An Assessment of Control Systems in Asset Management at the Middledrift Department of Correctional Services, Eastern Cape Province
- Authors: Dobela,Yola Colleen
- Date: 2019
- Subjects: Asset management accounts
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/13337 , vital:39635
- Description: The aim of this study is to assess control systems in asset management at the Middledrift Department of Correctional Services. It seeks to establish how control systems are used as asset management tools for financial reporting and for compliance with financial management prescripts as prescribed by the Auditor-General. The specific objectives of the study are to assess the nature of control systems used in asset management at the Middledrift Department of Correctional Services; to establish the extent to which financial reporting control systems comply with financial management regulations prescribed by the Auditor-General; and to establish the mechanisms, processes, and procedures that are in place at the Middledrift Department of Correctional Services for compliance with financial management regulations in asset management This study is motivated by the repetition of qualified audit reports on asset management the Middledrift Department of Correctional services keeps on receiving over the years. The study is therefore, significant in that it seeks to address how the Middledrift Department of Correctional Services can best address issues of complying fully with financial management regulations in asset management, so as to ensure that issues highlighted in the Auditor-General’s report do not recur. This study adopted a qualitative research methodology. Data was collected by means of interviews, focus-group discussions, observations and official documents. In-depth interviews were conducted with the head of the correctional centre, head of supply chain management and four employees within the supply chain management section. Focus group interviews were conducted in three groups. The first and second group consisted of 5 asset controllers each and the third group consisted of 5 sub-asset controllers. The researcher observed how assets are verified in the Middledrift Department of Correctional Services, and observed the process of asset reconciliation between Basic Accounting System and Logistical Information System. The sample for this study consisted of 21 respondents (n=21)comprising of the following respondents: the head of correctional centre, head of supply chain management, four employees within the supply chain management section, 10 asset controllers and five sub-asset controllers. The respondents were selected using purposive/judgemental sampling. Data obtained through transcribed in-depth interviews, focus group discussions was transcribed verbatim. The transcribed data as well as data from observations were analysed using opencoding. Emerging codes and patterns were clustered into themes the data was compared within the categories to establish connections in the meanings as well as variations. The results of the ii study suggests that control systems used in asset management at the Middledrift Department of Correctional Services are far from satisfactory. Results reveal lack of adequate training on asset management for officials. The results further indicate that there is a communication barrier between asset controllers and supply chain management officials, which is a challenge for the Middledrift Department of Correctional Services. The researcher recommends that inhouse trainings and workshops on asset management should be provided to ensure that officials in all sections of the department are capacitated on what asset management is all about and that they acquire more knowledge, skills and capacity on how to effectively manage assets of the department. The study also recommends, the need for a directorate for asset management, so that there is a unit dedicated to managing the assets of the department. The study further recommends that communication between officials in the supply chain management unit and asset controllers in the department has to be consistent and strengthened since many processes surrounding asset management rely on the cooperation of multiple officials. This study contributes public administration practise in that it adds to knowledge that can assist public officials to adopt effective and appropriate control systems and procedures in managing public sector assets, to ensure that assets are managed and utilised in the most effective and economical way. The study also identifies gaps in control systems in asset management, thereby providing a basis for further research by other researchers. The study is therefore a significant contribution to theory and practice, it provides guidelines to the public sector and specifically public officials at the Middledrift Department of Correctional Services on ways to improve control systems in asset management.
- Full Text:
- Date Issued: 2019
- Authors: Dobela,Yola Colleen
- Date: 2019
- Subjects: Asset management accounts
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/13337 , vital:39635
- Description: The aim of this study is to assess control systems in asset management at the Middledrift Department of Correctional Services. It seeks to establish how control systems are used as asset management tools for financial reporting and for compliance with financial management prescripts as prescribed by the Auditor-General. The specific objectives of the study are to assess the nature of control systems used in asset management at the Middledrift Department of Correctional Services; to establish the extent to which financial reporting control systems comply with financial management regulations prescribed by the Auditor-General; and to establish the mechanisms, processes, and procedures that are in place at the Middledrift Department of Correctional Services for compliance with financial management regulations in asset management This study is motivated by the repetition of qualified audit reports on asset management the Middledrift Department of Correctional services keeps on receiving over the years. The study is therefore, significant in that it seeks to address how the Middledrift Department of Correctional Services can best address issues of complying fully with financial management regulations in asset management, so as to ensure that issues highlighted in the Auditor-General’s report do not recur. This study adopted a qualitative research methodology. Data was collected by means of interviews, focus-group discussions, observations and official documents. In-depth interviews were conducted with the head of the correctional centre, head of supply chain management and four employees within the supply chain management section. Focus group interviews were conducted in three groups. The first and second group consisted of 5 asset controllers each and the third group consisted of 5 sub-asset controllers. The researcher observed how assets are verified in the Middledrift Department of Correctional Services, and observed the process of asset reconciliation between Basic Accounting System and Logistical Information System. The sample for this study consisted of 21 respondents (n=21)comprising of the following respondents: the head of correctional centre, head of supply chain management, four employees within the supply chain management section, 10 asset controllers and five sub-asset controllers. The respondents were selected using purposive/judgemental sampling. Data obtained through transcribed in-depth interviews, focus group discussions was transcribed verbatim. The transcribed data as well as data from observations were analysed using opencoding. Emerging codes and patterns were clustered into themes the data was compared within the categories to establish connections in the meanings as well as variations. The results of the ii study suggests that control systems used in asset management at the Middledrift Department of Correctional Services are far from satisfactory. Results reveal lack of adequate training on asset management for officials. The results further indicate that there is a communication barrier between asset controllers and supply chain management officials, which is a challenge for the Middledrift Department of Correctional Services. The researcher recommends that inhouse trainings and workshops on asset management should be provided to ensure that officials in all sections of the department are capacitated on what asset management is all about and that they acquire more knowledge, skills and capacity on how to effectively manage assets of the department. The study also recommends, the need for a directorate for asset management, so that there is a unit dedicated to managing the assets of the department. The study further recommends that communication between officials in the supply chain management unit and asset controllers in the department has to be consistent and strengthened since many processes surrounding asset management rely on the cooperation of multiple officials. This study contributes public administration practise in that it adds to knowledge that can assist public officials to adopt effective and appropriate control systems and procedures in managing public sector assets, to ensure that assets are managed and utilised in the most effective and economical way. The study also identifies gaps in control systems in asset management, thereby providing a basis for further research by other researchers. The study is therefore a significant contribution to theory and practice, it provides guidelines to the public sector and specifically public officials at the Middledrift Department of Correctional Services on ways to improve control systems in asset management.
- Full Text:
- Date Issued: 2019
Evaluation of Crime Prevention through Environmental Design Principles at the University of Fort Hare, Alice Campus
- Authors: Mditshwa, Abongile Sisanda
- Date: 2019
- Subjects: Crime prevention
- Language: English
- Type: Thesis , Masters , MSoc.Sci (Criminology)
- Identifier: http://hdl.handle.net/10353/17695 , vital:41137
- Description: The University of Fort Hare Alice campus experiences high crime rates. To address this problem, and add to the literature, this study applied the Crime Prevention through Environmental design (CPTED) model to measure the effectiveness of the crime prevention strategies at the University of Fort Hare (Alice campus). The aim of this study was to evaluate the sufficiency of surveillance and visibility, target hardening, maintenance and management at the University of Fort Hare, which contribute to the reduction of criminal activities around campus. The study further sought to evaluate the perceptions of students regarding their safety on campus by way of soliciting their experiences and observations. This study used the quantitative method, and questionnaires were distributed to the students in the Alice campus to collect data. The study found that whilst a marginal majority of students felt safe, a large proportion of students felt unsafe on campus. The study also found that students were dissatisfied with the service and found the security officers to be incompetent and un-trained. The study evaluated the sufficiency of crime prevention measures implemented within the university. One crucial aspect that emerged from the study is that CPTED principles were not sufficiently implemented to their fullest and the perception of the majority of students was that security personnel were not functioning in the way that they should, and measures such as adequate lighting were lacking. As a result, students felt unsafe on campus, especially during the night .The study concluded that there are clear increased feelings of vulnerability among students at the University of Fort Hare. The measures that are currently in place are not sufficient; therefore there is need for implementation of CPTED principles. It was recommended that the University increases number of CCTV surveillance cameras on campus, Social gathering places be surrounded by security guards for patrols, lighting recommendations that are modern and in proper design, keep up with repairs, make necessary replacements, paint, trim, current campus buildings e updated to meet recent CPTED practises etc.
