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An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club

  • Authors: James, Alison
  • Date: 2010
  • Subjects: Environmental education -- South Africa -- East London Environmental education -- Activity programs -- South Africa -- East London Environmental literacy -- South Africa -- East London Environmental literacy -- Study and teaching -- South Africa -- East London Active learning -- South Africa -- East London Competency-based education -- South Africa -- East London Teacher-student relationships -- South Africa -- East London
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1619 , http://hdl.handle.net/10962/d1003501
  • Description: This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
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  • Date Issued: 2010

Recontextualising issues in the 'NISTCOL" environmental education curriculum module for Primary Diploma by Distance Learning in Zambia

  • Authors: Moose, John
  • Date: 2009
  • Subjects: Environmental education -- Zambia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1722 , http://hdl.handle.net/10962/d1003605
  • Description: This study investigated the recontextualising of the NISTCOL environmental education curriculum module for the Primary Teachers’ Diploma by Distance Learning (PTDDL) in Zambia. It focused on three case sites, the NISTCOL EE curriculum module for PTDDL and the University of Zambia, the National In-Service Teacher’s College (NISTCOL) and four basic schools: chalimbana, Bimbe, Chongwe and Silver Rest. The study looked at teacher professional development in environmental education in Zambia. The aims and goals were to investigate the NISTCOL EE curriculum and identifying issues that were associated with lecturers in the recontextualising process and further examine what issues were associated with curriculum recontextualisation in Zambian schools. For the conceptual constructs, the research drew on Bernstein’s (1990) framework of pedagogic discourse, it traced how the pedagogic discourse was de-located from the field of production and re-located into the pedagogic practice of each stated case above. It further examined the continuities, discontinuities and changes in the official environmental discourse as it was recontextualised. The study particularly focused on Bernstein’s conceptual constructs of selective appropriation and ideological transformation. In each case the Bernstein framework is used to analyze the process to identify recontextualising issues influencing pedagogical practice in the Zambian schools and college. The study revealed that each case under focus was unique but through examining the environmental discourse and pedagogical discourse in each case recontextalising issues were identified. Each case was influenced by different factors, such as lack of policy synergy, lack of EE vision at national level in Zambia, experience and knowledge, ideologies and emphasis, and depth of engagement. These factors provided me with a deeper insight into the curriculum recontextualising processes in Zambian schools.
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  • Date Issued: 2009

An evaluation of building sustainability considerations in South Africa : a case of the SAIAB building

  • Authors: Ngwadla, Xolisa
  • Date: 2007
  • Subjects: South African Institute for Aquatic Biodiversity Construction industry -- Environmental aspects -- South Africa Sustainable buildings -- Environmental aspects -- South Africa Sustainable buildings -- Design and construction -- South Africa Leadership in Energy and Environmental Design Green Building Rating System
  • Language: English
  • Type: Thesis , Masters , MBA
  • Identifier: vital:821 , http://hdl.handle.net/10962/d1008375
  • Description: The theory of sustainable development has received worldwide acceptance, and is characterised by the protection of environmental quality, social justice and economic development to ensure a quality of life for future generations. The concepts of sustainable development have transcended to all aspects of society, including the built environment through the Habitat Agenda and building sustainability rating tools. The thesis investigates the implications of sustainable development on how it relates to the building construction industry in South Africa. The study sought to evaluate the extent of consideration and motivation for the incorporation of sustainability criteria in building design, using the case of the South African Institute for Aquatic Biodiversity wet collection facility in Grahamstown. The goal of the thesis was achieved by evaluating sustainability considerations and barriers to adoption of sustainability criteria in the design of the SAlAB building, the rating of the building against the LEED ™ criteria, and evaluation of the applicability of the LEED ™ in the South African context. The importance of the research emanates from the fact that, despite the proliferation of sustainable development and sustainability rating tools in the world, there is no widely used building sustainability rating tool in South Africa, even though the country is industrialising with a very active built environment. The study therefore contributes to the body of knowledge necessary for the implementation of a building rating tool in the country, through an understanding of barriers to implementation. The research method used in the study was a case study with the intention of obtaining the design professional's considerations and challenges in the context of designing the SAIAB building. The case study used multiple data collection methods, with primary information obtained from interviews of professionals involved in the design of the building, whilst additional information was from analysis of technical drawings and review of literature on the subject. The findings of the research showed that there is an understanding of sustainability and consideration in the building industry even though there is no targeted intent to meet sustainability goals. The barriers to building sustainability were identified as lack of regulation, incentives, access to land, awareness, availability of professional codes and standards, economic costs and capacity. These barriers translated into a relatively low score, a silver rating for the SAlAB building when using the LEEDTM rating system. The implications of the findings suggests a need for the development of a comprehensive building sustainability rating tool suited for the South African context, with performance standards and a technical manual to support it. This should however be done in an environment where sustainability goals are supported by regulation and incentives have been developed.
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  • Date Issued: 2007

