Investigating the linguistic effectiveness of early reading schemes in isiXhosa: a phonological and orthographical analysis of three isiXhosa Grade 1 graded reader series
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
- Full Text:
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
- Full Text:
Industrial policy, institutions and industrial financing in South Africa: the role of the IDC and DBSA, and lessons from Brazil’s BNDES
- Authors: Fumbata, Nandipha
- Date: 2016
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1132 , http://hdl.handle.net/10962/d1021278
- Description: Institutions, particularly development finance institutions (DFIs) have been instrumental in economic development and the implementation of industrial policy throughout history. In 2007, the South African government identified the country’s DFIs as key to the implementation of its new industrial policy framework with the main objective of job creation. This thesis examines the impact that South Africa’s DFIs, particularly the IDC and the DBSA, have had on employment creation from 2010 to 2014. A comparative institutional approach is adopted in a case study analysis examining the role of the state in industrial financing. The financing activities of Brazil’s BNDES are explored by comparison to determine if there are possible lessons for South Africa. An analysis of the DFIs’ financial and annual reports and government policy documents is conducted. The political settlements framework is used as a basis for understanding the balance of power within the country and the impact this has had on the country’s industrial policy and industrial finance. The thesis finds that the financing activities of South Africa’s DFIs, particularly the IDC, have been directed at large scale capital intensive projects, with a large portion of disbursements channelled towards mining and mineral beneficiation. These sectors have also facilitated the most number of jobs. Even though the activities of the country’s DFIs are consistent with South Africa’s industrial policy and have facilitated job creation, it is evident that these efforts have not been on a scale that is large enough to reduce unemployment. Despite the DFIs’ efforts, there has been an increase in the number of unemployed South Africans between 2010 and 2014.
- Full Text:
- Authors: Fumbata, Nandipha
- Date: 2016
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1132 , http://hdl.handle.net/10962/d1021278
- Description: Institutions, particularly development finance institutions (DFIs) have been instrumental in economic development and the implementation of industrial policy throughout history. In 2007, the South African government identified the country’s DFIs as key to the implementation of its new industrial policy framework with the main objective of job creation. This thesis examines the impact that South Africa’s DFIs, particularly the IDC and the DBSA, have had on employment creation from 2010 to 2014. A comparative institutional approach is adopted in a case study analysis examining the role of the state in industrial financing. The financing activities of Brazil’s BNDES are explored by comparison to determine if there are possible lessons for South Africa. An analysis of the DFIs’ financial and annual reports and government policy documents is conducted. The political settlements framework is used as a basis for understanding the balance of power within the country and the impact this has had on the country’s industrial policy and industrial finance. The thesis finds that the financing activities of South Africa’s DFIs, particularly the IDC, have been directed at large scale capital intensive projects, with a large portion of disbursements channelled towards mining and mineral beneficiation. These sectors have also facilitated the most number of jobs. Even though the activities of the country’s DFIs are consistent with South Africa’s industrial policy and have facilitated job creation, it is evident that these efforts have not been on a scale that is large enough to reduce unemployment. Despite the DFIs’ efforts, there has been an increase in the number of unemployed South Africans between 2010 and 2014.
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An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
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Learning pathways for improving rehabilitation practices in the mining industry : two cases of coal mining and borrow pits
- Authors: Mphinyane, Andani
- Date: 2014
- Subjects: Coal mines and mining -- Environmental aspects -- South Africa , Environmental education -- South Africa , Sustainable development -- South Africa , Coal miners -- Education (Continuing education) -- South Africa , Borrow pits -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1989 , http://hdl.handle.net/10962/d1013271
- Description: This research investigates cases of learning pathways for improving rehabilitation practices for key occupations in the mining industry. The study is set up as a partnership research programme between Rhodes University Environmental Learning Research Centre in South Africa, and the South African Qualification Authority, focussing on workplace learning and sustainability practices. This research programme seeks to understand the implications of the move to a knowledge society, with its emphasis on knowledge building over time, particularly in and for the environmental sector. The research was conducted as a qualitative case study that made use of semi-structured interviews, document analysis, visual photographs and observations as instruments of data gathering. Participants were sampled from two case studies, one in Limpopo province and the other one in Mpumalanga Province, who are directly involved in rehabilitation practices and related education and training programmes. The study makes use of career stories from the key occupations to provide insight into workplace learning pathways to inform education and training in the mining industry. A series of analytical statements captures some of the main findings on early education histories, career choices, learning pathway decisions and experiences related to sustainable practices and some complexities related to learning pathways. Environment and sustainability education is a cross-cutting issue in the NQF; and it pertains to the mining sector, especially to rehabilitation practices, which form the focus of this study as little is known about learning pathways associated with these sustainability practices. Insights from the study should enable the sector to enhance rehabilitation training for key occupations and at the same time encourage lifelong learning contributing towards sustainable development.