- Full Text:
- Date Issued: 2019
- Authors: Mditshwa, Abongile Sisanda
- Date: 2019
- Subjects: Crime prevention
- Language: English
- Type: Thesis , Masters , MSoc.Sci (Criminology)
- Identifier: http://hdl.handle.net/10353/17695 , vital:41137
- Description: The University of Fort Hare Alice campus experiences high crime rates. To address this problem, and add to the literature, this study applied the Crime Prevention through Environmental design (CPTED) model to measure the effectiveness of the crime prevention strategies at the University of Fort Hare (Alice campus). The aim of this study was to evaluate the sufficiency of surveillance and visibility, target hardening, maintenance and management at the University of Fort Hare, which contribute to the reduction of criminal activities around campus. The study further sought to evaluate the perceptions of students regarding their safety on campus by way of soliciting their experiences and observations. This study used the quantitative method, and questionnaires were distributed to the students in the Alice campus to collect data. The study found that whilst a marginal majority of students felt safe, a large proportion of students felt unsafe on campus. The study also found that students were dissatisfied with the service and found the security officers to be incompetent and un-trained. The study evaluated the sufficiency of crime prevention measures implemented within the university. One crucial aspect that emerged from the study is that CPTED principles were not sufficiently implemented to their fullest and the perception of the majority of students was that security personnel were not functioning in the way that they should, and measures such as adequate lighting were lacking. As a result, students felt unsafe on campus, especially during the night .The study concluded that there are clear increased feelings of vulnerability among students at the University of Fort Hare. The measures that are currently in place are not sufficient; therefore there is need for implementation of CPTED principles. It was recommended that the University increases number of CCTV surveillance cameras on campus, Social gathering places be surrounded by security guards for patrols, lighting recommendations that are modern and in proper design, keep up with repairs, make necessary replacements, paint, trim, current campus buildings e updated to meet recent CPTED practises etc.
- Full Text:
- Date Issued: 2019
Exploring the underpinning factors that contribute to the involvement of children in criminal behaviour: A case of King William’s Town”
- Authors: Mbomvana, Anelisa
- Date: 2019
- Subjects: juvenile delinquency Parent and child
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/16220 , vital:40700
- Description: Crime, in its daily occurrence, makes everyone a victim; whether of primary, secondary or of tertiary victimization, which has connotations of either direct or indirect victimization. It affects everyone and every sector. The involvement and the perpetration of crime by children, owing to a number of social dynamics, has serious implications and repercussions on children and how they later on conduct themselves. The aim of the study was to explore the factors that underpin criminal behaviour in children. The qualitative research method was adopted in the study and it informed the data collection and analysis processes of the study. Interviews and a focus group discussions were, therefore used to gain insight into the experiences of the participants. Through the use of purposive sampling, thirty five (35) participants comprising key and focus participants who were children in conflict with the law, their parents, the community members, social workers, probation officers and youth care workers from a certain Child and Youth Care Rehabilitation centre in King William’s Town were selected. The findings revealed that it was a variety of multi-factorial components that influenced criminal behaviour in children, and amongst those were individual, family, community and school factors. However, it was found that the impact of these detrimental factors identified was not comparable to the impact of the parent in the life of a child. The propensity and the extent to which these factors can affect a child was found as less probable where strong relationships were maintained between the parents and their children. This further implies that nurture was found to be very pivotal, as the role of the parents and of family support were found to be the most significant in children. Single parenting, father absence, undisclosed paternal identities, parental ignorance, poor parenting, and divorce were issues that emerged and were indicated in the study to be potentially harmful in the lives of children. A strong correlation was found between ignorant parenting and ill behavior in children as it was also found that parental conduct was very important as it defined the family’s wellbeing. A corresponding relationship was also established between dropping out of school and crime due to the fact that an overwhelming number of child offenders who participated in the study had dropped out of school. It was v further concluded that in spite of the social work profession’s adoption of the developmental approach, the propensity and timing the interventions took place was compared to those of the residual approach wherein the welfare system intervened as a measure of last resort. The study recommends that emphasis needs to be stressed on family based programmes in order to protect and secure the spontaneous growth of children
- Full Text:
- Date Issued: 2019
- Authors: Mbomvana, Anelisa
- Date: 2019
- Subjects: juvenile delinquency Parent and child
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/16220 , vital:40700
- Description: Crime, in its daily occurrence, makes everyone a victim; whether of primary, secondary or of tertiary victimization, which has connotations of either direct or indirect victimization. It affects everyone and every sector. The involvement and the perpetration of crime by children, owing to a number of social dynamics, has serious implications and repercussions on children and how they later on conduct themselves. The aim of the study was to explore the factors that underpin criminal behaviour in children. The qualitative research method was adopted in the study and it informed the data collection and analysis processes of the study. Interviews and a focus group discussions were, therefore used to gain insight into the experiences of the participants. Through the use of purposive sampling, thirty five (35) participants comprising key and focus participants who were children in conflict with the law, their parents, the community members, social workers, probation officers and youth care workers from a certain Child and Youth Care Rehabilitation centre in King William’s Town were selected. The findings revealed that it was a variety of multi-factorial components that influenced criminal behaviour in children, and amongst those were individual, family, community and school factors. However, it was found that the impact of these detrimental factors identified was not comparable to the impact of the parent in the life of a child. The propensity and the extent to which these factors can affect a child was found as less probable where strong relationships were maintained between the parents and their children. This further implies that nurture was found to be very pivotal, as the role of the parents and of family support were found to be the most significant in children. Single parenting, father absence, undisclosed paternal identities, parental ignorance, poor parenting, and divorce were issues that emerged and were indicated in the study to be potentially harmful in the lives of children. A strong correlation was found between ignorant parenting and ill behavior in children as it was also found that parental conduct was very important as it defined the family’s wellbeing. A corresponding relationship was also established between dropping out of school and crime due to the fact that an overwhelming number of child offenders who participated in the study had dropped out of school. It was v further concluded that in spite of the social work profession’s adoption of the developmental approach, the propensity and timing the interventions took place was compared to those of the residual approach wherein the welfare system intervened as a measure of last resort. The study recommends that emphasis needs to be stressed on family based programmes in order to protect and secure the spontaneous growth of children
- Full Text:
- Date Issued: 2019
An investigation into Science teachers’ conceptions of and dispositions towards the implementation of ‘assessment for learning’ (formative assessment) during science practical activities
- Authors: Sheehama, Felisia Nauyele
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50166 , vital:25964
- Description: Assessment is an integral part of the teaching and learning process. Research by the Assessment Reform Group (ARG) (1999) and others has shown that assessment for learning, or formative assessment, is one of the most powerful educational tools for promoting effective learning and improving performance. Assessment for learning (formative assessment) and summative assessment form part of most national education policies and is advocated in the Namibian curricula. However, most of the focus of official programs in Namibia has been on summative assessment resulting in assessment for learning being neglected. It is against this backdrop that this study investigated science teachers’ conceptions of, and dispositions towards, the implementation of assessment for learning during science practical lessons. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 25 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered at NIED in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on assessment for learning, practical activities, lesson observations (which were videotaped), as well as teacher reflections were used. The lesson observations were conducted in two schools in the Omusati region of Namibia. The theoretical frameworks guiding the study were Vygotsky’s social constructivist theory and Shulman’s pedagogical content knowledge (PCK). The findings of the study revealed that teachers held different notions toward assessment for learning before the intervention in the form of a workshop. However, after the workshop the teachers demonstrated understanding of what assessment for learning entails and how it can be implemented during hands-on practical activities using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms, to engage in hands-on practical activities using easily accessible resources and an appropriate orientation towards assessment for learning that includes model strategies they can be enabled and motivated to research and begin to implement assessment for learning in their science classrooms.
- Full Text:
- Date Issued: 2017
- Authors: Sheehama, Felisia Nauyele
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50166 , vital:25964
- Description: Assessment is an integral part of the teaching and learning process. Research by the Assessment Reform Group (ARG) (1999) and others has shown that assessment for learning, or formative assessment, is one of the most powerful educational tools for promoting effective learning and improving performance. Assessment for learning (formative assessment) and summative assessment form part of most national education policies and is advocated in the Namibian curricula. However, most of the focus of official programs in Namibia has been on summative assessment resulting in assessment for learning being neglected. It is against this backdrop that this study investigated science teachers’ conceptions of, and dispositions towards, the implementation of assessment for learning during science practical lessons. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 25 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered at NIED in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on assessment for learning, practical activities, lesson observations (which were videotaped), as well as teacher reflections were used. The lesson observations were conducted in two schools in the Omusati region of Namibia. The theoretical frameworks guiding the study were Vygotsky’s social constructivist theory and Shulman’s pedagogical content knowledge (PCK). The findings of the study revealed that teachers held different notions toward assessment for learning before the intervention in the form of a workshop. However, after the workshop the teachers demonstrated understanding of what assessment for learning entails and how it can be implemented during hands-on practical activities using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms, to engage in hands-on practical activities using easily accessible resources and an appropriate orientation towards assessment for learning that includes model strategies they can be enabled and motivated to research and begin to implement assessment for learning in their science classrooms.
