An investigation into the popularity of the Zimbabwean tabloid newspaper, uMthunywa: a reception study of Bulawayo readers
- Authors: Mabweazara, Hayes Mawindi
- Date: 2007
- Subjects: uMthunywa (Zimbabwe) Tabloid newspapers -- Zimbabwe Journalism -- Zimbabwe Newspapers -- Marketing -- Zimbabwe Mass media -- Social aspects -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3454 , http://hdl.handle.net/10962/d1002908
- Description: The development of the tabloid press has stirred heated debate among media scholars. Critics have argued against the relevance of tabloids in society, often framing them as the ‘journalistic other’ deserving no place in ‘serious’ journalism. Much of this criticism, however, has not been based on a close interrogation of the phenomenon, or an examination of the reasons for their popularity amongst readers. It is against this background that this study investigates the reasons behind the popularity of the Zimbabwean state-controlled tabloid newspaper uMthunywa, among its Bulawayo readers. In particular, it explores the meanings obtained from the content of the paper and the relevance of this content to the readers’ everyday lives. In undertaking this investigation, the study draws primarily on qualitative research methods, particularly qualitative content analysis and in-depth interviews (both group and individual). As the study demonstrates, these methods uncover the complex manner in which Bulawayo readers are attracted to uMthunywa and how they appropriate its textual meanings to their lived realities. The study establishes that despite uMthunywa being state-controlled, it offers space through which the conventional ways of presenting reality are challenged, and the importance of the newspaper being written in isiNdebele. As the study indicates, the popularity of the newspaper is largely dependent on its excessive formulaic and sensational stories, which cover issues experienced by its readers in their lived circumstances. The study thus argues that the newspaper constitutes an alternative mediated public sphere that finds space in the deeper social conditions that have alienated the people of Bulawayo from the macropolitical life of the nation and the ‘power bloc’.
- Full Text:
- Authors: Mabweazara, Hayes Mawindi
- Date: 2007
- Subjects: uMthunywa (Zimbabwe) Tabloid newspapers -- Zimbabwe Journalism -- Zimbabwe Newspapers -- Marketing -- Zimbabwe Mass media -- Social aspects -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3454 , http://hdl.handle.net/10962/d1002908
- Description: The development of the tabloid press has stirred heated debate among media scholars. Critics have argued against the relevance of tabloids in society, often framing them as the ‘journalistic other’ deserving no place in ‘serious’ journalism. Much of this criticism, however, has not been based on a close interrogation of the phenomenon, or an examination of the reasons for their popularity amongst readers. It is against this background that this study investigates the reasons behind the popularity of the Zimbabwean state-controlled tabloid newspaper uMthunywa, among its Bulawayo readers. In particular, it explores the meanings obtained from the content of the paper and the relevance of this content to the readers’ everyday lives. In undertaking this investigation, the study draws primarily on qualitative research methods, particularly qualitative content analysis and in-depth interviews (both group and individual). As the study demonstrates, these methods uncover the complex manner in which Bulawayo readers are attracted to uMthunywa and how they appropriate its textual meanings to their lived realities. The study establishes that despite uMthunywa being state-controlled, it offers space through which the conventional ways of presenting reality are challenged, and the importance of the newspaper being written in isiNdebele. As the study indicates, the popularity of the newspaper is largely dependent on its excessive formulaic and sensational stories, which cover issues experienced by its readers in their lived circumstances. The study thus argues that the newspaper constitutes an alternative mediated public sphere that finds space in the deeper social conditions that have alienated the people of Bulawayo from the macropolitical life of the nation and the ‘power bloc’.
