An investigation into causes of success and failure in small businesses within the Department of Social Development in the Eastern Cape
- Authors: Petrus, Henry George
- Date: 2009
- Subjects: South Africa -- Dept. of Social Development , South Africa -- Dept. of Trade and Industry , Small business -- South Africa -- Eastern Cape , Small business -- South Africa -- Eastern Cape -- Growth , Business enterprises -- Economic aspects -- South Africa -- Eastern Cape , Economic development -- South Africa -- Eastern Cape , Job creation -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:791 , http://hdl.handle.net/10962/d1003942
- Description: The failure rate of small business initiatives in South Africa is phenomenal, and much is needed to unravel the causes contributing to such failures. Yet small businesses are playing a vital part in our global economy and in particular in terms of job creation and poverty eradication. There are internal as well as external factors that play a significant role in determining the success of these small businesses. In South Africa much emphasis is placed by national, provincial and local governments on small and medium enterprises (SMEs) to drive wealth creation and black economic empowerment. Therefore, an investigation into the factors contributing to the success and failure of SMEs is of vital importance. The South African government’s poverty eradication strategy, which is driven by the Department of Trade and Industry (DTI), allocated funds for job creation programmes as a method to combat poverty and more importantly, to develop young entrepreneurs. Among the seven departments mandated by DTI was the Department of Social Development. Since the birth of the new democracy, this department has transformed from offering a traditional remedial method of service delivery to an integrated developmental approach. This approach included extensive community work, which includes job creation and economic empowerment through the establishment of small businesses. Given the availability of funding, the inability to spend fiscal budgets as per allocation as well as the charity element of receiving involved, it is important to explore whether factors contributing to the success of these SMEs are any different to the traditional business strategies. In this study, the researcher gave special consideration to the social capital element and its contribution in the context of community support as well as the ability of SMEs to become sustainable business ventures over time. The research study aims to highlight unique factors contributing to the success and failures of SMEs established by the Department of Social Development and in doing so hopes to manifest an improved understanding of the management of these SMEs. In chapter one, the researcher gives a brief description of the activities of the Department of Social Development and its mandate to establish SMEs for job creation. A brief explanation regarding the context of the problem that was investigated is also given. Chapter two provides a detailed theoretical overview of the study, focusing in particular on factors contributing to the success and failure of small businesses. In chapter three, the research design and the various instruments used are discussed. Here, emphasis is placed on procedural issues and ethical considerations. The validity and reliability of the research is strongly motivated. In chapter four the research results are discussed. Chapter five aims to discuss the findings of the research with reference to the theoretical overview outlined in chapter two. Lastly, chapter six makes recommendations to the various stakeholders who may benefit from this research. These recommendations are the most important objectives of the research and should add value with regards to the management of SMEs in future, with special reference to the Department of Social Development in the Eastern Cape.
- Full Text:
- Date Issued: 2009
- Authors: Petrus, Henry George
- Date: 2009
- Subjects: South Africa -- Dept. of Social Development , South Africa -- Dept. of Trade and Industry , Small business -- South Africa -- Eastern Cape , Small business -- South Africa -- Eastern Cape -- Growth , Business enterprises -- Economic aspects -- South Africa -- Eastern Cape , Economic development -- South Africa -- Eastern Cape , Job creation -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:791 , http://hdl.handle.net/10962/d1003942
- Description: The failure rate of small business initiatives in South Africa is phenomenal, and much is needed to unravel the causes contributing to such failures. Yet small businesses are playing a vital part in our global economy and in particular in terms of job creation and poverty eradication. There are internal as well as external factors that play a significant role in determining the success of these small businesses. In South Africa much emphasis is placed by national, provincial and local governments on small and medium enterprises (SMEs) to drive wealth creation and black economic empowerment. Therefore, an investigation into the factors contributing to the success and failure of SMEs is of vital importance. The South African government’s poverty eradication strategy, which is driven by the Department of Trade and Industry (DTI), allocated funds for job creation programmes as a method to combat poverty and more importantly, to develop young entrepreneurs. Among the seven departments mandated by DTI was the Department of Social Development. Since the birth of the new democracy, this department has transformed from offering a traditional remedial method of service delivery to an integrated developmental approach. This approach included extensive community work, which includes job creation and economic empowerment through the establishment of small businesses. Given the availability of funding, the inability to spend fiscal budgets as per allocation as well as the charity element of receiving involved, it is important to explore whether factors contributing to the success of these SMEs are any different to the traditional business strategies. In this study, the researcher gave special consideration to the social capital element and its contribution in the context of community support as well as the ability of SMEs to become sustainable business ventures over time. The research study aims to highlight unique factors contributing to the success and failures of SMEs established by the Department of Social Development and in doing so hopes to manifest an improved understanding of the management of these SMEs. In chapter one, the researcher gives a brief description of the activities of the Department of Social Development and its mandate to establish SMEs for job creation. A brief explanation regarding the context of the problem that was investigated is also given. Chapter two provides a detailed theoretical overview of the study, focusing in particular on factors contributing to the success and failure of small businesses. In chapter three, the research design and the various instruments used are discussed. Here, emphasis is placed on procedural issues and ethical considerations. The validity and reliability of the research is strongly motivated. In chapter four the research results are discussed. Chapter five aims to discuss the findings of the research with reference to the theoretical overview outlined in chapter two. Lastly, chapter six makes recommendations to the various stakeholders who may benefit from this research. These recommendations are the most important objectives of the research and should add value with regards to the management of SMEs in future, with special reference to the Department of Social Development in the Eastern Cape.
- Full Text:
- Date Issued: 2009
An investigation into the design and implementation of an internet-scale network simulator
- Authors: Richter, John Peter Frank
- Date: 2009
- Subjects: Computer simulation , Computer network resources , Computer networks , Internet
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4597 , http://hdl.handle.net/10962/d1004840 , Computer simulation , Computer network resources , Computer networks , Internet
- Description: Simulation is a complex task with many research applications - chiey as a research tool, to test and evaluate hypothetical scenarios. Though many simulations execute similar operations and utilise similar data, there are few simulation frameworks or toolkits that allow researchers to rapidly develop their concepts. Those that are available to researchers are limited in scope, or use old technology that is no longer useful to modern researchers. As a result of this, many researchers build their own simulations without a framework, wasting time and resources on a system that could already cater for the majority of their simulation's requirements. In this work, a system is proposed for the creation of a scalable, dynamic-resolution network simulation framework that provides scalable scope for researchers, using modern technologies and languages. This framework should allow researchers to rapidly develop a broad range of semantically-rich simulations, without the necessity of superor grid-computers or clusters. Design and implementation are discussed and alternative network simulations are compared to the proposed framework. A series of simulations, focusing on malware, is run on an implementation of this framework, and the results are compared to expectations for the outcomes of those simulations. In conclusion, a critical review of the simulator is made, considering any extensions or shortcomings that need to be addressed.
- Full Text:
- Date Issued: 2009
- Authors: Richter, John Peter Frank
- Date: 2009
- Subjects: Computer simulation , Computer network resources , Computer networks , Internet
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4597 , http://hdl.handle.net/10962/d1004840 , Computer simulation , Computer network resources , Computer networks , Internet
- Description: Simulation is a complex task with many research applications - chiey as a research tool, to test and evaluate hypothetical scenarios. Though many simulations execute similar operations and utilise similar data, there are few simulation frameworks or toolkits that allow researchers to rapidly develop their concepts. Those that are available to researchers are limited in scope, or use old technology that is no longer useful to modern researchers. As a result of this, many researchers build their own simulations without a framework, wasting time and resources on a system that could already cater for the majority of their simulation's requirements. In this work, a system is proposed for the creation of a scalable, dynamic-resolution network simulation framework that provides scalable scope for researchers, using modern technologies and languages. This framework should allow researchers to rapidly develop a broad range of semantically-rich simulations, without the necessity of superor grid-computers or clusters. Design and implementation are discussed and alternative network simulations are compared to the proposed framework. A series of simulations, focusing on malware, is run on an implementation of this framework, and the results are compared to expectations for the outcomes of those simulations. In conclusion, a critical review of the simulator is made, considering any extensions or shortcomings that need to be addressed.
- Full Text:
- Date Issued: 2009
An investigation into the development of environmental education as a field of practice in South African National Parks
- Authors: Taljaard, Sandra
- Date: 2009
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1603 , http://hdl.handle.net/10962/d1003485
- Description: This study looks at aspects of the development of environmental education in South African National Parks (SANParks), in relation to the emergence of national and organisational policy frameworks. In order to put current environmental education practices into context, the study firstly looks at the historical development line of environmental education in SANParks, as well as in the broader national context. This provides a framework within which the processes of change and development can be traced in terms of social, political and economic influences on an international and national front. The study finds that the promulgation of legislation, including the Constitution, National Acts and various other policies, reflected the trends of thinking and set the pace in a democratic South Africa, which led to the emergence of more explicit processes and refined policies. Popkewitz’s finding, that education emerged in modernity, is used in the study to illustrate this tendency. It finds that these changes in South Africa resulted in the establishment of more structured environmental education processes within SANParks, and led to the expansion, diversification and strengthening of environmental education as a field of practice over time. The study traces significant processes of recontextualisation of international and national environmental education related policies according to the framework established by Bernstein (1980). These processes of recontextualisation were followed in the formulation processes of SANParks policy and strategy documents in the period from 1999 to 2005, and resulted in an official pedagogic discourse for environmental education in SANParks. The study establishes a second level of recontextualisation, that is, the official pedagogic discourse of environmental education in SANParks is recontextualised to a pedagogic discourse of reproduction. The pedagogic discourse of reproduction relates to park practices, where contextualisation within park-based programmes appears to be strong. The park-based programmes resemble a ‘curriculum in practice’, which brings us to Cornbleth’s critical curriculum approach. The study utilises this approach to explore and explain the meaning of the critical perspective taken on curriculum construction and change efforts at park implementation level (Cornbleth, 1990). The study finds that the contextualisation of park programmes and practices lead to variety in park programmes, which adds richness to environmental education programmes and activities, and further highlights the fact that environmental education practices are prolific in national parks. The study also finds that historical and contextual processes associated with specific parks strongly characterise environmental education programmes and practices in those parks, and that partnership programmes, such as the Kids in Parks programme, contribute towards, and enhance the growth of environmental education as a specialised field of practice in SANParks. The study comments on the need for environmental education practices in SANParks to be reviewed and expanded in line with the contemporary approach towards the environment as a social construct of interacting components. These components include the biophysical, social, economic and political dimensions. The study also highlights the need for the recognition and acknowledgement of the long, historical development line of environmental education in SANParks in order to build on established structures in a holistic way. The study further determines a need for strong leadership to successfully expand this specialised field of practice and encourages a participatory approach in the review and further development of this field of practice in SANParks. The study ultimately finds that environmental education in SANParks has a long and rich development profile, which has placed it in a strong position for further development. However, it concludes that there is a great need for a rejuvenated approach, which requires expert knowledge, professionalism and broad based networking approach to enable meaningful expansion within this specialised field of practice.