- Full Text:
- Date Issued: 2017
An investigation of how code switching between English and Oshiwambo enables or constrains teaching and learning of ‘force’ in Grade 7 Natural Science and Health Education in a rural Namibian school
- Nambahu, Paulus Tulimekondjo
- Authors: Nambahu, Paulus Tulimekondjo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7622 , vital:21279
- Description: Anecdotal evidence over the years of my teaching reveals the use of code switching to be a regular practice in rural schools in the northern part of Namibia. Some recent studies focused on how Namibian teachers mediate specific science topics through code switching. However, although the 2013 Grade 10 examiners’ report and the latest (2014) Grade 7 National Standardized Achievement Test (NSAT) indicate that learners performed poorly in the important science topic Force, no literature could be found which explored this problem in Namibian science education. This triggered my interest to investigate how the use of code switching between English and Oshiwambo enables or constrains teaching and learning of the topic Force in Natural Science and Health Education (NSHE) lessons at a rural Namibian school. I accomplished this by implementing strategic code switching as an intervention in my own teaching with a class of Grade 7 NSHE learners and with the participation of a critical friend. An initial action research cycle of teaching was done in the medium of instruction (English) without any code switching and a Pre-test was then administered to assess learners understanding prior to the intervention. After this first cycle, code switching was integrated into the teaching as an intervention in the second cycle of teaching in the action research and a Post test was then administered. This research study is informed by social constructivism theory of Vygotsky (1978) with a focus on the concept of Zone of Proximal Development (ZPD) using language as a tool for mediating learning through strategic code switching as an aspect of Pedagogical Content Knowledge (PCK). The two action research cycles included me undertaking regular and in-depth reflections after my teaching of each lesson. Data were also collected through document analysis, learners’ responses to tests, lesson observation with video recording and stimulated recall interviews. The analysis of the data involved qualitative coding of data. Informed consent of all participants was sought by obtaining signed written informed consent letters from parents of learners taking part in the study, as well as from the teacher participating as a critical friend, the school governing body and the regional director of education, arts and culture. Findings from this study revealed that code switching between English and Oshiwambo as a teaching intervention influenced learners performance positively. The results reveal that when code switching, linguistic, dispositional, hands-on experience and relating abstract concepts to everyday life experience were either enabling or constraining factors for learning the concept Force. Furthermore, the study reveals reinforcement and relating abstract concepts to everyday life world as an enabling factor for teaching the concept Force, when code switching. Linguistic and time have been identified as constrain factors when teaching Force through code switching. Finally, it was evident that when teaching and learning is mediated through code switching some factors are enabling when/if present but constraining when/if they are absent. The results from this study have the potential to enhance my own teaching practice as well the practice of other science teachers in similar education contexts.
- Full Text:
- Date Issued: 2017
- Authors: Nambahu, Paulus Tulimekondjo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7622 , vital:21279
- Description: Anecdotal evidence over the years of my teaching reveals the use of code switching to be a regular practice in rural schools in the northern part of Namibia. Some recent studies focused on how Namibian teachers mediate specific science topics through code switching. However, although the 2013 Grade 10 examiners’ report and the latest (2014) Grade 7 National Standardized Achievement Test (NSAT) indicate that learners performed poorly in the important science topic Force, no literature could be found which explored this problem in Namibian science education. This triggered my interest to investigate how the use of code switching between English and Oshiwambo enables or constrains teaching and learning of the topic Force in Natural Science and Health Education (NSHE) lessons at a rural Namibian school. I accomplished this by implementing strategic code switching as an intervention in my own teaching with a class of Grade 7 NSHE learners and with the participation of a critical friend. An initial action research cycle of teaching was done in the medium of instruction (English) without any code switching and a Pre-test was then administered to assess learners understanding prior to the intervention. After this first cycle, code switching was integrated into the teaching as an intervention in the second cycle of teaching in the action research and a Post test was then administered. This research study is informed by social constructivism theory of Vygotsky (1978) with a focus on the concept of Zone of Proximal Development (ZPD) using language as a tool for mediating learning through strategic code switching as an aspect of Pedagogical Content Knowledge (PCK). The two action research cycles included me undertaking regular and in-depth reflections after my teaching of each lesson. Data were also collected through document analysis, learners’ responses to tests, lesson observation with video recording and stimulated recall interviews. The analysis of the data involved qualitative coding of data. Informed consent of all participants was sought by obtaining signed written informed consent letters from parents of learners taking part in the study, as well as from the teacher participating as a critical friend, the school governing body and the regional director of education, arts and culture. Findings from this study revealed that code switching between English and Oshiwambo as a teaching intervention influenced learners performance positively. The results reveal that when code switching, linguistic, dispositional, hands-on experience and relating abstract concepts to everyday life experience were either enabling or constraining factors for learning the concept Force. Furthermore, the study reveals reinforcement and relating abstract concepts to everyday life world as an enabling factor for teaching the concept Force, when code switching. Linguistic and time have been identified as constrain factors when teaching Force through code switching. Finally, it was evident that when teaching and learning is mediated through code switching some factors are enabling when/if present but constraining when/if they are absent. The results from this study have the potential to enhance my own teaching practice as well the practice of other science teachers in similar education contexts.
- Full Text:
- Date Issued: 2017
The design of a water treatment and research facility for the shark river in Happy Valley, Port Elizabeth
- Van der Westhuizen, Leon Vercueil
- Authors: Van der Westhuizen, Leon Vercueil
- Date: 2016
- Subjects: Sustainable architecture -- South Africa -- Port Elizabeth -- 21st century Architecture -- Environmental aspects -- 21st century , Water -- Purification -- Biological treatment -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18740 , vital:28718
- Description: This treatise was born out of an ecological concern for the abandoned Boet Erasmus stadium in Happy Valley, Port Elizabeth. The derelict state of the stadium along with polluted urban waste water and contaminated water from the Shark River, has caused severe destruction to the unique ecosystems only found in this part of the metropole. The current environmental status of the stadium provides the foundations for investigations into an architectural intervention of a remedial nature to rehabilitate the valley and implement water remediation strategies to filter the polluted and contaminated water. The treatise further seeks to create environmental awareness of how important these ecosystems are in urban environments and what services they can provide for its citizens. The research conducted focused on the relationship between man and nature and how to successfully integrate the natural and built environments. This provided unique responses in developing an architectural and urban intervention that responded to the ecological issues of the derelict site and re-introduced nature into the city to enrich the natural environment to the advantage of both man and nature. Rhizofiltration has been employed as an water remediation strategy for the site, through using various aquatic plants such as water lilies to filter the contaminants and heavy metals in the water. The associated agricultural practices and water cleaning systems are managed by the architectural intervention. The project starts off as a series of wetland systems and a basic water lily farm which then develops into a water treatment and research facility, to harvest, process and research the flower by-products produced by the Rhizofiltration process. The water lilies have the ability to absorb the heavy metals and when saturated they are harvested and used as test subjects to extract and smelt the heavy metals to produce precious jewellery pieces. Through the process of biologically filtering the polluted and contaminated water, water lilies will thrive in the landscape and provide opportunity for cultivating indigenous plants to form part of the rehabilitation process of Happy Valley. As a result, the treatment process will provide natural public swimming areas to promote public awareness and participation. A site specific and an regenerative type of architecture will be investigated to facilitate the changing nature of the biological treatment processes and return the site to an environmentally sound state, which will contribute to the rehabilitation of Happy Valley.
- Full Text:
- Date Issued: 2016
- Authors: Van der Westhuizen, Leon Vercueil
- Date: 2016
- Subjects: Sustainable architecture -- South Africa -- Port Elizabeth -- 21st century Architecture -- Environmental aspects -- 21st century , Water -- Purification -- Biological treatment -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18740 , vital:28718
- Description: This treatise was born out of an ecological concern for the abandoned Boet Erasmus stadium in Happy Valley, Port Elizabeth. The derelict state of the stadium along with polluted urban waste water and contaminated water from the Shark River, has caused severe destruction to the unique ecosystems only found in this part of the metropole. The current environmental status of the stadium provides the foundations for investigations into an architectural intervention of a remedial nature to rehabilitate the valley and implement water remediation strategies to filter the polluted and contaminated water. The treatise further seeks to create environmental awareness of how important these ecosystems are in urban environments and what services they can provide for its citizens. The research conducted focused on the relationship between man and nature and how to successfully integrate the natural and built environments. This provided unique responses in developing an architectural and urban intervention that responded to the ecological issues of the derelict site and re-introduced nature into the city to enrich the natural environment to the advantage of both man and nature. Rhizofiltration has been employed as an water remediation strategy for the site, through using various aquatic plants such as water lilies to filter the contaminants and heavy metals in the water. The associated agricultural practices and water cleaning systems are managed by the architectural intervention. The project starts off as a series of wetland systems and a basic water lily farm which then develops into a water treatment and research facility, to harvest, process and research the flower by-products produced by the Rhizofiltration process. The water lilies have the ability to absorb the heavy metals and when saturated they are harvested and used as test subjects to extract and smelt the heavy metals to produce precious jewellery pieces. Through the process of biologically filtering the polluted and contaminated water, water lilies will thrive in the landscape and provide opportunity for cultivating indigenous plants to form part of the rehabilitation process of Happy Valley. As a result, the treatment process will provide natural public swimming areas to promote public awareness and participation. A site specific and an regenerative type of architecture will be investigated to facilitate the changing nature of the biological treatment processes and return the site to an environmentally sound state, which will contribute to the rehabilitation of Happy Valley.