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An investigation into the popularity of Zimbabwe's first health communication soap opera, Studio 263 : a qualitative reception study of Bulawayo students aged between 15 and 20 years
- Authors: Bhebhe-Mpofu, Adilaid
- Date: 2007 , 2014-08-18
- Subjects: Studio 263 (Television program) , Television soap operas -- Zimbabwe , Television viewers -- Zimbabwe , Mass media and children -- Zimbabwe , Television and children -- Zimbabwe , AIDS (Disease) -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3531 , http://hdl.handle.net/10962/d1013310
- Description: Within the context of debates concerning the reception and interpretation of media texts by television audiences, this qualitative reception study explores how a sample of Bulawayo students negotiate meanings from Zimbabwe's first health communication soap opera, Studio 263. The study thus examines the reasons behind the popularity of this programme with this target audience. The findings of the study reveal that meaning making is a complex process that is dependent on a variety of factors which include, among others, the socio-cultural context of media consumption, gender, economic disposition and age. It particularly maintains that gender and lived realities influence the interpretation and negotiation of meanings in this particular study. , Adobe Acrobat Pro 11.0.0 Paper Capture Plug-in
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- Authors: Bhebhe-Mpofu, Adilaid
- Date: 2007 , 2014-08-18
- Subjects: Studio 263 (Television program) , Television soap operas -- Zimbabwe , Television viewers -- Zimbabwe , Mass media and children -- Zimbabwe , Television and children -- Zimbabwe , AIDS (Disease) -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3531 , http://hdl.handle.net/10962/d1013310
- Description: Within the context of debates concerning the reception and interpretation of media texts by television audiences, this qualitative reception study explores how a sample of Bulawayo students negotiate meanings from Zimbabwe's first health communication soap opera, Studio 263. The study thus examines the reasons behind the popularity of this programme with this target audience. The findings of the study reveal that meaning making is a complex process that is dependent on a variety of factors which include, among others, the socio-cultural context of media consumption, gender, economic disposition and age. It particularly maintains that gender and lived realities influence the interpretation and negotiation of meanings in this particular study. , Adobe Acrobat Pro 11.0.0 Paper Capture Plug-in
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An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase
- Authors: Mdlungu, Nozuko Gloria
- Date: 2007
- Subjects: Education, Elementary -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Teaching -- Aids and devices -- South Africa Curriculum change -- South Africa Competency-based education -- South Africa Curriculum-based assessment -- South Africa Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1630 , http://hdl.handle.net/10962/d1003512
- Description: South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
- Full Text:
- Authors: Mdlungu, Nozuko Gloria
- Date: 2007
- Subjects: Education, Elementary -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Teaching -- Aids and devices -- South Africa Curriculum change -- South Africa Competency-based education -- South Africa Curriculum-based assessment -- South Africa Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1630 , http://hdl.handle.net/10962/d1003512
- Description: South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
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An investigation of how members of a school board perceive and experience their roles in a secondary school in the Rundu Education Region of Namibia
- Authors: Kasokonya, Sinvula Martin
- Date: 2007
- Subjects: School boards -- Namibia School management and organization -- Namibia Educational leadership School personnel management Education -- Political aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1861 , http://hdl.handle.net/10962/d1004558
- Description: The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.
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- Authors: Kasokonya, Sinvula Martin
- Date: 2007
- Subjects: School boards -- Namibia School management and organization -- Namibia Educational leadership School personnel management Education -- Political aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1861 , http://hdl.handle.net/10962/d1004558
- Description: The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.
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An investigation of ICT project management techniques for sustainable ICT projects in rural development
- Authors: Pade, Caroline Ileje
- Date: 2007
- Subjects: Educational technology -- South Africa , Information technology -- Study and teaching -- South Africa , Project management -- South Africa , Rural development projects -- South Africa , Rural development projects -- South Africa -- Case studies , Rhodes University Mathematics Education Project , Dwesa ICT Project
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1140 , http://hdl.handle.net/10962/d1002769 , Educational technology -- South Africa , Information technology -- Study and teaching -- South Africa , Project management -- South Africa , Rural development projects -- South Africa , Rural development projects -- South Africa -- Case studies , Rhodes University Mathematics Education Project , Dwesa ICT Project
- Description: Poverty alleviation by means of rural development has become a priority among developing countries. In turn, rural development may be significantly enhanced and supported by Information and Communication Technologies (ICTs), the use of which is highlighted by the emerging importance of information and knowledge as key strategic resources for social and economic development. An analysis of rural case studies where ICTs have been introduced, suggests that there are a number of barriers and constraints that are faced when taking advantage of these technologies. These include access to infrastructure, limited formal education, insufficient training and capacity building, financial and political constraints, and social and cultural challenges. These challenges threaten the success and sustainability of rural ICT projects. Sustainability is key to the effectiveness of a rural ICT project; therefore it is important to understand the concept and categories associated with ICT project sustainability in rural areas. The categories of sustainability which include social and cultural, institutional, economic, political, and technological, reveal critical success factors that need to be considered in the implementation and management of rural ICT projects. The project management discipline acknowledges the importance of understanding the project’s environment, particularly environmental factors associated with rural communities. The complexity of the environment therefore implies the need for a project to be undertaken in phases comprising the project life cycle. Project management practice for rural ICT project sustainability can therefore be examined, adapting the traditional project life cycle to a rural ICT project. A Rural ICT Project Life Cycle (RICT-PLC) that is sensitive to the critical success factors of sustainability is therefore proposed. In order to further investigate the phases of the life cycle of a rural ICT project, two case study investigations are explored: the Dwesa ICT community project, and the Rhodes University Mathematics Education Project (RUMEP) (MathsNet). A multiple case study analysis confirms the practices associated with the RICT-PLC model, and identifies additional characteristics, phases and practices associated with rural ICT projects. Finally, an enhanced RICT-PLC model is developed, that sets sustainability guidelines for ICT project management in rural areas and identifies the people, environments, technologies, systems, and requirements for ICTs to support rural development activities.