- Full Text:
- Authors: Mphinyane, Andani
- Date: 2014
- Subjects: Coal mines and mining -- Environmental aspects -- South Africa , Environmental education -- South Africa , Sustainable development -- South Africa , Coal miners -- Education (Continuing education) -- South Africa , Borrow pits -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1989 , http://hdl.handle.net/10962/d1013271
- Description: This research investigates cases of learning pathways for improving rehabilitation practices for key occupations in the mining industry. The study is set up as a partnership research programme between Rhodes University Environmental Learning Research Centre in South Africa, and the South African Qualification Authority, focussing on workplace learning and sustainability practices. This research programme seeks to understand the implications of the move to a knowledge society, with its emphasis on knowledge building over time, particularly in and for the environmental sector. The research was conducted as a qualitative case study that made use of semi-structured interviews, document analysis, visual photographs and observations as instruments of data gathering. Participants were sampled from two case studies, one in Limpopo province and the other one in Mpumalanga Province, who are directly involved in rehabilitation practices and related education and training programmes. The study makes use of career stories from the key occupations to provide insight into workplace learning pathways to inform education and training in the mining industry. A series of analytical statements captures some of the main findings on early education histories, career choices, learning pathway decisions and experiences related to sustainable practices and some complexities related to learning pathways. Environment and sustainability education is a cross-cutting issue in the NQF; and it pertains to the mining sector, especially to rehabilitation practices, which form the focus of this study as little is known about learning pathways associated with these sustainability practices. Insights from the study should enable the sector to enhance rehabilitation training for key occupations and at the same time encourage lifelong learning contributing towards sustainable development.
- Full Text:
Marikana : taking a subaltern sphere of politics seriously
- Authors: Naicker, Camalita
- Date: 2014
- Subjects: Miners -- South Africa -- Rustenburg -- Social conditions -- 21st century , Mineral industries -- Political aspects -- South Africa , Violence -- South Africa -- Rustenburg , Massacres -- South Africa -- Rustenburg , Strikes and lockouts -- Miners -- South Africa , Political leadership -- South Africa , Industrial relations -- South Africa , Marxist criticism , Marikana (Rustenburg, South Africa)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2886 , http://hdl.handle.net/10962/d1015651
- Description: This thesis aims to open up the realm of what counts as political in the context of the Marikana strikes and subsequent massacre. It does primarily by taking into account the social, political and cultural context of Mpondo workers on the mines. Many narrow Marxist and liberal frameworks have circumscribed the conception of the ‘modern’ and the ‘political’ so much so that political organisation which falls outside of this conceptualisation is often regarded as ‘backward’ or ‘archaic’. It will provide an examination of the history, culture and custom of men, who have, for almost a hundred years migrated back and forth between South African mines and Mpondoland. This not only reveals differing modes of organising and engaging in political action, but also that the praxis of democracy takes many forms, some of which are different and opposed to what counts as democratic in Western liberal democracy. By considering what I argue, following some of the insights from the Subaltern Studies collective in India, to be a subaltern sphere of politics and history, it is possible to better understand the way workers organised and acted. The thesis also argues that most labour and nationalist historiography has been silent on the political contributions of women because of how Marxist/liberal analysis frames struggles through disciplined notions of work and resistance. Rather than objectifying workers as representatives of a homogenous and universal class of people devoid of context, the thesis has linked ‘the worker’ to the community from which s/he comes and community specific struggles, which are supported and sustained, often, by the parallel struggles of women in the community.
- Full Text:
- Authors: Naicker, Camalita
- Date: 2014
- Subjects: Miners -- South Africa -- Rustenburg -- Social conditions -- 21st century , Mineral industries -- Political aspects -- South Africa , Violence -- South Africa -- Rustenburg , Massacres -- South Africa -- Rustenburg , Strikes and lockouts -- Miners -- South Africa , Political leadership -- South Africa , Industrial relations -- South Africa , Marxist criticism , Marikana (Rustenburg, South Africa)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2886 , http://hdl.handle.net/10962/d1015651
- Description: This thesis aims to open up the realm of what counts as political in the context of the Marikana strikes and subsequent massacre. It does primarily by taking into account the social, political and cultural context of Mpondo workers on the mines. Many narrow Marxist and liberal frameworks have circumscribed the conception of the ‘modern’ and the ‘political’ so much so that political organisation which falls outside of this conceptualisation is often regarded as ‘backward’ or ‘archaic’. It will provide an examination of the history, culture and custom of men, who have, for almost a hundred years migrated back and forth between South African mines and Mpondoland. This not only reveals differing modes of organising and engaging in political action, but also that the praxis of democracy takes many forms, some of which are different and opposed to what counts as democratic in Western liberal democracy. By considering what I argue, following some of the insights from the Subaltern Studies collective in India, to be a subaltern sphere of politics and history, it is possible to better understand the way workers organised and acted. The thesis also argues that most labour and nationalist historiography has been silent on the political contributions of women because of how Marxist/liberal analysis frames struggles through disciplined notions of work and resistance. Rather than objectifying workers as representatives of a homogenous and universal class of people devoid of context, the thesis has linked ‘the worker’ to the community from which s/he comes and community specific struggles, which are supported and sustained, often, by the parallel struggles of women in the community.
