Continuous assessment in Oshikwanyama: a case study
- Nghiueuelekuah, Soini Tuhafeni
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
- Full Text:
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
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Contributions to the study of a class of optimal control problems on the matrix lie group SO(3)
- Authors: Rodgerson, Joanne Kelly
- Date: 2009 , 2013-07-12
- Subjects: Matrix groups , Lie groups , Maximum principles (Mathematics) , Elliptic functions , Extremal problems (Mathematics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5421 , http://hdl.handle.net/10962/d1007199 , Matrix groups , Lie groups , Maximum principles (Mathematics) , Elliptic functions , Extremal problems (Mathematics)
- Description: The purpose of this thesis is to investigate a class of four left-invariant optimal control problems on the special orthogonal group SO(3). The set of all control-affine left-invariant control systems on SO(3) can, without loss, be reduced to a class of four typical controllable left-invariant control systems on SO(3) . The left-invariant optimal control problem on SO(3) involves finding a trajectory-control pair on SO (3), which minimizes a cost functional, and satisfies the given dynamical constraints and boundary conditions in a fixed time. The problem is lifted to the cotangent bundle T*SO(3) = SO(3) x so (3)* using the optimal Hamiltonian on so(3)*, where the maximum principle yields the optimal control. In a contribution to the study of this class of optimal control problems on SO(3), the extremal equations on so(3)* (ident ified with JR3) are integrated via elliptic functions to obtain explicit expressions for the solution curves in each typical case. The energy-Casimir method is used to give sufficient conditions for non-linear stability of the equilibrium states. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Authors: Rodgerson, Joanne Kelly
- Date: 2009 , 2013-07-12
- Subjects: Matrix groups , Lie groups , Maximum principles (Mathematics) , Elliptic functions , Extremal problems (Mathematics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5421 , http://hdl.handle.net/10962/d1007199 , Matrix groups , Lie groups , Maximum principles (Mathematics) , Elliptic functions , Extremal problems (Mathematics)
- Description: The purpose of this thesis is to investigate a class of four left-invariant optimal control problems on the special orthogonal group SO(3). The set of all control-affine left-invariant control systems on SO(3) can, without loss, be reduced to a class of four typical controllable left-invariant control systems on SO(3) . The left-invariant optimal control problem on SO(3) involves finding a trajectory-control pair on SO (3), which minimizes a cost functional, and satisfies the given dynamical constraints and boundary conditions in a fixed time. The problem is lifted to the cotangent bundle T*SO(3) = SO(3) x so (3)* using the optimal Hamiltonian on so(3)*, where the maximum principle yields the optimal control. In a contribution to the study of this class of optimal control problems on SO(3), the extremal equations on so(3)* (ident ified with JR3) are integrated via elliptic functions to obtain explicit expressions for the solution curves in each typical case. The energy-Casimir method is used to give sufficient conditions for non-linear stability of the equilibrium states. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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Coping with xenophobia : Senegalese migrants in Port Elizabeth
- Authors: Barbali, Silvana Claudia
- Date: 2009
- Subjects: Xenophobia -- South Africa -- Port Elizabeth Migrant labor -- South Africa -- Port Elizabeth Immigrants -- South Africa -- Port Elizabeth Foreign workers -- South Africa -- Port Elizabeth Aliens -- South Africa -- Social conditions Immigrants -- Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2102 , http://hdl.handle.net/10962/d1002665
- Description: This thesis seeks to investigate Senegalese migrants' experiences of xenophobia in South Africa. It explores prevailing theories used to explain the phenomenon of xenophobia and uses data collected via anthropological fieldwork to support arguments made. It is argued that a culture of migration in Senegal and the significance of migration as a rite of passage in Senegalese masculinity assists migrants to orientate themselves in host countries, and influences the way Senegalese are „received‟ by South Africans. In addition, Senegalese Islam (Sufi Orientation), which organises its members into brotherhoods, assists in the social integration of Senegalese men in Port Elizabeth. The men belong to the Mouride Brotherhood and the thesis shows how membership to the brotherhood provides a strong network of support for migrant men without resulting in the enclaving of the men in the broader social and economic context of Port Elizabeth. This has important implications for the individual and collective migration experience of Senegalese and influences the men's creation of meaning in their experiences as migrants. The thesis makes use of the concept of transnationalism to analyse the complex and multifaceted nature of transnational migration, arguing that migration experiences are influenced by a range of transnational factors and is deeply culturally influenced. The research suggests that migration experts and government departments in South Africa should take these complexities into account when formulating new programmes and policies for migrants.
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- Authors: Barbali, Silvana Claudia
- Date: 2009
- Subjects: Xenophobia -- South Africa -- Port Elizabeth Migrant labor -- South Africa -- Port Elizabeth Immigrants -- South Africa -- Port Elizabeth Foreign workers -- South Africa -- Port Elizabeth Aliens -- South Africa -- Social conditions Immigrants -- Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2102 , http://hdl.handle.net/10962/d1002665
- Description: This thesis seeks to investigate Senegalese migrants' experiences of xenophobia in South Africa. It explores prevailing theories used to explain the phenomenon of xenophobia and uses data collected via anthropological fieldwork to support arguments made. It is argued that a culture of migration in Senegal and the significance of migration as a rite of passage in Senegalese masculinity assists migrants to orientate themselves in host countries, and influences the way Senegalese are „received‟ by South Africans. In addition, Senegalese Islam (Sufi Orientation), which organises its members into brotherhoods, assists in the social integration of Senegalese men in Port Elizabeth. The men belong to the Mouride Brotherhood and the thesis shows how membership to the brotherhood provides a strong network of support for migrant men without resulting in the enclaving of the men in the broader social and economic context of Port Elizabeth. This has important implications for the individual and collective migration experience of Senegalese and influences the men's creation of meaning in their experiences as migrants. The thesis makes use of the concept of transnationalism to analyse the complex and multifaceted nature of transnational migration, arguing that migration experiences are influenced by a range of transnational factors and is deeply culturally influenced. The research suggests that migration experts and government departments in South Africa should take these complexities into account when formulating new programmes and policies for migrants.
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Correction, addition and deletion : memory and its function in creating "visual narratives" (and identity) in photographic art
- Authors: Geyer, Xanthe Amanda
- Date: 2009
- Subjects: Botha, Lien, 1961- Photography -- Social aspects Memory in art Photography -- Philosophy Identity (Philosophical concept)
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2402 , http://hdl.handle.net/10962/d1002198
- Description: With this dissertation I propose to investigate critical theories dealing with memory and its role in photography. The function of memory is a well discussed and analysed topic within the ambit of historical research. Drawing from theoretical texts by critical theorists, namely, Roland Barthes, Annette Kuhn and Marianne Hirsch, I will critically address the function of memory in the understanding of photography; particularly how photographs have the ability to construct our identity in terms of history and narrative. I will study the content of memory in relation to visual images, focusing on what is remembered, what is suppressed, and finally, what is transformed when viewing an image. By doing so, I will consider whether or not still photographs have the ability to construct the past in a narrative form that is intrinsic to its medium. This consideration will be undertaken with specific reference to the works of contemporary South African artist Lien Botha. Special attention will be directed to her series of work entitled Amendment (2006), a series which permits me in turn, to deal with issues pertaining to memory and “visual narrative” which I have explored in my own professional art practice namely, Memory Boxes, Back Stories, Faces of You and Me, Memories Re-layered and Ghostly Remnants.