- Full Text:
- Authors: Pade, Caroline Ileje
- Date: 2007
- Subjects: Educational technology -- South Africa , Information technology -- Study and teaching -- South Africa , Project management -- South Africa , Rural development projects -- South Africa , Rural development projects -- South Africa -- Case studies , Rhodes University Mathematics Education Project , Dwesa ICT Project
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1140 , http://hdl.handle.net/10962/d1002769 , Educational technology -- South Africa , Information technology -- Study and teaching -- South Africa , Project management -- South Africa , Rural development projects -- South Africa , Rural development projects -- South Africa -- Case studies , Rhodes University Mathematics Education Project , Dwesa ICT Project
- Description: Poverty alleviation by means of rural development has become a priority among developing countries. In turn, rural development may be significantly enhanced and supported by Information and Communication Technologies (ICTs), the use of which is highlighted by the emerging importance of information and knowledge as key strategic resources for social and economic development. An analysis of rural case studies where ICTs have been introduced, suggests that there are a number of barriers and constraints that are faced when taking advantage of these technologies. These include access to infrastructure, limited formal education, insufficient training and capacity building, financial and political constraints, and social and cultural challenges. These challenges threaten the success and sustainability of rural ICT projects. Sustainability is key to the effectiveness of a rural ICT project; therefore it is important to understand the concept and categories associated with ICT project sustainability in rural areas. The categories of sustainability which include social and cultural, institutional, economic, political, and technological, reveal critical success factors that need to be considered in the implementation and management of rural ICT projects. The project management discipline acknowledges the importance of understanding the project’s environment, particularly environmental factors associated with rural communities. The complexity of the environment therefore implies the need for a project to be undertaken in phases comprising the project life cycle. Project management practice for rural ICT project sustainability can therefore be examined, adapting the traditional project life cycle to a rural ICT project. A Rural ICT Project Life Cycle (RICT-PLC) that is sensitive to the critical success factors of sustainability is therefore proposed. In order to further investigate the phases of the life cycle of a rural ICT project, two case study investigations are explored: the Dwesa ICT community project, and the Rhodes University Mathematics Education Project (RUMEP) (MathsNet). A multiple case study analysis confirms the practices associated with the RICT-PLC model, and identifies additional characteristics, phases and practices associated with rural ICT projects. Finally, an enhanced RICT-PLC model is developed, that sets sustainability guidelines for ICT project management in rural areas and identifies the people, environments, technologies, systems, and requirements for ICTs to support rural development activities.
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An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia
- Amushigamo, Angelina Popyeni
- Authors: Amushigamo, Angelina Popyeni
- Date: 2007
- Subjects: Communication in education -- Namibia Teacher morale -- Namibia Employee motivation -- Namibia Teacher-administrator relationships -- Namibia College teachers -- Job satisfaction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1850 , http://hdl.handle.net/10962/d1004458
- Description: Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
- Full Text:
- Authors: Amushigamo, Angelina Popyeni
- Date: 2007
- Subjects: Communication in education -- Namibia Teacher morale -- Namibia Employee motivation -- Namibia Teacher-administrator relationships -- Namibia College teachers -- Job satisfaction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1850 , http://hdl.handle.net/10962/d1004458
- Description: Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
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An investigation of parental involvement in the development of their children's literacy in a rural Namibian school
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
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An investigation of the key mechanisms that promote whole school development in a secondary school pilot project context
- Authors: Westraad, Susan Fiona
- Date: 2007
- Subjects: Education -- South Africa Education, Secondary -- South Africa Education and state -- South Africa School improvement programs -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1414 , http://hdl.handle.net/10962/d1003291
- Description: Providing relevant and quality schooling for all South African learners is the paramount goal of the South African National Department of Education. South Africa 's historical and current socio-economic contexts provide many challenges for both the Department of Education and schools in this endeavour to provide quality teaching and learning. These challenges impact directly and indirectly on what happens in the classroom. Since 1994 a plethora of education and training policy has been introduced in South Africa to redress historical imbalances; to introduce a new education and training framework and approach; and to provide guidelines, principles and procedures for addressing some of the challenges that impact on schools. The National Whole School Evaluation Policy provides the legislative framework for the establishment of a quality assurance process in South African schools based on accountability and support. The subsequent Integrated Quality Management System attempts to provide a framework for integrating school evaluation and performance measurement. Policy frameworks are in place to guide quality assurance and school improvement, however, the reality of implementing this at a grass roots level is particularly challenging. The General Motors (GM) South Africa Foundation, a non-governmental development organisation, established by General Motors (GM) South Africa, commenced with the piloting the Learning Schools Initiative to investigate some of the challenges of whole school development and evaluation. This research documents the Learning Schools Initiative's intervention with the initial two pilot secondary schools situated in Port Elizabeth (Nelson Mandela Bay) over a four-year period. It reviews the relevant school reform and school development literature and adopts a critical realist evaluative research approach to investigate the key mechanisms that promote whole school development and change in this context. In keeping with this approach, the results of the research are analysed and discussed within a context-menchanism-outcome configuration that involves the identification of the key mechanisms that bring about desired outcome/s in a specific context. Seven key generative mechanisms are identified as critical at a school and classroom level (i) school culture, (ii) school structures, (iii) effective leadership and management, (iv) personal growth and meaning, (v) restoration of relationships, (vi) professional development of educators, and development of capacity to work together, and (vii) support and accountability. The need to structure school development interventions around the triggering of identified key mechanisms is also identified as an important overarching mechanism. Suggestions are made for further research required to facilitate a deeper understanding of how to bring about meaningful change that results in quality teaching and learning in South African schools.