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Synthesis and evaluation of novel inhibitors of 1-Deoxy-D-xylolose-5-phosphate reductoisomerase as potential antimalarials
- Authors: Conibear, Anne Claire
- Date: 2013-07-19
- Subjects: Antimalarials -- Development , Malaria -- Chemotherapy , Drug development , Enzyme kinetics , Phosphate esters
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4451 , http://hdl.handle.net/10962/d1008282 , Antimalarials -- Development , Malaria -- Chemotherapy , Drug development , Enzyme kinetics , Phosphate esters
- Description: Malaria continues to be an enormous health-threat in the developing world and the emergence of drug resistance has further compounded the problem. The parasite-specific enzyme, 1-deoxY-D-xylulose-S-phosphate reductoisomerase (DXR), has recently been validated as a promising antimalarial drug target. The present study comprises a combination of synthetic, physical organic, computer modelling and bioassay techniques directed towards the development of novel DXR inhibitors. A range of 2-heteroarylamino-2-oxoethyl- and 2- heteroarylamino-2-oxopropyl phosphonate esters and their corresponding phosphonic acid salts have been synthesised as analogues of the highly active DXR inhibitor, fosmidomycin. Treatment of the heteroarylamino precursors with chloroacetyl chloride or chloropropionyl chloride afforded chloroamide intermediates, Arbuzov reactions of which led to the corresponding diethyl phosphonate esters. Hydrolysis of the esters has been effected using bromotrimethylsilane. Twenty-four new compounds have been prepared and fully characterised using elemental (HRMS or combustion) and spectroscopic (1- and 2-D NMR and IR) analysis. A 31p NMR kinetic study has been carried out on the two-step silylation reaction involved in the hydrolysis of the phosphonate esters and has provided activation parameters for the reaction. The kinetic analysis was refined using a computational method to give an improved fit with the experimental data. Saturation transfer difference (STD) NMR analysis, computer-simulated docking and enzyme inhibition assays have been used to evaluate the enzyme-binding and -inhibition potential of the synthesised ligands. Minimal to moderate inhibitory activity has been observed and several structure-activity relationships have been identified. In silica exploration of the DXR active site has revealed an additional binding pocket and information on the topology of the active site has led to the de novo design of a new series of potential ligands. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Conibear, Anne Claire
- Date: 2013-07-19
- Subjects: Antimalarials -- Development , Malaria -- Chemotherapy , Drug development , Enzyme kinetics , Phosphate esters
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4451 , http://hdl.handle.net/10962/d1008282 , Antimalarials -- Development , Malaria -- Chemotherapy , Drug development , Enzyme kinetics , Phosphate esters
- Description: Malaria continues to be an enormous health-threat in the developing world and the emergence of drug resistance has further compounded the problem. The parasite-specific enzyme, 1-deoxY-D-xylulose-S-phosphate reductoisomerase (DXR), has recently been validated as a promising antimalarial drug target. The present study comprises a combination of synthetic, physical organic, computer modelling and bioassay techniques directed towards the development of novel DXR inhibitors. A range of 2-heteroarylamino-2-oxoethyl- and 2- heteroarylamino-2-oxopropyl phosphonate esters and their corresponding phosphonic acid salts have been synthesised as analogues of the highly active DXR inhibitor, fosmidomycin. Treatment of the heteroarylamino precursors with chloroacetyl chloride or chloropropionyl chloride afforded chloroamide intermediates, Arbuzov reactions of which led to the corresponding diethyl phosphonate esters. Hydrolysis of the esters has been effected using bromotrimethylsilane. Twenty-four new compounds have been prepared and fully characterised using elemental (HRMS or combustion) and spectroscopic (1- and 2-D NMR and IR) analysis. A 31p NMR kinetic study has been carried out on the two-step silylation reaction involved in the hydrolysis of the phosphonate esters and has provided activation parameters for the reaction. The kinetic analysis was refined using a computational method to give an improved fit with the experimental data. Saturation transfer difference (STD) NMR analysis, computer-simulated docking and enzyme inhibition assays have been used to evaluate the enzyme-binding and -inhibition potential of the synthesised ligands. Minimal to moderate inhibitory activity has been observed and several structure-activity relationships have been identified. In silica exploration of the DXR active site has revealed an additional binding pocket and information on the topology of the active site has led to the de novo design of a new series of potential ligands. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
An exploratory study of techniques in passive network telescope data analysis
- Authors: Cowie, Bradley
- Date: 2013
- Subjects: Web search engines Internet searching World Wide Web Malware (Computer software) Computer viruses Computer networks -- Monitoring Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4573 , http://hdl.handle.net/10962/d1002038
- Description: Careful examination of the composition and concentration of malicious traffic in transit on the channels of the Internet provides network administrators with a means of understanding and predicting damaging attacks directed towards their networks. This allows for action to be taken to mitigate the effect that these attacks have on the performance of their networks and the Internet as a whole by readying network defences and providing early warning to Internet users. One approach to malicious traffic monitoring that has garnered some success in recent times, as exhibited by the study of fast spreading Internet worms, involves analysing data obtained from network telescopes. While some research has considered using measures derived from network telescope datasets to study large scale network incidents such as Code-Red, SQLSlammer and Conficker, there is very little documented discussion on the merits and weaknesses of approaches to analyzing network telescope data. This thesis is an introductory study in network telescope analysis and aims to consider the variables associated with the data received by network telescopes and how these variables may be analysed. The core research of this thesis considers both novel and previously explored analysis techniques from the fields of security metrics, baseline analysis, statistical analysis and technical analysis as applied to analysing network telescope datasets. These techniques were evaluated as approaches to recognize unusual behaviour by observing the ability of these techniques to identify notable incidents in network telescope datasets