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- Authors: Geyer, Xanthe Amanda
- Date: 2009
- Subjects: Botha, Lien, 1961- Photography -- Social aspects Memory in art Photography -- Philosophy Identity (Philosophical concept)
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2402 , http://hdl.handle.net/10962/d1002198
- Description: With this dissertation I propose to investigate critical theories dealing with memory and its role in photography. The function of memory is a well discussed and analysed topic within the ambit of historical research. Drawing from theoretical texts by critical theorists, namely, Roland Barthes, Annette Kuhn and Marianne Hirsch, I will critically address the function of memory in the understanding of photography; particularly how photographs have the ability to construct our identity in terms of history and narrative. I will study the content of memory in relation to visual images, focusing on what is remembered, what is suppressed, and finally, what is transformed when viewing an image. By doing so, I will consider whether or not still photographs have the ability to construct the past in a narrative form that is intrinsic to its medium. This consideration will be undertaken with specific reference to the works of contemporary South African artist Lien Botha. Special attention will be directed to her series of work entitled Amendment (2006), a series which permits me in turn, to deal with issues pertaining to memory and “visual narrative” which I have explored in my own professional art practice namely, Memory Boxes, Back Stories, Faces of You and Me, Memories Re-layered and Ghostly Remnants.
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Critical reflective teaching practice in three mathematics teachers
- Authors: Luwango, Luiya
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Mathematics teachers -- Training of - -Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1485 , http://hdl.handle.net/10962/d1003366
- Description: This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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- Authors: Luwango, Luiya
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Mathematics teachers -- Training of - -Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1485 , http://hdl.handle.net/10962/d1003366
- Description: This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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Determinism and reactive attitudes: reflections on our alleged unrenounceable commitments
- Authors: Kelland, Lindsay-Ann
- Date: 2009
- Subjects: Free will and determinism Responsibility
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2713 , http://hdl.handle.net/10962/d1002843
- Description: There seems to exist a tension between our metaphysical and phenomenological commitments in the free will debate. On the one hand, I argue that at the metaphysical level we cannot coherently defend the belief that we are morally responsible in the sense that we deserve to be rewarded and punished for our actions, where desert-entailing moral responsibility is the primary understanding of moral responsibility presupposed in the free will debate. I argue that we are responsible for our actions but only in the weaker sense, termed ‘attributability’ by Gary Watson. On the other hand, we are allegedly unrenounceably committed at the phenomenological level to conceiving of, and treating, ourselves and one another as morally responsible beings in the desert-entailing sense. P. F. Strawson famously defends this claim in his seminal work, ‘Freedom and Resentment’. In my thesis I will set out this tension by exploring both commitments in turn. I then aim to show that the tension can be dissolved by arguing, contra P. F. Strawson, that our phenomenological commitment is not in fact unrenounceable. The dissolution of this tension entails, I argue, that we must examine our conception of self and other. We must explore the implications of adopting a position which denies that we are morally responsible beings for our life-hopes, personal feelings, inter-personal relationships and projects. Most importantly, I argue that we must renounce our current retributive condemnatory practices which are based on the unjustified belief that we are morally responsible beings.
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- Authors: Kelland, Lindsay-Ann
- Date: 2009
- Subjects: Free will and determinism Responsibility
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2713 , http://hdl.handle.net/10962/d1002843
- Description: There seems to exist a tension between our metaphysical and phenomenological commitments in the free will debate. On the one hand, I argue that at the metaphysical level we cannot coherently defend the belief that we are morally responsible in the sense that we deserve to be rewarded and punished for our actions, where desert-entailing moral responsibility is the primary understanding of moral responsibility presupposed in the free will debate. I argue that we are responsible for our actions but only in the weaker sense, termed ‘attributability’ by Gary Watson. On the other hand, we are allegedly unrenounceably committed at the phenomenological level to conceiving of, and treating, ourselves and one another as morally responsible beings in the desert-entailing sense. P. F. Strawson famously defends this claim in his seminal work, ‘Freedom and Resentment’. In my thesis I will set out this tension by exploring both commitments in turn. I then aim to show that the tension can be dissolved by arguing, contra P. F. Strawson, that our phenomenological commitment is not in fact unrenounceable. The dissolution of this tension entails, I argue, that we must examine our conception of self and other. We must explore the implications of adopting a position which denies that we are morally responsible beings for our life-hopes, personal feelings, inter-personal relationships and projects. Most importantly, I argue that we must renounce our current retributive condemnatory practices which are based on the unjustified belief that we are morally responsible beings.
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Developing an ionospheric map for South Africa
- Authors: Okoh, Daniel Izuikeninachi
- Date: 2009
- Subjects: Ionosphere -- South Africa , Shortwave radio , Ionospheric electron density -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5459 , http://hdl.handle.net/10962/d1005244 , Ionosphere -- South Africa , Shortwave radio , Ionospheric electron density -- South Africa
- Description: This thesis describes the development of an ionospheric map for the South African region using the current available resources. The International Reference Ionosphere (IRI) model, the South African Bottomside Ionospheric Model (SABIM), and measurements from ionosondes in the South African Ionosonde Network, were incorporated into the map. An accurate ionospheric map depicting the foF2 and hmF2 parameters as well as electron density profiles at any location within South Africa is a useful tool for, amongst others, High Frequency (HF) communicators and space weather centers. A major product of the work is software, written in MATLAB, which produces spatial and temporal representations of the South African ionosphere. The map was validated and demonstrated for practical application, since a significant aim of the project was to make the map as applicable as possible. It is hoped that the map will find immense application in HF radio communication industries, research industries, aviation industries, and other industries that make use of Earth-Space systems. A potential user of the map is GrinTek Ewation (GEW) who is currently evaluating it for their purposes
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- Authors: Okoh, Daniel Izuikeninachi
- Date: 2009
- Subjects: Ionosphere -- South Africa , Shortwave radio , Ionospheric electron density -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5459 , http://hdl.handle.net/10962/d1005244 , Ionosphere -- South Africa , Shortwave radio , Ionospheric electron density -- South Africa
- Description: This thesis describes the development of an ionospheric map for the South African region using the current available resources. The International Reference Ionosphere (IRI) model, the South African Bottomside Ionospheric Model (SABIM), and measurements from ionosondes in the South African Ionosonde Network, were incorporated into the map. An accurate ionospheric map depicting the foF2 and hmF2 parameters as well as electron density profiles at any location within South Africa is a useful tool for, amongst others, High Frequency (HF) communicators and space weather centers. A major product of the work is software, written in MATLAB, which produces spatial and temporal representations of the South African ionosphere. The map was validated and demonstrated for practical application, since a significant aim of the project was to make the map as applicable as possible. It is hoped that the map will find immense application in HF radio communication industries, research industries, aviation industries, and other industries that make use of Earth-Space systems. A potential user of the map is GrinTek Ewation (GEW) who is currently evaluating it for their purposes
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Development of a neural network based model for predicting the occurrence of spread F within the Brazilian sector
- Authors: Paradza, Masimba Wellington
- Date: 2009
- Subjects: Neural networks (Computer science) , Ionosphere , F region
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5460 , http://hdl.handle.net/10962/d1005245 , Neural networks (Computer science) , Ionosphere , F region
- Description: Spread F is a phenomenon of the ionosphere in which the pulses returned from the ionosphere are of a much greater duration than the transmitted ones. The occurrence of spread F can be predicted using the technique of Neural Networks (NNs). This thesis presents the development and evaluation of NN based models (two single station models and a regional model) for predicting the occurrence of spread F over selected stations within the Brazilian sector. The input space for the NNs included the day number (seasonal variation), hour (diurnal variation), sunspot number (measure of the solar activity), magnetic index (measure of the magnetic activity) and magnetic position (latitude, magnetic declination and inclination). Twelve years of spread F data measured during 1978 to 1989 inclusively at the equatorial site Fortaleza and low latitude site Cachoeira Paulista are used in the development of an input space and NN architecture for the NN models. Spread F data that is believed to be related to plasma bubble developments (range spread F) were used in the development of the models while those associated with narrow spectrum irregularities that occur near the F layer (frequency spread F) were excluded. The results of the models show the dependency of the probability of spread F as a function of local time, season and latitude. The models also illustrate some characteristics of spread F such as the onset and peak occurrence of spread F as a function of distance from the equator. Results from these models are presented in this thesis and compared to measured data and to modelled data obtained with an empirical model developed for the same purpose.