- Full Text:
- Authors: Westraad, Susan Fiona
- Date: 2007
- Subjects: Education -- South Africa Education, Secondary -- South Africa Education and state -- South Africa School improvement programs -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1414 , http://hdl.handle.net/10962/d1003291
- Description: Providing relevant and quality schooling for all South African learners is the paramount goal of the South African National Department of Education. South Africa 's historical and current socio-economic contexts provide many challenges for both the Department of Education and schools in this endeavour to provide quality teaching and learning. These challenges impact directly and indirectly on what happens in the classroom. Since 1994 a plethora of education and training policy has been introduced in South Africa to redress historical imbalances; to introduce a new education and training framework and approach; and to provide guidelines, principles and procedures for addressing some of the challenges that impact on schools. The National Whole School Evaluation Policy provides the legislative framework for the establishment of a quality assurance process in South African schools based on accountability and support. The subsequent Integrated Quality Management System attempts to provide a framework for integrating school evaluation and performance measurement. Policy frameworks are in place to guide quality assurance and school improvement, however, the reality of implementing this at a grass roots level is particularly challenging. The General Motors (GM) South Africa Foundation, a non-governmental development organisation, established by General Motors (GM) South Africa, commenced with the piloting the Learning Schools Initiative to investigate some of the challenges of whole school development and evaluation. This research documents the Learning Schools Initiative's intervention with the initial two pilot secondary schools situated in Port Elizabeth (Nelson Mandela Bay) over a four-year period. It reviews the relevant school reform and school development literature and adopts a critical realist evaluative research approach to investigate the key mechanisms that promote whole school development and change in this context. In keeping with this approach, the results of the research are analysed and discussed within a context-menchanism-outcome configuration that involves the identification of the key mechanisms that bring about desired outcome/s in a specific context. Seven key generative mechanisms are identified as critical at a school and classroom level (i) school culture, (ii) school structures, (iii) effective leadership and management, (iv) personal growth and meaning, (v) restoration of relationships, (vi) professional development of educators, and development of capacity to work together, and (vii) support and accountability. The need to structure school development interventions around the triggering of identified key mechanisms is also identified as an important overarching mechanism. Suggestions are made for further research required to facilitate a deeper understanding of how to bring about meaningful change that results in quality teaching and learning in South African schools.
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An investigation of the principal's leadership role in a successful rural school in Namibia
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
- Full Text:
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
- Full Text:
An investigation of the response of entities in the South African JSE ICT sector in 2005 to environmental sustainability reporting
- Authors: Rafferty, Kevin Lee
- Date: 2007
- Subjects: Information technology -- South Africa Communication in organizations -- South Africa Sustainable development -- South Africa Social responsibility of business -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:753 , http://hdl.handle.net/10962/d1003874
- Description: Pressure is on organisations the world over to report to their stakeholders, not only on their economic performance, but also on their environmental and social performance. In South Africa the King II code of corporate governance provides the guidance and impetus for this integrated “triple bottom line” sustainability reporting. The ICT sector in South Africa has been cited as lagging behind other sectors with regards to sustainability reporting, particularly in environmental sustainability reporting. Many ICT organisations would appear to be using their office and service based existence as reasons for having little or no impact on the environment. The study of the impacts of ICT on environmental sustainability in this research suggests that this is not necessarily the case. An assessment tool based on the internationally recognised Global Reporting Initiative Guidelines was developed in this research to investigate the level of environmental sustainability reporting in the South African ICT sector. The investigation showed the level of environmental sustainability reporting in the sector’s 2005 annual reports to be low. To get an indication of the level of reporting in more developed countries, a small sample of international ICT and service organisations was assessed using the tool, which showed significantly higher levels of environmental sustainability reporting. A set of ICT specific environmental sustainability performance indicators are proposed to enhance and encourage more significant levels of environmental sustainability reporting in South Africa.
- Full Text:
- Authors: Rafferty, Kevin Lee
- Date: 2007
- Subjects: Information technology -- South Africa Communication in organizations -- South Africa Sustainable development -- South Africa Social responsibility of business -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:753 , http://hdl.handle.net/10962/d1003874
- Description: Pressure is on organisations the world over to report to their stakeholders, not only on their economic performance, but also on their environmental and social performance. In South Africa the King II code of corporate governance provides the guidance and impetus for this integrated “triple bottom line” sustainability reporting. The ICT sector in South Africa has been cited as lagging behind other sectors with regards to sustainability reporting, particularly in environmental sustainability reporting. Many ICT organisations would appear to be using their office and service based existence as reasons for having little or no impact on the environment. The study of the impacts of ICT on environmental sustainability in this research suggests that this is not necessarily the case. An assessment tool based on the internationally recognised Global Reporting Initiative Guidelines was developed in this research to investigate the level of environmental sustainability reporting in the South African ICT sector. The investigation showed the level of environmental sustainability reporting in the sector’s 2005 annual reports to be low. To get an indication of the level of reporting in more developed countries, a small sample of international ICT and service organisations was assessed using the tool, which showed significantly higher levels of environmental sustainability reporting. A set of ICT specific environmental sustainability performance indicators are proposed to enhance and encourage more significant levels of environmental sustainability reporting in South Africa.