- Full Text:
- Date Issued: 2016
An analysis of the structure of knowledge and students' construction of knowledge in an introductory accounting course
- Authors: Myers, Lyndrianne Peta
- Date: 2014
- Subjects: Knowledge, Theory of , Learning, Psychology of , Accounting -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1328 , http://hdl.handle.net/10962/d1013227
- Description: This research seeks to explain how students construct knowledge in introductory accounting. It was prompted by concerns over low pass rates for first-year Introductory Accounting students at Rhodes University and particularly low pass rates amongst novice (first-time) Accounting Students. In trying to get a better understanding of reasons behind these pass rates, this research focuses on the structure of knowledge in the discipline and what this means for how students should construct knowledge in the course. Bernstein’s Pedagogic Device and the dimensions of Semantics and Specialisation in Maton’s Legitimation Code Theory are used as theoretical and analytical frameworks to help understand the structure of knowledge in this course, how knowledge is recontextualised and finally how it is acquired by students. A group of students from the 2011 class were interviewed to gain a better understanding of how each of these students constructed knowledge during the semester. The analysis of these interviews reveals how students construct knowledge in the course and the implications this has for their success over the semester. Analysing this interview data, and comparing it with the levels of success for each student, permitted me to develop an improved understanding of how successful and unsuccessful students construct knowledge. As a teacher of Accounting, understanding and being explicit about the structure of knowledge in the discipline, and how this impacts on the construction of knowledge, will allow me to advise future students on how to most effectively construct knowledge in this course and to advise and guide colleagues on how best to present this course.
- Full Text:
- Date Issued: 2014
- Authors: Myers, Lyndrianne Peta
- Date: 2014
- Subjects: Knowledge, Theory of , Learning, Psychology of , Accounting -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1328 , http://hdl.handle.net/10962/d1013227
- Description: This research seeks to explain how students construct knowledge in introductory accounting. It was prompted by concerns over low pass rates for first-year Introductory Accounting students at Rhodes University and particularly low pass rates amongst novice (first-time) Accounting Students. In trying to get a better understanding of reasons behind these pass rates, this research focuses on the structure of knowledge in the discipline and what this means for how students should construct knowledge in the course. Bernstein’s Pedagogic Device and the dimensions of Semantics and Specialisation in Maton’s Legitimation Code Theory are used as theoretical and analytical frameworks to help understand the structure of knowledge in this course, how knowledge is recontextualised and finally how it is acquired by students. A group of students from the 2011 class were interviewed to gain a better understanding of how each of these students constructed knowledge during the semester. The analysis of these interviews reveals how students construct knowledge in the course and the implications this has for their success over the semester. Analysing this interview data, and comparing it with the levels of success for each student, permitted me to develop an improved understanding of how successful and unsuccessful students construct knowledge. As a teacher of Accounting, understanding and being explicit about the structure of knowledge in the discipline, and how this impacts on the construction of knowledge, will allow me to advise future students on how to most effectively construct knowledge in this course and to advise and guide colleagues on how best to present this course.
- Full Text:
- Date Issued: 2014
The SKA's the limit : on the nature of faint radio sources
- Authors: McAlpine, Kim
- Date: 2013 , 2012-09-14
- Subjects: Radio telescopes -- South Africa Radio astronomy -- South Africa Square Kilometer Array (Spacecraft)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5504 , http://hdl.handle.net/10962/d1007271
- Description: From abstract: Within the next few years a large number of new and vastly more sensitive radio astronomy facilities are scheduled to come online. These new facilities will map large areas of the sky to unprecedented depths and transform radio astronomy into the leading technique for investigating the complex processes which govern the formation and evolution of galaxies. This thesis combines multi-wavelength techniques, highly relevant to future deep radio surveys, to study the evolution and properties of faint radio sources. , TeX , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
- Authors: McAlpine, Kim
- Date: 2013 , 2012-09-14
- Subjects: Radio telescopes -- South Africa Radio astronomy -- South Africa Square Kilometer Array (Spacecraft)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5504 , http://hdl.handle.net/10962/d1007271
- Description: From abstract: Within the next few years a large number of new and vastly more sensitive radio astronomy facilities are scheduled to come online. These new facilities will map large areas of the sky to unprecedented depths and transform radio astronomy into the leading technique for investigating the complex processes which govern the formation and evolution of galaxies. This thesis combines multi-wavelength techniques, highly relevant to future deep radio surveys, to study the evolution and properties of faint radio sources. , TeX , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
An investigation of how enquiry-based fieldwork develops action competence in Grade 12 Geography: a Namibian case study
- Authors: Simasiku, Frederick
- Date: 2012
- Subjects: Competency-based education -- Namibia -- Hardap Geography -- Study and teaching (Secondary) -- Namibia -- Hardap Student-centered learning -- Namibia -- Hardap Active learning -- Namibia -- Hardap Environmental education -- Namibia -- Hardap Environmental education -- Activity programs -- Namibia -- Hardap
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1629 , http://hdl.handle.net/10962/d1003511
- Description: The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.
- Full Text:
- Date Issued: 2012
- Authors: Simasiku, Frederick
- Date: 2012
- Subjects: Competency-based education -- Namibia -- Hardap Geography -- Study and teaching (Secondary) -- Namibia -- Hardap Student-centered learning -- Namibia -- Hardap Active learning -- Namibia -- Hardap Environmental education -- Namibia -- Hardap Environmental education -- Activity programs -- Namibia -- Hardap
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1629 , http://hdl.handle.net/10962/d1003511
- Description: The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.
- Full Text:
- Date Issued: 2012
Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia
- Authors: Kalumba, Evaristo
- Date: 2012
- Subjects: Environmental education -- Research -- Zambia Primary school teaching -- Research -- Zambia Primary school teaching -- Methodology -- Research Primary school teaching -- Standards -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1571 , http://hdl.handle.net/10962/d1003453
- Description: The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.
- Full Text:
- Date Issued: 2012
- Authors: Kalumba, Evaristo
- Date: 2012
- Subjects: Environmental education -- Research -- Zambia Primary school teaching -- Research -- Zambia Primary school teaching -- Methodology -- Research Primary school teaching -- Standards -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1571 , http://hdl.handle.net/10962/d1003453
- Description: The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.
- Full Text:
- Date Issued: 2012
Dynamic adaptive cost model for wireless Internet connectivity in African rural communities
- Authors: Sibanda, Khulumani
- Date: 2010
- Subjects: Internet , Community development -- South Africa -- Eastern Cape , Cost effectiveness , Wireless communication systems , Rural development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Computer Science)
- Identifier: vital:11389 , http://hdl.handle.net/10353/380 , Internet , Community development -- South Africa -- Eastern Cape , Cost effectiveness , Wireless communication systems , Rural development -- South Africa -- Eastern Cape
- Description: In today’s dynamic technological landscape, wireless communication networks have become an important part of economic development. The emergence of wireless technologies raises hopes to extend communication to remote areas that have not seen any tangible deployment to date. As developing nations pin their hopes to wireless technologies, cost models for wireless communication networks are becoming vital to support the emerging technologies. However, varying cost changes raise critical challenges to the estimation of both capital expenditure and operational expenditure. The network deployment process has numerous events that may cause adjustments to initially estimated project costs. These adjustments are necessary for a cost management plan and this plan includes monitoring cost performance and ensuring that only appropriate changes are made to the network project. The incidents that may cause cost changes can not be entirely predicted as their distribution tend to change dynamically from time to time. Estimating network deployment costs in such a dynamic environment necessitates cost models that can adapt to random occurrence of cost changes. Widely used cost models are usually performed by experienced personnel whose engineering experience is derived from deploying similar networks. In this approach experienced personnel add a certain percentage to the cost estimate to cater for contingency costs. Certainly such an approach depends on individual opinion, making it subjective and void of mathematical estimating relationships which are of paramount importance in ensuring that estimated deployment costs are sufficient to deal with cost uncertainties. We observe that existing approaches can only explore a limited solution space and hence can lead to cost overruns if implemented in dynamically cost changing environments. This thesis presents a wireless communication network deployment cost model that incorporates uncertainties into the final cost estimate. The model is adaptive to unpredictable cost changes since it allows adjustments of confidence levels when calculating contingency costs. This allows dynamically updating the cost changes without the cost model being reconstructed from scratch. We make use of the Poisson process in modeling the occurrence of incidents that are responsible for causing cost changes during network deployment. We also show that the occurrence of the incidents causing cost change are random and tend to follow the Poisson distribution. Using different levels of confidence we model various cost contingencies and make sensitivity analyses to identify the probability of cost overrun when given different contingencies. The dynamic adaptive cost model can be used either at the strategic level to understand the cost of a particular technique or at the operational level, as a way to show how Poisson process in network deployment can compare with engineering experience and other estimating techniques. We believe that the model is useful for remote areas where deployment costs are volatile and the distribution of incidents causing cost change to original cost estimates are diverse and dynamically changing. Further we expect that our research improves the knowledge base of information about the costs for rural communities to connect to the Internet, consequently providing useful input to future policy debates. This work is further poised to be a utility function to help those planning internet infrastructure deployments in least developed regions.
- Full Text:
- Date Issued: 2010
- Authors: Sibanda, Khulumani
- Date: 2010
- Subjects: Internet , Community development -- South Africa -- Eastern Cape , Cost effectiveness , Wireless communication systems , Rural development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Computer Science)
- Identifier: vital:11389 , http://hdl.handle.net/10353/380 , Internet , Community development -- South Africa -- Eastern Cape , Cost effectiveness , Wireless communication systems , Rural development -- South Africa -- Eastern Cape
- Description: In today’s dynamic technological landscape, wireless communication networks have become an important part of economic development. The emergence of wireless technologies raises hopes to extend communication to remote areas that have not seen any tangible deployment to date. As developing nations pin their hopes to wireless technologies, cost models for wireless communication networks are becoming vital to support the emerging technologies. However, varying cost changes raise critical challenges to the estimation of both capital expenditure and operational expenditure. The network deployment process has numerous events that may cause adjustments to initially estimated project costs. These adjustments are necessary for a cost management plan and this plan includes monitoring cost performance and ensuring that only appropriate changes are made to the network project. The incidents that may cause cost changes can not be entirely predicted as their distribution tend to change dynamically from time to time. Estimating network deployment costs in such a dynamic environment necessitates cost models that can adapt to random occurrence of cost changes. Widely used cost models are usually performed by experienced personnel whose engineering experience is derived from deploying similar networks. In this approach experienced personnel add a certain percentage to the cost estimate to cater for contingency costs. Certainly such an approach depends on individual opinion, making it subjective and void of mathematical estimating relationships which are of paramount importance in ensuring that estimated deployment costs are sufficient to deal with cost uncertainties. We observe that existing approaches can only explore a limited solution space and hence can lead to cost overruns if implemented in dynamically cost changing environments. This thesis presents a wireless communication network deployment cost model that incorporates uncertainties into the final cost estimate. The model is adaptive to unpredictable cost changes since it allows adjustments of confidence levels when calculating contingency costs. This allows dynamically updating the cost changes without the cost model being reconstructed from scratch. We make use of the Poisson process in modeling the occurrence of incidents that are responsible for causing cost changes during network deployment. We also show that the occurrence of the incidents causing cost change are random and tend to follow the Poisson distribution. Using different levels of confidence we model various cost contingencies and make sensitivity analyses to identify the probability of cost overrun when given different contingencies. The dynamic adaptive cost model can be used either at the strategic level to understand the cost of a particular technique or at the operational level, as a way to show how Poisson process in network deployment can compare with engineering experience and other estimating techniques. We believe that the model is useful for remote areas where deployment costs are volatile and the distribution of incidents causing cost change to original cost estimates are diverse and dynamically changing. Further we expect that our research improves the knowledge base of information about the costs for rural communities to connect to the Internet, consequently providing useful input to future policy debates. This work is further poised to be a utility function to help those planning internet infrastructure deployments in least developed regions.
- Full Text:
- Date Issued: 2010
A preliminary investigation into the use of biomarkers and a fish community index to assess estuarine health in selected Eastern Cape estuaries
- Authors: Richardson, Naomi
- Date: 2008
- Subjects: Fish communities -- South Africa -- Eastern Cape Estuarine fishes -- South Africa -- Eastern Cape Estuarine health -- South Africa -- Eastern Cape Estuaries -- South Africa -- Eastern Cape -- Management Coastal zone management -- South Africa -- Eastern Cape Environmental monitoring -- South Africa -- Eastern Cape Estuarine ecology -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5348 , http://hdl.handle.net/10962/d1007480
- Description: The aims of this study were to determine the potential use of biomarkers at multiple levels of biological organisation together with a fish community bioindicator to assess the estuarine health status of three temporarily open/closed estuaries. The estuaries investigated were the East Kleinemonde (EK), Old Woman's (OW) and Mtana (MTN), all of which are situated in the Eastern Cape Province. Three biomarkers, the acetylcholinesterase (AChE) assay, lipid peroxidation (LPx) assay, liver histopathology and a condition factor were used to determine sub-organism health and one bioindicator, the Estuarine Fish Community Index (EFCI), was used as a bioindicator of community health. The estuarine-dependent marine species Rhabdosargus holubi was selected as an indicator species for the sub-organism level analyses. The results from the community analyses indicated that the EK and OW estuaries were in 'good' condition, while the MTN was found to be in 'moderate' condition. Histological analyses revealed that R. holubi from all three estuaries showed signs of pathological changes to the liver, with the fish from the MTN eliciting the highest occurrence of these changes. The LPx assay found that R. holubi from both the OW and MTN showed signs of oxidative damage in the liver tissue, but those from the EK did not appear to be affected. The AChE assay showed that only the fish from the OW had been affected by anticholinesterase compounds. A laboratory study was undertaken using R. holubi as a positive control for the AChE and LPx assay. The fish were exposed to 3 μg/L chlorpyrifos, a known cholinesterase inhibitor, for six hours and their tissues were examined for changes to LPx levels and AChE activities. AChE activity was significantly inhibited (Mann Whitney U test, Z = 3.65, n = 38, P < 0.001) by the exposure, but LPx levels were not significantly affected. A composite index incorporating the biomarkers at different biological levels of organisation was developed. The index was designed to assist managers and scientists to determine whether the ichthyofauna of a system was being affected by environmental stressors and what management interventions could be undertaken to ameliorate the water quality in an estuary. The index was applied to the three estuaries investigated during the present study and both the OW and MTN were assessed to be in need of immediate management intervention. The fish in the OW were found to be stressed at all the sub-organism levels measured and the reason for this was hypothesised to be as a result of golf course activities in this adjacent estuary. A number of management actions are proposed to reduce the sub-organism stress observed in the fish from the OW. The livers of fish from the MTN were shown to be under stress; however the causative agent of this stress was unknown because there is no formal development in the MTN catchment. However, a possible contaminant source is proposed and management interventions to alleviate the stress on the biota of the MTN are suggested. The EK does not require immediate management intervention, however, continuous routine monitoring is recommended to ensure that conditions do not deteriorate. Shortcomings of the index were outlined and a number of suggestions were made in terms of other measures of biological health which could be incorporated into the index.
- Full Text:
- Date Issued: 2008
- Authors: Richardson, Naomi
- Date: 2008
- Subjects: Fish communities -- South Africa -- Eastern Cape Estuarine fishes -- South Africa -- Eastern Cape Estuarine health -- South Africa -- Eastern Cape Estuaries -- South Africa -- Eastern Cape -- Management Coastal zone management -- South Africa -- Eastern Cape Environmental monitoring -- South Africa -- Eastern Cape Estuarine ecology -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5348 , http://hdl.handle.net/10962/d1007480
- Description: The aims of this study were to determine the potential use of biomarkers at multiple levels of biological organisation together with a fish community bioindicator to assess the estuarine health status of three temporarily open/closed estuaries. The estuaries investigated were the East Kleinemonde (EK), Old Woman's (OW) and Mtana (MTN), all of which are situated in the Eastern Cape Province. Three biomarkers, the acetylcholinesterase (AChE) assay, lipid peroxidation (LPx) assay, liver histopathology and a condition factor were used to determine sub-organism health and one bioindicator, the Estuarine Fish Community Index (EFCI), was used as a bioindicator of community health. The estuarine-dependent marine species Rhabdosargus holubi was selected as an indicator species for the sub-organism level analyses. The results from the community analyses indicated that the EK and OW estuaries were in 'good' condition, while the MTN was found to be in 'moderate' condition. Histological analyses revealed that R. holubi from all three estuaries showed signs of pathological changes to the liver, with the fish from the MTN eliciting the highest occurrence of these changes. The LPx assay found that R. holubi from both the OW and MTN showed signs of oxidative damage in the liver tissue, but those from the EK did not appear to be affected. The AChE assay showed that only the fish from the OW had been affected by anticholinesterase compounds. A laboratory study was undertaken using R. holubi as a positive control for the AChE and LPx assay. The fish were exposed to 3 μg/L chlorpyrifos, a known cholinesterase inhibitor, for six hours and their tissues were examined for changes to LPx levels and AChE activities. AChE activity was significantly inhibited (Mann Whitney U test, Z = 3.65, n = 38, P < 0.001) by the exposure, but LPx levels were not significantly affected. A composite index incorporating the biomarkers at different biological levels of organisation was developed. The index was designed to assist managers and scientists to determine whether the ichthyofauna of a system was being affected by environmental stressors and what management interventions could be undertaken to ameliorate the water quality in an estuary. The index was applied to the three estuaries investigated during the present study and both the OW and MTN were assessed to be in need of immediate management intervention. The fish in the OW were found to be stressed at all the sub-organism levels measured and the reason for this was hypothesised to be as a result of golf course activities in this adjacent estuary. A number of management actions are proposed to reduce the sub-organism stress observed in the fish from the OW. The livers of fish from the MTN were shown to be under stress; however the causative agent of this stress was unknown because there is no formal development in the MTN catchment. However, a possible contaminant source is proposed and management interventions to alleviate the stress on the biota of the MTN are suggested. The EK does not require immediate management intervention, however, continuous routine monitoring is recommended to ensure that conditions do not deteriorate. Shortcomings of the index were outlined and a number of suggestions were made in terms of other measures of biological health which could be incorporated into the index.