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- Authors: Paradza, Masimba Wellington
- Date: 2009
- Subjects: Neural networks (Computer science) , Ionosphere , F region
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5460 , http://hdl.handle.net/10962/d1005245 , Neural networks (Computer science) , Ionosphere , F region
- Description: Spread F is a phenomenon of the ionosphere in which the pulses returned from the ionosphere are of a much greater duration than the transmitted ones. The occurrence of spread F can be predicted using the technique of Neural Networks (NNs). This thesis presents the development and evaluation of NN based models (two single station models and a regional model) for predicting the occurrence of spread F over selected stations within the Brazilian sector. The input space for the NNs included the day number (seasonal variation), hour (diurnal variation), sunspot number (measure of the solar activity), magnetic index (measure of the magnetic activity) and magnetic position (latitude, magnetic declination and inclination). Twelve years of spread F data measured during 1978 to 1989 inclusively at the equatorial site Fortaleza and low latitude site Cachoeira Paulista are used in the development of an input space and NN architecture for the NN models. Spread F data that is believed to be related to plasma bubble developments (range spread F) were used in the development of the models while those associated with narrow spectrum irregularities that occur near the F layer (frequency spread F) were excluded. The results of the models show the dependency of the probability of spread F as a function of local time, season and latitude. The models also illustrate some characteristics of spread F such as the onset and peak occurrence of spread F as a function of distance from the equator. Results from these models are presented in this thesis and compared to measured data and to modelled data obtained with an empirical model developed for the same purpose.
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Discourses around abortion in a low-income community in the Western Cape
- Authors: Bowes, Tanya-Ann
- Date: 2009
- Subjects: Abortion -- Moral and ethical aspects , Abortion -- Religious aspects -- Christianity , Patriarchy -- South Africa , Abortion -- South Africa -- Western Cape , Male domination (Social structure)
- Language: English
- Type: text , Thesis , Masters , MSocSci
- Identifier: vital:2939 , http://hdl.handle.net/10962/d1002448
- Description: Since the introduction of the Choice on Termination of Pregnancy Act in 1996, research concerning abortion has primarily focused on public health issues or on the personal experience of women. The cultural and social context within which women experience a termination of pregnancy and in which services are offered has received less attention. The purpose of this study was to analyse public discourses around abortion in a low-income community in the Western Cape. Focus groups were used to gather data from three women’s and three men’s groups. The findings suggest that the agenda of pro-life discourses in this community is not always to defend the life of the fetus. Rather these discourses serve to protect, preserve and maintain the power of the traditional nuclear family, headed by the husband, over women’s reproduction and sexuality. Religious and moral arguments serve to disguise the gender issues at stake. However, instances also occurred where TOP was supported if the husband participated in the decision-making process. Therefore, his presence normalised abortion. Thus, the prevailing public discourses around abortion in this community either support or negate abortion in order to further the agenda of patriarchy.
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- Authors: Bowes, Tanya-Ann
- Date: 2009
- Subjects: Abortion -- Moral and ethical aspects , Abortion -- Religious aspects -- Christianity , Patriarchy -- South Africa , Abortion -- South Africa -- Western Cape , Male domination (Social structure)
- Language: English
- Type: text , Thesis , Masters , MSocSci
- Identifier: vital:2939 , http://hdl.handle.net/10962/d1002448
- Description: Since the introduction of the Choice on Termination of Pregnancy Act in 1996, research concerning abortion has primarily focused on public health issues or on the personal experience of women. The cultural and social context within which women experience a termination of pregnancy and in which services are offered has received less attention. The purpose of this study was to analyse public discourses around abortion in a low-income community in the Western Cape. Focus groups were used to gather data from three women’s and three men’s groups. The findings suggest that the agenda of pro-life discourses in this community is not always to defend the life of the fetus. Rather these discourses serve to protect, preserve and maintain the power of the traditional nuclear family, headed by the husband, over women’s reproduction and sexuality. Religious and moral arguments serve to disguise the gender issues at stake. However, instances also occurred where TOP was supported if the husband participated in the decision-making process. Therefore, his presence normalised abortion. Thus, the prevailing public discourses around abortion in this community either support or negate abortion in order to further the agenda of patriarchy.
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Dominant and non-dominant group's perceptions of the government-led economic transformation process in South Africa: report
- Authors: Dlamini, Thobile G. K
- Date: 2009
- Subjects: Group identity -- South Africa Post-apartheid era -- South Africa South Africa -- Ethnic relations Social change -- South Africa South Africa -- Social conditions -- 1994- South Africa -- Economic conditions -- 1991-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2963 , http://hdl.handle.net/10962/d1002472
- Description: The enormous social, economic, and political government-led societal transformation South Africans have experienced over the past 15 years have brought about numerous societal and identity changes. The aim of the present study was to explore how dominant (White participants) and non-dominant (Black participants) groups experiencing the government-led societal transformation process deal with perceptions of intergroup differences based on Social Identity Theory (Tajfel & Turner, 1979, 1986) and related field research. Social Identity Theory predicts that in the presence of intergroup differences group members irrespective of their status position will apply identity management strategies to either improve or maintain their status position. The relationships between perceptions of intergroup relations and identity management strategies as proposed by Social Identity Theory were tested studying 170 second year Rhodes University psychology students. Sixty participants indicated themselves as Black South Africans (representing non-dominant group) and 110 participants identified themselves as White South Africans (dominant group). The results revealed that dominant and non-dominant groups differ systematically regarding the functional interaction between beliefs about the intergroup situation and identity management strategies. The results of the study indicate too, that ingroup identification differentiates between individual and collective strategies irrespective of the group’s status position.