- Full Text:
An investigation of the sustainability of the Imbewu Project at Phiwe Primary School
- Authors: Maselana, Thobeka
- Date: 2007
- Subjects: Education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Project method in teaching -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1924 , http://hdl.handle.net/10962/d1007509
- Description: Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.
- Full Text:
- Authors: Maselana, Thobeka
- Date: 2007
- Subjects: Education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Project method in teaching -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1924 , http://hdl.handle.net/10962/d1007509
- Description: Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.
- Full Text:
An ontology-based, multi-modal platform for the inclusion of marginalized rural communities into the knowledge society
- Thinyane, Mamello, Dalvit, Lorenzo, Slay, Hannah, Mapi, Thandeka, Terzoli, Alfredo
- Authors: Thinyane, Mamello , Dalvit, Lorenzo , Slay, Hannah , Mapi, Thandeka , Terzoli, Alfredo
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431218 , vital:72755 , https://doi.org/10.1145/1292491.1292508
- Description: With the information revolution that promises to shape the 21st century, knowledge has become the prime commodity, very much like land, means of production and capital have been at different times in the past. Access to information, made instantly available by the growth of the Internet, determines access to economic resources, social participa-tion and better quality of life. For this reason, the knowledge stored on the Web and the advantages offered by the spread of Information and Communication Technology (ICT) are equally important for rich socie-ties to prosper and for poor ones to develop. The only difference is that marginalised communities do not have access to the tools and have little control over the content found in the domain of ICTs. In this paper we describe an intervention to develop the potential of a typical rural community in South Africa through ICTs. This involves providing Inter-net connectivity and deploying a platform to support e-commerce, e-learning, e-government and e-health. The core of the platform is an on-tology-based model designed to integrate and respond to Indigenous Knowledge Systems. This has been achieved by combining a deep understanding of local knowledge and social networks with the use of authoring, communication and ontology-management tools. The prima-ry goal of this new approach is to find a way to make ICT solutions more sensitive to the local context, and therefore more effective. Sec-ondly, we hope to foster a sense of ownership of the project among the community, by capitalising on local knowledge and resources.
- Full Text:
- Authors: Thinyane, Mamello , Dalvit, Lorenzo , Slay, Hannah , Mapi, Thandeka , Terzoli, Alfredo
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/431218 , vital:72755 , https://doi.org/10.1145/1292491.1292508
- Description: With the information revolution that promises to shape the 21st century, knowledge has become the prime commodity, very much like land, means of production and capital have been at different times in the past. Access to information, made instantly available by the growth of the Internet, determines access to economic resources, social participa-tion and better quality of life. For this reason, the knowledge stored on the Web and the advantages offered by the spread of Information and Communication Technology (ICT) are equally important for rich socie-ties to prosper and for poor ones to develop. The only difference is that marginalised communities do not have access to the tools and have little control over the content found in the domain of ICTs. In this paper we describe an intervention to develop the potential of a typical rural community in South Africa through ICTs. This involves providing Inter-net connectivity and deploying a platform to support e-commerce, e-learning, e-government and e-health. The core of the platform is an on-tology-based model designed to integrate and respond to Indigenous Knowledge Systems. This has been achieved by combining a deep understanding of local knowledge and social networks with the use of authoring, communication and ontology-management tools. The prima-ry goal of this new approach is to find a way to make ICT solutions more sensitive to the local context, and therefore more effective. Sec-ondly, we hope to foster a sense of ownership of the project among the community, by capitalising on local knowledge and resources.
- Full Text:
An XML-Based Approach to Audio Connection Management
- Foss, Richard, Klinkradt, Bradley
- Authors: Foss, Richard , Klinkradt, Bradley
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/427253 , vital:72425 , https://www.aes.org/e-lib/browse.cfm?elib=14115
- Description: An XML-based approach to firewire audio connection management has been developed that allows for the creation of connection management applications using a range of implementation tools. The XML connection management requests flow between a client and server, where the client and server can reside on the same or separate workstations. The server maintains the state of the firewire audio device configuration as well as information about potential users. XML is also used to control user access and booking of devices.
- Full Text:
- Authors: Foss, Richard , Klinkradt, Bradley
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/427253 , vital:72425 , https://www.aes.org/e-lib/browse.cfm?elib=14115
- Description: An XML-based approach to firewire audio connection management has been developed that allows for the creation of connection management applications using a range of implementation tools. The XML connection management requests flow between a client and server, where the client and server can reside on the same or separate workstations. The server maintains the state of the firewire audio device configuration as well as information about potential users. XML is also used to control user access and booking of devices.