- Full Text:
- Authors: Cowie, Bradley
- Date: 2013
- Subjects: Web search engines Internet searching World Wide Web Malware (Computer software) Computer viruses Computer networks -- Monitoring Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4573 , http://hdl.handle.net/10962/d1002038
- Description: Careful examination of the composition and concentration of malicious traffic in transit on the channels of the Internet provides network administrators with a means of understanding and predicting damaging attacks directed towards their networks. This allows for action to be taken to mitigate the effect that these attacks have on the performance of their networks and the Internet as a whole by readying network defences and providing early warning to Internet users. One approach to malicious traffic monitoring that has garnered some success in recent times, as exhibited by the study of fast spreading Internet worms, involves analysing data obtained from network telescopes. While some research has considered using measures derived from network telescope datasets to study large scale network incidents such as Code-Red, SQLSlammer and Conficker, there is very little documented discussion on the merits and weaknesses of approaches to analyzing network telescope data. This thesis is an introductory study in network telescope analysis and aims to consider the variables associated with the data received by network telescopes and how these variables may be analysed. The core research of this thesis considers both novel and previously explored analysis techniques from the fields of security metrics, baseline analysis, statistical analysis and technical analysis as applied to analysing network telescope datasets. These techniques were evaluated as approaches to recognize unusual behaviour by observing the ability of these techniques to identify notable incidents in network telescope datasets
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Learners' participation in leadership: a case study in a secondary school in Namibia
- Authors: Uushona, Andreas Bishi
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Case studies Student participation in administration -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Student government -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1395 , http://hdl.handle.net/10962/d1001749
- Description: Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
- Full Text:
- Authors: Uushona, Andreas Bishi
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Case studies Student participation in administration -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Student government -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1395 , http://hdl.handle.net/10962/d1001749
- Description: Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
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A book history study of Michael Radford's filmic production William Shakespeare's The Merchant of Venice
- Green, Bryony Rose Humphries
- Authors: Green, Bryony Rose Humphries
- Date: 2008
- Subjects: Shakespeare, William, 1564-1616 -- Film adaptations Shakespeare, William, 1564-1616. Merchant of Venice Merchant of Venice (Motion picture: 2004) English drama -- Film and video adaptations Film adaptations -- History and criticism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2197 , http://hdl.handle.net/10962/d1002239
- Description: Falling within the ambit of the Department of English Literature but with interdisciplinary scope and method, the research undertaken in this thesis examines Michael Radford’s 2004 film production William Shakespeare’s The Merchant of Venice using the Book History approach to textual study. Previously applied almost exclusively to the study of books, Book History examines the text in terms of both its medium and its content, bringing together bibliographical, literary and historical approaches to the study of books within one theoretical paradigm. My research extends this interdisciplinary approach into the filmic medium by using a modified version of Robert Darnton’s “communication circuit” to examine the process of transmission of this Shakespearean film adaptation from creation to reception. The research is not intended as a complete Book History study and even less as a comprehensive investigation of William Shakespeare’s The Merchant of Venice. Rather, it uses a Shakespearean case study to bring together the two previously discrete fields of Book History and filmic investigation. Drawing on film studies, literary concepts, cultural and media studies, modern management theory as well as reception theories and with the use of both quantitative and qualitative data, I show Book History to be an eminently useful and constructive approach to the study of film.
- Full Text:
- Authors: Green, Bryony Rose Humphries
- Date: 2008
- Subjects: Shakespeare, William, 1564-1616 -- Film adaptations Shakespeare, William, 1564-1616. Merchant of Venice Merchant of Venice (Motion picture: 2004) English drama -- Film and video adaptations Film adaptations -- History and criticism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2197 , http://hdl.handle.net/10962/d1002239
- Description: Falling within the ambit of the Department of English Literature but with interdisciplinary scope and method, the research undertaken in this thesis examines Michael Radford’s 2004 film production William Shakespeare’s The Merchant of Venice using the Book History approach to textual study. Previously applied almost exclusively to the study of books, Book History examines the text in terms of both its medium and its content, bringing together bibliographical, literary and historical approaches to the study of books within one theoretical paradigm. My research extends this interdisciplinary approach into the filmic medium by using a modified version of Robert Darnton’s “communication circuit” to examine the process of transmission of this Shakespearean film adaptation from creation to reception. The research is not intended as a complete Book History study and even less as a comprehensive investigation of William Shakespeare’s The Merchant of Venice. Rather, it uses a Shakespearean case study to bring together the two previously discrete fields of Book History and filmic investigation. Drawing on film studies, literary concepts, cultural and media studies, modern management theory as well as reception theories and with the use of both quantitative and qualitative data, I show Book History to be an eminently useful and constructive approach to the study of film.