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- Authors: Dlamini, Thobile G. K
- Date: 2009
- Subjects: Group identity -- South Africa Post-apartheid era -- South Africa South Africa -- Ethnic relations Social change -- South Africa South Africa -- Social conditions -- 1994- South Africa -- Economic conditions -- 1991-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2963 , http://hdl.handle.net/10962/d1002472
- Description: The enormous social, economic, and political government-led societal transformation South Africans have experienced over the past 15 years have brought about numerous societal and identity changes. The aim of the present study was to explore how dominant (White participants) and non-dominant (Black participants) groups experiencing the government-led societal transformation process deal with perceptions of intergroup differences based on Social Identity Theory (Tajfel & Turner, 1979, 1986) and related field research. Social Identity Theory predicts that in the presence of intergroup differences group members irrespective of their status position will apply identity management strategies to either improve or maintain their status position. The relationships between perceptions of intergroup relations and identity management strategies as proposed by Social Identity Theory were tested studying 170 second year Rhodes University psychology students. Sixty participants indicated themselves as Black South Africans (representing non-dominant group) and 110 participants identified themselves as White South Africans (dominant group). The results revealed that dominant and non-dominant groups differ systematically regarding the functional interaction between beliefs about the intergroup situation and identity management strategies. The results of the study indicate too, that ingroup identification differentiates between individual and collective strategies irrespective of the group’s status position.
- Full Text:
Dynamics of larval fish and zooplankton in selected south and west coast estuaries of South Africa
- Montoya-Maya, Phanor Hernando
- Authors: Montoya-Maya, Phanor Hernando
- Date: 2009
- Subjects: Marine zooplankton -- South Africa , Zooplankton -- South Africa , Fishes -- Larvae -- South Africa , Estuarine ecology -- South Africa , Estuaries -- South Africa -- Management , Environmental monitoring -- South Africa , Coastal zone management -- South Africa , Estuarine area conservation -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5263 , http://hdl.handle.net/10962/d1005107 , Marine zooplankton -- South Africa , Zooplankton -- South Africa , Fishes -- Larvae -- South Africa , Estuarine ecology -- South Africa , Estuaries -- South Africa -- Management , Environmental monitoring -- South Africa , Coastal zone management -- South Africa , Estuarine area conservation -- South Africa
- Description: Larval fish and zooplankton assemblages were studied in nine south and west coast estuaries in the cool-temperate and the cool/warm-temperate boundary region between June 2003 and March 2004. This study served to provide new information on previously unstudied estuaries and expand on existing knowledge of larval fish and zooplankton assemblages associated with various estuary types. The south and west coast estuaries sampled in this study showed lower salinities (12.2 - 13.7), lower water temperatures (14.5 - 16.9 °C) and higher turbidities (k = 0.02 - 0.04) in winter and spring while higher salinities (21.7 - 21.8), higher water temperatures (21.7 - 23.1°C) and lower turbidities (k <0.02) were observed in summer and autumn. Mean winter and summer water temperatures in estuaries were lower than those observed in warm-temperate and subtropical systems by other researchers. A total of 49274 larval fishes were caught, comprising 9 orders, 20 families, 29 genera and 47 taxa. The clupeid Gilchristella aestuaria (78.8 %) dominated the larval fish assemblages and occurred in all estuaries. The majority (70 %) of identified species are endemic to southern Africa and 96.4 % of larval fishes caught were estuary-resident species. The zooplankton study yielded a total of 44 taxa, comprising 7 phyla, >20 orders and >35 families. The copepod Pseudodiaptomus hessei dominated (59 %) the zooplankton and occurred in similar densities to those observed in other South African estuaries. Larval fish and zooplankton varied across seasons, peaking simultaneously in summer although zooplankton showed additional density peaks during the closed phase of some estuaries. Both plankton components were more abundant in the oligohaline and mesohaline zones within the estuaries. Freshwater input, estuary type and the biogeography of the area influenced the composition and structure of larval fish and zooplankton assemblages in these estuaries. The findings suggest that the estuaries are functioning as successful breeding areas for the larvae of endemic estuary-resident fish species and that these estuaries have to be managed to ensure an adequate freshwater supply to maintain the biological integrity of the ecosystem, specially the maintenance of the highly productive River-Estuary Interface (REI) regions.
- Full Text:
- Authors: Montoya-Maya, Phanor Hernando
- Date: 2009
- Subjects: Marine zooplankton -- South Africa , Zooplankton -- South Africa , Fishes -- Larvae -- South Africa , Estuarine ecology -- South Africa , Estuaries -- South Africa -- Management , Environmental monitoring -- South Africa , Coastal zone management -- South Africa , Estuarine area conservation -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5263 , http://hdl.handle.net/10962/d1005107 , Marine zooplankton -- South Africa , Zooplankton -- South Africa , Fishes -- Larvae -- South Africa , Estuarine ecology -- South Africa , Estuaries -- South Africa -- Management , Environmental monitoring -- South Africa , Coastal zone management -- South Africa , Estuarine area conservation -- South Africa
- Description: Larval fish and zooplankton assemblages were studied in nine south and west coast estuaries in the cool-temperate and the cool/warm-temperate boundary region between June 2003 and March 2004. This study served to provide new information on previously unstudied estuaries and expand on existing knowledge of larval fish and zooplankton assemblages associated with various estuary types. The south and west coast estuaries sampled in this study showed lower salinities (12.2 - 13.7), lower water temperatures (14.5 - 16.9 °C) and higher turbidities (k = 0.02 - 0.04) in winter and spring while higher salinities (21.7 - 21.8), higher water temperatures (21.7 - 23.1°C) and lower turbidities (k <0.02) were observed in summer and autumn. Mean winter and summer water temperatures in estuaries were lower than those observed in warm-temperate and subtropical systems by other researchers. A total of 49274 larval fishes were caught, comprising 9 orders, 20 families, 29 genera and 47 taxa. The clupeid Gilchristella aestuaria (78.8 %) dominated the larval fish assemblages and occurred in all estuaries. The majority (70 %) of identified species are endemic to southern Africa and 96.4 % of larval fishes caught were estuary-resident species. The zooplankton study yielded a total of 44 taxa, comprising 7 phyla, >20 orders and >35 families. The copepod Pseudodiaptomus hessei dominated (59 %) the zooplankton and occurred in similar densities to those observed in other South African estuaries. Larval fish and zooplankton varied across seasons, peaking simultaneously in summer although zooplankton showed additional density peaks during the closed phase of some estuaries. Both plankton components were more abundant in the oligohaline and mesohaline zones within the estuaries. Freshwater input, estuary type and the biogeography of the area influenced the composition and structure of larval fish and zooplankton assemblages in these estuaries. The findings suggest that the estuaries are functioning as successful breeding areas for the larvae of endemic estuary-resident fish species and that these estuaries have to be managed to ensure an adequate freshwater supply to maintain the biological integrity of the ecosystem, specially the maintenance of the highly productive River-Estuary Interface (REI) regions.