- Full Text:
- Date Issued: 2009
- Authors: Taljaard, Sandra
- Date: 2009
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1603 , http://hdl.handle.net/10962/d1003485
- Description: This study looks at aspects of the development of environmental education in South African National Parks (SANParks), in relation to the emergence of national and organisational policy frameworks. In order to put current environmental education practices into context, the study firstly looks at the historical development line of environmental education in SANParks, as well as in the broader national context. This provides a framework within which the processes of change and development can be traced in terms of social, political and economic influences on an international and national front. The study finds that the promulgation of legislation, including the Constitution, National Acts and various other policies, reflected the trends of thinking and set the pace in a democratic South Africa, which led to the emergence of more explicit processes and refined policies. Popkewitz’s finding, that education emerged in modernity, is used in the study to illustrate this tendency. It finds that these changes in South Africa resulted in the establishment of more structured environmental education processes within SANParks, and led to the expansion, diversification and strengthening of environmental education as a field of practice over time. The study traces significant processes of recontextualisation of international and national environmental education related policies according to the framework established by Bernstein (1980). These processes of recontextualisation were followed in the formulation processes of SANParks policy and strategy documents in the period from 1999 to 2005, and resulted in an official pedagogic discourse for environmental education in SANParks. The study establishes a second level of recontextualisation, that is, the official pedagogic discourse of environmental education in SANParks is recontextualised to a pedagogic discourse of reproduction. The pedagogic discourse of reproduction relates to park practices, where contextualisation within park-based programmes appears to be strong. The park-based programmes resemble a ‘curriculum in practice’, which brings us to Cornbleth’s critical curriculum approach. The study utilises this approach to explore and explain the meaning of the critical perspective taken on curriculum construction and change efforts at park implementation level (Cornbleth, 1990). The study finds that the contextualisation of park programmes and practices lead to variety in park programmes, which adds richness to environmental education programmes and activities, and further highlights the fact that environmental education practices are prolific in national parks. The study also finds that historical and contextual processes associated with specific parks strongly characterise environmental education programmes and practices in those parks, and that partnership programmes, such as the Kids in Parks programme, contribute towards, and enhance the growth of environmental education as a specialised field of practice in SANParks. The study comments on the need for environmental education practices in SANParks to be reviewed and expanded in line with the contemporary approach towards the environment as a social construct of interacting components. These components include the biophysical, social, economic and political dimensions. The study also highlights the need for the recognition and acknowledgement of the long, historical development line of environmental education in SANParks in order to build on established structures in a holistic way. The study further determines a need for strong leadership to successfully expand this specialised field of practice and encourages a participatory approach in the review and further development of this field of practice in SANParks. The study ultimately finds that environmental education in SANParks has a long and rich development profile, which has placed it in a strong position for further development. However, it concludes that there is a great need for a rejuvenated approach, which requires expert knowledge, professionalism and broad based networking approach to enable meaningful expansion within this specialised field of practice.
- Full Text:
- Date Issued: 2009
An investigation into the hardware abstraction layer of the plural node architecture for IEEE 1394 audio devices
- Authors: Chigwamba, Nyasha
- Date: 2009
- Subjects: IEEE 1394 (Standard) , Digital communications , Computer sound processing , Local area networks (Computer networks) , Computer network architectures , Sound -- Recording and reproducing -- Digital techniques
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4598 , http://hdl.handle.net/10962/d1004841 , IEEE 1394 (Standard) , Digital communications , Computer sound processing , Local area networks (Computer networks) , Computer network architectures , Sound -- Recording and reproducing -- Digital techniques
- Description: Digital audio network technologies are becoming more prevalent in audio related environments. Yamaha Corporation has created a digital audio network solution, named mLAN (music Local Area Network), that uses IEEE 1394 as its underlying network technology. IEEE 1394 is a digital network technology that is specifically designed for real-time multimedia data transmission. The second generation of mLAN is based on the Plural Node Architecture, where the control of audio and MIDI routings between IEEE 1394 devices is split between two node types, namely an Enabler and a Transporter. The Transporter typically resides in an IEEE 1394 device and is solely responsible for transmission and reception of audio or MIDI data. The Enabler typically resides in a workstation and exposes an abstract representation of audio or MIDI plugs on each Transporter to routing control applications. The Enabler is responsible for configuring audio and MIDI routings between plugs on different Transporters. A Hardware Abstraction Layer (HAL) within the Enabler allows it to uniformly communicate with Transporters that are created by various vendors. A plug-in mechanism is used to provide this capability. When vendors create Transporters, they also create device-specific plug-ins for the Enabler. These plug-ins are created against a Transporter HAL Application Programming Interface (API) that defines methods to access the capabilities of Transporters. An Open Generic Transporter (OGT) guideline document which models all the capabilities of Transporters has been produced. These guidelines make it possible for manufacturers to create Transporters that make use of a common plug-in, although based on different hardware architectures. The introduction of the OGT concept has revealed additional Transporter capabilities that are not incorporated in the existing Transporter HAL API. This has led to the underutilisation of OGT capabilities. The main goals of this investigation have been to improve the Enabler’s plug-in mechanism, and to incorporate the additional capabilities that have been revealed by the OGT into the Transporter HAL API. We propose a new plug-in mechanism, and a new Transporter HAL API that fully utilises both the additional capabilities revealed by the OGT and the capabilities of existing Transporters.
- Full Text:
- Date Issued: 2009
- Authors: Chigwamba, Nyasha
- Date: 2009
- Subjects: IEEE 1394 (Standard) , Digital communications , Computer sound processing , Local area networks (Computer networks) , Computer network architectures , Sound -- Recording and reproducing -- Digital techniques
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4598 , http://hdl.handle.net/10962/d1004841 , IEEE 1394 (Standard) , Digital communications , Computer sound processing , Local area networks (Computer networks) , Computer network architectures , Sound -- Recording and reproducing -- Digital techniques
- Description: Digital audio network technologies are becoming more prevalent in audio related environments. Yamaha Corporation has created a digital audio network solution, named mLAN (music Local Area Network), that uses IEEE 1394 as its underlying network technology. IEEE 1394 is a digital network technology that is specifically designed for real-time multimedia data transmission. The second generation of mLAN is based on the Plural Node Architecture, where the control of audio and MIDI routings between IEEE 1394 devices is split between two node types, namely an Enabler and a Transporter. The Transporter typically resides in an IEEE 1394 device and is solely responsible for transmission and reception of audio or MIDI data. The Enabler typically resides in a workstation and exposes an abstract representation of audio or MIDI plugs on each Transporter to routing control applications. The Enabler is responsible for configuring audio and MIDI routings between plugs on different Transporters. A Hardware Abstraction Layer (HAL) within the Enabler allows it to uniformly communicate with Transporters that are created by various vendors. A plug-in mechanism is used to provide this capability. When vendors create Transporters, they also create device-specific plug-ins for the Enabler. These plug-ins are created against a Transporter HAL Application Programming Interface (API) that defines methods to access the capabilities of Transporters. An Open Generic Transporter (OGT) guideline document which models all the capabilities of Transporters has been produced. These guidelines make it possible for manufacturers to create Transporters that make use of a common plug-in, although based on different hardware architectures. The introduction of the OGT concept has revealed additional Transporter capabilities that are not incorporated in the existing Transporter HAL API. This has led to the underutilisation of OGT capabilities. The main goals of this investigation have been to improve the Enabler’s plug-in mechanism, and to incorporate the additional capabilities that have been revealed by the OGT into the Transporter HAL API. We propose a new plug-in mechanism, and a new Transporter HAL API that fully utilises both the additional capabilities revealed by the OGT and the capabilities of existing Transporters.
- Full Text:
- Date Issued: 2009
An investigation into the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu : a case study
- Authors: Ausiku, Charity M
- Date: 2009
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1852 , http://hdl.handle.net/10962/d1004461
- Description: I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
- Full Text:
- Date Issued: 2009
- Authors: Ausiku, Charity M
- Date: 2009
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1852 , http://hdl.handle.net/10962/d1004461
- Description: I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
- Full Text:
- Date Issued: 2009
An investigation into the role of student participation in school governance : a Namibian perspective
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia Education, Secondary -- Namibia Student government -- Namibia Student participation in administration -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
- Full Text:
- Date Issued: 2009
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia Education, Secondary -- Namibia Student government -- Namibia Student participation in administration -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
- Full Text:
- Date Issued: 2009
An investigation of changing socio-economic conditions, opportunities and development interventions in small Eastern Cape towns in South Africa
- Authors: Keal, Duncan
- Date: 2009
- Subjects: Local Economic Development (Programme) Economic development -- South Africa -- Eastern Cape -- Case studies Sustainable development -- South Africa -- Eastern Cape -- Case studies Community development -- South Africa -- Eastern Cape -- Case studies Cities and towns -- South Africa -- Eastern Cape -- Growth South Africa -- Economic conditions
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:4840 , http://hdl.handle.net/10962/d1005516
- Description: Small towns internationally and in South Africa are becoming increasingly marginalised, and they are often experiencing economic downturn, demographic shifts and a rearticulation of their role in the urban hierarchy. In the case of South Africa many of these small towns are also faced with low levels of social development. The urgent need to address such conditions is evident by the fact that a large proportion of the South African population resides in small towns, and their surrounding hinterlands. This said, there are examples of small towns, internationally and in South Africa which, through the use of various Local Economic Development actions, have managed to remain sustainable, and in some cases become economically viable localities once again. In light of the above, the research conducted for this thesis seeks first to establish the socio-economic changes occurring over time in three small towns in the Eastern Cape Province of South Africa, namely Stutterheim, Bedford and Hamburg. Secondly, the research aims to identify the nature of LED activities in the three small towns, highlighting those factors contributing to the success of LED initiatives as well as those factors inhibiting LED in small towns. This is done with the intention of developing future lessons for LED in small towns. The research was conducted using a mix of qualitative and quantitative data generated through the interviews with key role players in each town, as well as secondary data sources. Findings from the research suggest that the small towns investigated are characterised by low levels of socio-economic development. In addition, it appears that the development opportunities for the towns are limited. Current initiatives are being driven by private role players with local government being largely uninvolved. Such initiatives are limited in nature, with benefits only felt by small groups of the local community. However, examples do exist of where LED has successfully benefited the broader spheres of the local community, thus suggesting that if implemented properly such an approach does have potential to assist in the socio-economic development of small towns. In light of this, a number of lessons are identified for LED in small towns, including the need for strong leadership, community involvement, partnerships between role players, and planning for project sustainability.
