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An exploration of the interaction between English language learning orientation and motivation among marketing students at an FET college

  • Authors: Cosburn, Ericha
  • Date: 2012
  • Subjects: English language -- Study and teaching -- Foreign speakers Language and culture -- South Africa Language and education -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1536 , http://hdl.handle.net/10962/d1003418
  • Description: Student motivation in FET colleges in South Africa is generally considered to be underresearched. Seyfried (1998, p. 54) contends that "motivations of participants still receive too little attention in the planning of vocational programmes". In an attempt to explore how motivational variables interact with English language leaming, this mixed-method study focused on FET marketing students studying English as part of their three-year vocational qualification. In the first phase, three focus group discussions were conducted with students from the three levels in the programme - a total of 16 students. These interviews were transcribed and coded according to a theoretical model that was adapted from Domyei's Extended Framework of Motivation (1998). In the second phase, 195 questionnaires were distributed, of which 142 were used in the final analysis. The results of these were indexed according to the theoretical model. Initial data processing enabled the creation of two analytical models for use in data analysis - one to analyse focus group data and the other to analyse questionnaire data. The study found a link between instrumentality, integrativeness, identity and perceived motivational orientations. It was also clear that orientation did not automatically translate into motivation. Another link was found between self-worth, self-efficacy and goal orientation. Perceived L2 competence, self-concept and identity also interacted strongly: participants who saw themselves as most alienated from their culture, also saw themselves as more competent in the L2, than their peers who identified more closely with their own culture. A predictable link was found between linguistic self-confidence, willingness to communicate [WTC] and language use anxiety. What made this finding interesting was that participants seemed to fear being judged by native English speakers to a greater extent than being judged by their peers. Finally some factors emerged as detracting from motivation, while others played a contributing role. While this is to be expected, it was interesting to note which factors fell into which category.
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  • Date Issued: 2012

An exploration of the LED programme on the Blue Crane Route Municipality with specific reference to Cookhouse

  • Authors: Sonkwala, Mxolisi
  • Date: 2012
  • Subjects: Local Economic Development (Programme) , Local government -- South Africa -- Eastern Cape -- Cookhouse , Economic development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic conditions
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:9221 , http://hdl.handle.net/10948/d1020926
  • Description: There is a growing consensus globally about the significance of developing local and regional economies in order to create sustainable livelihood for local communities. The policy discourse in South Africa and elsewhere as well as the immense body of literature on local economic development bears testimony to this reality (Nel 1994,Tomlinson 1994, Rogerson 2003, World Bank 2002). The Constitution of the Republic of South Africa (Act 108 of 1996) and the Local Government: Municipal Systems Act (Act 36 of 2000) enshrine the role of municipalities in enhancing the economic growth and development, and harnessing the social wellbeing of the communities ‘through creation of employment opportunities and redistribution of resources’. Importantly, this legislative framework must be accompanied by, on the one hand proper structures and political will, and on the other hand provision of resources and institutional capacity for realization of the long term objectives of Local Economic Development (LED). In order to be successfully mainstreamed and implemented the LED must be embodied within the legally prescribed Integrated Development Plans. In addition, the LED strategy must be incorporated within the Provincial Growth and Development Strategies (PGDS). In this research an exploration of the Local Economic Development Programme on the Blue Crane Route Municipality with specific reference to Cookhouse was investigated. The primary aim of this study was to establish the views of the residents regarding their perceptions of the LED and its effects in terms of addressing current poverty related problems and their view on the proposed wind farm project, to investigate the proposed implementation process of LED project, specifically at Cookhouse. The second objective of this research was to present empirical data from both a questionnaire completed by 18 respondents and two interviews, that helps amplify and verify the impact of LED at BCRM. The question answered was whether the proposed wind farm will make an impact on the lives of the ordinary people at Cookhouse. The final objective of this research to identify the shortcomings in the LED development process in the BCRM and to make recommendations on feasible actions that could be employed to alleviate poverty. The findings of the research suggest that the proposed project should be evaluated taking the themes of social, environmental and economic aspects of sustainable development into account. Also the findings of the research have noted that community members are not aware of what opportunities this project will bring to the community of Cookhouse. It should be noted that when this project was identified, the community was never consulted and now it’s very difficult at this stage to reject the project since there employment opportunities. Therefore local authorities are constitutionally obliged create space for community participation, which warrants accessibility and availability of information to local communities to enable to participate effectively.
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  • Date Issued: 2012

An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance

  • Authors: Maqwelane, Nonkoliso Sheila
  • Date: 2012
  • Subjects: Education, Primary -- Research -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Curriculum planning -- Research -- South Africa Literacy -- Study and teaching (Elementary) -- Research -- South Africa Life skills -- Study and teaching (Elementary) -- Research -- South Africa Experiential learning -- Research -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1889 , http://hdl.handle.net/10962/d1006041
  • Description: This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.
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  • Date Issued: 2012