- Full Text:
Cases of recontextualising the environmental discourse in the National Curriculum Statement (R-9)
- Authors: Ramsarup, Presha
- Date: 2006
- Subjects: Education -- South Africa -- Curricula Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1444 , http://hdl.handle.net/10962/d1003325
- Description: With an intention of opening a vantage point on the story of how curriculum is actually created, this study follows the recontextualising of the environmental discourse of the National Curriculum Statement (R-9) in three case sites. These are: Grade seven Department of Education training material developed to introduce educators to the NCS (R-9), Delta Environmental Centre an environmental education non-governmental organisation, a rural primary school situated south of Durban. Using elements of the Bernstein’s (1990) framework of pedagogic discourse, the study traces how the environmental discourse was de-located from the field of production and relocated into the pedagogic practice of each case. In trying to follow the continuity, changes and discontinuities in the official [environmental] discourse as it is recontextualised, the study utilises Bernstein’s conceptual constructs of selective appropriation and ideological transformation. These constructs of selective appropriation and ideological transformation enabled me to ‘look into’ each case and get a perspective of how to explain the recontextualising processes. The study acknowledged that discourses are shaped and steered by historical, political and economic realities and begins by tracing the genesis of the environmental discourse within formal curriculum policy in South Africa. This socio-historical review highlights the main factors and happenings that shaped the present curriculum discourse and its production as official policy discourse. The study highlighted that within each case the recontextualising story is unique but some clear patterns emerged as factors that impacted on recontextualising processes. These were the role of history and context, knowledge and experience of the discourse, ideology and emphasis, and the depth with which the discourse was engaged. The discussion of these factors gave valuable insights into the recontextualising of curriculum discourses. The study comments on the need to clarify the environmental focus in the Learning Areas and to actualise this into practice so that the discourse becomes an integral part of teaching, learning and assessment. The study also highlights the need for professional development opportunities that will enable educators to clarify the nature and focus of the environmental discourse in the NCS (R-9), and its articulation in Learning Area in context. In particular, the environment and social justice relationships appear to require greater clarity of focus and interpretation in recontextualising processes. There also appears to be a need to develop educators’ foundational knowledge of environmental issues to strengthen the recontextualising of this discourse.
- Full Text:
- Authors: Ramsarup, Presha
- Date: 2006
- Subjects: Education -- South Africa -- Curricula Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1444 , http://hdl.handle.net/10962/d1003325
- Description: With an intention of opening a vantage point on the story of how curriculum is actually created, this study follows the recontextualising of the environmental discourse of the National Curriculum Statement (R-9) in three case sites. These are: Grade seven Department of Education training material developed to introduce educators to the NCS (R-9), Delta Environmental Centre an environmental education non-governmental organisation, a rural primary school situated south of Durban. Using elements of the Bernstein’s (1990) framework of pedagogic discourse, the study traces how the environmental discourse was de-located from the field of production and relocated into the pedagogic practice of each case. In trying to follow the continuity, changes and discontinuities in the official [environmental] discourse as it is recontextualised, the study utilises Bernstein’s conceptual constructs of selective appropriation and ideological transformation. These constructs of selective appropriation and ideological transformation enabled me to ‘look into’ each case and get a perspective of how to explain the recontextualising processes. The study acknowledged that discourses are shaped and steered by historical, political and economic realities and begins by tracing the genesis of the environmental discourse within formal curriculum policy in South Africa. This socio-historical review highlights the main factors and happenings that shaped the present curriculum discourse and its production as official policy discourse. The study highlighted that within each case the recontextualising story is unique but some clear patterns emerged as factors that impacted on recontextualising processes. These were the role of history and context, knowledge and experience of the discourse, ideology and emphasis, and the depth with which the discourse was engaged. The discussion of these factors gave valuable insights into the recontextualising of curriculum discourses. The study comments on the need to clarify the environmental focus in the Learning Areas and to actualise this into practice so that the discourse becomes an integral part of teaching, learning and assessment. The study also highlights the need for professional development opportunities that will enable educators to clarify the nature and focus of the environmental discourse in the NCS (R-9), and its articulation in Learning Area in context. In particular, the environment and social justice relationships appear to require greater clarity of focus and interpretation in recontextualising processes. There also appears to be a need to develop educators’ foundational knowledge of environmental issues to strengthen the recontextualising of this discourse.
- Full Text:
An empirical investigation of the extension of servqual to measure internal service quality in a motor vehicle manufacturing setting
- Authors: Booi, Arthur Mzwandile
- Date: 2004
- Subjects: Automobile industry and trade -- Quality control -- South Africa -- Eastern Cape Automobile industry and trade -- Customer services -- South Africa -- Eastern Cape Automobile industry and trade -- Quality control -- Statistical methods Customer services -- Quality control Automobile industry and trade -- Quality assurance -- South Africa -- Eastern Cape Consumer satisfaction Industrial productivity -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:801 , http://hdl.handle.net/10962/d1006139
- Description: This research explores the role, which the construct, service quality plays in an internal marketing setting. This is achieved by evaluating the perceptions and expectations of the production department with regards to the service quality provided by the maintenance department of a South African motor vehicle manufacturer. This was done using the INTSERVQUAL instrument, which was found to be a reliable instrument for measuring internal service quality within this context. A positivist approach has been adopted in conducting this research. There are two main hypotheses for this study: the first hypothesis is concerned with the relationship between the overall internal service quality and the five dimensions of service quality namely: tangibles, empathy, reliability, responsiveness and reliability. The second hypothesis focuses on the relationship between the front line staff segments of the production department and the five dimensions of internal service quality. The results of this research suggest that the perceptions and expectations of internal service customer segments plays a major role in achieving internal service quality. In addition, the importance of the INTSERVQUAL instrument in measuring internal service quality within the motor vehicle manufacturing environment is confirmed.