- Full Text:
- Date Issued: 2009
- Authors: Keal, Duncan
- Date: 2009
- Subjects: Local Economic Development (Programme) Economic development -- South Africa -- Eastern Cape -- Case studies Sustainable development -- South Africa -- Eastern Cape -- Case studies Community development -- South Africa -- Eastern Cape -- Case studies Cities and towns -- South Africa -- Eastern Cape -- Growth South Africa -- Economic conditions
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:4840 , http://hdl.handle.net/10962/d1005516
- Description: Small towns internationally and in South Africa are becoming increasingly marginalised, and they are often experiencing economic downturn, demographic shifts and a rearticulation of their role in the urban hierarchy. In the case of South Africa many of these small towns are also faced with low levels of social development. The urgent need to address such conditions is evident by the fact that a large proportion of the South African population resides in small towns, and their surrounding hinterlands. This said, there are examples of small towns, internationally and in South Africa which, through the use of various Local Economic Development actions, have managed to remain sustainable, and in some cases become economically viable localities once again. In light of the above, the research conducted for this thesis seeks first to establish the socio-economic changes occurring over time in three small towns in the Eastern Cape Province of South Africa, namely Stutterheim, Bedford and Hamburg. Secondly, the research aims to identify the nature of LED activities in the three small towns, highlighting those factors contributing to the success of LED initiatives as well as those factors inhibiting LED in small towns. This is done with the intention of developing future lessons for LED in small towns. The research was conducted using a mix of qualitative and quantitative data generated through the interviews with key role players in each town, as well as secondary data sources. Findings from the research suggest that the small towns investigated are characterised by low levels of socio-economic development. In addition, it appears that the development opportunities for the towns are limited. Current initiatives are being driven by private role players with local government being largely uninvolved. Such initiatives are limited in nature, with benefits only felt by small groups of the local community. However, examples do exist of where LED has successfully benefited the broader spheres of the local community, thus suggesting that if implemented properly such an approach does have potential to assist in the socio-economic development of small towns. In light of this, a number of lessons are identified for LED in small towns, including the need for strong leadership, community involvement, partnerships between role players, and planning for project sustainability.
- Full Text:
- Date Issued: 2009
An investigation of lower primary teachers' content knowledge of mathematics in Ohangwena region in Namibia
- Authors: Haufiku, Amon
- Date: 2009
- Subjects: SACMEQ Namibia. Presidential Commission on Education, Culture and Training Mathematics -- Study and teaching (Elementary) -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1637 , http://hdl.handle.net/10962/d1003519
- Description: The poor performance in mathematics of learners in schools in Namibia, especially in the grades where learners sit for the national examinations, has been a concern of everybody. Since independence, the Ministry of Education in collaboration with several donor agencies has been aware of the poor performance in mathematics in the country. Several international and local studies have been made in an effort to identify the problems that are hindering learners’ performance in mathematics in Namibia. The findings of some studies that were conducted in the country such as the Southern Africa Consortium Monitoring Education Quality (2004), the Presidential Commission on Education, Culture and Training (1999), and the Mathematics and Science Teachers Extension Program (2002) revealed that the inadequate proficiency of primary teachers in mathematics content could be responsible for learners’ poor performance in mathematics. This study, therefore, is aimed at investigating the mathematical proficiency of lower primary (LP) teachers in Namibia. The study used three instruments to collect data namely, a profile questionnaire – to collect teachers’ demographic data, a proficiency test – to test their proficiency level of mathematics using the content of Grade 4 and 5 learners’ mathematics syllabi and a semi-structured interview schedule – to get views about their own mathematics content knowledge, attitudes towards mathematics as well as problems that hinder effective teaching and learning of mathematics at LP phase. The study was conducted with 30 lower primary teachers from five primary and combined schools in the Ohangwena circuit of the Ohangwena region. The study found out that: (1) the mathematical proficiency of LP teachers is below the Grade 7 Mathematics content. Most teachers are not able to solve the content of mathematics at upper primary (UP) phase. (2) LP education is receiving very little support from the Ministry compared to other phases. (3) There are no workshops or training courses organised for LP teachers. They do not receive enough textbooks and materials, their classrooms are overcrowded and teachers cannot pay attention to individual learners. (4) There is a dire need for LP Head of Departments (HODs) who are specialised at LP; most HODs for LP at schools are not specialised in this area. When it comes to views about future content of mathematics that should be given to LP teachers in Namibia, respondents recommended that future LP teachers should have knowledge of mathematics up to at least Grade 10 but preferably up to Grade 12. They do not want to be restricted to LP mathematics, but would like to have a broader knowledge of mathematics content. This would make them more confident in solving their children’s problems in mathematics. Overall, participants recognised the value of mathematics and the role that it plays in society.
- Full Text:
- Date Issued: 2009
- Authors: Haufiku, Amon
- Date: 2009
- Subjects: SACMEQ Namibia. Presidential Commission on Education, Culture and Training Mathematics -- Study and teaching (Elementary) -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1637 , http://hdl.handle.net/10962/d1003519
- Description: The poor performance in mathematics of learners in schools in Namibia, especially in the grades where learners sit for the national examinations, has been a concern of everybody. Since independence, the Ministry of Education in collaboration with several donor agencies has been aware of the poor performance in mathematics in the country. Several international and local studies have been made in an effort to identify the problems that are hindering learners’ performance in mathematics in Namibia. The findings of some studies that were conducted in the country such as the Southern Africa Consortium Monitoring Education Quality (2004), the Presidential Commission on Education, Culture and Training (1999), and the Mathematics and Science Teachers Extension Program (2002) revealed that the inadequate proficiency of primary teachers in mathematics content could be responsible for learners’ poor performance in mathematics. This study, therefore, is aimed at investigating the mathematical proficiency of lower primary (LP) teachers in Namibia. The study used three instruments to collect data namely, a profile questionnaire – to collect teachers’ demographic data, a proficiency test – to test their proficiency level of mathematics using the content of Grade 4 and 5 learners’ mathematics syllabi and a semi-structured interview schedule – to get views about their own mathematics content knowledge, attitudes towards mathematics as well as problems that hinder effective teaching and learning of mathematics at LP phase. The study was conducted with 30 lower primary teachers from five primary and combined schools in the Ohangwena circuit of the Ohangwena region. The study found out that: (1) the mathematical proficiency of LP teachers is below the Grade 7 Mathematics content. Most teachers are not able to solve the content of mathematics at upper primary (UP) phase. (2) LP education is receiving very little support from the Ministry compared to other phases. (3) There are no workshops or training courses organised for LP teachers. They do not receive enough textbooks and materials, their classrooms are overcrowded and teachers cannot pay attention to individual learners. (4) There is a dire need for LP Head of Departments (HODs) who are specialised at LP; most HODs for LP at schools are not specialised in this area. When it comes to views about future content of mathematics that should be given to LP teachers in Namibia, respondents recommended that future LP teachers should have knowledge of mathematics up to at least Grade 10 but preferably up to Grade 12. They do not want to be restricted to LP mathematics, but would like to have a broader knowledge of mathematics content. This would make them more confident in solving their children’s problems in mathematics. Overall, participants recognised the value of mathematics and the role that it plays in society.
- Full Text:
- Date Issued: 2009
An investigation of newsroom convergence at the MoAfrika media company in Lesotho and its implications for gatekeeping: a qualitative case study
- Authors: Senthebane, Teboho
- Date: 2009
- Subjects: MoAfrika Convergence (Telecommunication) Mass media -- Management -- Lesotho Journalism -- Management -- Lesotho Journalism -- Technological innovations -- Lesotho
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3501 , http://hdl.handle.net/10962/d1006112
- Description: This research is based on a case study of MoAfrika, a news organisation that has embraced digitisation to produce and distribute content across three platforms. It draws upon observation and in-depth interviews to show how MoAfrika's embrace of a degree of convergence has led to a fragmentation for journalists whose daily work now include additional responsibilities and pressures of time. While there is an increase in the quantity of news disseminated via radio, newspaper and online, questions arise about the quality of such news produced in a multi-skilled, multiple media news production environment. The result is repurposed stories with little original content and augmented employee workloads without training and compensation. The study examines these issues drawing on theories of gatekeeping and convergence. The decision to include a news story at MoAfrika depends partly on which medium it fits into most easily. News values, deadlines, organisational norms and national trends are some of the considerations which factored into gatekeepers' decisions. Primary decision-making was made within a group which also considered expense and expertise, and where the Managing Editor made the final call and set the frameworks for how content played across the enterprise's three platforms.
- Full Text:
- Date Issued: 2009
- Authors: Senthebane, Teboho
- Date: 2009
- Subjects: MoAfrika Convergence (Telecommunication) Mass media -- Management -- Lesotho Journalism -- Management -- Lesotho Journalism -- Technological innovations -- Lesotho
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3501 , http://hdl.handle.net/10962/d1006112
- Description: This research is based on a case study of MoAfrika, a news organisation that has embraced digitisation to produce and distribute content across three platforms. It draws upon observation and in-depth interviews to show how MoAfrika's embrace of a degree of convergence has led to a fragmentation for journalists whose daily work now include additional responsibilities and pressures of time. While there is an increase in the quantity of news disseminated via radio, newspaper and online, questions arise about the quality of such news produced in a multi-skilled, multiple media news production environment. The result is repurposed stories with little original content and augmented employee workloads without training and compensation. The study examines these issues drawing on theories of gatekeeping and convergence. The decision to include a news story at MoAfrika depends partly on which medium it fits into most easily. News values, deadlines, organisational norms and national trends are some of the considerations which factored into gatekeepers' decisions. Primary decision-making was made within a group which also considered expense and expertise, and where the Managing Editor made the final call and set the frameworks for how content played across the enterprise's three platforms.