An Exploratory Framework for Extrusion Detection

  • Authors: Stalmans, Etienne , Irwin, Barry V W
  • Date: 2012
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/428027 , vital:72481 , https://www.researchgate.net/profile/Barry-Ir-win/publication/327622736_An_Exploratory_Framework_for_Extrusion_Detection/links/5b9a12ba299bf14ad4d6a3d7/An-Exploratory-Framework-for-Extrusion-Detection.pdf
  • Description: Modern network architecture allows multiple connectivity options, increasing the number of possible attack vectors. With the number of internet enabled devices constantly increasing, along with employees using these devices to access internal corporate networks, the attack surface has become too large to monitor from a single end-point. Traditional security measures have focused on securing a small number of network endpoints, by monitoring inbound con-nections and are thus blind to attack vectors such as mobile internet connections and remova-ble devices. Once an attacker has gained access to a network they are able to operate unde-tected on the internal network and exfiltrate data without hindrance. This paper proposes a framework for extrusion detection, where internal network traffic and outbound connections are monitored to detect malicious activity. The proposed framework has a tiered architecture con-sisting of prevention, detection, reaction and reporting. Each tier of the framework feeds into the subsequent tier with reporting providing a feedback mechanism to improve each tier based on the outcome of previous incidents.
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  • Date Issued: 2012

An exploratory study of music education in the FET bands (Grades 10-12) in selected secondary schools

  • Authors: Leqela, Moeletse Armstrong
  • Date: 2012
  • Subjects: Music -- Instruction and study -- South Africa , Education, Secondary -- Curricula -- South Africa
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:8521 , http://hdl.handle.net/10948/d1017226
  • Description: South African education has been heavily influenced by British rule since 1806 and “the legacy of apartheid continues to be felt in the education system of South Africa” (Herbst, 2005:4). This legacy stems largely from the introduction of English as a language of transmission to the legislation and regulations, such as the Bantu Education Act (1953), the Correspondence College Act (1965) and the Technical College Act (1981, amended in 1989 regulating technical colleges) (DoE, 2003:1-2; Herbst, 2005:4). The African National Congress (ANC), which became the new government in 1994, felt that the syllabus prior to 1994 was overly prescriptive and fragmented. The system had already been declared, in a review in 1980, as inferior, biased towards Western European ideals, and that the content and the examinations “did not provide an appropriate school leaving certificate for the majority of learners” (Department of Education (c), 2003:1-2). The current government felt the need for the system to be phased out and for the phasing in of a system of outcomes-based education which was to be put into operation from 1997 and finalized in 2008 (Department of Education (c), 2003:1; Hauptfleisch, 1993:1; Herbst, 2005:4). The National Curriculum Statement Grades 10-12 was aimed at replacing Report 550, A Résumé of Instructional Programmes in Schools (hereafter referred to as Report 550), as the document that stipulated policy on curriculum and qualifications in Grades 10-12 (Department of Education (c), 2003:viii). The 1997 National Curriculum statement was revised in 2002 and was thereafter referred to as the Revised National Curriculum Statement (RNCS) (Herbst, 2005:4). By the early 2000‟s the need for a revision of the South African education system had gained momentum. The criticism was fuelled by children‟s inability to read, write and count, their lack of general knowledge, and the shift away from explicit teaching and learning to facilitation and group work. Furthermore, teachers did not know what to teach (Dada et al., 2009:13). In July 2009 the then Minister of Basic Education appointed a panel of experts to investigate the nature of the challenges and problems experienced in the implementation of the National Curriculum Statement and to develop a set of recommendations designed to improve the implementation thereof (Dada et al., 2009:5). The panel of 2009, amongst other things, designed a document called Curriculum Assessment Policy Statement (CAPS). CAPS aims to improve, inter alia, the implementation of Music as a subject in the National Curriculum Statement. CAPS is the single comprehensive Curriculum and Assessment Policy document developed to replace the old Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R – 12, the amended National Curriculum Statement Grades R - 12: Curriculum and Assessment Policy (January 2011), the National Curriculum Statement Grades R - 9 (2002) and the National Curriculum Statement Grades 10 - 12 (2004). Within the changing context of South African education the purpose of the current research is to explore the perceptions of NMMU second year fulltime students on music education at selected senior secondary schools in South Africa. It is proposed that respondents of this study are university music students who were admitted in 2011 for all qualifications in the music department of the Nelson Mandela Metropolitan University.
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  • Date Issued: 2012

An exploratory study of South African choral identity with specific reference to three regional children's choirs

  • Authors: Swart, Jan-Erik
  • Date: 2012
  • Subjects: Children's choirs , Cultural pluralism
  • Language: English
  • Type: Thesis , Masters , MMus
  • Identifier: vital:8519 , http://hdl.handle.net/10948/d1013205
  • Description: This qualitative mini-treatise explores how South African choral identity is perceived by three regional children’s choirs, facing challenges of representing cultural diversity against the background of an ongoing process of social transformation. The study proposes that choirs from South Africa project a distinctly South African “choral” identity which they themselves have constructed by fabricating a mental representation of themselves, and which they project outwardly by means of a range of musical and extra-musical elements observable in the cultural product and artifacts generated over time. The researcher has analyzed a selection of cultural products and artifacts of the Eastern Cape Children’s Choir, the Cantare Children’s Choir and the Tygerberg Children’s Choir, in order to identify common practices among three subject choirs which sustain their continuity, in terms of Richard’s definition of identity (in Torres 2008: 3): “to name a set of practices which subjects may adopt in sustaining both the individual and, to varying degrees, collective continuity”. Research findings indicate that subject choirs are perceived, and project their choral identities, according to their musical ability to communicate and interact with other world-class choirs. Recurring practices undertaken by each subject choir, in order to maintain their international perspective, are identified as key to sustaining their continuity. Choral identity is furthermore strongly influenced by the choral tradition of the choir and the role of the conductor in developing their choral tone. This study is significant to regional children’s choirs seeking to overcome challenges of renegotiating cultural identity, as well as sustaining and expanding choral singing as an art form in South Africa.
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  • Date Issued: 2012

An exploratory study of the ability of small, micro, medium enterprises development to create jobs and serve as centres of skills development in the construction industry : a case study in King WIlliams Town

  • Authors: Nkonya, Nolubabalo Grace
  • Date: 2012
  • Subjects: Business enterprises -- South Africa -- Eastern Cape , Entrepreneurship -- South Africa , Job creation -- South Africa -- Eastern Cape , Construction industry
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:9150 , http://hdl.handle.net/10948/d1018927
  • Description: The significance of SMME development as a route to creating jobs and enhancing skills development has been and is still on top of South Africa‟s developmental agenda. The escalating unemployment rate and skills shortage to meet with demands of globalization compels the government to develop strategies to respond to the crisis. It is eighteen years since South Africa became a democratic country but the job creation and skills development sectors remain in a crisis. Stagnant economic growth is as a result of high unemployment which is a factor of skills shortage in the black South African labour force. The government creates an enabling environment by developing flexible regulations for equal participation of historically disadvantaged individuals to participate the in mainstream economic activities. Public investment through infrastructure development is one of the labour intensive programmes to promote SMME development, job creation and skills development. It is against this background that this research aims to explore the effect of SMME development in creating jobs and its ability to serve as centres of skills development. Also, it is against this background that this study aims to assess the extent of government support in creating an enabling environment for SMME development to achieve its ultimate goals.
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  • Date Issued: 2012

An integrated management system for quality and information security in healthcare

  • Authors: Tyali, Sinovuyo
  • Date: 2012
  • Subjects: Health services administration -- Quality control.
  • Language: English
  • Type: Thesis , Masters , MTech
  • Identifier: vital:9745 , http://hdl.handle.net/10948/d1006670 , Health services administration -- Quality control.
  • Description: Health service organizations are increasingly required to deliver quality healthcare services without increasing costs. The adoption of health information technologies can assist these organizations to deliver a quality service; however, this again exposes the health information to threats. The protection of personal health information is critical to ensure the privacy of patients in the care of health service organizations. Therefore both quality and information security are of importance in healthcare. Organisations commonly use management system standards to assist them to improve a particular function (e.g. quality or security) through structured organizational processes to establish, maintain and optimise a management system for the particular function. In the healthcare sector, the ISO 9001, ISO 9004 and IWA 1 standards may be used for the purpose of improving quality management through the establishment of a quality management system. Similarly, the ISO 27001 and ISO 27799 standards may be used to improve information security management through the establishment of an information security management system. However, the concurrent implementation of multiple standards brings confusion and complexity within organisations. A possible solution to the confusion is to introduce an integrated management system that addresses the requirements of multiple management systems. In this research, various standards relevant to the establishment of management systems for quality and security are studied. Additionally, literature on integrated management systems is reviewed to determine a possible approach to establishing an IMS for quality and information security in healthcare. It will be shown that the quality management and information security management standards contain commonalities that an integration approach can be based on. A detailed investigation of these commonalities is done in order to present the final proposal of the IMSQS, the Integrated Management System for Quality and Information Security in healthcare.
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  • Date Issued: 2012

An integrated management system for quality and information security in healthcare

  • Authors: Tyali, Sinovuyo
  • Date: 2012
  • Subjects: Health services administration -- Quality control
  • Language: English
  • Type: Thesis , Masters , MTech
  • Identifier: vital:9800 , http://hdl.handle.net/10948/d1012134 , Health services administration -- Quality control
  • Description: Health service organizations are increasingly required to deliver quality healthcare services without increasing costs. The adoption of health information technologies can assist these organizations to deliver a quality service; however, this again exposes the health information to threats. The protection of personal health information is critical to ensure the privacy of patients in the care of health service organizations. Therefore both quality and information security are of importance in healthcare. Organisations commonly use management system standards to assist them to improve a particular function (e.g. quality or security) through structured organizational processes to establish, maintain and optimise a management system for the particular function. In the healthcare sector, the ISO 9001, ISO 9004 and IWA 1 standards may be used for the purpose of improving quality management through the establishment of a quality management system. Similarly, the ISO 27001 and ISO 27799 standards may be used to improve information security management through the establishment of an information security management system. However, the concurrent implementation of multiple standards brings confusion and complexity within organisations. A possible solution to the confusion is to introduce an integrated management system that addresses the requirements of multiple management systems. In this research, various standards relevant to the establishment of management systems for quality and security are studied. Additionally, literature on integrated management systems is reviewed to determine a possible approach to establishing an IMS for quality and information security in healthcare. It will be shown that the quality management and information security management standards contain commonalities that an integration approach can be based on. A detailed investigation of these commonalities is done in order to present the final proposal of the IMSQS, the Integrated Management System for Quality and Information Security in healthcare.
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  • Date Issued: 2012

An integrated study of coal geology and potential environmental impact assessment at Mchenga Coal Mine in Livingstonia Coalfield in Malawi

  • Authors: Maneya, George Jameson
  • Date: 2012
  • Subjects: Coal -- Geology -- Malawi , Coal mines and mining -- Malawi , Coal mines and mining -- Environmental aspects -- Malawi , Environmental degradation -- Malawi
  • Language: English
  • Type: Thesis , Masters , MSc (Geology)
  • Identifier: vital:11518 , http://hdl.handle.net/10353/480 , Coal -- Geology -- Malawi , Coal mines and mining -- Malawi , Coal mines and mining -- Environmental aspects -- Malawi , Environmental degradation -- Malawi
  • Description: This study was carried out on the main coal-producing and the extensively block-faulted area of Mchenga Coal Mine, southeast of the 90 km2 intracratonic Livingstonia Coalfield in the north of Malawi. It was initiated against the background of indistinct information on coal geology, shortage of energy and potential environmental threats due to mine activities. The study aimed at integrating investigations of characterization of the lithostratigraphy, coal seam correlation, coal quality determination, examination of the mineralogy and geochemistry of coal and hosts rocks, assessment of water quality and providing information for mining and potential environmental and water quality impact assessment in the study area. The methodologies used in this study include literature review, field visits, mapping, sites selection and characterization, borehole logging, geochemical analyses, data processing and interpretation. The geochemical analyses include proximity analysis of coal quality, microscopy and X-ray Diffraction for mineralogy and petrology, X-ray Fluorescence (XRF) for rock geochemistry and Atomic Absorption Spectrometry for determination water geochemistry. The results have shown that a) The Coal Measures comprises of four to six coal seams in different localities, and the occurrence is flat and gently dipping southeast and are correlated. Thicknesses of the coal seams vary from 0.10m to 3.0m with some notable lateral and horizontal variations. Thick and workable seams occupy the lower portion of the Coal Measures and are exposed along the North Rumphi River bank; b) Coal quality belongs to sub-bituminous ‘A’ to ‘C’ on ASTM classification (1991), being characterised by low moisture content (0.8 to 1.3 wt percent) and sulphur content (0.49 to 0.85 wt percent), high ash content (9.0 to 17 wt percent) and volatile matter (24 to 32.9 wt percent), fixed carbon (53.6 to 62.6 wt percent), calorific value (7,015 to 7,670 kcal/kg); c) Mineral matters constitute approximately 9.55 to 38.34 wt percent of the coal samples, predominantly clays (interstratified illite/smectite and kaolinite) with varying proportions of quartz, mica and feldspars, as well as minor calcite and pyrite and their geochemistry, being characterised by enrichment of SiO2 from 5.37 to 20.56 wt percent, Al2O3 (2.63 to 11.21 wt percent) and K2O (0.32 to 3.65 wt percent) with trace concentrations of CaO (0.04 to 0.41 wt. percent), MgO (0.08 to 0.65 wt percent) and P2O5 (0.018 to 0.037 wt percent) and Na2O concentration notably below 0.01 wt percent; d) Calcite and pyrite constitute minor concentration in both sandstones and shales; e) Water quality in the area is characterised as two groups of acidic (pH 3.3-6.4) and near-neutral to slightly alkaline (pH 6.9-7.3) and low pH, high TDS, SO42- and EC are noted at the coal crusher plant which points out to high leaching of trace elements such as Pb and Fe. Na++K+ are dominant in upper sections of North Rumphi and Mhlepa Rivers. Ca2+ cations are dominant at crusher plant, underground mine and lower section of Mhlepa; f) Based on the geochemistry analysis, Na and trace elements such as Ti, V, Mn, Fe, Zn, Rb, Sr and Zr from coal and host rocks have the ability to contribute significantly to deterioration in the ground and surface water quality in the study area. It can be concluded that the coals of the Livingstonia Coalfield belong to Gondwana group deposited in sub-basin with multiple seams embedded in sandstone and shale host rocks.
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  • Date Issued: 2012

An investigation into challenges facing Further Education Training (FET) leaners in the study of Isixhosa in the Port Elizabeth district

  • Authors: Mpofu, Nombulelo Patience
  • Date: 2012
  • Subjects: Xhosa language -- Study and teaching (Secondary) , Port Elizabeth (South Africa) , Effective teaching
  • Language: English
  • Type: Thesis , Doctoral , DLitt
  • Identifier: vital:11840 , http://hdl.handle.net/10353/d1013389 , Xhosa language -- Study and teaching (Secondary) , Port Elizabeth (South Africa) , Effective teaching
  • Description: The essential function of a language is communication. Effective communication takes place when speakers understand each other‟s language. Speakers of different languages these days stay with each other. This kind of setting results into multilingualism. Multilingualism refers to the use or maintenance of more than one language in a certain context. In this regard it may refer to the fact that many languages are spoken in South Africa. It serves as a natural solution to the problem of language contact that is extremely widespread throughout South Africa and the world at large. The recognition of the multilingual nature of South African society by the Constitution of this country , as (Made 2010) puts it, necessitates the creation of tools of implementation and redress, in the form of appropriate language policies. Such language policies are designed to correct the universal tendency to practise monolingualism in multilingual societies which disempowers non-mother tongue speakers of the dominant language, to the detriment of both their rights as citizens and in communicative equity in exercising these rights. Many Black South Africans took employment in the industrial centres through urbanization, where they learnt many languages such as Fanakalo, English, Afrikaans and many other languages in the African continent. This resulted into linguistic heterogeneity. Heterogeneity brings speakers of languages together at different workplaces, schools and even places of abode.
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  • Date Issued: 2012

An investigation into constraints impacting on small micro and medium enterprises (SMMEs) access to finance in Buffalo City Metropolitan Municipality

  • Authors: Dlova, Mzwanele Roadwell
  • Date: 2012
  • Subjects: Small business -- South Africa -- East London Small business -- Finance -- South Africa -- East London
  • Language: English
  • Type: Thesis , Masters , MBA
  • Identifier: vital:783 , http://hdl.handle.net/10962/d1003904
  • Description: Internationally, in both developed and developing countries, it has been accepted that SMMEs are the backbone and the driving force of economic growth and job creation. In South Africa, SMMEs account for approximately 60 per cent of all employment in the economy and more than 35 per cent of South Africa's Gross Domestic Product (GDP) (Ntsika, 1999:38; Gumede, 2000:67 and Berry et ai, 2002 in Kongolo, 2010:235). SMMEs are often the vehicle by which the lowest income people in our society gain access to economic opportunities. The sector represents 97.5 per cent of the total number of business firms in South Africa and that it contributes 42 per cent of total remuneration. SMMEs account for some 3.5 million jobs and have between 500 000 and 700 000 businesses (Abor and Quartey, 2010:2337). Due to the above-mentioned contribution, the South African government initiated a number of SMME support programmes aimed at promoting, growing and developing the SMME sector. As a result, a number of national government agencies such as the National Youth Development Agency (NYDA), Khula Finance Limited, the National Development Agency (NDA), the Small Enterprise Development Agency (SEDA) and many other national , provincial and local government organizations were established post 1994. However, despite the concerted efforts by government to develop the sector, SMMEs are, after 17 years of democracy, still faced with enormous challenges such as access to markets, information, appropriate technology, finance, to mention but a few. Of the above-mentioned challenges, access to finance is on top of the list of these. This study, therefore, is aimed at investigating external, institutional and internal constraints impacting on SMME access to finance in the Buffalo City Metropolitan Municipal area. The study is also aimed at ascertaining which of the abovementioned constraints have the greatest influence to SMME access to finance. In developing the framework of the study, recent empirical research conducted around the country and internationally on constraints influencing SMME access to finance (Bbenkele, 2007:18; Ganbold, 2008:45; Mahadea and Pillay, 2008:99; Chenesai, 2009:135; Zindiye, 2009:78; Fatoki and Garwe, 2010:2765; Pandula, 2011 :257) was drawn upon. In order to meet the objectives of the study, a simple random sample survey of 50 SMMEs in the Buffalo City Metropolitan Municipality (BCMM) jurisdiction was conducted. The profile of the SMMEs was very similar to that of other studies that focused on constraints to SMME access to finance. A structured questionnaire was used to collect data from SMME owner-managers and a response rate of 60 percent was achieved . The results of the study indicated that the high cost of credit and interest rates and Value Added Tax (VAT) registration were the key external factors that impacted on SMME access to finance. Generally, SMMEs are viewed by lending institutions as high risk category. Therefore, even though interest rates have come down significantly, the cost of credit and interest rates still remain a constraint. The study also found that even though the South African Revenue Services (SARS) has increased the VAT threshold to R1 million (South African Revenue Service, 2007: 29), SMMEs still struggled to register for VAT. With regards to the institutional factors, the study revealed that ineffective support services provided by private and public SMME support agencies, the lack of communication of these services (access to information) and the lack of the subsequent follow-up services were the key constraints to SMME access to finance. The results of the study indicate that those firms with good track record, high annual turnover, sophistication and diverse skills, good credit record, good cash flow, proper financial records, bankable and viable business plans, collateral and registered for VAT were more likely to have access to finance than their counterparts. The main conclusion of the study is that the internal factors turned to have the greatest influence to SMME access to finance. However, there is more to be done by private and public SMME support agencies and lending institutions to address the above-mentioned institutional constraints which have a negative influence to SMME access to finance. It is recommended that more in-depth empirical research be conducted on the support services provided by private and public SMME support agencies in terms of the services that they offer the effectiveness of the services and how these are communicated to potential customers. It is also recommended that training workshops aimed at addressing the intemal constraints identified be conducted. Also recommended is the development and implementation of sector-specific mentoring programmes for the owner-managers. Strategies to improve the awareness of support services provided by SMME support agencies need to be developed. This would ensure the effective use of these services by SMMEs. It is also recommended that SMME support agencies and lending institutions staff be trained in order to better understand and be more responsive to the owner managers' needs. Linkages with tertiary institutions in planning and conducting the training needs to be made.
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  • Date Issued: 2012

An investigation into factors impacting on exports from South Africa to the Southern African Development Community (SADC)

  • Authors: Fish, Colin
  • Date: 2012
  • Subjects: Exports -- South Africa , Exports -- Africa, Southern , Manufactures -- South Africa , Manufactures -- Africa, Southern , Economic assistance
  • Language: English
  • Type: Thesis , Masters , MBA
  • Identifier: vital:8800 , http://hdl.handle.net/10948/d1016494
  • Description: Globalisation has changed the world economy. Manufacturers face vigorous competition in both local and export markets and need to have a genuine competitive advantage in order to prosper and grow. South Africa is still predominantly a resource based exporter with high aspirations of developing trade in value-added products. The government has recognised the importance of developing national manufacturing capacity as a means of increasing employment and reducing poverty. To this end the government provides substantial support to both the manufacturing and exporting sectors. The government also negotiated the Southern African Development Community (SADC) agreement which leverages some powerful competitive advantages for South African manufacturers exporting into the region. However, since ratification of the SADC agreement in 2008 there has been no perceptible increase in export activity to the region when compared to other markets. This research study was conducted to determine why this is the case and what factors are influencing the process. A literature review was undertaken encapsulating three principal themes; namely, export barriers, the role of the South African government in the export process, and the SADC agreement. Based on the findings of the literature review a research questionnaire was constructed and subsequently completed by a cross section of manufacturers in the Eastern Cape. It was found that export barriers do not pose a major obstacle to trade into the SADC region. The role the government plays was less conclusive with some successes noted, but on the whole the impact is not meaningfully positive. On the other hand the SADC agreement and the dynamics prevailing in the free trade area do have a positive impact on exports to the region. The level of awareness with regard to the government support initiatives was disappointingly low. The government offers a number of helpful support initiatives which are unknown to more than half the response group. The awareness level of the dynamics prevailing in the SADC region are an improvement but are still surprisingly low. South African manufacturers enjoy significant competitive advantages within the region that are going largely unnoticed. It is recommended, inter alia, that the government consolidates some of its support initiatives, as well as provides a dedicated SADC support desk. Management should adopt an export culture and re-evaluate the opportunity to trade with the SADC region.
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  • Date Issued: 2012

An investigation into fraud and corruption risk management policies and procedures at institutions of higher learning

  • Authors: Makhooane, Stephen Malefane
  • Date: 2012
  • Subjects: Fraud -- South Africa -- Prevention Corruption -- South Africa -- Prevention Risk management -- South Africa -- Evaluation Education, Higher -- South Africa -- Finance
  • Language: English
  • Type: Thesis , Masters , MBA
  • Identifier: vital:777 , http://hdl.handle.net/10962/d1003898
  • Description: Fraud and corruption cost South Africa billions of rand yearly. Institutions of higher learning are no less vulnerable to fraud and corruption than other organisations, but are also subject to risks that are unique to academia. The Public Finance Management Act. No.1 of 1999 requires Public entities including the councils (university or college controlling body) of public institutions of higher learning to adopt enterprise risk management, which includes a fraud and corruption risk management policy and procedures. The function of the fraud and corruption policy is to provide an objective strategy to prevent, detect and investigate any possible irregularity in order to prevent further loss in line with Corporate Governance requirements. The anti-fraud and corruption strategy measures include setting the appropriate tone by management of the institution, being proactive (fraud risk assessments), and being reactive (reporting process, investigation and taking appropriate action). The actions include disciplinary action and criminal or civil proceedings in order to recover assets lost. The procedures address the implementation of the policy. This research focused on identifying the relevant issues that could be included in the formulation of fraud and corruption risk management policies and procedures for institutions of higher learning. The research was conducted using a qualitative methodology consisting of a document analysis and interviews. It was found that, out of eleven institutions of higher learning investigated only one institution meets the criteria set out in the framework developed in the research as an assessment tool. The other institutions involved in the research did not have fraud and corruption risk management policies or procedures and therefore did not comply with the Public Finance Management Act.
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  • Date Issued: 2012

An investigation into how cell phones can be used in the teaching of mathematics using VITALmaths video clips: a case study of 2 schools in Grahamstown, South Africa

  • Authors: Ndafenongo, Gerhard
  • Date: 2012
  • Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown Educational innovations -- South Africa -- Grahamstown Telecommunication in education -- South Africa -- Grahamstown Teaching -- Aids and devices -- South Africa -- Grahamstown Mathematics Software -- South Africa -- Grahamstown Mobile communication systems in education -- South Africa -- Grahamstown
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1596 , http://hdl.handle.net/10962/d1003478
  • Description: Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.
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  • Date Issued: 2012

An investigation into information security practices implemented by Research and Educational Network of Uganda (RENU) member institution

  • Authors: Kisakye, Alex
  • Date: 2012 , 2012-11-06
  • Subjects: Research and Educational Network of Uganda , Computer security -- Education (Higher) -- Uganda , Computer networks -- Security measures -- Education (Higher) -- Uganda , Management -- Computer network resources -- Education (Higher) -- Uganda , Computer hackers
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:4586 , http://hdl.handle.net/10962/d1004748 , Research and Educational Network of Uganda , Computer security -- Education (Higher) -- Uganda , Computer networks -- Security measures -- Education (Higher) -- Uganda , Management -- Computer network resources -- Education (Higher) -- Uganda , Computer hackers
  • Description: Educational institutions are known to be at the heart of complex computing systems in any region in which they exist, especially in Africa. The existence of high end computing power, often connected to the Internet and to research network grids, makes educational institutions soft targets for attackers. Attackers of such networks are normally either looking to exploit the large computing resources available for use in secondary attacks or to steal Intellectual Property (IP) from the research networks to which the institutions belong. Universities also store a lot of information about their current students and staff population as well as alumni ranging from personal to financial information. Unauthorized access to such information violates statutory requirement of the law and could grossly tarnish the institutions name not to mention cost the institution a lot of money during post-incident activities. The purpose of this study was to investigate the information security practices that have been put in place by Research and Education Network of Uganda (RENU) member institutions to safeguard institutional data and systems from both internal and external security threats. The study was conducted on six member institutions in three phases, between the months of May and July 2011 in Uganda. Phase One involved the use of a customised quantitative questionnaire tool. The tool - originally developed by information security governance task-force of EDUCAUSE - was customised for use in Uganda. Phase Two involved the use of a qualitative interview guide in a sessions between the investigator and respondents. Results show that institutions rely heavily on Information and Communication Technology (ICT) systems and services and that all institutions had already acquired more than three information systems and had acquired and implemented some of the cutting edge equipment and systems in their data centres. Further results show that institutions have established ICT departments although staff have not been trained in information security. All institutions interviewed have ICT policies although only a few have carried out policy sensitization and awareness campaigns for their staff and students. , TeX
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  • Date Issued: 2012

An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom

  • Authors: Olamijulo, Christianah
  • Date: 2012
  • Subjects: Online social networks , Blended learning
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:8429 , http://hdl.handle.net/10948/d1020149
  • Description: This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.
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  • Date Issued: 2012

An investigation into refuge trauma experiences in an ethnic Somali community in Port Elizabeth, South Africa

  • Authors: Barnwell, Garret Christopher
  • Date: 2012
  • Subjects: Refugees -- Legal status, laws, etc. -- South Africa -- Port Elizabeth , Somali diaspora , Forced migration -- South Africa -- Port Elizabeth , Refugees -- Abuse of -- South Africa -- Port Elizabeth
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:8275 , http://hdl.handle.net/10948/d1016061
  • Description: The study aimed to explore and describe the forced migration experiences of Somali refugees living in Port Elizabeth, South Africa and the impact of refugee-specific trauma on this population. A mixed method triangulation research design with a quantitative weighting was employed and purposive snowball, non-probability sampling was used to construct a sample of 30 adult Somali refugees from Port Elizabeth’s Korsten community. Participants were included in the study if they fulfilled the pre-defined inclusion criteria of having successfully applied for refugee status, having resided in South Africa for at least six months and being 18 years or older. A semi-structured interview questionnaire was developed by the researcher to operationalise the constructs being measured. The questionnaire comprised a biographical and antecedent event(s) questionnaires as well as sections of the Harvard Trauma Questionnaire Revised Version. Data was then analysed via exploratory descriptive statistics and correlation coefficients. The research found that the majority of Somali refugees cited conflict, insecurity and instability as the mainn reasons for leaving their country of origin, suggesting the basic need for safety and security was unmet. One third of the sample reported that the main reason for leaving was the same as their most traumatic life event. The average participant had experienced 16 traumatic events and experienced 23 trauma symptoms on average, demonstrating high levels of trauma among the study population. The study recommends that the link between the main reason for forced migration and refugee trauma be explored.
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  • Date Issued: 2012

An investigation into the antidiabetic and catalytic properties of oxovanadium(IV) complexes

  • Authors: Walmsley, Ryan Steven
  • Date: 2012
  • Subjects: Hypoglycemic agents Ligands (Biochemistry) Complex compounds Potentiometry Proton transfer reactions Stability Imidazoles Vanadium catalysts
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:4320 , http://hdl.handle.net/10962/d1004978
  • Description: In part 1 of this thesis, the antidiabetic activity of a series of novel oxovanadium(IV) complexes was investigated. A range of bidentate N,O-donor ligands, which partially mimic naturally occurring bioligands, were prepared and reacted with the vanadyl ion to form the corresponding bis-coordinated complexes. Initially, 2-(2ˊ-hydroxyphenyl)-1R-imidazoline (where R = H, ethyl and ethanol) ligands were prepared. The aqueous pH-metric chemical speciation was investigated using glass electrode potentiometry which allowed for the determination of protonation and stability constants of the ligands and complexes, respectively. The species distribution diagrams generated from this information gave an indication of how the complexes might behave across the broad pH range experienced in the digestive and circulatory systems. This information was used to create an improved 2nd generation of ligands that were constructed by combining the imidazole and carboxylic acid functionalities. These corresponding bis[(imidazolyl)carboxylato]-oxovanadium(IV) complexes displayed a broader pH-metric stability. Both sets of complexes improved glucose uptake and reduced coagulation in vitro. In part 2 of this thesis, a range of homogeneous and heterogeneous oxovanadium(IV) catalysts were prepared. Firstly, Merrifield beads were functionalized with ligands from Part 1 and then reacted with vanadyl sulfate to afford the corresponding heterogeneous catalysts. These displayed promising catalytic activity for the peroxide facilitated oxidation of thioanisole, styrene and ethylbenzene as well as the oxidative bromination of phenol red. Smaller imidazole-containing beads with higher surface areas than the Merrifield beads were prepared by suspension polymerization. These beads similarly demonstrated excellent catalytic activity for the oxidation of thioanisole and were highly recyclable. In attempt to increase the exposed catalytic surface area, while retaining the ease of separation achieved in the before mentioned systems, micron to nano sized electrospun fibers containing coordinating ligands were fabricated. The corresponding oxovanadium(IV) functionalized fibers were applied to the oxidation of thioanisole using a continuous flow system. The flexible and porous nature of the fiber mats was well suited to this approach. After optimization of the reactant flow rate and catalyst amount, near quantitative (> 99%) oxidation was achieved for an extended period. In addition, leaching of vanadium was mitigated by modification of the attached ligand or polymer material.
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  • Date Issued: 2012

An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study

  • Authors: Kuhlane, Zukiswa
  • Date: 2012
  • Subjects: Science -- Study and teaching (Primary) -- Research -- South Africa Prior learning -- South Africa Limited English-proficient students -- Education (Primary) -- South Africa Teaching -- Aids and devices -- Research
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1602 , http://hdl.handle.net/10962/d1003484
  • Description: This study was conducted at a school designated as a higher primary school comprised of grade 0-9 learners (GET band) in Grahamstown in the Eastern Cape, South Africa. With the advent of the new curriculum in South Africa, we are also grappling with the implementation of the new curriculum at this school. This motivated me to investigate the benefits of eliciting and integrating learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases. Essentially, the study sought to gain insight into whether engaging learners during practical activities using easily accessible materials from their homes facilitated meaning-making of acids and bases. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was conducted with the researcher’s Grade 7 class. To gather data, document analysis, semi-structured interviews, questionnaires, lesson observations, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with learners were used. An inductive analysis to discover patterns and themes was applied during the data analysis process. The validation process was done through watching the videotaped lessons with the teachers who observed the lessons. Also, transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed in relation to the research questions which were: How do Natural Sciences teachers elicit and integrate learners’ prioreveryday knowledge and experiences to facilitate learning of scientific concepts of acids and bases in their classrooms? Does engaging learners in practical activities using everyday substances enhance their conceptual development and understanding of acids and bases? The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases facilitated meaningful learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. It is thus recommended that teachers should be supported in their endeavours to incorporate learners’ real life experiences during their teaching and learning repertoires. Notwithstanding, as much as there were benefits in this study there were, however, also some challenges that were encountered, such as language, which warrants further research.
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  • Date Issued: 2012
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