- Full Text:
- Authors: Booi, Arthur Mzwandile
- Date: 2004
- Subjects: Automobile industry and trade -- Quality control -- South Africa -- Eastern Cape Automobile industry and trade -- Customer services -- South Africa -- Eastern Cape Automobile industry and trade -- Quality control -- Statistical methods Customer services -- Quality control Automobile industry and trade -- Quality assurance -- South Africa -- Eastern Cape Consumer satisfaction Industrial productivity -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:801 , http://hdl.handle.net/10962/d1006139
- Description: This research explores the role, which the construct, service quality plays in an internal marketing setting. This is achieved by evaluating the perceptions and expectations of the production department with regards to the service quality provided by the maintenance department of a South African motor vehicle manufacturer. This was done using the INTSERVQUAL instrument, which was found to be a reliable instrument for measuring internal service quality within this context. A positivist approach has been adopted in conducting this research. There are two main hypotheses for this study: the first hypothesis is concerned with the relationship between the overall internal service quality and the five dimensions of service quality namely: tangibles, empathy, reliability, responsiveness and reliability. The second hypothesis focuses on the relationship between the front line staff segments of the production department and the five dimensions of internal service quality. The results of this research suggest that the perceptions and expectations of internal service customer segments plays a major role in achieving internal service quality. In addition, the importance of the INTSERVQUAL instrument in measuring internal service quality within the motor vehicle manufacturing environment is confirmed.
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The response of the two interrelated river components, geomorphology and riparian vegetation, to interbasin water transfers in the Orange-Fish-Sundays River Interbasin Transfer Scheme
- Authors: du Plessis, A J E
- Date: 2000
- Subjects: Skoenmakers River (South Africa) , Riparian ecology -- South Africa -- Eastern Cape , Geomorphology -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4850 , http://hdl.handle.net/10962/d1005526
- Description: The Skoenmakers River (located in the semi-arid Karoo region of the Eastern Cape) is being used as a transfer route for water transferred by the Orange-Fish-Sundays River Interbasin Transfer Scheme. The change in the hydrological regime of this once ephemeral stream to a much bigger perennial river led to dramatic changes to both the physical structure and riparian vegetation structure of the river system. These changes differ for each of the three river sections, the upper,middle and lower reaches. Qualitative, descriptive geomorphological data was gathered by means of field observations and this was then compared to the quantitative data collected by means of surveyed cross-sectional profiles at selected sites along the length of both the regulated Skoenmakers River and a nonregulated tributary of equivalent size, the Volkers River. Riparian vegetation data was gathered by means of plot sampling along belt transects at each site. A qualitative assessment of the vegetation conditions was also made at each site and then added to the quantitative data from the plot sampling. At each site the different morphological units were identified along the cross-section and changes in the vegetation and sediment composition were recorded. Aerial photographs were used as additional sources of data and observations made from these were compared to data gathered in the field. The pre-IBT channel in this river section was formed by low frequency flood flows but the hydrological regime has now been converted to base flows much higher than normal flood flows. Severe incision, erosion and degradation of both the channel bed and banks occurred. In the lower reaches, post-IBT base flows are lower than pre-IBT flood flows and, due to the increased catchment area, the impact of the IBT was better ‘absorbed’ by the river system. Aggradation and deposition increased for the regulated river in comparison to the non-regulated river due to more sediment introduced The IBT had the greatest impact in the upper reaches of the regulated river due to more sediment introduced at the top of the system.
- Full Text:
- Authors: du Plessis, A J E
- Date: 2000
- Subjects: Skoenmakers River (South Africa) , Riparian ecology -- South Africa -- Eastern Cape , Geomorphology -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4850 , http://hdl.handle.net/10962/d1005526
- Description: The Skoenmakers River (located in the semi-arid Karoo region of the Eastern Cape) is being used as a transfer route for water transferred by the Orange-Fish-Sundays River Interbasin Transfer Scheme. The change in the hydrological regime of this once ephemeral stream to a much bigger perennial river led to dramatic changes to both the physical structure and riparian vegetation structure of the river system. These changes differ for each of the three river sections, the upper,middle and lower reaches. Qualitative, descriptive geomorphological data was gathered by means of field observations and this was then compared to the quantitative data collected by means of surveyed cross-sectional profiles at selected sites along the length of both the regulated Skoenmakers River and a nonregulated tributary of equivalent size, the Volkers River. Riparian vegetation data was gathered by means of plot sampling along belt transects at each site. A qualitative assessment of the vegetation conditions was also made at each site and then added to the quantitative data from the plot sampling. At each site the different morphological units were identified along the cross-section and changes in the vegetation and sediment composition were recorded. Aerial photographs were used as additional sources of data and observations made from these were compared to data gathered in the field. The pre-IBT channel in this river section was formed by low frequency flood flows but the hydrological regime has now been converted to base flows much higher than normal flood flows. Severe incision, erosion and degradation of both the channel bed and banks occurred. In the lower reaches, post-IBT base flows are lower than pre-IBT flood flows and, due to the increased catchment area, the impact of the IBT was better ‘absorbed’ by the river system. Aggradation and deposition increased for the regulated river in comparison to the non-regulated river due to more sediment introduced The IBT had the greatest impact in the upper reaches of the regulated river due to more sediment introduced at the top of the system.