- Full Text:
- Date Issued: 2009
An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School
- Tundzi, Kenneth Simphiwe Vuyisa
- Authors: Tundzi, Kenneth Simphiwe Vuyisa
- Date: 2009
- Subjects: South African National Biodiversity Institute Curriculum change -- South Africa Case studies Environmental education -- Curricula -- South Africa -- Case studies School gardens -- South Africa -- Case studies Science -- Study and teaching (Secondary) -- South Africa -- Case studies Teacher participation in curriculum planning -- South Africa -- Case studies Educational change -- South Africa -- Case studies Education -- South Africa -- Curricula Education and state -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1642 , http://hdl.handle.net/10962/d1003524
- Description: With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
- Full Text:
- Date Issued: 2009
- Authors: Tundzi, Kenneth Simphiwe Vuyisa
- Date: 2009
- Subjects: South African National Biodiversity Institute Curriculum change -- South Africa Case studies Environmental education -- Curricula -- South Africa -- Case studies School gardens -- South Africa -- Case studies Science -- Study and teaching (Secondary) -- South Africa -- Case studies Teacher participation in curriculum planning -- South Africa -- Case studies Educational change -- South Africa -- Case studies Education -- South Africa -- Curricula Education and state -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1642 , http://hdl.handle.net/10962/d1003524
- Description: With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
- Full Text:
- Date Issued: 2009
An investigation of social computing
- Authors: Schlenkrich, Lara
- Date: 2009
- Subjects: Online social networks , Online social networks -- Law and legislation , Interpersonal communication , Internet in education , Education -- Communication system , Education -- Data processing
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1149 , http://hdl.handle.net/10962/d1006194 , Online social networks , Online social networks -- Law and legislation , Interpersonal communication , Internet in education , Education -- Communication system , Education -- Data processing
- Description: Social network sites have recently become extremely popular online destinations as they offer users easy ways to build and maintain their relationships with each other. Consequently, students, lecturers, teachers, parents and businesses are using these tools to communicate with each other in a fast and cost-effective manner. However, literature suggests that the full potential of social network sites has not yet been revealed since users are still battling to overcome the various negative characteristics surrounding these sites. A framework for appropriate use of these sites is needed so that users are able to overcome these negative aspects, allowing them to be more effective and use the sites successfully. The goal of this research is to construct a framework for perceived successful use of social computing tools in educational institutions. This framework will include critical success factors that need to be adopted by users in order to develop the positive aspects of social computing, while at the same time overcoming the disadvantages experienced by users. Factors for successful use were derived from the literature and consolidated into a theoretical framework in order to understand the factors that drive successful use of social network sites. Measures used to test successful use of social network sites were also derived from these sources and were included in the same theoretical framework; these measures allow users to evaluate the extent of perceived successful use of social network sites. This framework was tested empirically by means of a pilot study and online survey, and revised according to the results of the survey. The factors were identified using Cronbach alpha coefficients (in the pilot study) and exploratory factor analysis to confirm the reliability of the scales developed. Pearson product-moment correlation coefficient analysis, t-tests and Pearson Chi-Square tests were used to measure the relationships amongst the variables in the framework proposed in this research. The factors influencing perceived successful use of social network sites were identified by the empirical study as: • Privacy and Security Settings need to be enabled. These are split into: - Settings: content that users allow others to see - Viewers: people who are allowed onto a user's profile • It is necessary for users to practise Legal and Acceptable Activities when using social network sites • Suspect Information needs to be checked before sharing it with others • Personal and Professional Time needs to be separated to ensure that work is completed before social activities occur • Users need to practise Professional and Ethical Behaviour • Users need to have a Positive Attitude when using social network sites • Usability of sites affects their success. This includes: - technical capacity (broadband) - ease of use - functionality (range of features and functions) • Current and Controversial Issues need to be discussed on social network sites. The extent to which social network sites are being used successfully can be evaluated by the presence of the following measures: • Range of Content must be available to users. This includes: - Content displayed on profiles - Viewers able to visit profiles • Visitors Behaviour is monitored and no unwanted visitors are present users' profiles • Social Contracts found on sites are followed by users • Critical Thinking Skills and Accurate Information are displayed by users • Work is completed before social activities occur on sites • A Variety of Users is present on sites • Collaboration between people as well as variety of opinions exist on sites • Social Capital (well-being) is present after users have been on sites • Learning and Advising Skills are enhanced on sites. The framework developed provides users with a useful instrument to overcome the negative characteristics associated with social network sites. If used successfully, social network sites can offer lecturers and students a unique method to develop their relationship, creating a positive learning experience.
- Full Text:
- Date Issued: 2009
- Authors: Schlenkrich, Lara
- Date: 2009
- Subjects: Online social networks , Online social networks -- Law and legislation , Interpersonal communication , Internet in education , Education -- Communication system , Education -- Data processing
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1149 , http://hdl.handle.net/10962/d1006194 , Online social networks , Online social networks -- Law and legislation , Interpersonal communication , Internet in education , Education -- Communication system , Education -- Data processing
- Description: Social network sites have recently become extremely popular online destinations as they offer users easy ways to build and maintain their relationships with each other. Consequently, students, lecturers, teachers, parents and businesses are using these tools to communicate with each other in a fast and cost-effective manner. However, literature suggests that the full potential of social network sites has not yet been revealed since users are still battling to overcome the various negative characteristics surrounding these sites. A framework for appropriate use of these sites is needed so that users are able to overcome these negative aspects, allowing them to be more effective and use the sites successfully. The goal of this research is to construct a framework for perceived successful use of social computing tools in educational institutions. This framework will include critical success factors that need to be adopted by users in order to develop the positive aspects of social computing, while at the same time overcoming the disadvantages experienced by users. Factors for successful use were derived from the literature and consolidated into a theoretical framework in order to understand the factors that drive successful use of social network sites. Measures used to test successful use of social network sites were also derived from these sources and were included in the same theoretical framework; these measures allow users to evaluate the extent of perceived successful use of social network sites. This framework was tested empirically by means of a pilot study and online survey, and revised according to the results of the survey. The factors were identified using Cronbach alpha coefficients (in the pilot study) and exploratory factor analysis to confirm the reliability of the scales developed. Pearson product-moment correlation coefficient analysis, t-tests and Pearson Chi-Square tests were used to measure the relationships amongst the variables in the framework proposed in this research. The factors influencing perceived successful use of social network sites were identified by the empirical study as: • Privacy and Security Settings need to be enabled. These are split into: - Settings: content that users allow others to see - Viewers: people who are allowed onto a user's profile • It is necessary for users to practise Legal and Acceptable Activities when using social network sites • Suspect Information needs to be checked before sharing it with others • Personal and Professional Time needs to be separated to ensure that work is completed before social activities occur • Users need to practise Professional and Ethical Behaviour • Users need to have a Positive Attitude when using social network sites • Usability of sites affects their success. This includes: - technical capacity (broadband) - ease of use - functionality (range of features and functions) • Current and Controversial Issues need to be discussed on social network sites. The extent to which social network sites are being used successfully can be evaluated by the presence of the following measures: • Range of Content must be available to users. This includes: - Content displayed on profiles - Viewers able to visit profiles • Visitors Behaviour is monitored and no unwanted visitors are present users' profiles • Social Contracts found on sites are followed by users • Critical Thinking Skills and Accurate Information are displayed by users • Work is completed before social activities occur on sites • A Variety of Users is present on sites • Collaboration between people as well as variety of opinions exist on sites • Social Capital (well-being) is present after users have been on sites • Learning and Advising Skills are enhanced on sites. The framework developed provides users with a useful instrument to overcome the negative characteristics associated with social network sites. If used successfully, social network sites can offer lecturers and students a unique method to develop their relationship, creating a positive learning experience.
- Full Text:
- Date Issued: 2009
An investigation of the challenges facing grade 10 science learners in sense-making of mechanics problems : a case study
- Authors: Malunguza, Julius
- Date: 2009
- Subjects: Science -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Physical sciences -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1647 , http://hdl.handle.net/10962/d1003529
- Description: The research study was conducted at Ixopo High School, an English medium, former model-C, co-educational school in Kwazulu-Natal. The research is located within an interpretive paradigm and is informed by the constructivism theoretical framework. The learners and educators who participated in this research study did so voluntarily. The principal objective of this case study was to investigate the challenges faced by 30 Grade 10 Science learners in understanding the problems posed in the mechanics section of the Physics syllabus. This investigation was carried out using two learning strategies: problem solving and practical work. Various authors have noted some sections in the Physics syllabus are often misunderstood by the learners, for different reasons. From the literature and from the author’s personal experience it was found that mechanics is a topic that the learners of different races and age groups find difficult to conceptualise. In general, learners have misconceptions and make errors in Physical Sciences. Often educators view children’s errors and misconceptions in terms of low intelligence, low mathematical aptitude, perceptual difficulties or learning disabilities instead of attempting to discover the real causes of the errors. Educators need to find out why the learners make these mistakes, in order to help them. In most cases Mathematics forms a basic common element in scientific study. Hence, science learners need to be able to deal with numbers, operations, symbols and mathematical formulae. The term “science” embraces a very wide area of subject matter. Different learners will have widely differing interests within the many subdivisions of this field. This presents a problem when preparing learners for the scientific language they will need to study different branches of science. This implies that failure to understand the meaning of words or symbols inevitably impairs communication. The data analysed was collected using a variety of data collection tools. The main data generation tools were science tasks, structured interviews and group interviews and questionnaires. The analysis revealed that learners were lacking in mathematical skills and science register (terminology). Both first and second language English speakers encountered problems in science register but the study found that the problem was more pronounced in the latter. The findings of this study also highlighted that learners understand how to think mathematically when they are resourceful, flexible, and efficient in their dealing with new mathematical problems in mechanics. However, mathematical problem solving performance is built on the foundation of basic mathematical knowledge. The study suggested that even when the challenges of a general understanding of English as the medium of instruction and scientific language (register) are overcome, learners are still challenged by mathematical problem solving strategies; reading and writing of science; making meanings of symbols and signs; graphs and scientific mathematical equations in sense making of mechanics problems.