September 11 : catalyst for structural-genealogical narrative of a new world (Dis)order

  • Authors: Buijs, Lorena Maria Elisa
  • Date: 2005
  • Subjects: September 11 Terrorist Attacks, 2001 , United States -- Politics and government -- 2001- , Terrorism -- Government policy -- United States , United States -- Foreign relations -- Middle East , Middle East -- Foreign relations -- United States , Islam and world politics , Terrorism -- Religious aspects -- Islam , Jihad
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2852 , http://hdl.handle.net/10962/d1006463 , September 11 Terrorist Attacks, 2001 , United States -- Politics and government -- 2001- , Terrorism -- Government policy -- United States , United States -- Foreign relations -- Middle East , Middle East -- Foreign relations -- United States , Islam and world politics , Terrorism -- Religious aspects -- Islam , Jihad
  • Description: The attacks of September 11, 2001, have changed America forever. In a horrific manner the vulnerability of the highly developed states was demonstrated and exposed in world politics. The event is ushering a new political era where far reaching shifts in international relations are under way. In the post Cold-War international world it appears that the ideological conflict between capitalism and socialism has been replaced by a new world order. One that has retained the binary conflict structure of the Cold War, except that this binary is now presented by political Islam and consumerist's capitalism (Martin, 2000:155). Indeed, in the previous bipolar world order, the acute distinction between capitalism and communism served to attenuate the discord in and between religions. This complex blurring of distinctions has been systematically heightened since the end of the Cold War, as it has allowed Western governments to maintain controlling interests outside of their dominions (Gupta, 2002:6) . This struggle has since been conceived in a variety of different, but related ways: A 'Clash of Civilizations' (Huntington 1996), or as an inescapable dialectic typical of the process of globalization itself (Barber, 1996:245). In the case of Huntington's (1996:19-20) genealogical narrative, he refers to global politics and the way in which the future will be reconfigured according to cultural identities. The division along these cultural lines, will furthermore "shape" the patterns of cohesion, disintegration, and conflict in the Post-Cold War world" (Huntington, 1996:20). Huntington's thesis is rather overriding in explaining the clash between the supposedly 'West' vs. 'Rest', whose interaction is historically determined. Yet, the genealogical narrative is not sufficient in taking into account the dynamics of globalization. Benjamin Barber's structural narrative, on the other hand, goes to great lengths to illustrate the paradoxical relationship between Jihad and McWorld, and how both forces tend to survive in a world that they inevitably create. By' acknowledging the relevance of both binaries (East/West), it is hoped to transcend them by presenting a structural-genealogical grand narrative, which will essentially allow one to understand Jihad as being a structural moment of the genealogical narrative. Given this general strategy, it will become perceptible that Jihad is one form of anti-globalization as the structural narratives become part of the genealogical and the genealogical part of the structural. In essence, then, this thesis is attempting to come to grips with the phenomenon of September 11, from a political-philosophical perspective. More specifically, this study will firstly be looking at two different, but related narratives that have emerged post-September 11, to make sense of the event. Given the structural-genealogical approach, the central concern in this study is consequently to look at two separate but related interests. The one pertains to history and the other to historiography.
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  • Date Issued: 2005