- Full Text:
Uncovering plagiarism in academic writing : developing authorial voice within multivoiced text
- Authors: Angelil-Carter, Shelley
- Date: 1996
- Subjects: Plagiarism -- Research Academic writing -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1807 , http://hdl.handle.net/10962/d1003692
- Description: Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
- Full Text:
- Authors: Angelil-Carter, Shelley
- Date: 1996
- Subjects: Plagiarism -- Research Academic writing -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1807 , http://hdl.handle.net/10962/d1003692
- Description: Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
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The small business entrepreneur : a psychological profile
- Authors: Street, David Michael
- Date: 1995
- Subjects: Businessmen -- Psychology , Businesswomen -- Psychology , Self-employed -- Psychology , Entrepreneurship -- Psychological aspects , Small business -- Psychological aspects , Businessmen , Businesswomen , Businesspeople
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3065 , http://hdl.handle.net/10962/d1002574 , Businessmen -- Psychology , Businesswomen -- Psychology , Self-employed -- Psychology , Entrepreneurship -- Psychological aspects , Small business -- Psychological aspects , Businessmen , Businesswomen , Businesspeople
- Description: With the growing importance being placed on the small business environment as having a positive influence on economic growth and vitality (Erwee, 1987: Burns & Dewhurst, 1989), there has been a corresponding increase in attention being paid to entrepreneurship and the characteristics of the entrepreneur. This increased attention is due to the fact that entrepreneurs have long been linked to small business creation and recognised as an important factor in the small business development process (Boyd & Gumpert, 1983). Despite the quantity of research on entrepreneurship, there appears to be an ongoing controversy oyer what characterises an entrepreneurial business. and the specific characteristics of the small business entrepreneur. It has been argued that although there is an overlap between entrepreneurial and non-entrepreneurial businesses. they are in fact different entities (Carland, Hoy, Boulton & Carland, 1984: Drucker, 1985), and that not every individual who starts a business is an entrepreneur (Drucker. 1985). Small business entrepreneurship has been found to be specifically related to the psychological characteristics of the owner-manager who controls the business (Miller. 1983). The purpose of this research was to identify and describe psychological characteristics displayed by a group of South African small business entrepreneurs, thereby compiling a psychological profile of the small business entrepreneur. Given the nature of entrepreneurial activities and processes, Hofer and Bygrave (1992) recommend that accurate, precise qualitative data that is rich in its descriptive characterisation of the situation and the phenomenon involved be collected. As a result the researcher used qualitative rather than quantitative methods of investigation. Innovative behaviour has long been linked to entrepreneurship (Schumpeter. 1934) and entrepreneurial businesses were distinguished from other small businesses by their use of innovative strategic practices. Two sample groups consisting of entrepreneurial and non-entrepreneurial businesses, were created and the data collected were analysed independently. The results, based on personal interviews with 32 small business owner-managers and the administration and interpretation of tihe Structured Objective Rorschach Test (SORT), indicate that small business entrepreneurship should not be used as a term synonymous with small business ownership and/or management. Despite similarities between small business entrepreneurs and other small business owner-managers. the results suggest that a distinction between the two groups is necessary for accurate future research on entrepreneurs. The entrepreneurs differed from other small business owner-managers in terms of their psychological characteristics including their motives, their perception and attitude towards the external environment, and various sociological factors. The entrepreneurial businesses were also different in that they were more innovative and growth oriented than the non-entrepreneurial businesses. The research contributes towards a clarification of the concept of small business entrepreneurship and indicates a need for more precise sampling techniques to be used in entrepreneurial research.
- Full Text:
- Authors: Street, David Michael
- Date: 1995
- Subjects: Businessmen -- Psychology , Businesswomen -- Psychology , Self-employed -- Psychology , Entrepreneurship -- Psychological aspects , Small business -- Psychological aspects , Businessmen , Businesswomen , Businesspeople
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3065 , http://hdl.handle.net/10962/d1002574 , Businessmen -- Psychology , Businesswomen -- Psychology , Self-employed -- Psychology , Entrepreneurship -- Psychological aspects , Small business -- Psychological aspects , Businessmen , Businesswomen , Businesspeople
- Description: With the growing importance being placed on the small business environment as having a positive influence on economic growth and vitality (Erwee, 1987: Burns & Dewhurst, 1989), there has been a corresponding increase in attention being paid to entrepreneurship and the characteristics of the entrepreneur. This increased attention is due to the fact that entrepreneurs have long been linked to small business creation and recognised as an important factor in the small business development process (Boyd & Gumpert, 1983). Despite the quantity of research on entrepreneurship, there appears to be an ongoing controversy oyer what characterises an entrepreneurial business. and the specific characteristics of the small business entrepreneur. It has been argued that although there is an overlap between entrepreneurial and non-entrepreneurial businesses. they are in fact different entities (Carland, Hoy, Boulton & Carland, 1984: Drucker, 1985), and that not every individual who starts a business is an entrepreneur (Drucker. 1985). Small business entrepreneurship has been found to be specifically related to the psychological characteristics of the owner-manager who controls the business (Miller. 1983). The purpose of this research was to identify and describe psychological characteristics displayed by a group of South African small business entrepreneurs, thereby compiling a psychological profile of the small business entrepreneur. Given the nature of entrepreneurial activities and processes, Hofer and Bygrave (1992) recommend that accurate, precise qualitative data that is rich in its descriptive characterisation of the situation and the phenomenon involved be collected. As a result the researcher used qualitative rather than quantitative methods of investigation. Innovative behaviour has long been linked to entrepreneurship (Schumpeter. 1934) and entrepreneurial businesses were distinguished from other small businesses by their use of innovative strategic practices. Two sample groups consisting of entrepreneurial and non-entrepreneurial businesses, were created and the data collected were analysed independently. The results, based on personal interviews with 32 small business owner-managers and the administration and interpretation of tihe Structured Objective Rorschach Test (SORT), indicate that small business entrepreneurship should not be used as a term synonymous with small business ownership and/or management. Despite similarities between small business entrepreneurs and other small business owner-managers. the results suggest that a distinction between the two groups is necessary for accurate future research on entrepreneurs. The entrepreneurs differed from other small business owner-managers in terms of their psychological characteristics including their motives, their perception and attitude towards the external environment, and various sociological factors. The entrepreneurial businesses were also different in that they were more innovative and growth oriented than the non-entrepreneurial businesses. The research contributes towards a clarification of the concept of small business entrepreneurship and indicates a need for more precise sampling techniques to be used in entrepreneurial research.
- Full Text:
The evaluation of an individualised language programme in two multicultural Standard 9 classes : a pilot study
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
- Full Text:
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
- Full Text:
Syllabus differentiation in mathematics in Ciskei : the reality as against intention
- Deliwe, Mawonga Christopher Columbus
- Authors: Deliwe, Mawonga Christopher Columbus
- Date: 1989
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1370 , http://hdl.handle.net/10962/d1001436
- Description: The topic of this half-thesis was conceived after the author had noted with interest, that an alarmingly high number of pupils in the Mdantsane Central District of the Ciskei were registering for Higher Grade (HG) mathematics for their final (Standard 10) year. What mattered most was that the failure rate was abnormally high. As a teacher of the subject for 14 years as at the end of 1988, the author had seen very weak pupils passing through his hands who had nevertheless insisted on registering for the examination in HG mathematics. A look through the Human Sciences Research Council (HSRC) Report of 1971 which recommended the syllabus differentiation, revealed that the intention of the relevant HSRC Committee was to offer a subject at a level in accordance with a pupil's interest, aptitude and ability. In a survey undertaken by the author, samples of teachers, pupils and parents indeed confirmed the existence of a very high number of HG candidates, as suspected. The survey also revealed an aversion to the standard grade (SG) course by some pupils, teachers and even principals. A desire for university education was shown to be in the minds of most pupil respondents. Well sourced registration statistics clearly showed that the Department of Education and Training (DET) in the Republic of South Africa and the Department of Education in the Ciskei had by far the greatest proportion of pupils on the HG in mathematics in comparison with the other race groups.Standard 10 (Std 10) results for two years taken separately confirmed the author's suspicion that aptitude and/or ability were not taken into consideration by most pupils, in the choice of grade. The results were not good at all. In most cases the uninformed pupil was acting alone in taking the important decision, perhaps with only peer group pressure to contend with. Three independent opinions suggested that there was probably a general feeling that Black education was already inferior, even without the syllabus differentiation hence the reluctance to register for the SG option. Furthermore, the investigation indicated that there was no adequate provision for technical education for Blacks in either the RSA or Ciskei which would provide the alternative to a university career for a pupiL Amongst other things, a mild form of pupil screening and a well structured careers guidance programme are suggested in the concluding chapters
- Full Text:
- Authors: Deliwe, Mawonga Christopher Columbus
- Date: 1989
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1370 , http://hdl.handle.net/10962/d1001436
- Description: The topic of this half-thesis was conceived after the author had noted with interest, that an alarmingly high number of pupils in the Mdantsane Central District of the Ciskei were registering for Higher Grade (HG) mathematics for their final (Standard 10) year. What mattered most was that the failure rate was abnormally high. As a teacher of the subject for 14 years as at the end of 1988, the author had seen very weak pupils passing through his hands who had nevertheless insisted on registering for the examination in HG mathematics. A look through the Human Sciences Research Council (HSRC) Report of 1971 which recommended the syllabus differentiation, revealed that the intention of the relevant HSRC Committee was to offer a subject at a level in accordance with a pupil's interest, aptitude and ability. In a survey undertaken by the author, samples of teachers, pupils and parents indeed confirmed the existence of a very high number of HG candidates, as suspected. The survey also revealed an aversion to the standard grade (SG) course by some pupils, teachers and even principals. A desire for university education was shown to be in the minds of most pupil respondents. Well sourced registration statistics clearly showed that the Department of Education and Training (DET) in the Republic of South Africa and the Department of Education in the Ciskei had by far the greatest proportion of pupils on the HG in mathematics in comparison with the other race groups.Standard 10 (Std 10) results for two years taken separately confirmed the author's suspicion that aptitude and/or ability were not taken into consideration by most pupils, in the choice of grade. The results were not good at all. In most cases the uninformed pupil was acting alone in taking the important decision, perhaps with only peer group pressure to contend with. Three independent opinions suggested that there was probably a general feeling that Black education was already inferior, even without the syllabus differentiation hence the reluctance to register for the SG option. Furthermore, the investigation indicated that there was no adequate provision for technical education for Blacks in either the RSA or Ciskei which would provide the alternative to a university career for a pupiL Amongst other things, a mild form of pupil screening and a well structured careers guidance programme are suggested in the concluding chapters
- Full Text:
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