- Full Text:
- Date Issued: 2009
- Authors: Malunguza, Julius
- Date: 2009
- Subjects: Science -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Physical sciences -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1647 , http://hdl.handle.net/10962/d1003529
- Description: The research study was conducted at Ixopo High School, an English medium, former model-C, co-educational school in Kwazulu-Natal. The research is located within an interpretive paradigm and is informed by the constructivism theoretical framework. The learners and educators who participated in this research study did so voluntarily. The principal objective of this case study was to investigate the challenges faced by 30 Grade 10 Science learners in understanding the problems posed in the mechanics section of the Physics syllabus. This investigation was carried out using two learning strategies: problem solving and practical work. Various authors have noted some sections in the Physics syllabus are often misunderstood by the learners, for different reasons. From the literature and from the author’s personal experience it was found that mechanics is a topic that the learners of different races and age groups find difficult to conceptualise. In general, learners have misconceptions and make errors in Physical Sciences. Often educators view children’s errors and misconceptions in terms of low intelligence, low mathematical aptitude, perceptual difficulties or learning disabilities instead of attempting to discover the real causes of the errors. Educators need to find out why the learners make these mistakes, in order to help them. In most cases Mathematics forms a basic common element in scientific study. Hence, science learners need to be able to deal with numbers, operations, symbols and mathematical formulae. The term “science” embraces a very wide area of subject matter. Different learners will have widely differing interests within the many subdivisions of this field. This presents a problem when preparing learners for the scientific language they will need to study different branches of science. This implies that failure to understand the meaning of words or symbols inevitably impairs communication. The data analysed was collected using a variety of data collection tools. The main data generation tools were science tasks, structured interviews and group interviews and questionnaires. The analysis revealed that learners were lacking in mathematical skills and science register (terminology). Both first and second language English speakers encountered problems in science register but the study found that the problem was more pronounced in the latter. The findings of this study also highlighted that learners understand how to think mathematically when they are resourceful, flexible, and efficient in their dealing with new mathematical problems in mechanics. However, mathematical problem solving performance is built on the foundation of basic mathematical knowledge. The study suggested that even when the challenges of a general understanding of English as the medium of instruction and scientific language (register) are overcome, learners are still challenged by mathematical problem solving strategies; reading and writing of science; making meanings of symbols and signs; graphs and scientific mathematical equations in sense making of mechanics problems.
- Full Text:
- Date Issued: 2009
An investigation of the indigenous ways of knowing about wild food plants (imifino): a case study
- Authors: Cimi, Phumlani Viwe
- Date: 2009
- Subjects: Wild plants, Edible -- South Africa -- Eastern Cape -- Case studies Endemic plants -- South Africa -- Eastern Cape -- Case studies Ethnoscience -- Study and teaching -- South Africa -- Eastern Cape Science -- Study and teaching -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Conservation of natural resources -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1652 , http://hdl.handle.net/10962/d1003535
- Description: This study was conducted in Grahamstown in the Eastern Cape, South Africa. It is a qualitative case study located within the interpretive paradigm and was carried out over a period of a year. The theory implicit in the interpretive paradigm is of human beings as interpreters and constructors of a meaningful world. Thus, the focus of this study was on investigating the benefits of indigenous ways of knowing about wild food plants (imifino) in conjunction with hands-on activity-based lessons. This was done with the view to promote a conceptual understanding of nutrition and conservation in the Natural Sciences. The transformation of the school curriculum in South Africa called Curriculum 2005 (C2005) underpinned by the outcomes-based education (OBE) philosophy also triggered this study. The C2005 and OBE emphasise that learners’ prior everyday knowledge should be taken into account during the teaching and learning processes. The intention of the curriculum is to promote the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. Although the acquisition of western knowledge has been and still is invaluable to all, on its own, it has been incapable of responding adequately to modern society in the face of massive and intensifying disparities, untrammeled exploitation of resources, and rapid depletion of the earth’s natural resources. Essentially, indigenous knowledge systems represent both a heritage and resource that should be protected, promoted, developed and, where appropriate, conserved. It is a resource that should serve the present and succeeding generations as many people’s cultural practices still rely on the use of wild plants. Within this context it should be borne in mind that the overexploitation of natural resources threatens not only biodiversity but also local traditional knowledge systems and ultimately cultural heritage; and research has a role to play in this regard. The research process in this study evolved into two main phases. The initial phase involved mobilising Grade 7 learners’ prior everyday knowledge on wild food plants (imifino). This led to the second phase of the research project, which was aimed at developing concepts through three hands-on activity-based lessons. I invited a community member to give a lesson on what imifino is and how to collect and prepare it, with the belief that the involvement of parents and community members in learners’ education can help bridge the gap between everyday life and school science. It is for these reasons that I believe that the constructive perspective can provide an appropriate methodological framework, conceptual structure and terminology for analysis of teaching and learning activities on the use of wild food plants in this study. The data generation techniques used in this study were questionnaires, observations and interviews (semi structured and focus group). A wide range of data generation techniques were employed to crystallise and validate the data generated using triangulation. The results from the analysed data revealed that consideration of indigenous ways of knowing in conjuction with hands-on practical activities enhanced interaction and learning among the learners. Also, linking of scientific knowledge to learners’ everyday lives was useful in fostering meaning-making and conceptual development.
- Full Text:
- Date Issued: 2009
- Authors: Cimi, Phumlani Viwe
- Date: 2009
- Subjects: Wild plants, Edible -- South Africa -- Eastern Cape -- Case studies Endemic plants -- South Africa -- Eastern Cape -- Case studies Ethnoscience -- Study and teaching -- South Africa -- Eastern Cape Science -- Study and teaching -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Conservation of natural resources -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1652 , http://hdl.handle.net/10962/d1003535
- Description: This study was conducted in Grahamstown in the Eastern Cape, South Africa. It is a qualitative case study located within the interpretive paradigm and was carried out over a period of a year. The theory implicit in the interpretive paradigm is of human beings as interpreters and constructors of a meaningful world. Thus, the focus of this study was on investigating the benefits of indigenous ways of knowing about wild food plants (imifino) in conjunction with hands-on activity-based lessons. This was done with the view to promote a conceptual understanding of nutrition and conservation in the Natural Sciences. The transformation of the school curriculum in South Africa called Curriculum 2005 (C2005) underpinned by the outcomes-based education (OBE) philosophy also triggered this study. The C2005 and OBE emphasise that learners’ prior everyday knowledge should be taken into account during the teaching and learning processes. The intention of the curriculum is to promote the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. Although the acquisition of western knowledge has been and still is invaluable to all, on its own, it has been incapable of responding adequately to modern society in the face of massive and intensifying disparities, untrammeled exploitation of resources, and rapid depletion of the earth’s natural resources. Essentially, indigenous knowledge systems represent both a heritage and resource that should be protected, promoted, developed and, where appropriate, conserved. It is a resource that should serve the present and succeeding generations as many people’s cultural practices still rely on the use of wild plants. Within this context it should be borne in mind that the overexploitation of natural resources threatens not only biodiversity but also local traditional knowledge systems and ultimately cultural heritage; and research has a role to play in this regard. The research process in this study evolved into two main phases. The initial phase involved mobilising Grade 7 learners’ prior everyday knowledge on wild food plants (imifino). This led to the second phase of the research project, which was aimed at developing concepts through three hands-on activity-based lessons. I invited a community member to give a lesson on what imifino is and how to collect and prepare it, with the belief that the involvement of parents and community members in learners’ education can help bridge the gap between everyday life and school science. It is for these reasons that I believe that the constructive perspective can provide an appropriate methodological framework, conceptual structure and terminology for analysis of teaching and learning activities on the use of wild food plants in this study. The data generation techniques used in this study were questionnaires, observations and interviews (semi structured and focus group). A wide range of data generation techniques were employed to crystallise and validate the data generated using triangulation. The results from the analysed data revealed that consideration of indigenous ways of knowing in conjuction with hands-on practical activities enhanced interaction and learning among the learners. Also, linking of scientific knowledge to learners’ everyday lives was useful in fostering meaning-making and conceptual development.
- Full Text:
- Date Issued: 2009
Analytic pricing of American put options
- Authors: Glover, Elistan Nicholas
- Date: 2009
- Subjects: Options (Finance) -- Prices -- Mathematical models , Derivative securities -- Prices -- Mathematical models , Finance -- Mathematical models , Martingales (Mathematics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5566 , http://hdl.handle.net/10962/d1002804 , Options (Finance) -- Prices -- Mathematical models , Derivative securities -- Prices -- Mathematical models , Finance -- Mathematical models , Martingales (Mathematics)
- Description: American options are the most commonly traded financial derivatives in the market. Pricing these options fairly, so as to avoid arbitrage, is of paramount importance. Closed form solutions for American put options cannot be utilised in practice and so numerical techniques are employed. This thesis looks at the work done by other researchers to find an analytic solution to the American put option pricing problem and suggests a practical method, that uses Monte Carlo simulation, to approximate the American put option price. The theory behind option pricing is first discussed using a discrete model. Once the concepts of arbitrage-free pricing and hedging have been dealt with, this model is extended to a continuous-time setting. Martingale theory is introduced to put the option pricing theory in a more formal framework. The construction of a hedging portfolio is discussed in detail and it is shown how financial derivatives are priced according to a unique riskneutral probability measure. Black-Scholes model is discussed and utilised to find closed form solutions to European style options. American options are discussed in detail and it is shown that under certain conditions, American style options can be solved according to closed form solutions. Various numerical techniques are presented to approximate the true American put option price. Chief among these methods is the Richardson extrapolation on a sequence of Bermudan options method that was developed by Geske and Johnson. This model is extended to a Repeated-Richardson extrapolation technique. Finally, a Monte Carlo simulation is used to approximate Bermudan put options. These values are then extrapolated to approximate the price of an American put option. The use of extrapolation techniques was hampered by the presence of non-uniform convergence of the Bermudan put option sequence. When convergence was uniform, the approximations were accurate up to a few cents difference.
- Full Text:
- Date Issued: 2009
- Authors: Glover, Elistan Nicholas
- Date: 2009
- Subjects: Options (Finance) -- Prices -- Mathematical models , Derivative securities -- Prices -- Mathematical models , Finance -- Mathematical models , Martingales (Mathematics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5566 , http://hdl.handle.net/10962/d1002804 , Options (Finance) -- Prices -- Mathematical models , Derivative securities -- Prices -- Mathematical models , Finance -- Mathematical models , Martingales (Mathematics)
- Description: American options are the most commonly traded financial derivatives in the market. Pricing these options fairly, so as to avoid arbitrage, is of paramount importance. Closed form solutions for American put options cannot be utilised in practice and so numerical techniques are employed. This thesis looks at the work done by other researchers to find an analytic solution to the American put option pricing problem and suggests a practical method, that uses Monte Carlo simulation, to approximate the American put option price. The theory behind option pricing is first discussed using a discrete model. Once the concepts of arbitrage-free pricing and hedging have been dealt with, this model is extended to a continuous-time setting. Martingale theory is introduced to put the option pricing theory in a more formal framework. The construction of a hedging portfolio is discussed in detail and it is shown how financial derivatives are priced according to a unique riskneutral probability measure. Black-Scholes model is discussed and utilised to find closed form solutions to European style options. American options are discussed in detail and it is shown that under certain conditions, American style options can be solved according to closed form solutions. Various numerical techniques are presented to approximate the true American put option price. Chief among these methods is the Richardson extrapolation on a sequence of Bermudan options method that was developed by Geske and Johnson. This model is extended to a Repeated-Richardson extrapolation technique. Finally, a Monte Carlo simulation is used to approximate Bermudan put options. These values are then extrapolated to approximate the price of an American put option. The use of extrapolation techniques was hampered by the presence of non-uniform convergence of the Bermudan put option sequence. When convergence was uniform, the approximations were accurate up to a few cents difference.
- Full Text:
- Date Issued: 2009
Application of Baylis-Hillman methodology in the construction of complex heterocyclic targets
- Ganto, Mlungiseleli MacDonald
- Authors: Ganto, Mlungiseleli MacDonald
- Date: 2009
- Subjects: Heterocyclic compounds -- Derivatives Heterocyclic chemistry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4401 , http://hdl.handle.net/10962/d1006703
- Description: Baylis-Hillman reactions using various aromatic aldehydes, activated alkenes and catalysts have been used to: - access an extensive range of poly-heterocyclic products;explore chemoselectivity; and optimise reaction efficiency. Chromone-3-carbaldehydes and chromone-2-carbaldehydes, prepared via Vielsmeier-Haack and Kostanecki-Robinson methodology, respectively, have been used as Baylis-Hillman substrates with four different catalysts, viz., 1,4-diazabicyclo[2.2.2]octane (DABCO), 3-hydroxyquinuclidine (3-HQ), imidazole and N’,N’,N’,N’- tetramethylpropanediamine (TMPDA), and with methyl vinyl ketone (MVK), methyl acrylate, cyclic enones (2-cyclohexen-1-one, 2-cyclopenten-1-one and chromones) as activated alkenes. Reactions of the chromone- -carbaldehydes with MVK afforded dimeric Baylis-Hillman adducts when catalyzed by DABCO but when the same reactions were repeated using 3-HQ as catalyst, the dimeric products were accompanied by tricyclic Baylis-Hillman adducts. Use of excess MVK, however, led to mixtures of the normal Baylis-Hillman adducts and the tricyclic adducts – interestingly, with the apparent absence of the dimeric products. While reactions of chromone-3-carbaldehydes with methyl acrylate afforded the normal Baylis-Hillman adducts, the chromone-2- carbaldehydes produced, instead, rearrangement products, consistent with an earlier, single observation. Reactions of 2-nitrobenzaldehydes with cyclic enones using imidazole as catalyst afforded the normal Baylis-Hillman adducts, reductive cyclisation of the 2-cyclohexen-1- one and 2-cyclopenten-1-one adducts, using acetic acid and iron powder, afforded the corresponding quinoline erivatives. Treatment of cyclic enones with pyridine-2-carbaldehydes and quinoline-2-carbaldehydes using TMPDA as catalyst generally gave the expected Baylis-Hillman adducts. However, indolizine derivatives were isolated directly from Baylis-Hillman reactions involving pyridine-2-carbaldehydes and 2-cyclohexen-1-one. The remaining Baylis-Hillman adducts were cyclized to the corresponding indolizines by treatment with acetic anhydride both under reflux and under microwave-assisted conditions, the latter approach providing remarkably rapid and efficient access to the polycyclic products. Computer modelling studies have been conducted on selected polycyclic products at the Molecular Mechanics (MM), Quantum Mechanical (QM) and Density Functional (DFT) levels. The theoretical results have been used to calculate UV, IR and NMR absorption data, which have been compared, in turn, with the experimental spectroscopic data. Use has also been made of the estreNova NMR prediction programme and, generally, good agreement has been observed between the predicted and experimental spectroscopic data.
- Full Text:
- Date Issued: 2009
- Authors: Ganto, Mlungiseleli MacDonald
- Date: 2009
- Subjects: Heterocyclic compounds -- Derivatives Heterocyclic chemistry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4401 , http://hdl.handle.net/10962/d1006703
- Description: Baylis-Hillman reactions using various aromatic aldehydes, activated alkenes and catalysts have been used to: - access an extensive range of poly-heterocyclic products;explore chemoselectivity; and optimise reaction efficiency. Chromone-3-carbaldehydes and chromone-2-carbaldehydes, prepared via Vielsmeier-Haack and Kostanecki-Robinson methodology, respectively, have been used as Baylis-Hillman substrates with four different catalysts, viz., 1,4-diazabicyclo[2.2.2]octane (DABCO), 3-hydroxyquinuclidine (3-HQ), imidazole and N’,N’,N’,N’- tetramethylpropanediamine (TMPDA), and with methyl vinyl ketone (MVK), methyl acrylate, cyclic enones (2-cyclohexen-1-one, 2-cyclopenten-1-one and chromones) as activated alkenes. Reactions of the chromone- -carbaldehydes with MVK afforded dimeric Baylis-Hillman adducts when catalyzed by DABCO but when the same reactions were repeated using 3-HQ as catalyst, the dimeric products were accompanied by tricyclic Baylis-Hillman adducts. Use of excess MVK, however, led to mixtures of the normal Baylis-Hillman adducts and the tricyclic adducts – interestingly, with the apparent absence of the dimeric products. While reactions of chromone-3-carbaldehydes with methyl acrylate afforded the normal Baylis-Hillman adducts, the chromone-2- carbaldehydes produced, instead, rearrangement products, consistent with an earlier, single observation. Reactions of 2-nitrobenzaldehydes with cyclic enones using imidazole as catalyst afforded the normal Baylis-Hillman adducts, reductive cyclisation of the 2-cyclohexen-1- one and 2-cyclopenten-1-one adducts, using acetic acid and iron powder, afforded the corresponding quinoline erivatives. Treatment of cyclic enones with pyridine-2-carbaldehydes and quinoline-2-carbaldehydes using TMPDA as catalyst generally gave the expected Baylis-Hillman adducts. However, indolizine derivatives were isolated directly from Baylis-Hillman reactions involving pyridine-2-carbaldehydes and 2-cyclohexen-1-one. The remaining Baylis-Hillman adducts were cyclized to the corresponding indolizines by treatment with acetic anhydride both under reflux and under microwave-assisted conditions, the latter approach providing remarkably rapid and efficient access to the polycyclic products. Computer modelling studies have been conducted on selected polycyclic products at the Molecular Mechanics (MM), Quantum Mechanical (QM) and Density Functional (DFT) levels. The theoretical results have been used to calculate UV, IR and NMR absorption data, which have been compared, in turn, with the experimental spectroscopic data. Use has also been made of the estreNova NMR prediction programme and, generally, good agreement has been observed between the predicted and experimental spectroscopic data.
- Full Text:
- Date Issued: 2009
Arguing from identity: ontology to advocacy in Charles Taylor's political thought
- Authors: Sadian, Samuel Dominic
- Date: 2009
- Subjects: Taylor, Charles, 1931- -- Political and social views Taylor, Charles, 1931- -- Criticism and interpretation Cultural pluralism Political culture Identity (Philosophical concept) Ontology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2829 , http://hdl.handle.net/10962/d1003039
- Description: In this thesis I discuss three normative claims that I take to be central elements of Charles Taylor’s political thought. The first of these is Taylor’s contention that, in contemporary pluralistic societies, justifying socially prevailing norms by appealing to universally binding moral values is unlikely to promote social solidarity. Because this approach tends to downplay the goods that people realise through membership in particular associations, Taylor believes we must adopt a model of justification that does not prioritise universal over particular goods if we are to further social co-operation. A second claim Taylor defends is that commitment to the liberal value of collective self-rule implies treating patriotically motivated public service as a non-instrumental good. We should not, Taylor argues, regard collective association as nothing more than a means to satisfying private goals. Taylor advances a third claim, that is, he maintains that liberal toleration for diverse ways of life may require a perfectionist state that supports particularistic ways of life when they are threatened by decline. I offer a qualified defence of the first two claims, but suggest that the third is less compelling. I attempt to do this by evaluating Taylor’s claims against the standards of lucid argumentation that he himself lays down. In discussing social and political norms, which he describes as “advocacy” issues, Taylor argues that our normative commitments necessarily rely on an underlying social ontology. More specifically, Taylor argues that the political values we defend are those that enable us to secure the interests we have as the bearers of an identity possessing both individual and collective dimensions. In setting out the conditions that favour integrated and free identity formation we may thereby reach a clearer understanding of the political norms that we wish to endorse. I argue that, while Taylor’s ontological reflections might well incline us to accept his model of justification and his account of patriotic social commitment, they do not of themselves dispose us to accept state perfectionism.
- Full Text:
- Date Issued: 2009
- Authors: Sadian, Samuel Dominic
- Date: 2009
- Subjects: Taylor, Charles, 1931- -- Political and social views Taylor, Charles, 1931- -- Criticism and interpretation Cultural pluralism Political culture Identity (Philosophical concept) Ontology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2829 , http://hdl.handle.net/10962/d1003039
- Description: In this thesis I discuss three normative claims that I take to be central elements of Charles Taylor’s political thought. The first of these is Taylor’s contention that, in contemporary pluralistic societies, justifying socially prevailing norms by appealing to universally binding moral values is unlikely to promote social solidarity. Because this approach tends to downplay the goods that people realise through membership in particular associations, Taylor believes we must adopt a model of justification that does not prioritise universal over particular goods if we are to further social co-operation. A second claim Taylor defends is that commitment to the liberal value of collective self-rule implies treating patriotically motivated public service as a non-instrumental good. We should not, Taylor argues, regard collective association as nothing more than a means to satisfying private goals. Taylor advances a third claim, that is, he maintains that liberal toleration for diverse ways of life may require a perfectionist state that supports particularistic ways of life when they are threatened by decline. I offer a qualified defence of the first two claims, but suggest that the third is less compelling. I attempt to do this by evaluating Taylor’s claims against the standards of lucid argumentation that he himself lays down. In discussing social and political norms, which he describes as “advocacy” issues, Taylor argues that our normative commitments necessarily rely on an underlying social ontology. More specifically, Taylor argues that the political values we defend are those that enable us to secure the interests we have as the bearers of an identity possessing both individual and collective dimensions. In setting out the conditions that favour integrated and free identity formation we may thereby reach a clearer understanding of the political norms that we wish to endorse. I argue that, while Taylor’s ontological reflections might well incline us to accept his model of justification and his account of patriotic social commitment, they do not of themselves dispose us to accept state perfectionism.
- Full Text:
- Date Issued: 2009
Aspects of memory in the sculptural work of Jane Alexander 1982-2009
- Authors: Nicol, Tracy-Lee
- Date: 2009
- Subjects: Alexander, Jane, 1959- Collective memory -- South Africa Memory in art Women artists -- South Africa Art, African -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2417 , http://hdl.handle.net/10962/d1002213
- Description: Over three decades of research has shown that memories have significant effect on the behaviour, attitudes, beliefs, and identities of individuals and collectives, revealing also how experiences of trauma and acts of narrativisation have pertinence to the ways in which memories are stored and reconstructed. In this thesis a link is developed between memory, trauma, narrativisation processes and the interpretation of works by Jane Alexander, a contemporary artist whose work is informed by observations about South African life. Alexander’s sculptures are revealed to be not only important vessels of collective memories and experiences, but also evocations of individuals’ countermemories and traumas that remain unarticulated and invisible. Through an exploration of the workings of memory and its relation to her art, it is revealed how the past continues to exert its influence on many of South Africa’s present sociopolitical concerns and interpersonal dynamics. Indeed constantly changing memories have a significant effect on future generations’ perceptions of, and connectedness to, the past. While theories about memory have been deployed in Art History as well as the Humanities in general, Alexander’s work has not previously been considered in light of the influence of these ideas. This thesis thus contributes a new dimension to literature on the artist.
- Full Text:
- Date Issued: 2009
- Authors: Nicol, Tracy-Lee
- Date: 2009
- Subjects: Alexander, Jane, 1959- Collective memory -- South Africa Memory in art Women artists -- South Africa Art, African -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2417 , http://hdl.handle.net/10962/d1002213
- Description: Over three decades of research has shown that memories have significant effect on the behaviour, attitudes, beliefs, and identities of individuals and collectives, revealing also how experiences of trauma and acts of narrativisation have pertinence to the ways in which memories are stored and reconstructed. In this thesis a link is developed between memory, trauma, narrativisation processes and the interpretation of works by Jane Alexander, a contemporary artist whose work is informed by observations about South African life. Alexander’s sculptures are revealed to be not only important vessels of collective memories and experiences, but also evocations of individuals’ countermemories and traumas that remain unarticulated and invisible. Through an exploration of the workings of memory and its relation to her art, it is revealed how the past continues to exert its influence on many of South Africa’s present sociopolitical concerns and interpersonal dynamics. Indeed constantly changing memories have a significant effect on future generations’ perceptions of, and connectedness to, the past. While theories about memory have been deployed in Art History as well as the Humanities in general, Alexander’s work has not previously been considered in light of the influence of these ideas. This thesis thus contributes a new dimension to literature on the artist.
- Full Text:
- Date Issued: 2009
Aspects of the ecology and biology of the isopod, Exosphaeroma hylocoetes, (Barnard, 1940) in three temporarily open/closed southern African estuaries
- Authors: Henninger, Tony Oskar
- Date: 2009
- Subjects: Estuaries -- South Africa -- Eastern Cape Estuarine ecology -- South Africa -- Eastern Cape Isopoda -- South Africa -- Eastern Cape Estuarine biology -- South Africa -- Eastern Cape Ruppia maritima
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5640 , http://hdl.handle.net/10962/d1005322
- Description: Temporarily open/closed estuaries (TOCE’s) are the numerically dominant type of estuary accounting for ≈ 70 % of all estuaries along the South African coastline. Despite their numerical dominance, aspects of the biology of organisms within these systems, particularly macrocrustacea remain poorly understood. This study firstly assessed the abundance and biomass of the most common isopod, Exosphaeroma hylocoetes, in three Eastern Cape TOCE’s, (the West Kleinemonde, East Kleinemonde and Kasouga Estuaries), and their response to mouth breaching events. This study was followed by aspects of the biology of the isopod including their utilisation of submerged macrophytes as a refuge from predation and/or possible food source, as well as the growth rates of the isopods in the laboratory under different environmental conditions. Mean isopod abundances and biomasses ranged between 0 and 4 791 ind. m⁻² and 0 and 9.65 mg dwt. m⁻² in the West Kleinemonde Estuary and between 0 and 108 ind. m⁻² and 0 and 0.318 mg dwt. m⁻² in the nearby East Kleinemonde Estuary. In the Kasouga Estuary, the values ranged between 0 and 3 650 ind. m⁻² and 0 and 5.105 mg dwt. m⁻². Temporal and spatial changes in the abundance and biomass of E. hylocoetes within the three systems was primarily linked to mouth phase, with populations declining when the mouth was open and to a lesser extent, seasonality. In all three estuaries maximum isopod abundances and biomasses were recorded in their middle and upper reaches, which could be ascribed to the presence of submerged macrophytes particularly Ruppia maritima, in two of the estuaries. Males (5.71 ± 0.41 mm) were significantly larger than females (3.99 ± 0.26 mm), but the sex ratios were skewed in favour of females, (a common feature in many isopod populations). Females were found carrying brood throughout the study, releasing offspring directly into the water column, to allow recruitment to the populations. The larger the female, the larger the brood carried (up to a maximum of 72 embryo/mancas). Results of laboratory experiments indicate that the close association of Exosphaeroma hylocoetes with submerged macrophytes is a result of the plant stands providing a refuge against predation by selected ichthyofauna. However stable carbon isotope and fatty acid analyses indicate that E. hylocoetes made use of ephiphytic algae and detritus on the stems of R. maritima, rather than the submerged macrophyte itself. There were no significant differences in the growth rates of male and female isopods at combinations of temperature (15 and 25 °C) and salinity (15 and 35 ‰). Laboratory growth studies revealed that males lived longer than females (25.77 ± 3.40 weeks vs 21.52 ± 3.00 weeks), and therefore achieved larger overall size. Females, however, reached sexual maturity (at 2.5 mm) at a faster rate (two to four weeks) than males (5.5 mm after 6.5 to 11 weeks), dependent on temperature. Exosphaeroma hylocoetes with its association with submerged macrophytes, early maturity, its growth rates and longevity, female-biased sex ratios and year-round breeding, all contribute to its success in temporary open/closed estuaries.
- Full Text:
- Date Issued: 2009
- Authors: Henninger, Tony Oskar
- Date: 2009
- Subjects: Estuaries -- South Africa -- Eastern Cape Estuarine ecology -- South Africa -- Eastern Cape Isopoda -- South Africa -- Eastern Cape Estuarine biology -- South Africa -- Eastern Cape Ruppia maritima
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5640 , http://hdl.handle.net/10962/d1005322
- Description: Temporarily open/closed estuaries (TOCE’s) are the numerically dominant type of estuary accounting for ≈ 70 % of all estuaries along the South African coastline. Despite their numerical dominance, aspects of the biology of organisms within these systems, particularly macrocrustacea remain poorly understood. This study firstly assessed the abundance and biomass of the most common isopod, Exosphaeroma hylocoetes, in three Eastern Cape TOCE’s, (the West Kleinemonde, East Kleinemonde and Kasouga Estuaries), and their response to mouth breaching events. This study was followed by aspects of the biology of the isopod including their utilisation of submerged macrophytes as a refuge from predation and/or possible food source, as well as the growth rates of the isopods in the laboratory under different environmental conditions. Mean isopod abundances and biomasses ranged between 0 and 4 791 ind. m⁻² and 0 and 9.65 mg dwt. m⁻² in the West Kleinemonde Estuary and between 0 and 108 ind. m⁻² and 0 and 0.318 mg dwt. m⁻² in the nearby East Kleinemonde Estuary. In the Kasouga Estuary, the values ranged between 0 and 3 650 ind. m⁻² and 0 and 5.105 mg dwt. m⁻². Temporal and spatial changes in the abundance and biomass of E. hylocoetes within the three systems was primarily linked to mouth phase, with populations declining when the mouth was open and to a lesser extent, seasonality. In all three estuaries maximum isopod abundances and biomasses were recorded in their middle and upper reaches, which could be ascribed to the presence of submerged macrophytes particularly Ruppia maritima, in two of the estuaries. Males (5.71 ± 0.41 mm) were significantly larger than females (3.99 ± 0.26 mm), but the sex ratios were skewed in favour of females, (a common feature in many isopod populations). Females were found carrying brood throughout the study, releasing offspring directly into the water column, to allow recruitment to the populations. The larger the female, the larger the brood carried (up to a maximum of 72 embryo/mancas). Results of laboratory experiments indicate that the close association of Exosphaeroma hylocoetes with submerged macrophytes is a result of the plant stands providing a refuge against predation by selected ichthyofauna. However stable carbon isotope and fatty acid analyses indicate that E. hylocoetes made use of ephiphytic algae and detritus on the stems of R. maritima, rather than the submerged macrophyte itself. There were no significant differences in the growth rates of male and female isopods at combinations of temperature (15 and 25 °C) and salinity (15 and 35 ‰). Laboratory growth studies revealed that males lived longer than females (25.77 ± 3.40 weeks vs 21.52 ± 3.00 weeks), and therefore achieved larger overall size. Females, however, reached sexual maturity (at 2.5 mm) at a faster rate (two to four weeks) than males (5.5 mm after 6.5 to 11 weeks), dependent on temperature. Exosphaeroma hylocoetes with its association with submerged macrophytes, early maturity, its growth rates and longevity, female-biased sex ratios and year-round breeding, all contribute to its success in temporary open/closed estuaries.