- Full Text:
- Date Issued: 2008
A stable isotope approach to trophic ecology resolving food webs in intertidal ecosystems
- Authors: Hill, Jaclyn Marie
- Date: 2008
- Subjects: Stable isotopes Food chains (Ecology) Stable isotopes in ecological research Intertidal ecology Mussels -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5771 , http://hdl.handle.net/10962/d1005459
- Description: There are broad differences in regional oceanography and primary production around the South African coast, which we might expect to give rise to major differences in trophic pathways. δ⁻¹³C and δ⁻¹⁵N isotopic ratios of suspended particulate matter (SPM), mussels, various intertidal consumers and common macroalgae along the South African coastline were explored using stable isotope analysis to investigate biogeographic and temporal variability of isotopic signatures of marine intertidal consumers and their food sources around the coast of South Africa, with a focus on evaluating the dependence of intertidal mussels on phytoplankton and macroalgal-derived organic carbon. Isotopic equilibration rates of four mussel tissues were determined through laboratory feeding experiments, which established that adductor tissue had the slowest isotopic turnover rate, and was subsequently used as an indication of overall mussel diet. Biogeographic, temporal and nearshore/offshore trends of isotopic ratios of SPM were investigated along 10km transects perpendicular to the coast and SPM exhibited overall trends of carbon depletion when moving from west to east along the coastline and from nearshore to offshore water, in both cases suggesting a shift from macrophyte detritus to a phytoplankton signature. δ⁻¹³C signatures of SPM also revealed temporal and biogeographic variation that had strong ties to local oceanography, being closely correlated to regional hydrographic features and tidal influences. Mixing models indicated filter feeders demonstrated over 50% dependence on nearshore SPM for organic carbon and it was possible to categorize them into geographic groups based on their carbon and nitrogen signatures, suggesting biogeographic shifts in resources. Biogeographic shifts in diet were also seen in some grazers. Difficulties in relating macroalgae to mussel diet led to investigations into the isotopic changes associated with macroalgal decomposition. Variation in photosynthetic fractionation, leaching and microbial mineralization are believed to have resulted from species-specific patterns of degradation. Although the strong links between carbon signatures and local oceanography indicate that stable isotope analysis is a powerful tool for the study of water mixing and coastal hydrography in relation to food-web analyses, substantial variation in fractionation of primary consumers, along with different periods of time integration between consumers and their food sources must be considered in future studies, to resolve trophic links in marine food webs successfully.
- Full Text:
- Date Issued: 2008
- Authors: Hill, Jaclyn Marie
- Date: 2008
- Subjects: Stable isotopes Food chains (Ecology) Stable isotopes in ecological research Intertidal ecology Mussels -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5771 , http://hdl.handle.net/10962/d1005459
- Description: There are broad differences in regional oceanography and primary production around the South African coast, which we might expect to give rise to major differences in trophic pathways. δ⁻¹³C and δ⁻¹⁵N isotopic ratios of suspended particulate matter (SPM), mussels, various intertidal consumers and common macroalgae along the South African coastline were explored using stable isotope analysis to investigate biogeographic and temporal variability of isotopic signatures of marine intertidal consumers and their food sources around the coast of South Africa, with a focus on evaluating the dependence of intertidal mussels on phytoplankton and macroalgal-derived organic carbon. Isotopic equilibration rates of four mussel tissues were determined through laboratory feeding experiments, which established that adductor tissue had the slowest isotopic turnover rate, and was subsequently used as an indication of overall mussel diet. Biogeographic, temporal and nearshore/offshore trends of isotopic ratios of SPM were investigated along 10km transects perpendicular to the coast and SPM exhibited overall trends of carbon depletion when moving from west to east along the coastline and from nearshore to offshore water, in both cases suggesting a shift from macrophyte detritus to a phytoplankton signature. δ⁻¹³C signatures of SPM also revealed temporal and biogeographic variation that had strong ties to local oceanography, being closely correlated to regional hydrographic features and tidal influences. Mixing models indicated filter feeders demonstrated over 50% dependence on nearshore SPM for organic carbon and it was possible to categorize them into geographic groups based on their carbon and nitrogen signatures, suggesting biogeographic shifts in resources. Biogeographic shifts in diet were also seen in some grazers. Difficulties in relating macroalgae to mussel diet led to investigations into the isotopic changes associated with macroalgal decomposition. Variation in photosynthetic fractionation, leaching and microbial mineralization are believed to have resulted from species-specific patterns of degradation. Although the strong links between carbon signatures and local oceanography indicate that stable isotope analysis is a powerful tool for the study of water mixing and coastal hydrography in relation to food-web analyses, substantial variation in fractionation of primary consumers, along with different periods of time integration between consumers and their food sources must be considered in future studies, to resolve trophic links in marine food webs successfully.
- Full Text:
- Date Issued: 2008
Investigating the implementation of continuous assessment at the lower primary phase in a Namibian school
- Authors: Hamukonda, Paulina
- Date: 2007
- Subjects: Education, Elementary -- Namibia Educational tests and measurements -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1592 , http://hdl.handle.net/10962/d1003474
- Description: Many Namibian teachers experience difficulties in actualising the principles of learner-centred education, one of which being continuous assessment. Continuous assessment serves important formative purposes. That is, it can inform education stakeholders and help improve learners’ progress in the teaching and learning environment. Although a great deal is known about continuous assessment in general, not much is yet known about how Namibian lower primary teachers actually understand and implement continuous assessment in the classroom. This study investigates the assessment practices of three Grade Three teachers in a school in Oshana Region of Namibia. The study found that although the teachers who participated in the investigation have a reasonably sound knowledge of continuous assessment in theory, they lack implementation skills. They were unable to effectively transfer what they know to what they actually do. This study found that as much as training of teachers is important, the ongoing professional development of teachers is more appropriate for enhancing a complex understanding of issues related to learner-centred education that will help them to manage continuous assessment more effectively.
- Full Text:
- Date Issued: 2007
- Authors: Hamukonda, Paulina
- Date: 2007
- Subjects: Education, Elementary -- Namibia Educational tests and measurements -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1592 , http://hdl.handle.net/10962/d1003474
- Description: Many Namibian teachers experience difficulties in actualising the principles of learner-centred education, one of which being continuous assessment. Continuous assessment serves important formative purposes. That is, it can inform education stakeholders and help improve learners’ progress in the teaching and learning environment. Although a great deal is known about continuous assessment in general, not much is yet known about how Namibian lower primary teachers actually understand and implement continuous assessment in the classroom. This study investigates the assessment practices of three Grade Three teachers in a school in Oshana Region of Namibia. The study found that although the teachers who participated in the investigation have a reasonably sound knowledge of continuous assessment in theory, they lack implementation skills. They were unable to effectively transfer what they know to what they actually do. This study found that as much as training of teachers is important, the ongoing professional development of teachers is more appropriate for enhancing a complex understanding of issues related to learner-centred education that will help them to manage continuous assessment more effectively.
- Full Text:
- Date Issued: 2007
Women living with HIV/AIDS: a phenomenological intergenerational interpretation of their experiences
- Chisaka, Janet Kaemba Chishimba
- Authors: Chisaka, Janet Kaemba Chishimba
- Date: 2007
- Subjects: AIDS (Disease) in women -- South Africa -- Case studies HIV positive women -- South Africa -- Case studies Poor women -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3307 , http://hdl.handle.net/10962/d1003095
- Description: This study deals with the impact of HIV/AIDS on women living in chronic poverty. The question arises: Do we focus on their HIV/AIDS stories only or do we include their other lived experiences? This phenomenological study, on two sets of three generations of women infected and affected by HIV/AIDS and living in poverty, is an attempt at understanding the way the women experience their lifeworlds, not only their HIV/AIDS stories. One set includes a grandmother, her daughter who is living with full-blown AIDS, and her granddaughter, while the other includes a grandmother, her daughter and her granddaughter infected with HIV. The initial focus of the study was on the women’s HIV/AIDS narratives. However as the study progressed, especially during the interviews, it became apparent that the women’s generational poverty or chronic poverty was of greater concern to them than the HIV/AIDS that they were experiencing. Of the six participants, only one woman centred her life story on HIV/AIDS. This finding echoes other studies on HIV/AIDS among poor women: that chronic poverty is more threatening to the women than the risk or reality of AIDS. As a phenomenological researcher my aim was to focus on the participants’ own interpretations of the studied phenomenon. However, this was inadequate in accounting for the role that social structures play in shaping and informing the women’s subjective consciousness and experience. For this reason, I used feminist ideas to understand and interpret the women’s patriarchal experiences.
