the structure and mode of development of the ascocarp has aroused much interest. De Bary (1887) recognised the fruiting bodies of the Ascomycetes as 'compound sporophores' made up of interwoven hyphae or of pseudoparenchyma consisting of a peripheral layer separate from an inner tissue. These fruiting bodies included the discocarp or apothecium, the pyrenocarp or perithecium and the cleistocarp or cleistothecium. The name, Pyrenomycetes, has been variously applied to a group of Ascomycetes but mainly to the perithecial types, inclusive of the true perithecia and the loculate forms. The perithecium itself was described as a 'cup-shaped discomycetous' sporocarp with margins incurved to form a pyriform structure (de Bary, 1887). The presence or absence of a stroma had been long considered as a basis for the separation of the major groups of the Ascomycetes. Separation on these grounds was found unacceptable as it grouped together clearly unrelated species or separated related ones. As the subdivisions of the pyrenomycetous Ascomycetes are dependent upon the morphological features of the ascocarp, it would be pertinent to discuss the following: a) The Stroma. b) The various forms of ascocarp which mayor may not be associated with such a stroma. i) Perithecia: free or immersed in a stroma. ii) Uni- or multiloculate stromata. c) The centrum, the details associated with the centrum and the use of these details in the taxonomy of the pyrenomycetes.
- Full Text:
- Date Issued: 1971