- Full Text:
Anaerobic digestion of fungally pre-treated wine distillery wastewater
- Melamane, Xolisa L, Tandlich, Roman, Burgess, Jo E
- Authors: Melamane, Xolisa L , Tandlich, Roman , Burgess, Jo E
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71740 , vital:29932 , https://doi.org/10.5897/AJB2007.000-2305
- Description: The combination of fungal pre-treatment with Trametes pubescens and anaerobic digestion were tested for the removal of chemical oxygen demand (COD) and phenolic compounds from wine distillery wastewater. The COD removal efficiency after fungal pre-treatment reached 53.3%. During digestion, pH buffering was achieved using CaCO3 and K2HPO4. This provided a stable environment inside digester for efficient and time-independent COD removal. The total COD removal efficiency reached 99.5%, and the system proved able to eliminate shock COD loads, as indicated by the concentrations of sludge and volatile fatty acids. Complex changes of phenolic compounds are suspected in anaerobic digestion system, and are investigated further.
- Full Text:
- Authors: Melamane, Xolisa L , Tandlich, Roman , Burgess, Jo E
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71740 , vital:29932 , https://doi.org/10.5897/AJB2007.000-2305
- Description: The combination of fungal pre-treatment with Trametes pubescens and anaerobic digestion were tested for the removal of chemical oxygen demand (COD) and phenolic compounds from wine distillery wastewater. The COD removal efficiency after fungal pre-treatment reached 53.3%. During digestion, pH buffering was achieved using CaCO3 and K2HPO4. This provided a stable environment inside digester for efficient and time-independent COD removal. The total COD removal efficiency reached 99.5%, and the system proved able to eliminate shock COD loads, as indicated by the concentrations of sludge and volatile fatty acids. Complex changes of phenolic compounds are suspected in anaerobic digestion system, and are investigated further.
- Full Text:
Animated feather coats using field lines
- Authors: Bangay, Shaun D
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/433338 , vital:72963 , https://doi.org/10.1145/1294685.1294713
- Description: The tedious task of manually placing feathers on computer animated ob-jects involves aligning feathers, ensuring that they do not insect each other or penetrate the surface, deforming every feather to match the local surface features, and ensuring that the feather coat is consistent when the underly-ing object is animated. We present a technique for generating a feather coat over an object. Feather orientation is specified quickly and easily, feathers are deformed while ensuring collision prevention, and the coat can be ani-mated. We create a vector field in the space surrounding the body object and deform feathers to align with the field lines. The non-intersection proper-ty of the field lines ensures that feather intersections are avoided. We pro-vide a formulation of a suitable vector field and demonstrate that it is capa-ble of producing realistic feather coats. The process can easily be integrated into the work-flow of standard modelling and animation processes. We show examples of feather coat creation on a range of objects, proving that field line based placement of feather coats provides the desired functionality for feather modelling and animation.
- Full Text:
- Authors: Bangay, Shaun D
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/433338 , vital:72963 , https://doi.org/10.1145/1294685.1294713
- Description: The tedious task of manually placing feathers on computer animated ob-jects involves aligning feathers, ensuring that they do not insect each other or penetrate the surface, deforming every feather to match the local surface features, and ensuring that the feather coat is consistent when the underly-ing object is animated. We present a technique for generating a feather coat over an object. Feather orientation is specified quickly and easily, feathers are deformed while ensuring collision prevention, and the coat can be ani-mated. We create a vector field in the space surrounding the body object and deform feathers to align with the field lines. The non-intersection proper-ty of the field lines ensures that feather intersections are avoided. We pro-vide a formulation of a suitable vector field and demonstrate that it is capa-ble of producing realistic feather coats. The process can easily be integrated into the work-flow of standard modelling and animation processes. We show examples of feather coat creation on a range of objects, proving that field line based placement of feather coats provides the desired functionality for feather modelling and animation.
- Full Text:
Antjie Krog and the accumulation of ‘media meta‐capital’:
- Authors: Garman, Anthea
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/159713 , vital:40336 , DOI: 10.1080/1013929X.2007.9678272
- Description: While Krog's significant body of work in poetry, prose and journalism is undoubtedly central in her trajectory towards international renown, in this essay I explore the dynamics of her “meteoric rise in status”. The news media's role in mediating Krog to the world for nearly 40 years becomes crucial to this investigation. I use a mix of media theory and field theory to illuminate the multi‐faceted and complex relationship Krog has had with the news media and I argue that her acquisition of ‘media meta‐capital’ has played a significant role in her attainment of a unique voice and speaking platform in a postapartheid, public domain in which few white voices, and especially Afrikaner ones, are being heard.
- Full Text:
- Authors: Garman, Anthea
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/159713 , vital:40336 , DOI: 10.1080/1013929X.2007.9678272
- Description: While Krog's significant body of work in poetry, prose and journalism is undoubtedly central in her trajectory towards international renown, in this essay I explore the dynamics of her “meteoric rise in status”. The news media's role in mediating Krog to the world for nearly 40 years becomes crucial to this investigation. I use a mix of media theory and field theory to illuminate the multi‐faceted and complex relationship Krog has had with the news media and I argue that her acquisition of ‘media meta‐capital’ has played a significant role in her attainment of a unique voice and speaking platform in a postapartheid, public domain in which few white voices, and especially Afrikaner ones, are being heard.