- Full Text:
- Date Issued: 2007
Women living with HIV/AIDS: a phenomenological intergenerational interpretation of their experiences
- Authors: Chisaka, Janet Kaemba Chishimba
- Date: 2007
- Subjects: AIDS (Disease) in women -- South Africa -- Case studies HIV positive women -- South Africa -- Case studies Poor women -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3307 , http://hdl.handle.net/10962/d1003095
- Description: This study deals with the impact of HIV/AIDS on women living in chronic poverty. The question arises: Do we focus on their HIV/AIDS stories only or do we include their other lived experiences? This phenomenological study, on two sets of three generations of women infected and affected by HIV/AIDS and living in poverty, is an attempt at understanding the way the women experience their lifeworlds, not only their HIV/AIDS stories. One set includes a grandmother, her daughter who is living with full-blown AIDS, and her granddaughter, while the other includes a grandmother, her daughter and her granddaughter infected with HIV. The initial focus of the study was on the women’s HIV/AIDS narratives. However as the study progressed, especially during the interviews, it became apparent that the women’s generational poverty or chronic poverty was of greater concern to them than the HIV/AIDS that they were experiencing. Of the six participants, only one woman centred her life story on HIV/AIDS. This finding echoes other studies on HIV/AIDS among poor women: that chronic poverty is more threatening to the women than the risk or reality of AIDS. As a phenomenological researcher my aim was to focus on the participants’ own interpretations of the studied phenomenon. However, this was inadequate in accounting for the role that social structures play in shaping and informing the women’s subjective consciousness and experience. For this reason, I used feminist ideas to understand and interpret the women’s patriarchal experiences.
- Full Text:
- Date Issued: 2007
From imifino to umfuno : a case study foregrounding indigenous agricultural knowledge in school-based curriculum development
- Authors: Asafo-Adjei, Robert Tetteh
- Date: 2004
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa Agricultural education Agriculture -- Study and teaching -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1829 , http://hdl.handle.net/10962/d1003731
- Description: This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.
- Full Text:
- Date Issued: 2004
- Authors: Asafo-Adjei, Robert Tetteh
- Date: 2004
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa Agricultural education Agriculture -- Study and teaching -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1829 , http://hdl.handle.net/10962/d1003731
- Description: This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.
- Full Text:
- Date Issued: 2004
A study of the powers of the Swazi monarch in terms of Swazi law and custom past, present and the future
- Authors: Khoza, Phumlile Tina
- Date: 2003
- Subjects: Kinship -- Africa Swazi (African people) -- Social life and customs Customary law -- Swaziland Constitutional law -- Swaziland Swaziland -- Politics and government
- Language: English
- Type: text , Thesis , Masters , LLM
- Identifier: vital:3702 , http://hdl.handle.net/10962/d1004723
- Description: The thesis covers the branches of law known as Constitutional law and Customary law. It focuses on the powers of the Swazi monarch, which are based on a combination of the received Western law and Swazi custom. For the purposes of this study, therefore, Swazi law and custom shall be taken to include both the statutory law and the yet unwritten customary law. Swaziland is black Africa's only remaining traditional monarchy, ruled as it is by the Ngwenyama, an indigenous institution, whose origin is derived from custom. The resilience of this ancient system of government in a continent where modernisation and constitutional democracy among other factors have led to its extinction is phenomenal, particularly because some commentators have described traditionalism in modern Africa as an "embarrassing anachronism.' In Swaziland the monarchy continues to be a vibrant system and the nation is currently engaged in a process of not only codifying the customary law but also of drafting the constitution of the country. One of the key areas of concern is the question of the distribution of power between the monarch and the people under the proposed constitution. Traditionalists are of the view that the powers that the King currently exercises should remain intact as they are a reflection of the Swazi law and custom. Progressives, on the other hand, are of the view that the current position makes the King an absolute monarch and are thus proposing a change from an absolute to a constitutional monarch. In other words they want some kind of checks and balances in the envisaged system of government. The study will show that the constitutional evolution of Swaziland and the exigencies of synthesising modern and traditional systems of governance have over the years obscured the true nature of the powers of the monarch in terms of Swazi custom. Thus before we can consider whether the future of the monarchy in Swaziland depends on the harmonisation of modern and traditional systems of governance, it is necessary to revisit the past to determine the powers of the monarch in their embryonic form, for it is from this period that we can extrapolate the powers of the Ngwenyama in terms of Swazi custom. The thesis has been arranged as follows: The first chapter will review the precolonial political system of Swaziland with a view to establishing whether monarchical authority was founded on command or consensus. The various theories, which seek to explain the foundations of the monarchical system of government, will be outlined. The second chapter will focus on European influence on the Swazi traditional system of government. The third chapter will be an analysis of the powers of the monarch under the 1968 independence constitution. The fourth chapter will focus on the effect of the repeal of the 1968 independence constitution by the Monarch. The fifth chapter will focus on the constitutional reforms under the reign of king Mswati III. The sixth and last chapter focus on proposals for reform. The research method used was in the main, an analysis of relevant legal principles as contained in textbooks, legislation, journals, the scant case law that is available in this area of the law and other relevant materials. A comparative survey of ancient African kingdoms will be done, with emphasis on those Kingdoms, which later became British colonial possessions. It is hoped that this comparative analysis will help explain the evolution of these traditional structures alongside modern governmental institutions.
- Full Text:
- Date Issued: 2003
- Authors: Khoza, Phumlile Tina
- Date: 2003
- Subjects: Kinship -- Africa Swazi (African people) -- Social life and customs Customary law -- Swaziland Constitutional law -- Swaziland Swaziland -- Politics and government
- Language: English
- Type: text , Thesis , Masters , LLM
- Identifier: vital:3702 , http://hdl.handle.net/10962/d1004723
- Description: The thesis covers the branches of law known as Constitutional law and Customary law. It focuses on the powers of the Swazi monarch, which are based on a combination of the received Western law and Swazi custom. For the purposes of this study, therefore, Swazi law and custom shall be taken to include both the statutory law and the yet unwritten customary law. Swaziland is black Africa's only remaining traditional monarchy, ruled as it is by the Ngwenyama, an indigenous institution, whose origin is derived from custom. The resilience of this ancient system of government in a continent where modernisation and constitutional democracy among other factors have led to its extinction is phenomenal, particularly because some commentators have described traditionalism in modern Africa as an "embarrassing anachronism.' In Swaziland the monarchy continues to be a vibrant system and the nation is currently engaged in a process of not only codifying the customary law but also of drafting the constitution of the country. One of the key areas of concern is the question of the distribution of power between the monarch and the people under the proposed constitution. Traditionalists are of the view that the powers that the King currently exercises should remain intact as they are a reflection of the Swazi law and custom. Progressives, on the other hand, are of the view that the current position makes the King an absolute monarch and are thus proposing a change from an absolute to a constitutional monarch. In other words they want some kind of checks and balances in the envisaged system of government. The study will show that the constitutional evolution of Swaziland and the exigencies of synthesising modern and traditional systems of governance have over the years obscured the true nature of the powers of the monarch in terms of Swazi custom. Thus before we can consider whether the future of the monarchy in Swaziland depends on the harmonisation of modern and traditional systems of governance, it is necessary to revisit the past to determine the powers of the monarch in their embryonic form, for it is from this period that we can extrapolate the powers of the Ngwenyama in terms of Swazi custom. The thesis has been arranged as follows: The first chapter will review the precolonial political system of Swaziland with a view to establishing whether monarchical authority was founded on command or consensus. The various theories, which seek to explain the foundations of the monarchical system of government, will be outlined. The second chapter will focus on European influence on the Swazi traditional system of government. The third chapter will be an analysis of the powers of the monarch under the 1968 independence constitution. The fourth chapter will focus on the effect of the repeal of the 1968 independence constitution by the Monarch. The fifth chapter will focus on the constitutional reforms under the reign of king Mswati III. The sixth and last chapter focus on proposals for reform. The research method used was in the main, an analysis of relevant legal principles as contained in textbooks, legislation, journals, the scant case law that is available in this area of the law and other relevant materials. A comparative survey of ancient African kingdoms will be done, with emphasis on those Kingdoms, which later became British colonial possessions. It is hoped that this comparative analysis will help explain the evolution of these traditional structures alongside modern governmental institutions.
- Full Text:
- Date Issued: 2003
Isolation, expression and purification of the hydantoin hydrolysing enzymes of agrobacterium tumefaciens
- Authors: Clark, Sally-Ann
- Date: 2003
- Subjects: Agrobacterium tumefaciens , Amino acids Hydantoin Enzymes
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4140 , http://hdl.handle.net/10962/d1016233
- Description: The production of enantiomerically pure amino acids is of industrial importance as they are used in the synthesis of a number of pharmaceuticals, insecticides and herbicides and biologically active peptides and hormones. A number of microorganisms have been identified which possess hydantoin hydrolysing enzymes that stereoselectively convert racemic hydantoins into anantiomerically pure amino acids. Consequently these microorganisms and their enzymes are sought after as biocatalysts for the production of amino acids. The isolation of novel hydantoin hydrolising enzymes with unique or improved biocatalytic characteristics is of importance for the development of potential biocatalysts to be used in the production of enantiomerically pure amino acids. The genes encoding an N-carbamoyl-amino acid amidohydrolase, an enzyme involved in the hydrolysis of hydantoin, was isolated by screening a genomic DNA library of Agrobacterium tumefacience RU-AE01. Nucleotide sequence analysis of the region upstream of this gene revealed a fragment of a gene encoding the hydantoinase enzyme. I this study, a DNA probe consisting of the gene encoding the N-carbamoyl amino acid amidohydrolase, on a large enough fragment of the genomic DNA library which would allow for the simultaneous isolation the hydantoinase gene located upstream. Recombinant expression of the genes encoding hydantoin hydrolysing enzymes has been used to facilitate the production and purification of these enzymes for their use as biocatalysts. Two genes (ncaR1 and ncaR2) encoding different N-carbamoyl-amino acid amidohydrolases with distinct nucleotide and deduced amino acid sequences were isolated from the genome of A, tumefaciens RU-OR. In this study, the heterologous expression of ncaR1 and ncaR2 was explored. Investigation into the optimisation of the heterologous expression of ncaR1 showed that reducing the growth temperature of the recombinant E. coli producing NcaR1 resulted in a two-fold increase in N-carbamoyl-amino acid amidohydrolase activity and solubility. Furthermore, NcaR1 was produced with a C-terminal 6xHis tag, but NcaR1-6xHis did not possess N-carbamoyl amino acid amidohydrolase activity. Furthermore, purification of NcaR-6xHis under native conditions using affinity chromatography performed, and used for the production of antibodies.
- Full Text:
- Date Issued: 2003
- Authors: Clark, Sally-Ann
- Date: 2003
- Subjects: Agrobacterium tumefaciens , Amino acids Hydantoin Enzymes
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4140 , http://hdl.handle.net/10962/d1016233
- Description: The production of enantiomerically pure amino acids is of industrial importance as they are used in the synthesis of a number of pharmaceuticals, insecticides and herbicides and biologically active peptides and hormones. A number of microorganisms have been identified which possess hydantoin hydrolysing enzymes that stereoselectively convert racemic hydantoins into anantiomerically pure amino acids. Consequently these microorganisms and their enzymes are sought after as biocatalysts for the production of amino acids. The isolation of novel hydantoin hydrolising enzymes with unique or improved biocatalytic characteristics is of importance for the development of potential biocatalysts to be used in the production of enantiomerically pure amino acids. The genes encoding an N-carbamoyl-amino acid amidohydrolase, an enzyme involved in the hydrolysis of hydantoin, was isolated by screening a genomic DNA library of Agrobacterium tumefacience RU-AE01. Nucleotide sequence analysis of the region upstream of this gene revealed a fragment of a gene encoding the hydantoinase enzyme. I this study, a DNA probe consisting of the gene encoding the N-carbamoyl amino acid amidohydrolase, on a large enough fragment of the genomic DNA library which would allow for the simultaneous isolation the hydantoinase gene located upstream. Recombinant expression of the genes encoding hydantoin hydrolysing enzymes has been used to facilitate the production and purification of these enzymes for their use as biocatalysts. Two genes (ncaR1 and ncaR2) encoding different N-carbamoyl-amino acid amidohydrolases with distinct nucleotide and deduced amino acid sequences were isolated from the genome of A, tumefaciens RU-OR. In this study, the heterologous expression of ncaR1 and ncaR2 was explored. Investigation into the optimisation of the heterologous expression of ncaR1 showed that reducing the growth temperature of the recombinant E. coli producing NcaR1 resulted in a two-fold increase in N-carbamoyl-amino acid amidohydrolase activity and solubility. Furthermore, NcaR1 was produced with a C-terminal 6xHis tag, but NcaR1-6xHis did not possess N-carbamoyl amino acid amidohydrolase activity. Furthermore, purification of NcaR-6xHis under native conditions using affinity chromatography performed, and used for the production of antibodies.
- Full Text:
- Date Issued: 2003
The reading preferences of grade 11 ESL learners in Grahamstown
- Authors: Rasana, Nomakhosazana Hazel
- Date: 2003
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Reading (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1721 , http://hdl.handle.net/10962/d1003604
- Description: This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X ²) tests and t-tests for proportions were used specifically to determine significant differences in the groups (i.e. gender effect, schools and language effect). The data suggest that ESL Grade 11s: 1) do have preferred reading material; 2) have preferred authors; 3) have a preferred language they read in; and 4) read for information. Limited access to reading material affects their reading patterns and ability.
- Full Text:
- Date Issued: 2003
- Authors: Rasana, Nomakhosazana Hazel
- Date: 2003
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Reading (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1721 , http://hdl.handle.net/10962/d1003604
- Description: This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X ²) tests and t-tests for proportions were used specifically to determine significant differences in the groups (i.e. gender effect, schools and language effect). The data suggest that ESL Grade 11s: 1) do have preferred reading material; 2) have preferred authors; 3) have a preferred language they read in; and 4) read for information. Limited access to reading material affects their reading patterns and ability.
- Full Text:
- Date Issued: 2003
An examination of the sonnets of E.E. Cummings
- Authors: Hughes, Jeremy Francis
- Date: 1992
- Subjects: Cummings, E. E. (Edward Estlin), 1894-1962 -- Criticism and interpretation Sonnets, English -- Criticism and interpretation
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2244 , http://hdl.handle.net/10962/d1002287
- Description: This dissertation examines E. E. Cummings's writings in the sonnet genre and in those genres to which the sonnet is related in various ways. Its fundamental point is that, despite the surface impression of poetic iconoclasm for which Cummings has a popular reputation, in choosing to write sonnets he engages in a traditional literary practice. He does this because his purpose is always to be an artist, as defined by the Aesthetic movement which influenced him. In order to argue his embracing of a traditional artistic role, the theory of genres espoused by Alastair Fowler in his book, Kinds of Literature, is used. Chapter 1 of the thesis comprises general introductory material, both to the range of Aesthetic ideas to which Cummings subscribed, and to Fowler's theory of genres. Several key generic kinds are also described. The second chapter makes use of two of these generic models, the sonnet sequence and the silva, as a way of examining Cummings's deployment of the sonnet within the larger context of his poetry collections. It is a survey of the structure of the anthologies he compiled from Tulips & Chimneys (1922) to 95 Poems (1958). The third chapter explores the three sonnet modes which Cummings first identifies and names when compiling the manuscript of Tulips & Chimneys, and continues to use in his collections up to and including is 5 (1926). Chapter 4 shows how certain themes and concerns from these early sonnets are altered and synthesised as Cummings matures from an aesthete to a Romantic poet. Sonnets from his later books are taken to be representative of three central kinds in all of his work after is 5. Chapters 3 and 4 proceed by means of relatively close readings of individual sonnets. This practice fulfils a double role: it penetrates the apparent obscurity of the more difficult poems, and it attempts to preserve the integrity of individual poems which exemplify different generic tendencies in Cummings's work. One of Cummings's reasons for writing sonnets is that the form favours the achievement of what Wordsworth calls "a feeling of intense unity". In undertaking close readings of a few sonnets I have attempted to preserve that feeling.
- Full Text:
- Date Issued: 1992
- Authors: Hughes, Jeremy Francis
- Date: 1992
- Subjects: Cummings, E. E. (Edward Estlin), 1894-1962 -- Criticism and interpretation Sonnets, English -- Criticism and interpretation
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2244 , http://hdl.handle.net/10962/d1002287
- Description: This dissertation examines E. E. Cummings's writings in the sonnet genre and in those genres to which the sonnet is related in various ways. Its fundamental point is that, despite the surface impression of poetic iconoclasm for which Cummings has a popular reputation, in choosing to write sonnets he engages in a traditional literary practice. He does this because his purpose is always to be an artist, as defined by the Aesthetic movement which influenced him. In order to argue his embracing of a traditional artistic role, the theory of genres espoused by Alastair Fowler in his book, Kinds of Literature, is used. Chapter 1 of the thesis comprises general introductory material, both to the range of Aesthetic ideas to which Cummings subscribed, and to Fowler's theory of genres. Several key generic kinds are also described. The second chapter makes use of two of these generic models, the sonnet sequence and the silva, as a way of examining Cummings's deployment of the sonnet within the larger context of his poetry collections. It is a survey of the structure of the anthologies he compiled from Tulips & Chimneys (1922) to 95 Poems (1958). The third chapter explores the three sonnet modes which Cummings first identifies and names when compiling the manuscript of Tulips & Chimneys, and continues to use in his collections up to and including is 5 (1926). Chapter 4 shows how certain themes and concerns from these early sonnets are altered and synthesised as Cummings matures from an aesthete to a Romantic poet. Sonnets from his later books are taken to be representative of three central kinds in all of his work after is 5. Chapters 3 and 4 proceed by means of relatively close readings of individual sonnets. This practice fulfils a double role: it penetrates the apparent obscurity of the more difficult poems, and it attempts to preserve the integrity of individual poems which exemplify different generic tendencies in Cummings's work. One of Cummings's reasons for writing sonnets is that the form favours the achievement of what Wordsworth calls "a feeling of intense unity". In undertaking close readings of a few sonnets I have attempted to preserve that feeling.
- Full Text:
- Date Issued: 1992