- Full Text:
Economic diversification of a mining town: a case study of Oranjemund
- Authors: Helmuth, Angelo
- Date: 2009
- Subjects: Economic development -- Namibia -- Oranjemund -- Case studies Mineral industries -- Namibia -- Oranjemund -- Case studies Sustainable development -- Namibia -- Oranjemund
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:723 , http://hdl.handle.net/10962/d1003843
- Description: Can mining industries and mining based localities promote Local Economic Development (LED)? This case study, on the mining town of Oranjemund, seeks to examine the economic diversification prospects of the town. Stakeholder views are considered and their aspirations determined, through an interview process. Relevant theories on economic development, growth and sustainability are outline. Lessons are drawn from local and international empirical studies on mining towns. The roles and contributions stakeholders and institutions could realize that could lead to local economic diversification and LED are defined. The opportunities and threats that could affect the town’s LED process are identified. This paper concludes that it is imperative that sound relationships be developed amongst key stakeholders. It further, recommends that a strategic LED plan be designed for Oranjemund and that national government, through the regional and local authority, lead the process.
- Full Text:
- Authors: Helmuth, Angelo
- Date: 2009
- Subjects: Economic development -- Namibia -- Oranjemund -- Case studies Mineral industries -- Namibia -- Oranjemund -- Case studies Sustainable development -- Namibia -- Oranjemund
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:723 , http://hdl.handle.net/10962/d1003843
- Description: Can mining industries and mining based localities promote Local Economic Development (LED)? This case study, on the mining town of Oranjemund, seeks to examine the economic diversification prospects of the town. Stakeholder views are considered and their aspirations determined, through an interview process. Relevant theories on economic development, growth and sustainability are outline. Lessons are drawn from local and international empirical studies on mining towns. The roles and contributions stakeholders and institutions could realize that could lead to local economic diversification and LED are defined. The opportunities and threats that could affect the town’s LED process are identified. This paper concludes that it is imperative that sound relationships be developed amongst key stakeholders. It further, recommends that a strategic LED plan be designed for Oranjemund and that national government, through the regional and local authority, lead the process.
- Full Text:
Economic responsiveness in organisational psychology curricula
- Authors: Van Niekerk, Roelf
- Date: 2009
- Subjects: Psychology, Industrial -- Study and teaching (Higher) -- South Africa Universities and colleges -- Curricula -- South Africa College graduates -- Employment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1319 , http://hdl.handle.net/10962/d1003952
- Description: This study focused on a topic at the intersection of two contexts, namely curriculum responsiveness and industrial/organisational psychology (IOP). The rationale for this study is based on two considerations. Firstly, a review of the IOP curricula offered at ten prominent South African universities revealed little overlap. This suggests that academic departments are not guided by shared principles when they implement decisions about the content or sequencing of curriculum content. Secondly, the Department of Education urges academics to design curricula that are relevant and responsive to contemporary conditions. These two considerations motivated the investigation of the following research question: What key performance areas (KPAs) do employers specify when they advertise positions suitable for IOP graduates? The investigation had two aims, namely (a) to systematically analyse the KPAs specified in job advertisements and (b) to compile KPA templates that may be used by IOP departments who wish to revise or transform their curricula. The research design of this study has five characteristics, namely that it is: (a) qualitative, (b) naturalistic, (c), descriptive, (d) applied, and (e) strategic. The study employed a purposive sampling strategy that involved the collection of documentary data (job advertisements aimed at recruiting IOP graduates) over a 52-week period (N=1115). The data was content analysed by means of a six-step documentary analysis method. Specific strategies were employed to enhance the validity of the findings. These strategies focused on credibility, transferability, dependability, and confirmability. Similarly, the ethical standing of the investigation was promoted by addressing four considerations, namely autonomy and respect for dignity, non-maleficence, beneficence, and justice. The data analysis procedure produced comprehensive and detailed qualitative descriptions of (a) 21 occupational categories, (b) 4070 KPA themes and (c) 84 KPA clusters. In addition, the number of occupational categories, KPA themes and KPA clusters were recorded and interpreted. In addition, the data analysis procedure produced comprehensive KPA templates that IOP departments may find useful. The templates reflect the KPAs specified by advertisements aimed at recruiting IOP graduates for a range of occupational categories and were designed to be used as benchmarks against which the economic responsiveness of curricula can be compared.
- Full Text:
- Authors: Van Niekerk, Roelf
- Date: 2009
- Subjects: Psychology, Industrial -- Study and teaching (Higher) -- South Africa Universities and colleges -- Curricula -- South Africa College graduates -- Employment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1319 , http://hdl.handle.net/10962/d1003952
- Description: This study focused on a topic at the intersection of two contexts, namely curriculum responsiveness and industrial/organisational psychology (IOP). The rationale for this study is based on two considerations. Firstly, a review of the IOP curricula offered at ten prominent South African universities revealed little overlap. This suggests that academic departments are not guided by shared principles when they implement decisions about the content or sequencing of curriculum content. Secondly, the Department of Education urges academics to design curricula that are relevant and responsive to contemporary conditions. These two considerations motivated the investigation of the following research question: What key performance areas (KPAs) do employers specify when they advertise positions suitable for IOP graduates? The investigation had two aims, namely (a) to systematically analyse the KPAs specified in job advertisements and (b) to compile KPA templates that may be used by IOP departments who wish to revise or transform their curricula. The research design of this study has five characteristics, namely that it is: (a) qualitative, (b) naturalistic, (c), descriptive, (d) applied, and (e) strategic. The study employed a purposive sampling strategy that involved the collection of documentary data (job advertisements aimed at recruiting IOP graduates) over a 52-week period (N=1115). The data was content analysed by means of a six-step documentary analysis method. Specific strategies were employed to enhance the validity of the findings. These strategies focused on credibility, transferability, dependability, and confirmability. Similarly, the ethical standing of the investigation was promoted by addressing four considerations, namely autonomy and respect for dignity, non-maleficence, beneficence, and justice. The data analysis procedure produced comprehensive and detailed qualitative descriptions of (a) 21 occupational categories, (b) 4070 KPA themes and (c) 84 KPA clusters. In addition, the number of occupational categories, KPA themes and KPA clusters were recorded and interpreted. In addition, the data analysis procedure produced comprehensive KPA templates that IOP departments may find useful. The templates reflect the KPAs specified by advertisements aimed at recruiting IOP graduates for a range of occupational categories and were designed to be used as benchmarks against which the economic responsiveness of curricula can be compared.
