A combination of a stationary and non-stationary model to predict corporate failure in South Africa
- Authors: Court, Philip Wathen
- Date: 1994
- Subjects: Bankruptcy -- South Africa Business planning -- South Africa Business failures -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1183 , http://hdl.handle.net/10962/d1002800
- Description: Business failure should be of concern in most industralised countries and the importance of accurately evaluating the phenomenon from a management and investment point of view is enormous. Were it possible to predict failure with a certain degree of confidence, steps could be taken to rectify the situation and the benefit would accrue to all of the stakeholders in the macroenvironment. In essence, the profitability of a business is influenced by two sets of variables. In the first instance, it is influenced by a variety of internal (microeconomic) variables which are firm- specific and which management is generally able to control. A further distinction in this regard may be made between the financial and non-financial variables. In the second instance, it is generally accepted that profitability will be influenced by a number of external (macroeconomic) variables which are generally beyond the control of management. In the main, however, the profitability of the firm is generally determined by a combination of both sets of factors. To date, a great deal of research has been undertaken in an attempt to establish a reliable model which may be used to predict failure. This has mainly been confined to the microeconomic variables which can be used to predict failure and attempts have been made to isolate either a single financial ratio or a number of financial and non-financial variables which can be used to model corporate failure. The research has met with a certain degree of success although this appears to be confined to the economic environment to which the models have been applied. The models are less successful when applied to other macroenvironments. Limited research has been undertaken into the macroeconomic variables which contribute to business failure or to a combination of the two types of variables. It is appropriate therefore that further consideration be given to the establishment of a model incorporating ALL the variables which could contribute to corporate failure. The purpose of this research is to undertake an investigation of micro- and macroeconomic variables that are freely available to reserachers and which may be used in a failure prediction model. The intention is to obtain a comprehensive, yet simple model which can be used as an overall predictor of PENDING failure.
- Full Text:
- Date Issued: 1994
- Authors: Court, Philip Wathen
- Date: 1994
- Subjects: Bankruptcy -- South Africa Business planning -- South Africa Business failures -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1183 , http://hdl.handle.net/10962/d1002800
- Description: Business failure should be of concern in most industralised countries and the importance of accurately evaluating the phenomenon from a management and investment point of view is enormous. Were it possible to predict failure with a certain degree of confidence, steps could be taken to rectify the situation and the benefit would accrue to all of the stakeholders in the macroenvironment. In essence, the profitability of a business is influenced by two sets of variables. In the first instance, it is influenced by a variety of internal (microeconomic) variables which are firm- specific and which management is generally able to control. A further distinction in this regard may be made between the financial and non-financial variables. In the second instance, it is generally accepted that profitability will be influenced by a number of external (macroeconomic) variables which are generally beyond the control of management. In the main, however, the profitability of the firm is generally determined by a combination of both sets of factors. To date, a great deal of research has been undertaken in an attempt to establish a reliable model which may be used to predict failure. This has mainly been confined to the microeconomic variables which can be used to predict failure and attempts have been made to isolate either a single financial ratio or a number of financial and non-financial variables which can be used to model corporate failure. The research has met with a certain degree of success although this appears to be confined to the economic environment to which the models have been applied. The models are less successful when applied to other macroenvironments. Limited research has been undertaken into the macroeconomic variables which contribute to business failure or to a combination of the two types of variables. It is appropriate therefore that further consideration be given to the establishment of a model incorporating ALL the variables which could contribute to corporate failure. The purpose of this research is to undertake an investigation of micro- and macroeconomic variables that are freely available to reserachers and which may be used in a failure prediction model. The intention is to obtain a comprehensive, yet simple model which can be used as an overall predictor of PENDING failure.
- Full Text:
- Date Issued: 1994
Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school
- Authors: Mcconnachie, Karola
- Date: 2014
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , Education (Primary) -- Government policy -- South Africa , Alcoholism -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1984 , http://hdl.handle.net/10962/d1013150
- Description: Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.
- Full Text:
- Date Issued: 2014
- Authors: Mcconnachie, Karola
- Date: 2014
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , Education (Primary) -- Government policy -- South Africa , Alcoholism -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1984 , http://hdl.handle.net/10962/d1013150
- Description: Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.
- Full Text:
- Date Issued: 2014
Thermoluminescence of secondary glow peaks in carbon-doped aluminium oxide
- Authors: Seneza, Cleophace
- Date: 2014
- Subjects: Thermoluminescence , Aluminum oxide , Thermoluminescence dosimetry
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5537 , http://hdl.handle.net/10962/d1013053
- Description: Carbon-doped aluminium oxide, α-Al₂O₃ : C, is a highly sensitive luminescence dosimeter. The high sensitivity of α-Al₂O₃ : C has been attributed to large concentrations of oxygen vacancies, F and F⁺ centres, induced in the material during its preparation. The material is prepared in a highly reducing atmosphere in the presence of carbon. In the luminescence process, electrons are trapped in F-centre defects as a result of irradiation of the material. Thermal or optical release of trapped electrons leads to emission of light, thermoluminescence (TL) or optically stimulated light (OSL) respectively. The thermoluminescence technique is used to study point defects involved in luminescence of α-Al₂O₃ : C. A glow curve of α-Al₂O₃ : C, generally, shows three peaks; the main dosimetric peak of high intensity (peak II) and two other peaks of lower intensity called secondary glow peaks (peaks I and III). The overall aim of our work was to study the TL mechanisms responsible for secondary glow peaks in α-Al₂O₃ : C. The dynamics of charge movement between centres during the TL process was studied. The phototransferred thermoluminescence (PTTL) from secondary glow peaks was also studied. The kinetic analysis of TL from secondary peaks has shown that the activation energy of peak I is 0.7 eV and that of peak III, 1.2 eV. The frequency factor, the frequency at which an electron attempts to escape a trap, was found near the range of the Debye vibration frequency. Values of the activation energy are consistent within a variety of methods used. The two peaks follow first order kinetics as confirmed by the TM-Tstop method. A linear dependence of TL from peak I on dose is observed at various doses from 0.5 to 2.5 Gy. The peak position for peak I was also independent on dose, further confirmation that peak I is of first order kinetics. Peak I suffers from thermal fading with storage with a half-life of about 120 s. The dependence of TL intensity for peak I increased as a function of heating rate from 0.2 to 6ºCs⁻¹. In contrast to the TL intensity for peak I, the intensity of TL for peak III decreases with an increase of heating rate from 0.2 to 6ºCs⁻¹. This is evidence of thermal quenching for peak III. Parameters W = 1.48 ± 0:10 eV and C = 4 x 10¹³ of thermal quenching were calculated from peak III intensities at different heating rates. Thermal cleaning of peak III and the glow curve deconvolution methods confirmed that the main peak is actually overlapped by a small peak (labeled peak IIA). The kinetic analysis of peak IIA showed that it is of first order kinetics and that its activation energy is 1:0 eV. In addition, the peak IIA is affected by thermal quenching. Another secondary peak appears at 422ºC (peak IV). However, the kinetic analysis of TL from peak IV was not studied because its intensity is not well defined. A heating rate of 0.4ºCs⁻¹ was used after a dose of 3 Gy in kinetic analysis of peaks IIA and III. The study of the PTTL showed that peaks I and II were regenerated under PTTL but peak III was not. Various effects of the PTTL for peaks I and II for different preheating temperatures in different samples were observed. The effect of annealing at 900ºC for 15 minutes between measurements following each illumination time was studied. The effect of dose on secondary peaks was also studied in this work. The kinetic analysis of the PTTL intensity for peak I showed that its activation energy is 0.7 eV, consistent with the activation energy of the normal TL for peak I. The PTTL intensity from peak I fades rapidly with storage compared with the thermal fading from peak I of the normal TL. The PTTL intensity for peak I decreases as a function of heating rate. This decrease was attributed to thermal quenching. Thermal quenching was not observed in the case of the normal TL intensity. The cause of this contrast requires further study.