- Full Text:
Apprenticing learners in the context of the Grade 10 physical science classroom
- Authors: Gray, Wesley Barclay
- Date: 2007
- Subjects: Science -- Study and teaching (Secondary) -- South Africa. Education, Bilingual -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1423 , http://hdl.handle.net/10962/d1003304
- Description: The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
- Full Text:
- Authors: Gray, Wesley Barclay
- Date: 2007
- Subjects: Science -- Study and teaching (Secondary) -- South Africa. Education, Bilingual -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1423 , http://hdl.handle.net/10962/d1003304
- Description: The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
- Full Text:
As You Like It: directed by Helen Flax. Mannville, Port Elizabeth. 2007: theatre review
- Authors: Wright, Laurence
- Date: 2007
- Language: English
- Type: text , review
- Identifier: vital:7051 , http://hdl.handle.net/10962/d1007410 , https://journals.co.za/content/iseasosa/19/1/EJC48089
- Description: preprint , This was a stylish, well-conceived production, which made sense and meaning from what is probably Shakespeare’s most delicate, and ‘English’, of comedies. The piece calls for strong ensemble playing, a full stage of equals rather than a few strong parts dominating the story. The Port Elizabeth Shakespearean Festival pulled it off marvelously.
- Full Text:
- Authors: Wright, Laurence
- Date: 2007
- Language: English
- Type: text , review
- Identifier: vital:7051 , http://hdl.handle.net/10962/d1007410 , https://journals.co.za/content/iseasosa/19/1/EJC48089
- Description: preprint , This was a stylish, well-conceived production, which made sense and meaning from what is probably Shakespeare’s most delicate, and ‘English’, of comedies. The piece calls for strong ensemble playing, a full stage of equals rather than a few strong parts dominating the story. The Port Elizabeth Shakespearean Festival pulled it off marvelously.
- Full Text:
Aspects of delictual liability in pharmacy practice
- Authors: Lewis, Melissa Geane
- Date: 2007
- Subjects: Pharmacy -- Practice Pharmacist and patient Pharmacy -- Social aspects Pharmacists -- Malpractice Pharmacy -- Law and legislation
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3706 , http://hdl.handle.net/10962/d1005963
- Description: The thesis explores the various instances in which pharmacists may incur delictual liability for harm suffered by their patients or third parties. As such, it is primarily concerned with the field of professional negligence. The work focuses specifically on the wrongfulness, fault and causation enquiries in pharmacy malpractice cases. The discussion is set against the backdrop of the pharmacy profession's shift towards patient-orientated service in recent years and explores whether this change in the profession's social role has had any effect on the legal duties and standard of care to which pharmacists are currently bound. It is argued that, in light of the dangers posed by modern medicines and the extent to which pharmacists are professionally expected to involve themselves in patient care, pharmacists can no longer escape liability simply by accurately dispensing pharmaceutical products. Rather, they are expected to participate actively in avoiding drug-related injury by, for example, providing patient counselling, detecting invalid or erroneous prescriptions and monitoring prescription refills. Although the thesis places particular emphasis on the role of pharmacists in achieving risk management, it also argues that pharmacists are, in very limited circumstances, required to participate in the risk assessment process traditionally thought to fall exclusively into the realm of physicians. It is furthermore demonstrated that pharmacists can incur liability regardless of whether a patient's harm can also be partially attributed to the blameworthy conduct of another healthcare professional. Although the thesis concludes that pharmacists are currently exposed to greater risks of liability than they were in the past, it also shows that plaintiffs who seek damages from pharmacists will usually experience a number of difficulties in establishing liability. In particular, problems are likely to be encountered in satisfying a court as to the presence of factual causation, which is notoriously difficult to establish in drug-related cases.
- Full Text:
- Authors: Lewis, Melissa Geane
- Date: 2007
- Subjects: Pharmacy -- Practice Pharmacist and patient Pharmacy -- Social aspects Pharmacists -- Malpractice Pharmacy -- Law and legislation
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3706 , http://hdl.handle.net/10962/d1005963
- Description: The thesis explores the various instances in which pharmacists may incur delictual liability for harm suffered by their patients or third parties. As such, it is primarily concerned with the field of professional negligence. The work focuses specifically on the wrongfulness, fault and causation enquiries in pharmacy malpractice cases. The discussion is set against the backdrop of the pharmacy profession's shift towards patient-orientated service in recent years and explores whether this change in the profession's social role has had any effect on the legal duties and standard of care to which pharmacists are currently bound. It is argued that, in light of the dangers posed by modern medicines and the extent to which pharmacists are professionally expected to involve themselves in patient care, pharmacists can no longer escape liability simply by accurately dispensing pharmaceutical products. Rather, they are expected to participate actively in avoiding drug-related injury by, for example, providing patient counselling, detecting invalid or erroneous prescriptions and monitoring prescription refills. Although the thesis places particular emphasis on the role of pharmacists in achieving risk management, it also argues that pharmacists are, in very limited circumstances, required to participate in the risk assessment process traditionally thought to fall exclusively into the realm of physicians. It is furthermore demonstrated that pharmacists can incur liability regardless of whether a patient's harm can also be partially attributed to the blameworthy conduct of another healthcare professional. Although the thesis concludes that pharmacists are currently exposed to greater risks of liability than they were in the past, it also shows that plaintiffs who seek damages from pharmacists will usually experience a number of difficulties in establishing liability. In particular, problems are likely to be encountered in satisfying a court as to the presence of factual causation, which is notoriously difficult to establish in drug-related cases.