A taxonomic study of Senecio speciosus, Senecio macrocephalus and possible hybrid populations using morphological data, toxicty tests and chromatography

  • Authors: Lewis, Gillian Elizabeth
  • Date: 1995
  • Subjects: Senecio , Senecio -- Analysis , Shrimps , Artemia
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:4209 , http://hdl.handle.net/10962/d1003778
  • Description: The variation between populations of Senecio speciosus Willd., Senecio macrocephalus DC. and intermediate plants was investigated in a comparative study of morphological characters, toxicity of plant extracts to brine shrimps (Artemia salina) and chromatography of plant extracts. Specimens were collected at 18 localities in the Eastern Cape Province. All these specimens were examined morphologically and chemical extracts were tested for toxicity and by comparative chromatography. The collection of Senecio speciosus and Senecio macrocephalus specimens in the Selmar Schonland Herbarium (GRA) was also examined morphologically. Six geographical areas were represented in the combined collections. Analysis of morphological data separated typical Senecio speciosus and Senecio macrocephalus at either end of hybrid index histograms and principal components analysis diagrams. The intermediate populations displayed morphological characters of both Senecio speciosus and Senecio macrocephalus. Some specimens were intermediate between these two species, falling within the range of variation of these species while others fell outside this range. The Brine Shrimp Assay was used to test for toxicity and to investigate the possibility of using toxicity data as a genetic marker in taxonomic studies. As Senecio speciosus extracts were less than 1% toxic and Senecio macrocephalus extracts were at least 95% toxic to the brine shrimps it is suggested that in this case toxicity can be used as a genetic marker. Toxicity can even be described as a good taxonomic character as discontinuity is very sudden and complete. The intermediate plants in the Grahamstown area were at least 92% toxic to the brine shrimps linking them to Senecio macrocephalus. Thin layer and paper chromatography were used as comparative techniques to study the chemical profiles of the specimens. Alkaloids, terpenoids and flavonoids were studied. Thin layer chromatography to separate the alkaloid components of the plant extracts showed Senecio speciosus and Senecio macrocephalus to have distinct chemical profiles suggesting that they are separate species. The intermediate plants- were found to contain chemical compounds matching either or both Senecio speciosus and Senecio macrocephalus suggesting that they may have arisen by hybridisation. In a preliminary investigation Senecio speciosus extracts showed a complete lack of terpenoid compounds whereas extracts from Senecio macrocephalus and the intermediate specimens tested gave a terpenoid colour reaction in the basal spot only. This links the intermediate populations with Senecio macrocephalus. Paper chromatography to separate the flavonoid constituents of the plant extracts also showed typical Senecio speciosus and Senecio macrocephalus to be distinct. The intermediate populations contained flavonoid compounds from one or both of these species. The populations in the Grahamstown area show morphological features close to and in some cases indistinguishable from Senecio speciosus. Chemically these specimens show some similarities with Senecio macrocephalus. In the East London area specimens show a similar mixture of characters but appear morphologically to be closer to Senecio macrocephalus. However, in the Amatole Mountains, despite both species being present in the same locality it appears that no hybridisation has occurred. It is therefore suggested that at some of the localities where the geographical ranges of Senecio speciosus and Senecio macrocephalus overlap in the Eastern Cape Province hybridisation between these two species occurs.
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  • Date Issued: 1995

A case study of the group work management techniques of an English second language teacher in the Molopo circuit of Bophuthatswana