- Full Text:
- Date Issued: 2009
Assessment and monitoring of land degradation using remote sensing and geographic information systems (GIS): a case study of Qoqodala within the Wit-Kei catchment in the Eastern Cape, South Africa
- Ngcofe, Luncedo Dalithemba Sanelisiwe
- Authors: Ngcofe, Luncedo Dalithemba Sanelisiwe
- Date: 2009
- Subjects: Geographic information systems -- South Africa -- Eastern Cape , Remote sensing -- South Africa -- Eastern Cape , Land degradation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4818 , http://hdl.handle.net/10962/d1005492 , Geographic information systems -- South Africa -- Eastern Cape , Remote sensing -- South Africa -- Eastern Cape , Land degradation -- South Africa -- Eastern Cape
- Description: Land degradation is a global problem affecting many countries including South Africa. This study was conducted in order to assess and monitor the nature and extent of land degradation within Qoqodala in the Eastern Cape Province, of South Africa. The study used GIS and Remote Sensing techniques together with household interviews in determining extent, spatial characteristics and nature of land degradation within the study area. Vegetation cover and bare-ground change were the land degradation indicators assessed and monitored by this study. Through RGB band combination, Tasselled Cap Analysis and Unsupervised ISODATA classification techniques, Landsat images over the past eighteen years (1984, 1993, 1996, 2000 and 2002) have been analysed. The results showed that there is vegetation cover and bare-ground increase in the study area. The vegetation increase has been seen as a sign of land degradation increase due to the encroachment of indigenous vegetation by Euryops species (also known as Lapesi by the local community). The bare-ground land degradation indicator has also increased. The analyses of slope showed the spatial characteristics of bare-ground occurring on moderate to flat slopes while vegetation cover occurs on steep to very steep slopes. Furthermore the photographs captured during field visits show rills and gullies or dongas occurring on bare-ground. The interviewed respondents indicated that decline in food production, increase in dongas and vast increase in Euryops and a decline in grassland are the indicators of degradation that are observed in the study area. The occurrence of erosion features (rills and dongas) on bare-ground and the increase of vegetation shown by GIS and Remote Sensing techniques showed a positive correlation with field and household survey towards establishing the nature of land degradation. In this study Landsat images together with interviews proved to be a very useful tool for land degradation research. However the suggestion of a higher spatial resolution satellite image on small catchment studies is recommended
- Full Text:
- Date Issued: 2009
- Authors: Ngcofe, Luncedo Dalithemba Sanelisiwe
- Date: 2009
- Subjects: Geographic information systems -- South Africa -- Eastern Cape , Remote sensing -- South Africa -- Eastern Cape , Land degradation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4818 , http://hdl.handle.net/10962/d1005492 , Geographic information systems -- South Africa -- Eastern Cape , Remote sensing -- South Africa -- Eastern Cape , Land degradation -- South Africa -- Eastern Cape
- Description: Land degradation is a global problem affecting many countries including South Africa. This study was conducted in order to assess and monitor the nature and extent of land degradation within Qoqodala in the Eastern Cape Province, of South Africa. The study used GIS and Remote Sensing techniques together with household interviews in determining extent, spatial characteristics and nature of land degradation within the study area. Vegetation cover and bare-ground change were the land degradation indicators assessed and monitored by this study. Through RGB band combination, Tasselled Cap Analysis and Unsupervised ISODATA classification techniques, Landsat images over the past eighteen years (1984, 1993, 1996, 2000 and 2002) have been analysed. The results showed that there is vegetation cover and bare-ground increase in the study area. The vegetation increase has been seen as a sign of land degradation increase due to the encroachment of indigenous vegetation by Euryops species (also known as Lapesi by the local community). The bare-ground land degradation indicator has also increased. The analyses of slope showed the spatial characteristics of bare-ground occurring on moderate to flat slopes while vegetation cover occurs on steep to very steep slopes. Furthermore the photographs captured during field visits show rills and gullies or dongas occurring on bare-ground. The interviewed respondents indicated that decline in food production, increase in dongas and vast increase in Euryops and a decline in grassland are the indicators of degradation that are observed in the study area. The occurrence of erosion features (rills and dongas) on bare-ground and the increase of vegetation shown by GIS and Remote Sensing techniques showed a positive correlation with field and household survey towards establishing the nature of land degradation. In this study Landsat images together with interviews proved to be a very useful tool for land degradation research. However the suggestion of a higher spatial resolution satellite image on small catchment studies is recommended
- Full Text:
- Date Issued: 2009
Attitudes and perceptions towards TB in Grahamstown East in a time of HIV/AIDS
- Authors: Ndoro, Tinashe T. R
- Date: 2009
- Subjects: Tuberculosis -- South Africa -- Grahamstown , AIDS (Disease) -- Social aspects -- South Africa -- Grahamstown , HIV (Viruses) -- Social aspects -- South Africa -- Grahamstown , Tuberculosis -- Social aspects -- South Africa -- Grahamstown , Tuberculosis -- Prevention -- South Africa -- Grahamstown , AIDS (Disease) -- South Africa -- Grahamstown -- Public opinion , Tuberculosis -- South Africa -- Grahamstown -- Public opinion , Health surveys -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3030 , http://hdl.handle.net/10962/d1002539 , Tuberculosis -- South Africa -- Grahamstown , AIDS (Disease) -- Social aspects -- South Africa -- Grahamstown , HIV (Viruses) -- Social aspects -- South Africa -- Grahamstown , Tuberculosis -- Social aspects -- South Africa -- Grahamstown , Tuberculosis -- Prevention -- South Africa -- Grahamstown , AIDS (Disease) -- South Africa -- Grahamstown -- Public opinion , Tuberculosis -- South Africa -- Grahamstown -- Public opinion , Health surveys -- South Africa -- Grahamstown
- Description: Tuberculosis (TB) has become a serious South African health problem because it is the most common opportunistic disease that leads to death in people with HIV/AIDS. Due to the airborne nature of the disease it can easily be spread to anyone including healthy people. A lack of compliance to treatment by TB patients explains why prevalence rates of the disease are high and why there is an emergence of drug resistant strains such as XDR-TB and MDR-TB. Information on existing knowledge, attitudes and perceptions regarding TB can provide a crucial foundation for the development of educational programmes and interventions aimed at reducing the further spread of the disease. This study aimed at understanding the knowledge, attitudes and perceptions towards TB and relating these to the current prevalence of HIV/AIDS. A face-to-face interview survey was conducted among adult Grahamstown East residents (n=1020). The Health Belief Model (Rosenstock et al., 1994) and Bandura’s (1986) Social Cognitive Theory formed the theoretical framework of the data collection and analysis. The data generated from the field work was first descriptively analysed providing frequency tables. Thereafter cross tabulations were calculated for relevant items using independent variables, namely gender, level of education, and experience of dealing with TB. The results of the study show that, in general, knowledge concerning TB was sufficient to provide a foundation for the adoption of healthier behaviours in the female respondents. Few of the respondents reported feeling personally susceptible although the majority of the respondents acknowledged the severity of the disease. The cues to action lacked the influence to persuade people to adopt positive health related behaviours. The perceived benefits of adopting preventative behaviour were not very influential in the adoption of healthier behavioural changes in the respondents. Disease stigma regarding the dual association of TB and HIV/AIDS was the main barrier for the adoption of healthier behavioural attitudes. Perceived self-efficacy in preventative behaviours was generally low in the less educated respondents. Recommendations regarding areas for future research and change interventions are provided.
- Full Text:
- Date Issued: 2009
- Authors: Ndoro, Tinashe T. R
- Date: 2009
- Subjects: Tuberculosis -- South Africa -- Grahamstown , AIDS (Disease) -- Social aspects -- South Africa -- Grahamstown , HIV (Viruses) -- Social aspects -- South Africa -- Grahamstown , Tuberculosis -- Social aspects -- South Africa -- Grahamstown , Tuberculosis -- Prevention -- South Africa -- Grahamstown , AIDS (Disease) -- South Africa -- Grahamstown -- Public opinion , Tuberculosis -- South Africa -- Grahamstown -- Public opinion , Health surveys -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3030 , http://hdl.handle.net/10962/d1002539 , Tuberculosis -- South Africa -- Grahamstown , AIDS (Disease) -- Social aspects -- South Africa -- Grahamstown , HIV (Viruses) -- Social aspects -- South Africa -- Grahamstown , Tuberculosis -- Social aspects -- South Africa -- Grahamstown , Tuberculosis -- Prevention -- South Africa -- Grahamstown , AIDS (Disease) -- South Africa -- Grahamstown -- Public opinion , Tuberculosis -- South Africa -- Grahamstown -- Public opinion , Health surveys -- South Africa -- Grahamstown
- Description: Tuberculosis (TB) has become a serious South African health problem because it is the most common opportunistic disease that leads to death in people with HIV/AIDS. Due to the airborne nature of the disease it can easily be spread to anyone including healthy people. A lack of compliance to treatment by TB patients explains why prevalence rates of the disease are high and why there is an emergence of drug resistant strains such as XDR-TB and MDR-TB. Information on existing knowledge, attitudes and perceptions regarding TB can provide a crucial foundation for the development of educational programmes and interventions aimed at reducing the further spread of the disease. This study aimed at understanding the knowledge, attitudes and perceptions towards TB and relating these to the current prevalence of HIV/AIDS. A face-to-face interview survey was conducted among adult Grahamstown East residents (n=1020). The Health Belief Model (Rosenstock et al., 1994) and Bandura’s (1986) Social Cognitive Theory formed the theoretical framework of the data collection and analysis. The data generated from the field work was first descriptively analysed providing frequency tables. Thereafter cross tabulations were calculated for relevant items using independent variables, namely gender, level of education, and experience of dealing with TB. The results of the study show that, in general, knowledge concerning TB was sufficient to provide a foundation for the adoption of healthier behaviours in the female respondents. Few of the respondents reported feeling personally susceptible although the majority of the respondents acknowledged the severity of the disease. The cues to action lacked the influence to persuade people to adopt positive health related behaviours. The perceived benefits of adopting preventative behaviour were not very influential in the adoption of healthier behavioural changes in the respondents. Disease stigma regarding the dual association of TB and HIV/AIDS was the main barrier for the adoption of healthier behavioural attitudes. Perceived self-efficacy in preventative behaviours was generally low in the less educated respondents. Recommendations regarding areas for future research and change interventions are provided.
- Full Text:
- Date Issued: 2009