- Full Text:
Assessing the duty to exhaust internal remedies in the South African law
- Authors: Madebwe, Tinashe Masvimbo
- Date: 2007
- Subjects: Remedies (Law) -- South Africa Judicial review of administrative acts -- South Africa Administrative law -- South Africa Administrative law -- England Dispute resolution (Law) -- South Africa Justice, Administration of -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3709 , http://hdl.handle.net/10962/d1007253
- Description: Since the incorporation of the separation of powers doctrine into the South African Constitution, the problem has arisen that, each of the three tiers of government, the Executive, the Judiciary and the Legislature, has sought to protect exclusive jurisdiction over matters that fall within what constitutes that tier's own realm of authority. The effects of this are especially apparent in the field of dispute resolution in administrative law. The administration is predominantly the province of the Executive, and to a lesser extent, the Legislature. Thus, the acceptability of judicial review in dispute resolution and generally, the intrusion by the Judiciary in matters of the administration is perennially questioned and challenged by both the Executive and the Legislature. In this context, the duty to exhaust internal remedies assumes a pivotal role. It offers a compromise, by prescribing qualified exclusion of judicial review as a first port of call for dispute resolution while simultaneously entrusting initial dispute resolution to the administration. Often, this approach yields tangible results, but from a constitutional and fundamental rights perspective, the duty to exhaust internal remedies is problematic. Its exclusion of judicial review goes against, not only the right of access to court in section 34 of the Constitution, but also the rule of law, to the extent that the rule of law allows for the challenging, in court, of illegal administrative action as soon as it is taken. This thesis analyses the constitutionality of the duty to exhaust internal remedies in section 7(2) of the Promotion of Administrative Justice Act by assessing the consistency of section 7(2) of the Promotion of Administrative Justice Act with the right of access to court in section 34 of the Constitution. The thesis initially examines the origins and historical development of the duty to exhaust internal remedies in the English law, and the subsequent adoption of the duty to exhaust internal remedies into the South African common law for the purpose of interpreting and comprehending the duty to exhaust internal remedies as it is appears in section 7(2) of the Promotion of Administrative Justice Act. Ultimately, the study focuses on and identifies the deficiencies in the current approach to the question of the constitutionality of section 7(2) of the Promotion of Administrative Justice Act, and offers suggestions on how the law might be developed.
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- Authors: Madebwe, Tinashe Masvimbo
- Date: 2007
- Subjects: Remedies (Law) -- South Africa Judicial review of administrative acts -- South Africa Administrative law -- South Africa Administrative law -- England Dispute resolution (Law) -- South Africa Justice, Administration of -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3709 , http://hdl.handle.net/10962/d1007253
- Description: Since the incorporation of the separation of powers doctrine into the South African Constitution, the problem has arisen that, each of the three tiers of government, the Executive, the Judiciary and the Legislature, has sought to protect exclusive jurisdiction over matters that fall within what constitutes that tier's own realm of authority. The effects of this are especially apparent in the field of dispute resolution in administrative law. The administration is predominantly the province of the Executive, and to a lesser extent, the Legislature. Thus, the acceptability of judicial review in dispute resolution and generally, the intrusion by the Judiciary in matters of the administration is perennially questioned and challenged by both the Executive and the Legislature. In this context, the duty to exhaust internal remedies assumes a pivotal role. It offers a compromise, by prescribing qualified exclusion of judicial review as a first port of call for dispute resolution while simultaneously entrusting initial dispute resolution to the administration. Often, this approach yields tangible results, but from a constitutional and fundamental rights perspective, the duty to exhaust internal remedies is problematic. Its exclusion of judicial review goes against, not only the right of access to court in section 34 of the Constitution, but also the rule of law, to the extent that the rule of law allows for the challenging, in court, of illegal administrative action as soon as it is taken. This thesis analyses the constitutionality of the duty to exhaust internal remedies in section 7(2) of the Promotion of Administrative Justice Act by assessing the consistency of section 7(2) of the Promotion of Administrative Justice Act with the right of access to court in section 34 of the Constitution. The thesis initially examines the origins and historical development of the duty to exhaust internal remedies in the English law, and the subsequent adoption of the duty to exhaust internal remedies into the South African common law for the purpose of interpreting and comprehending the duty to exhaust internal remedies as it is appears in section 7(2) of the Promotion of Administrative Justice Act. Ultimately, the study focuses on and identifies the deficiencies in the current approach to the question of the constitutionality of section 7(2) of the Promotion of Administrative Justice Act, and offers suggestions on how the law might be developed.
- Full Text: