Metaphors and the use of Proverbs in Isixhosa Football Reporting: The Case of Umhlobo Wenene and UCR Fm Radio Stations in the Eastern Cape, South Africa.
- Authors: Gubelana Nangamso
- Date: 2020
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2737 , vital:42852
- Description: ABSTRACT Football is perhaps the most popular sport in the present century. It has established itself not only as the most prestigious club and national sport, but also as one of the most lucrative games. This work shows that language and society are closely knit and that extricating the study of one from the other is difficult. Furthermore, the work explores different use of colourful and military language in the commentaries of amaXhosa football reporters. These metaphorical expressions incite emotions from the fans who are either watching the television or listening via radio. The study argues that, by using existing elements and events from the outside world to qualify actions and activities on the football field, amaXhosa football commentators are, in fact, involved in re-attributing new functions to certain expressions or creating new expressions that metaphorise action on the field based on reality in their immediate environment. Although the words used by football commentators do have their literal meaning, their symbolic meanings are attached to the actions taking place on the football pitch. To achieve the objectives of this research, the researcher conducted interviews, questioned some of the best sports minds in isiXhosa football culture, taped, collected, transcribed and translated some of the texts understudy in the life and simulated football events. Written against the background of the semiotic and the contemporary theories of metaphor, this work concludes that metaphors and proverbs are not only concepts but also techniques used by isiXhosa football commentators to convey messages and spice both the appetite and emotions towards the game itself.
- Full Text: false
- Authors: Gubelana Nangamso
- Date: 2020
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2737 , vital:42852
- Description: ABSTRACT Football is perhaps the most popular sport in the present century. It has established itself not only as the most prestigious club and national sport, but also as one of the most lucrative games. This work shows that language and society are closely knit and that extricating the study of one from the other is difficult. Furthermore, the work explores different use of colourful and military language in the commentaries of amaXhosa football reporters. These metaphorical expressions incite emotions from the fans who are either watching the television or listening via radio. The study argues that, by using existing elements and events from the outside world to qualify actions and activities on the football field, amaXhosa football commentators are, in fact, involved in re-attributing new functions to certain expressions or creating new expressions that metaphorise action on the field based on reality in their immediate environment. Although the words used by football commentators do have their literal meaning, their symbolic meanings are attached to the actions taking place on the football pitch. To achieve the objectives of this research, the researcher conducted interviews, questioned some of the best sports minds in isiXhosa football culture, taped, collected, transcribed and translated some of the texts understudy in the life and simulated football events. Written against the background of the semiotic and the contemporary theories of metaphor, this work concludes that metaphors and proverbs are not only concepts but also techniques used by isiXhosa football commentators to convey messages and spice both the appetite and emotions towards the game itself.
- Full Text: false
Rhodes University Library Library and Information Services (LIS) Strategic Plan (2020 -2022)
- Authors: Danster, Nomawethu
- Date: 2020
- Language: English
- Type: Text
- Identifier: http://hdl.handle.net/10962/155082 , vital:39852
- Description: The Rhodes University Library strategic plan 2020 - 2022 is informed by the 2020 Academic Library standards developed by the Committee of Higher Education Libraries in South Africa (CHELSA), a coalition of all 26 Higher Education Libraries in South Africa. The standards seek to advance the role of academic libraries as partners to the teaching, learning and research endeavors of South African higher education institutions. The framework is further influenced by the principles as laid down by the 2018 National Policy for Library and Information Services (LIS) in South Africa which seeks to promote and develop the LIS Sector to contribute to the development of a responsive, responsible, and deliberative informed and reading nation. The Strategy is aligned to the Rhodes University (RU) Institutional Development Plan (2018 -2022) and the seven (7) RU goals outlined in the 2020 RU Annual Performance Plan. The seven RU goals are premised from the two most important documents that define the academic project; the RU Institutional Development Plan (IDP) and transformation imperatives document, the RU Institutional Transformation Plan (ITP). The Strategy is made up of the four strategic elements; the overall RU Vision and Mission, the LIS Purpose Statement, Values, Broad Focus Areas (BFAs)and Key Performance Areas (KPAs) that are all aligned to the seven (7) RU goals. Both the vision and mission are derived from the institutional IDP. The LIS further developed purpose statement, values, developed the BFAs and KPAs that translated to action plans and activities that form the Annual Operating Plan for the LIS.
- Full Text: false
- Date Issued: 2020
- Authors: Danster, Nomawethu
- Date: 2020
- Language: English
- Type: Text
- Identifier: http://hdl.handle.net/10962/155082 , vital:39852
- Description: The Rhodes University Library strategic plan 2020 - 2022 is informed by the 2020 Academic Library standards developed by the Committee of Higher Education Libraries in South Africa (CHELSA), a coalition of all 26 Higher Education Libraries in South Africa. The standards seek to advance the role of academic libraries as partners to the teaching, learning and research endeavors of South African higher education institutions. The framework is further influenced by the principles as laid down by the 2018 National Policy for Library and Information Services (LIS) in South Africa which seeks to promote and develop the LIS Sector to contribute to the development of a responsive, responsible, and deliberative informed and reading nation. The Strategy is aligned to the Rhodes University (RU) Institutional Development Plan (2018 -2022) and the seven (7) RU goals outlined in the 2020 RU Annual Performance Plan. The seven RU goals are premised from the two most important documents that define the academic project; the RU Institutional Development Plan (IDP) and transformation imperatives document, the RU Institutional Transformation Plan (ITP). The Strategy is made up of the four strategic elements; the overall RU Vision and Mission, the LIS Purpose Statement, Values, Broad Focus Areas (BFAs)and Key Performance Areas (KPAs) that are all aligned to the seven (7) RU goals. Both the vision and mission are derived from the institutional IDP. The LIS further developed purpose statement, values, developed the BFAs and KPAs that translated to action plans and activities that form the Annual Operating Plan for the LIS.
- Full Text: false
- Date Issued: 2020
experiences of female sex workers in Buffalo City Metropolitan Municipality, Eastern Cape
- Authors: Gcina, Boniswa Letticia
- Date: 2019
- Subjects: Prostitutes
- Language: English
- Type: Thesis , Masters , MPH
- Identifier: http://hdl.handle.net/10353/16730 , vital:40768
- Description: The phenomenon of female sex workers in South Africa is yet to be understood from both the cultural and legal perspectives. This gap leads to various challenges experienced by female sex workers in the country. The purpose of this study was to explore the experiences of female sex workers in Buffalo City Metropolitan, Eastern Cape Province. A descriptive phenomenological design was used to gain in-depth understanding and knowledge on the experiences of female sex workers’ in reality and social context. The study targeted female sex workers aged between 18-49 years for interviews. Purposive sampling technique was used to recruit female sex workers and four focus groups of five members in each group were interviewed to collect data. Due to the sensitivity of the research topic, ethical approvals were sought and granted by University of Fort Hare Research Ethics Committee and the Eastern Cape Department of Health. Further, informed consent was obtained from study participants before data collection begun. Data analysis was done by using Tesch’ method steps. The findings indicated that in Buffalo City Metropolitan the female sex workers were experiencing human rights violation, stigma and discrimination, they were at risk of contracting HIV due to the nature of their work, and they were at risk of being in conflict with the law due to the nature of sex work in South Africa. The study recommends on the decriminalization of sex work in order to decrease rate of violence, rape and exploitation of female sex workers; the closure of all Illegal brothels as they promote drugs and substance abuse among this vulnerable group; and provision of counselling sessions for female sex workers by the Department of Social Welfare. The study concludes that peer educators training and embarking on campaigns in the community, media and social networks to promote ‘Anti-violence against sex workers’ is necessary. Therefore, the female sex workers need to be protected by police from any form of abuse and violence by the community, clients and pimps. This can address the psychological stress displayed by female sex workers in the studydomain
- Full Text:
- Date Issued: 2019
- Authors: Gcina, Boniswa Letticia
- Date: 2019
- Subjects: Prostitutes
- Language: English
- Type: Thesis , Masters , MPH
- Identifier: http://hdl.handle.net/10353/16730 , vital:40768
- Description: The phenomenon of female sex workers in South Africa is yet to be understood from both the cultural and legal perspectives. This gap leads to various challenges experienced by female sex workers in the country. The purpose of this study was to explore the experiences of female sex workers in Buffalo City Metropolitan, Eastern Cape Province. A descriptive phenomenological design was used to gain in-depth understanding and knowledge on the experiences of female sex workers’ in reality and social context. The study targeted female sex workers aged between 18-49 years for interviews. Purposive sampling technique was used to recruit female sex workers and four focus groups of five members in each group were interviewed to collect data. Due to the sensitivity of the research topic, ethical approvals were sought and granted by University of Fort Hare Research Ethics Committee and the Eastern Cape Department of Health. Further, informed consent was obtained from study participants before data collection begun. Data analysis was done by using Tesch’ method steps. The findings indicated that in Buffalo City Metropolitan the female sex workers were experiencing human rights violation, stigma and discrimination, they were at risk of contracting HIV due to the nature of their work, and they were at risk of being in conflict with the law due to the nature of sex work in South Africa. The study recommends on the decriminalization of sex work in order to decrease rate of violence, rape and exploitation of female sex workers; the closure of all Illegal brothels as they promote drugs and substance abuse among this vulnerable group; and provision of counselling sessions for female sex workers by the Department of Social Welfare. The study concludes that peer educators training and embarking on campaigns in the community, media and social networks to promote ‘Anti-violence against sex workers’ is necessary. Therefore, the female sex workers need to be protected by police from any form of abuse and violence by the community, clients and pimps. This can address the psychological stress displayed by female sex workers in the studydomain
- Full Text:
- Date Issued: 2019
Barriers to Collaborative Culture of Teaching and Learning in Selected High Schools of Libode in O.R. Tambo Coastal Education District
- Authors: Teh Albert Chenwi
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2787 , vital:42865
- Description: ABSTRACT The purpose of this study was to investigate the barriers to collaborative culture of teaching and learning in selected high schools in Libode, O.R Tambo Coastal Education District. The literature review looked into each of the following aspects of teacher collaborative culture of teaching and learning in schools: theoretical framework, significance of changing the culture of teaching and learning and in schools, the nature of teacher resistance in collaborative teaching and learning in schools, the nature of teacher collaborative professional development activities in schools, the existence of collaborative learning culture in schools, leadership in collaborative culture of teaching and learning. This study was qualitative in nature and employed case study as the research design. The convenient sampling strategy was used to select three (3) high schools in Circuit 9 and 10 in Libode, O.R Tambo Coastal Education District. Four (4) teachers and one (1) principal were purposefully selected from each school the 3 schools and this made a total of fifteen (15) participants. Face-to-face individual interviews were conducted to gather data about the view points and opinions of the participants concerning the barriers to collaborative culture of teaching and learning in selected high schools of Libode, O.R Tambo Coastal Education District. Data collected was analyzed using the interpretational analytical strategies. Themes were drawn from the responses of the participants and analyzed. Some of the findings were that: There was inadequacy of positive attitudes towards collaboration with other teachers in the process of teaching and learning, teacher resistances was a barrier to collaboration in schools, there were inadequate collaborative strategies to provide the social, emotional, and intellectual engagement among teachers, knowledge sharing among teachers was limited, there was prevalence of teachers who work in isolation and strongly protect their individualism without professional collaboration and school managers played inadequate role in maintaining a collaborative learning environment among teachers. The researcher made some recommendations towards ensuring effective and efficient teacher collaboration in the high schools of Libode, O.R Tambo Coastal Education District.
- Full Text: false
- Authors: Teh Albert Chenwi
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2787 , vital:42865
- Description: ABSTRACT The purpose of this study was to investigate the barriers to collaborative culture of teaching and learning in selected high schools in Libode, O.R Tambo Coastal Education District. The literature review looked into each of the following aspects of teacher collaborative culture of teaching and learning in schools: theoretical framework, significance of changing the culture of teaching and learning and in schools, the nature of teacher resistance in collaborative teaching and learning in schools, the nature of teacher collaborative professional development activities in schools, the existence of collaborative learning culture in schools, leadership in collaborative culture of teaching and learning. This study was qualitative in nature and employed case study as the research design. The convenient sampling strategy was used to select three (3) high schools in Circuit 9 and 10 in Libode, O.R Tambo Coastal Education District. Four (4) teachers and one (1) principal were purposefully selected from each school the 3 schools and this made a total of fifteen (15) participants. Face-to-face individual interviews were conducted to gather data about the view points and opinions of the participants concerning the barriers to collaborative culture of teaching and learning in selected high schools of Libode, O.R Tambo Coastal Education District. Data collected was analyzed using the interpretational analytical strategies. Themes were drawn from the responses of the participants and analyzed. Some of the findings were that: There was inadequacy of positive attitudes towards collaboration with other teachers in the process of teaching and learning, teacher resistances was a barrier to collaboration in schools, there were inadequate collaborative strategies to provide the social, emotional, and intellectual engagement among teachers, knowledge sharing among teachers was limited, there was prevalence of teachers who work in isolation and strongly protect their individualism without professional collaboration and school managers played inadequate role in maintaining a collaborative learning environment among teachers. The researcher made some recommendations towards ensuring effective and efficient teacher collaboration in the high schools of Libode, O.R Tambo Coastal Education District.