  • Authors: Alfers, Helen Joy
  • Date: 1994
  • Subjects: English language -- Study and teaching -- South Africa -- Bophuthatswana--Foreign speakers
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1441 , http://hdl.handle.net/10962/d1003322
  • Description: This study examines the small group work management techniques of a teacher of English in a second language classroom in Bophuthatswana. The school at which the observation takes place, is a black secondary school in Mmabatho which follows the Department of Education and Training (DET) syllabus and writes the DET external matriculation examination. The goal of the research is to assess and evaluate the methods the teacher uses in managing group work according to five specified areas. These areas are noted for their importance in the successful management of group work. The report on the findings of this research reveals that the teacher's understanding of the nature of small group work differs from the accepted characteristics of successful group work management as interpreted by authorities in this field. This gives rise to management techniques that are sometimes inappropriate and ill-considered. Although this study observes only one teacher, the findings indicate the need for more classroom-based research in order to establish the true nature of classroom practice. Assumptions about classroom practice are too readily made by innovators, syllabus designers and textbook writers who design materials based on methodologies which can be complex and difficult to implement. These methodologies require understanding and commitment from the teacher. However, the pre-service and in-service education and development that the teacher receives often does not guarantee understanding of the processes involved nor does it generate the necessary commitment to small group work as an effective teaching technique.
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  • Date Issued: 1994

Measures and determinants of productivity growth in the South African manufacturing sector

  • Authors: Wright, Anthony John
  • Date: 1994
  • Subjects: Industrial productivity -- South Africa
  • Language: English
  • Type: Thesis , Masters , MCom
  • Identifier: vital:1019 , http://hdl.handle.net/10962/d1002754 , Industrial productivity -- South Africa
  • Description: The neoclassical "sources-of-growth" approach is applied to derive total factor productivity (TFP) growth measures for manufacturing industries in South Africa. Although South Africa's recorded industrial TFP growth measures have been persistently low in absolute terms, this performance is not significantly worse than the industrial TFP growth performance of other developing countries. In some periods there is evidence of a significant variability in TFP performance across industries. The measures also indicate that TFP growth has worsened in the 1980s, particularly in the intermediate-capital intensive and labour intensive industries. However, there are various problems with interpreting neoclassical TFP growth measures as indicators of production efficiency. In fact, as TFP growth is derived as a residual, it may measure many factors besides production efficiency. Alternative growth theories are used to assess the fundamental determinants of productivity growth. These provide a more plausible conceptualisation of the process by which productivity growth is generated than the neoclassical growth theory does. However, this analysis also provides little empirical evidence of which underlying factors have had the most influence on productivity growth in South African manufacturing. Hence, the relative importance of possible candidates can only really be assessed qualitatively and on the basis of micro evidence. However, these assessments, and the assumptions underlying the postulated causal connections (between the identified factors and productivity growth), have a major impact on policy design. In this respect, on the basis of the framework provided by the evolutionary and other recent growth theories, various policy implications are drawn, and these are contrasted with the policy proposals of other South African analysts. This thesis concludes that policies need to be designed with the central objective of enhancing the technological capabilities of South African firms. Trade policies will not be sufficient for achieving this objective. Education and training policies, technology, competition and labour market policies are also crucial. However, since the fundamental causes of productivity growth remain somewhat of a mystery, there is a need to be sceptical of simple policy prescriptions. In this respect, this thesis is highly critical of the World Bank's position that productivity gains will be reaped from the exposure of firms to international competition that trade liberalisation policies entail.
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  • Date Issued: 1994

Opaqueness to the light of understanding: an investigation into some of the difficulties experienced by a sample of Transkeian matriculants with the components of the concept of chemical equilibrium

  • Authors: Mammen, Kuttickattu John
  • Date: 1992
  • Subjects: Chemical equilibrium Physical sciences -- Study and teaching (Secondary) -- South Africa -- Transkei Black people -- Education -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1680 , http://hdl.handle.net/10962/d1003563
  • Description: The purpose of the study was to collect and collate information pertaining to common misconceptions of components of the concept of chemical equilibrium amongst a sample of Transkeian matriculants. 'Equilibrium' is a fundamental concept in physics and chemistry and 'chemical equilibrium' is an important chemistry topic in both the higher grade and standard grade South African matriculation physical science syllabuses. In recent years, South African teachers have identified chemical equilibrium as the most difficult section of the matric physical science syllabus for both teachers and pupils. It has been shown that teachers themselves lack understanding of the basic concepts underlying chemical equilibrium. Constructivist learning theories arise out of research in cognitive psychology. These theories conceive of cognitive development as the assimilation and accommodation of new ideas into extant, dynamic cognitive structures. An inference from the theories is that a study of the preconceptions and/or misconceptions held by pupils before they are exposed to instruction would enable teachers to avoid generating or reinforcing misconceptions. Hence teachers could also take deliberate steps to eradicate those already existing. The sample consisted of 112 Transkeian matriculants from four government senior secondary schools in the Southern Transkei. All were taking physical science. The test consisted of a 40 item multiple choice battery. Each question had three distracters and the options were randomized to avoid patterns and hence guessing. Questions dealing with closely associated concepts were grouped in the paper but no indication of this was given in the paper. The questions are analyzed singly. A brief introduction and outline of the theory on which the group of questions was based is given in each case. The analysis makes use of the frequency of choice of all options, discrimination indices, although they were generally low and item difficulties. The intent in each analysis is to identify the possible misconception(s) underlying wrong answers. Finally conclusions based on the discussion are drawn and recommendations for teaching and further research made.
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  • Date Issued: 1992

The spiral curriculum, integrated teaching and structured learning of mathematics at the secondary level

  • Authors: Alummoottil, Joseph Michael
  • Date: 1990
  • Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Learning -- Mathematical models -- Research
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1769 , http://hdl.handle.net/10962/d1003654
  • Description: The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.
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  • Date Issued: 1990

Primêre leerlinge se geskiedenispotentiaal: 'n empiriese ondersoek na senior primêre leerlinge en onderwysers se vermoë om indringende vrae oor 'n historiese gebeurtenis met begrip en insig te beantwoord

  • Authors: Hattingh, Johannes Hendrik
  • Date: 1989
  • Subjects: History -- Study and teaching (Elementary)
  • Language: Afrikaans
  • Type: text , Thesis , Masters , MEd
  • Identifier: vital:1362 , http://hdl.handle.net/10962/d1001428
  • Description: The main aim of this research was to determine the potential of senior primary pupils and serving teachers to understand a text that is concerned with a historical event. A test was written by 136 white standard 3, 4 and 5 pupils from a Cape Province primary school, as well as 32 serving teachers from various other Cape Province primary schools. The test consisted of a text and questions based upon it. The testees had 60 minutes at their disposal to study the text and give written answers to the questions. The historical event explained in the text dealt with the Peasant Uprising that occurred in England in 1381. Eight open-ended questions were asked. The questions were graded according to difficulty and based on the model of Merrit to test the following levels of thought: knowledge, application, inference and evaluation. In the dissertation attention is paid to the following aspects: 1. Background for the research. 2. The most important theoretical aspects that play a role in the process of historical understanding. 3. A statistlcal analysis of the results obtained from the pupils and teachers, with attention to those factors that may have influenced the results e.g. verbal IQ, age, interest, etc. 4. The quality of the teachers' and pupils' answers as well as examples from their work to illustrate certain aspects. 5. The most important conclusions that can be drawn from the research. Based on their answers to the graded questions the pupils were grouped into different levels to ascertain whether a significant pattern would emerge for each standard. It became clear, however, that irrespective of age or verbal IQ the pupils could not consistently be grouped into a specific level or category. The most important conclusions of the research are the following: 1. The ability of senior primary pupils to cope with intellectually stimulating material are underestimated. 2. A variety of factors influenced the results of the pupils, but not one of the factors studied in this research was found to be of significant importance. 3. The average primary teacher do have the potential ability to cope with more difficult historical material than the present factual approach would suggest.
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  • Date Issued: 1989

Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level

  • Authors: Pillay, Lionel Franklin
  • Date: 1989
  • Subjects: Content area reading , Language arts -- Correlation with content subjects , Language and education , Geography -- Study and teaching (Secondary) , English language -- Study and teaching -- Foreign speakers
  • Language: English
  • Type: text , Thesis , Masters , MEd
  • Identifier: vital:1368 , http://hdl.handle.net/10962/d1001434
  • Description: Since in our educational system a great deal of learning is supposedly dependant upon a child's ability to read and assimilate information from textbooks, this study investigated what reading skills are required by a second language reader of English to read textbooks with comprehension and understanding in relation to the reading skills of a competent reader and how Ciskeian Standard 6 pupils perform in relation to a Geography text prescribed at that level. A test, designed to measure eight reading comprehension skills, was given to a sample of 250 children from four schools in Zwelitsha, Ciskei, to establish whether the subjects are able to: a) give the literal meaning of words; b) derive the appropriate meaning of an ambiguous word from the context in which it appears; c) find answers to questions by making direct reference to the text; d) identify the major points and details in a text; e) use the information in the text to predict what the writer is going to talk about next; f) find the referent for anaphoric terms; g) use discourse markers to predict information/meaning to come, and see the relationships between what they have just read and what they are about to read; h) activate and use the background knowledge and schemata that they have to understand the text topic.The results of this study indicate that these children are: a) unfamiliar with the structure of expository texts; b) linguistically bound to a text and that they fail to use linguistic and contextual clues even when they are explicit in the text. The study also shows that the ability to make inferences and predictions is determined to a large extent by the prior knowledge and background experience that a pupil brings with him to the text and by his ability to activate that background knowledge. The findings suggest that in the English classroom, in an English as a second language (L2) medium situation, the L2 teacher has a responsibility to prepare the child for the study, which includes reading, writing, listening and speaking, of all subjects across the curriculum through the second language, which is the medium of instruction
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  • Date Issued: 1989

Equilibrium, expectations and information : a study of the general theory, the neo-classical synthesis and modern classical macroeconomics

  • Authors: Torr, Christopher
  • Date: 1984
  • Subjects: Macroeconomics Equilibrium (Economics) Economics
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:1035 , http://hdl.handle.net/10962/d1004515
  • Description: From Introduction: It is now nearly 50 years since the appearance of Keynes's General Theory of Employment, Interest and Money and the stream of articles and books on what Keynes really meant or didn't mean shows no sign of abating. In part, this dissertation is a contribution to this voluminous literature, but what follows is hardly an attempt to provide an exhaustive interpretation. Instead the General Theory is examined from a certain angle, with the title "Equilibrium, Expectations and Information" providing the framework for the investigation. That the title has been borrowed from G.B. Richdrdson's 1959 Economic Journal article is no accident. Richardson's work has been unduly neglected and his trichotomy serves as a convenient platform from which to analyse Keynes's method and those of his interpreters, in particular the approaches stemming from the work of Clower and Leijonhufvud. The information structure of the Walrasian type of general equilibrium model is also examined as the latter forms the basis of both the neo-classical interpretation of Keynes's contribution and the rational expectations approach that will be discussed. Finally Richardson's framework is applied in an analysis of two modern classical schools of thought, namely the rational expectations approach headed by Lucas, and the neoRicardian school amongst which Garegnani, Eatwell and Milgate, for example, are prominent. In a sentence, therefore, what follows is an examination of the General Theory and certain interpretations thereof as well as an analysis of modern classical macroeconomics, with the equilibrium-expectations-information framework providing the unifying theme. As will become apparent, the framework does not consist of three watertight compartments. For example, whether a system is in equilibrium or not will depend on whether the expectations of those who have the ablility to effect change are realised. The specification of which agents have this power will depend on the information with which the model builder endows the agents in the model. In discussing this, attention is drawn to Keynes's important distinction between an entrepreneur economy and a cooperative economy. The distinction between the information available to the model builder and that with which he endows the agents in the model is also emphasized.
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  • Date Issued: 1984

The recording, retrieval and analysis of some electrophysiological measures relevant to psychology

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