- Full Text:
Electrochemical studies of titanium, manganese and cobalt phthalocyanines
- Authors: Nombona, Nolwazi
- Date: 2009
- Subjects: Titanium , Manganese , Cobalt , Phthalocyanines , Electrochemistry , Electrodes , Self-assembly (Chemistry)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4312 , http://hdl.handle.net/10962/d1004970 , Titanium , Manganese , Cobalt , Phthalocyanines , Electrochemistry , Electrodes , Self-assembly (Chemistry)
- Description: Syntheses, spectral, electrochemical and spectroelectrochemical studies of phenylthio and amino derivatised metallophthalocyanines complexes are reported. The complexes are immobilized onto a gold macro disk, gold ultramicroelectrode and gold coated fiber electrodes via self assembly with phenylthio MPc derivatives or onto a glassy carbon electrode via electropolymerisation with amino MPc derivatives. For the first time MPc SAMs were formed on gold coated fiber. The electrocatalytic behavior of the modified electrodes was studied for the detection of nitrite and L-cysteine, all modified electrodes showed improved electrocatalytic oxidation compared to the unmodified electrode. The MPc complexes catalyzed nitrite oxidation via a two-electron mechanism producing nitrate. Cobalt tetraaminophthalocyanine showed the best catalytic activity for nitrite oxidation in terms of overpotential lowering compared to other complexes and thus was used for nitrite detection in a food sample, the nitrite concentration was determined to be 59.13 ppm, well within the limit for cured meat products. Electrocatalytic oxidation of L-cysteine on SAM modified gold coated fiber was reported for the first time. The gold coated fiber and ultamicro cylinder electrode were less stable towards the electro-oxidation of cysteine compared to its oxidation on the gold disk. The gold disk electrode gave better catalytic performance in terms of stability and reduction of overpotential. The phenylthio cobalt phthalocyanine derivative gave the best catalytic activity for L-cysteine oxidation in terms of overpotential lowering compared to other phenylthio derivatized MPc complexes. The amount of L-cysteine in human urine was 2.4 mM, well within the urinary L-cysteine excretion range for a healthy human being.
- Full Text:
- Authors: Nombona, Nolwazi
- Date: 2009
- Subjects: Titanium , Manganese , Cobalt , Phthalocyanines , Electrochemistry , Electrodes , Self-assembly (Chemistry)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4312 , http://hdl.handle.net/10962/d1004970 , Titanium , Manganese , Cobalt , Phthalocyanines , Electrochemistry , Electrodes , Self-assembly (Chemistry)
- Description: Syntheses, spectral, electrochemical and spectroelectrochemical studies of phenylthio and amino derivatised metallophthalocyanines complexes are reported. The complexes are immobilized onto a gold macro disk, gold ultramicroelectrode and gold coated fiber electrodes via self assembly with phenylthio MPc derivatives or onto a glassy carbon electrode via electropolymerisation with amino MPc derivatives. For the first time MPc SAMs were formed on gold coated fiber. The electrocatalytic behavior of the modified electrodes was studied for the detection of nitrite and L-cysteine, all modified electrodes showed improved electrocatalytic oxidation compared to the unmodified electrode. The MPc complexes catalyzed nitrite oxidation via a two-electron mechanism producing nitrate. Cobalt tetraaminophthalocyanine showed the best catalytic activity for nitrite oxidation in terms of overpotential lowering compared to other complexes and thus was used for nitrite detection in a food sample, the nitrite concentration was determined to be 59.13 ppm, well within the limit for cured meat products. Electrocatalytic oxidation of L-cysteine on SAM modified gold coated fiber was reported for the first time. The gold coated fiber and ultamicro cylinder electrode were less stable towards the electro-oxidation of cysteine compared to its oxidation on the gold disk. The gold disk electrode gave better catalytic performance in terms of stability and reduction of overpotential. The phenylthio cobalt phthalocyanine derivative gave the best catalytic activity for L-cysteine oxidation in terms of overpotential lowering compared to other phenylthio derivatized MPc complexes. The amount of L-cysteine in human urine was 2.4 mM, well within the urinary L-cysteine excretion range for a healthy human being.
- Full Text:
Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia
- Authors: Haingura, Rudolph
- Date: 2009
- Subjects: Education -- South Africa -- Case studies Education -- Namibia -- Case studies Educational change -- South Africa -- Case studies Educational change -- Namibia -- Case studies Teachers -- Training of -- South Africa -- Case studies Teachers -- Training of -- Namibia -- Case studies Environmental education -- South Africa -- Case studies Environmental education -- Namibia -- Case studies School improvement programs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1509 , http://hdl.handle.net/10962/d1003391
- Description: Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
- Full Text:
- Authors: Haingura, Rudolph
- Date: 2009
- Subjects: Education -- South Africa -- Case studies Education -- Namibia -- Case studies Educational change -- South Africa -- Case studies Educational change -- Namibia -- Case studies Teachers -- Training of -- South Africa -- Case studies Teachers -- Training of -- Namibia -- Case studies Environmental education -- South Africa -- Case studies Environmental education -- Namibia -- Case studies School improvement programs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1509 , http://hdl.handle.net/10962/d1003391
- Description: Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
- Full Text:
Environmental education policy support in Southern Africa: a case story of SADC REEP
- Gumede, Sibusisiwe Marie-Louise
- Authors: Gumede, Sibusisiwe Marie-Louise
- Date: 2009
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern Education and state -- Africa, Southern Teaching -- Aids and devices -- Africa, Southern
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1515 , http://hdl.handle.net/10962/d1003397
- Description: The study takes place in the context of the Southern African Development Community’s Regional Environmental Education Programme (SADC REEP). The SADC REEP is a programme of the Food Agriculture and Natural Resources Directorate of the SADC Secretariat. The programme is implemented through four components namely policy, networking, training and learning support materials development. The bulk of the policy budget is in the form of seed funding to support policy initiatives in the member states. The intention of this study is to illuminate factors that influence the deployment and use of seed funding to support environmental education policy processes within the SADC REEP. To sharpen the understanding of the context within which these activities take place, the study looks at the global and regional landscape of policy events and their influence on policy in the sub-region. The study also looks at the landscape of the fields within which environmental education is embedded, the power relations, and the notion of agency in environmental education policy processes. The discourse in environmental education policy processes is analyzed by drawing on Bourdieu’s constructivist structuralism to highlight some of the social and institutional complexities in dynamic fields, capital and policy context. The research takes a qualitative interpretative approach using case study methodology to explore the processes and influences that have a bearing on the SADC REEP policy sub-component, specifically the deployment and use of seed funding for policy initiatives. The findings show the complexity of the variables at play in shaping the processes of developing and reviewing environmental education policies in the sub-region. These variables include discourse that is used, economics and politics of the responsible institutions and actors, as well as relationships between the environmental field and education field. The results point towards a need to clearly understand the policy context within which the SADC REEP is operating in order to make correct assumptions, to develop realist expectations, and to put in place appropriate mechanisms that will effect the expectations. The study recommends further probing of the relationship between the actors and networks in relation to the success of policy processes. It also recommends a further exploration of the SADC REEP’s open-ended approach with respect to articulating the monitoring and consolidation of the successes in supporting environmental education policy processes.
- Full Text:
- Authors: Gumede, Sibusisiwe Marie-Louise
- Date: 2009
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern Education and state -- Africa, Southern Teaching -- Aids and devices -- Africa, Southern
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1515 , http://hdl.handle.net/10962/d1003397
- Description: The study takes place in the context of the Southern African Development Community’s Regional Environmental Education Programme (SADC REEP). The SADC REEP is a programme of the Food Agriculture and Natural Resources Directorate of the SADC Secretariat. The programme is implemented through four components namely policy, networking, training and learning support materials development. The bulk of the policy budget is in the form of seed funding to support policy initiatives in the member states. The intention of this study is to illuminate factors that influence the deployment and use of seed funding to support environmental education policy processes within the SADC REEP. To sharpen the understanding of the context within which these activities take place, the study looks at the global and regional landscape of policy events and their influence on policy in the sub-region. The study also looks at the landscape of the fields within which environmental education is embedded, the power relations, and the notion of agency in environmental education policy processes. The discourse in environmental education policy processes is analyzed by drawing on Bourdieu’s constructivist structuralism to highlight some of the social and institutional complexities in dynamic fields, capital and policy context. The research takes a qualitative interpretative approach using case study methodology to explore the processes and influences that have a bearing on the SADC REEP policy sub-component, specifically the deployment and use of seed funding for policy initiatives. The findings show the complexity of the variables at play in shaping the processes of developing and reviewing environmental education policies in the sub-region. These variables include discourse that is used, economics and politics of the responsible institutions and actors, as well as relationships between the environmental field and education field. The results point towards a need to clearly understand the policy context within which the SADC REEP is operating in order to make correct assumptions, to develop realist expectations, and to put in place appropriate mechanisms that will effect the expectations. The study recommends further probing of the relationship between the actors and networks in relation to the success of policy processes. It also recommends a further exploration of the SADC REEP’s open-ended approach with respect to articulating the monitoring and consolidation of the successes in supporting environmental education policy processes.
- Full Text:
Evaluation of an implemented quality management system (QMS) at one of the South African government departments: employee perceptions of the effect of the QMS intervention
- Authors: Maluleke, Yinywane Leon
- Date: 2009
- Subjects: Total quality management in government Public administration -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:739 , http://hdl.handle.net/10962/d1003859
- Description: This study is about the employee perceptions of the effect of the Quality Management System intervention that was implemented at one of South Africa’s government departments. This organisation’s Quality Management System being one of the first in the government or public sector in South Africa to be implemented, creates the possibility for this Quality Management System model to be used to develop Quality Management Systems in other departments or organisations belonging to the government or the public sector in South Africa and the Southern African region. According to Madu & Kuei (1995), Quality Management System describes a situation where all business functions are involved in a process of continuous quality improvement. This implies that the development and implementation of Quality Management Systems in government departments and the public sector will improve the quality of services delivery. The findings of this study indicated that a Quality Management System can be used to improve the level of service delivery in the public sector. The Quality Management System should be planned developed and implemented over a period of time in five phases (i) Phase 1 - Determination of the scope of Quality Management System implementation (ii) Phase 2 – Training (iii) Phase 3 – Development of Procedures (iv) Phase 4 – Pilot implementation of procedures (v) Phase 5 – Evaluation of Quality Management System and rollout. It usually takes three or more years to establish an organisation-wide Quality Management System, although technical improvement to the workflow can be as quickly as six to eight months. And finally, for the Quality Management System to be developed, implemented and maintained successfully, Maximisation of Performance objectives, Good Leadership, Motivation of staff, Implementation of Change Management, Employee Involvement, Long-term Top Management Commitment, Provision of Training, Introduction of Quality Improvement Projects, Measuring Quality Management System Progress and Reward Accomplishment, are the fundamental concepts or principles that should be considered.
- Full Text:
- Authors: Maluleke, Yinywane Leon
- Date: 2009
- Subjects: Total quality management in government Public administration -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:739 , http://hdl.handle.net/10962/d1003859
- Description: This study is about the employee perceptions of the effect of the Quality Management System intervention that was implemented at one of South Africa’s government departments. This organisation’s Quality Management System being one of the first in the government or public sector in South Africa to be implemented, creates the possibility for this Quality Management System model to be used to develop Quality Management Systems in other departments or organisations belonging to the government or the public sector in South Africa and the Southern African region. According to Madu & Kuei (1995), Quality Management System describes a situation where all business functions are involved in a process of continuous quality improvement. This implies that the development and implementation of Quality Management Systems in government departments and the public sector will improve the quality of services delivery. The findings of this study indicated that a Quality Management System can be used to improve the level of service delivery in the public sector. The Quality Management System should be planned developed and implemented over a period of time in five phases (i) Phase 1 - Determination of the scope of Quality Management System implementation (ii) Phase 2 – Training (iii) Phase 3 – Development of Procedures (iv) Phase 4 – Pilot implementation of procedures (v) Phase 5 – Evaluation of Quality Management System and rollout. It usually takes three or more years to establish an organisation-wide Quality Management System, although technical improvement to the workflow can be as quickly as six to eight months. And finally, for the Quality Management System to be developed, implemented and maintained successfully, Maximisation of Performance objectives, Good Leadership, Motivation of staff, Implementation of Change Management, Employee Involvement, Long-term Top Management Commitment, Provision of Training, Introduction of Quality Improvement Projects, Measuring Quality Management System Progress and Reward Accomplishment, are the fundamental concepts or principles that should be considered.
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Exploring job search and the causes of endogenous unemployment: evidence from Duncan Village, South Africa
- Authors: Duff, Patrick Alexander
- Date: 2009
- Subjects: Unemployment , Unemployment -- Social aspects -- South Africa -- East London -- Duncan Village , Job hunting -- South Africa -- East London -- Duncan Village , Labor market -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: vital:1026
- Description: Despite high rates of unemployment in South Africa, there is little consensus about its origins and solutions to the problem. Job search (how and when people search for work)is one aspect of the unemployment problem. Job search is shown to be a complex process strongly linked to the endogenous structure of the labour market. The flaws in traditional methods (theoretical and measurement) highlight this. Using data from a tailor-made survey in Duncan Village (a peri-urban area in Buffalo City, South Africa) the research examines factors that influence the effectiveness of job search. The results show that mode of search (how people look for work) is used as a signal by employers. Degrees of success are stratified amongst searchers using either ‘word of mouth’, place-to-place or formal modes of search. The thesis provides a method-test to reveal a complex body of evidence that has yet to be fully explored by practitioners in this field.
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- Authors: Duff, Patrick Alexander
- Date: 2009
- Subjects: Unemployment , Unemployment -- Social aspects -- South Africa -- East London -- Duncan Village , Job hunting -- South Africa -- East London -- Duncan Village , Labor market -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: vital:1026
- Description: Despite high rates of unemployment in South Africa, there is little consensus about its origins and solutions to the problem. Job search (how and when people search for work)is one aspect of the unemployment problem. Job search is shown to be a complex process strongly linked to the endogenous structure of the labour market. The flaws in traditional methods (theoretical and measurement) highlight this. Using data from a tailor-made survey in Duncan Village (a peri-urban area in Buffalo City, South Africa) the research examines factors that influence the effectiveness of job search. The results show that mode of search (how people look for work) is used as a signal by employers. Degrees of success are stratified amongst searchers using either ‘word of mouth’, place-to-place or formal modes of search. The thesis provides a method-test to reveal a complex body of evidence that has yet to be fully explored by practitioners in this field.
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Exploring the consequences of perceptions of the divine, and the church, in the making of self-identity: a case study of congregants from Roman Catholic and Charismatic communities in East London, South Africa
- Authors: Sundberg, Dianne
- Date: 2009
- Subjects: Giddens, Anthony Catholic Church -- South Africa -- East London -- Case studies Catholic Church -- Doctrines Glory of God -- Case studies Church -- South Africa -- East London -- Case studies Feminist theology -- South Africa Self -- Case studies Identity (Psychology) -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3298 , http://hdl.handle.net/10962/d1003086
- Description: This thesis explores the impact and consequences of the teachings of the church, perceptions of The Divine [God] and of Mary, in the making of personal identity. In spite of secularisation and the prediction that the church would collapse in the face of modern science, recent evidence suggests that - in its various forms - religion, and belief in a higher power remain important and potentially powerful aspects in society. A foundation stone of the Christian faith is the doctrine of Imago Dei: humanity created in the image of The Divine. Although not male, The Divine is repeatedly spoken of - and addressed - in anthropomorphic masculine terms, but perceived in gender-specific stereotypical terms. Alongside The Divine - in the Roman Catholic Church - is Mary, the mother of Jesus. She is spoken of in feminine terms, but is also perceived in gender-specific stereotypical terms. Although not officially considered to be divine, Mary fulfils important needs in the life of the believer and it is in this context that her influence is evaluated. The role of the church as a community - and social institution - is also explored, based on Giddens’ theories of identity development. Belonging to a church community can provide a context for relationship, continuity, and trust. However, this potentially positive environment can have negative implications on self-identity in that restrictions on self-expression and personal choice can be as limiting as the sense of belonging is liberating. The patriarchal nature of the church is deemed to be of immense relevance. In order to establish the role of the church, The Divine, and Mary in the making of self-identity, in-depth interviews were conducted with twelve research participants belonging to Charismatic and Roman Catholic congregations, and Giddens’ criteria for self-identity development was used as the standard for evaluating participants’ personal sense of self-identity. Explored from the perspective of feminist theology, the findings of this qualitative research project suggest that it is more than gender language regarding The Divine that affects the agent’s perception of The Divine, and that the role of the church in identity formation is not uniform in its influence. It also concludes that perceptions of Mary can be influential in the development of selfidentity.
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- Authors: Sundberg, Dianne
- Date: 2009
- Subjects: Giddens, Anthony Catholic Church -- South Africa -- East London -- Case studies Catholic Church -- Doctrines Glory of God -- Case studies Church -- South Africa -- East London -- Case studies Feminist theology -- South Africa Self -- Case studies Identity (Psychology) -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3298 , http://hdl.handle.net/10962/d1003086
- Description: This thesis explores the impact and consequences of the teachings of the church, perceptions of The Divine [God] and of Mary, in the making of personal identity. In spite of secularisation and the prediction that the church would collapse in the face of modern science, recent evidence suggests that - in its various forms - religion, and belief in a higher power remain important and potentially powerful aspects in society. A foundation stone of the Christian faith is the doctrine of Imago Dei: humanity created in the image of The Divine. Although not male, The Divine is repeatedly spoken of - and addressed - in anthropomorphic masculine terms, but perceived in gender-specific stereotypical terms. Alongside The Divine - in the Roman Catholic Church - is Mary, the mother of Jesus. She is spoken of in feminine terms, but is also perceived in gender-specific stereotypical terms. Although not officially considered to be divine, Mary fulfils important needs in the life of the believer and it is in this context that her influence is evaluated. The role of the church as a community - and social institution - is also explored, based on Giddens’ theories of identity development. Belonging to a church community can provide a context for relationship, continuity, and trust. However, this potentially positive environment can have negative implications on self-identity in that restrictions on self-expression and personal choice can be as limiting as the sense of belonging is liberating. The patriarchal nature of the church is deemed to be of immense relevance. In order to establish the role of the church, The Divine, and Mary in the making of self-identity, in-depth interviews were conducted with twelve research participants belonging to Charismatic and Roman Catholic congregations, and Giddens’ criteria for self-identity development was used as the standard for evaluating participants’ personal sense of self-identity. Explored from the perspective of feminist theology, the findings of this qualitative research project suggest that it is more than gender language regarding The Divine that affects the agent’s perception of The Divine, and that the role of the church in identity formation is not uniform in its influence. It also concludes that perceptions of Mary can be influential in the development of selfidentity.
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Factors enabling and constraining ICT implementation in schools: a multiple case study of three secondary schools in Lesotho
- Authors: Kalake, Matsitso
- Date: 2009
- Subjects: Education -- Lesotho Computer-assisted instruction -- Lesotho Information technology -- Lesotho Educational technology -- Lesotho Education, Secondary -- Lesotho -- Data processing Education -- Lesotho -- Computer network resources Educational innovations -- Lesotho Educational change -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1858 , http://hdl.handle.net/10962/d1004539
- Description: This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced with a critical review of the literature. Literature was drawn from developed and developing countries in order to understand the process of ICT implementation from a variety of contexts. The enquiry about the implementation process in all the countries focused on the rationale behind the use of ICTs in schools. ICT policies guiding implementation, principal leadership, teacher professional development and ICT resources. The literature review was followed by case studies of three secondary schools in Mafeteng district in Lesotho. Using both qualitative and quantitative methods of research, the study sought to determine from key people in three case study schools their overall understanding of how the process of implementation was carried out and what they perceived as enablers and constraints. The findings revealed that planning, access arrangements, training, support and to a lesser extent resources played a role in either impeding or encouraging the key ICT implementers at school and classroom level. Additionally, the key role of the principal and the MoE were highlighted in the study.
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- Authors: Kalake, Matsitso
- Date: 2009
- Subjects: Education -- Lesotho Computer-assisted instruction -- Lesotho Information technology -- Lesotho Educational technology -- Lesotho Education, Secondary -- Lesotho -- Data processing Education -- Lesotho -- Computer network resources Educational innovations -- Lesotho Educational change -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1858 , http://hdl.handle.net/10962/d1004539
- Description: This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced with a critical review of the literature. Literature was drawn from developed and developing countries in order to understand the process of ICT implementation from a variety of contexts. The enquiry about the implementation process in all the countries focused on the rationale behind the use of ICTs in schools. ICT policies guiding implementation, principal leadership, teacher professional development and ICT resources. The literature review was followed by case studies of three secondary schools in Mafeteng district in Lesotho. Using both qualitative and quantitative methods of research, the study sought to determine from key people in three case study schools their overall understanding of how the process of implementation was carried out and what they perceived as enablers and constraints. The findings revealed that planning, access arrangements, training, support and to a lesser extent resources played a role in either impeding or encouraging the key ICT implementers at school and classroom level. Additionally, the key role of the principal and the MoE were highlighted in the study.
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