- Full Text: false
Factors Influencing English Reading Competencies Of Grade 4 Learners in the Libode- Mega District of the Eastern Cape Province of South Africa
- Authors: CORNAS NGEPHI NOMKOPO
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2781 , vital:42864
- Description: Reading has become the national and international centre of debate as learners persistently read below the required levels and matriculation results are due to learners’ poor reading competencies. The concerns about poor reading competencies has mounted into inflammatory statements in articles and popular media nationally, continentally and internationally. Without the ability to read learners are deprived access to pertinent information and knowledge that can assist individuals in lifelong learning. Being a language teacher, the researcher in this study strongly believe that every learner can read appropriately and teachers can assist learners to improve their reading competencies. The purpose of the study wasto identify the factors contributing to poor reading competencies of grade 4 learners and to provide recommendations to assist in dealing with poor reading competencies. Qualitative research approach was undertaken to deal with all aspects related to research methodology.The data were collected using research instruments such as observation of six learners from three selected primaryschools. The observation was conducted during readingof textby learners in the presence of English teachers. The questionnaires were distributed to eleven teachers offering English in grade 4 as another means of data collection instrument.Major findings of the study revealed that factors affecting reading competencies are hugely emanated from schools, teachers, family background, departmental policy and learners themselves. Despite reading problems exist in schools, there are always positive solutions to bring hope and success to the learners
- Full Text: false
- Authors: CORNAS NGEPHI NOMKOPO
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2781 , vital:42864
- Description: Reading has become the national and international centre of debate as learners persistently read below the required levels and matriculation results are due to learners’ poor reading competencies. The concerns about poor reading competencies has mounted into inflammatory statements in articles and popular media nationally, continentally and internationally. Without the ability to read learners are deprived access to pertinent information and knowledge that can assist individuals in lifelong learning. Being a language teacher, the researcher in this study strongly believe that every learner can read appropriately and teachers can assist learners to improve their reading competencies. The purpose of the study wasto identify the factors contributing to poor reading competencies of grade 4 learners and to provide recommendations to assist in dealing with poor reading competencies. Qualitative research approach was undertaken to deal with all aspects related to research methodology.The data were collected using research instruments such as observation of six learners from three selected primaryschools. The observation was conducted during readingof textby learners in the presence of English teachers. The questionnaires were distributed to eleven teachers offering English in grade 4 as another means of data collection instrument.Major findings of the study revealed that factors affecting reading competencies are hugely emanated from schools, teachers, family background, departmental policy and learners themselves. Despite reading problems exist in schools, there are always positive solutions to bring hope and success to the learners
- Full Text: false
Stressful Experiences of Primary School Teachers in One Education District: A South African Case Study
- Nomtshongwana Thanduxolo Albert
- Authors: Nomtshongwana Thanduxolo Albert
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2794 , vital:42867
- Description: ABSTRACT This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
- Full Text: false
- Authors: Nomtshongwana Thanduxolo Albert
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2794 , vital:42867
- Description: ABSTRACT This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
- Full Text: false
Perceptions Of School Based Support Teams About Providing Support To Foundation Phase Teachers In Two Butterworth Primary Schools, Eastern Cape
- Authors: MZIWONKE LUNINGO
- Date: 2017
- Language: English
- Type: Doctor
- Identifier: http://hdl.handle.net/11260/2759 , vital:42859
- Description: The policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigmto explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the school-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made. Key words: School-Based Support Teams, Education support, Foundation Phase.
- Full Text: false
- Authors: MZIWONKE LUNINGO
- Date: 2017
- Language: English
- Type: Doctor
- Identifier: http://hdl.handle.net/11260/2759 , vital:42859
- Description: The policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigmto explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the school-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made. Key words: School-Based Support Teams, Education support, Foundation Phase.
- Full Text: false
Blessing Gwelo final corrected Dissertation.docx
- Authors: Philasande
- Identifier: http://hdl.handle.net/10353/11602 , vital:39088
- Full Text: false
- Authors: Philasande
- Identifier: http://hdl.handle.net/10353/11602 , vital:39088
- Full Text: false
PaperFinalHUMOUR.docx
- Alicia Van Der Spuy, Lynn Wood
- Authors: Alicia Van Der Spuy , Lynn Wood
- Identifier: http://hdl.handle.net/11260/1773 , vital:38106
- Full Text: false
- Authors: Alicia Van Der Spuy , Lynn Wood
- Identifier: http://hdl.handle.net/11260/1773 , vital:38106
- Full Text: false
Residentsperceptionsoftheeconomicbenefitsbroughtbyre.docx
- Authors: Dinesh Vallabh
- Subjects: Customer Relationship Management
- Language: English
- Identifier: http://hdl.handle.net/11260/1622 , vital:37805
- Description: Tourism Management
- Full Text: false
- Authors: Dinesh Vallabh
- Subjects: Customer Relationship Management
- Language: English
- Identifier: http://hdl.handle.net/11260/1622 , vital:37805
- Description: Tourism Management
- Full Text: false
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