- Full Text:
- Date Issued: 2014
- Authors: Seneza, Cleophace
- Date: 2014
- Subjects: Thermoluminescence , Aluminum oxide , Thermoluminescence dosimetry
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5537 , http://hdl.handle.net/10962/d1013053
- Description: Carbon-doped aluminium oxide, α-Al₂O₃ : C, is a highly sensitive luminescence dosimeter. The high sensitivity of α-Al₂O₃ : C has been attributed to large concentrations of oxygen vacancies, F and F⁺ centres, induced in the material during its preparation. The material is prepared in a highly reducing atmosphere in the presence of carbon. In the luminescence process, electrons are trapped in F-centre defects as a result of irradiation of the material. Thermal or optical release of trapped electrons leads to emission of light, thermoluminescence (TL) or optically stimulated light (OSL) respectively. The thermoluminescence technique is used to study point defects involved in luminescence of α-Al₂O₃ : C. A glow curve of α-Al₂O₃ : C, generally, shows three peaks; the main dosimetric peak of high intensity (peak II) and two other peaks of lower intensity called secondary glow peaks (peaks I and III). The overall aim of our work was to study the TL mechanisms responsible for secondary glow peaks in α-Al₂O₃ : C. The dynamics of charge movement between centres during the TL process was studied. The phototransferred thermoluminescence (PTTL) from secondary glow peaks was also studied. The kinetic analysis of TL from secondary peaks has shown that the activation energy of peak I is 0.7 eV and that of peak III, 1.2 eV. The frequency factor, the frequency at which an electron attempts to escape a trap, was found near the range of the Debye vibration frequency. Values of the activation energy are consistent within a variety of methods used. The two peaks follow first order kinetics as confirmed by the TM-Tstop method. A linear dependence of TL from peak I on dose is observed at various doses from 0.5 to 2.5 Gy. The peak position for peak I was also independent on dose, further confirmation that peak I is of first order kinetics. Peak I suffers from thermal fading with storage with a half-life of about 120 s. The dependence of TL intensity for peak I increased as a function of heating rate from 0.2 to 6ºCs⁻¹. In contrast to the TL intensity for peak I, the intensity of TL for peak III decreases with an increase of heating rate from 0.2 to 6ºCs⁻¹. This is evidence of thermal quenching for peak III. Parameters W = 1.48 ± 0:10 eV and C = 4 x 10¹³ of thermal quenching were calculated from peak III intensities at different heating rates. Thermal cleaning of peak III and the glow curve deconvolution methods confirmed that the main peak is actually overlapped by a small peak (labeled peak IIA). The kinetic analysis of peak IIA showed that it is of first order kinetics and that its activation energy is 1:0 eV. In addition, the peak IIA is affected by thermal quenching. Another secondary peak appears at 422ºC (peak IV). However, the kinetic analysis of TL from peak IV was not studied because its intensity is not well defined. A heating rate of 0.4ºCs⁻¹ was used after a dose of 3 Gy in kinetic analysis of peaks IIA and III. The study of the PTTL showed that peaks I and II were regenerated under PTTL but peak III was not. Various effects of the PTTL for peaks I and II for different preheating temperatures in different samples were observed. The effect of annealing at 900ºC for 15 minutes between measurements following each illumination time was studied. The effect of dose on secondary peaks was also studied in this work. The kinetic analysis of the PTTL intensity for peak I showed that its activation energy is 0.7 eV, consistent with the activation energy of the normal TL for peak I. The PTTL intensity from peak I fades rapidly with storage compared with the thermal fading from peak I of the normal TL. The PTTL intensity for peak I decreases as a function of heating rate. This decrease was attributed to thermal quenching. Thermal quenching was not observed in the case of the normal TL intensity. The cause of this contrast requires further study.
- Full Text:
- Date Issued: 2014
Educational computing in secondary schools of the Cape Education Department: a research survey to assess computing facility acquisition and its utilization
- Authors: Bean, Pat
- Date: 1992
- Subjects: Education, Secondary -- South Africa -- Data processing Education, Secondary -- South Africa -- Computer network resources Computer-assisted instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1505 , http://hdl.handle.net/10962/d1003387
- Description: Secondary schools under the jurisdiction of the Cape Education Department (CED) have, over the past 10 years, been acquiring computer equipment without a national policy on educational computing in South Africa, and within only broad parameters provided by their department. The aim of this study was to determine the present status of educational computing in these schools. A literature survey on educational computing was undertaken and a number of international and local 'computers-in-schools' initiatives were elucidated. A field survey, involving all CED secondary schools (239), was initiated by sending questionnaires to principals of these schools - a return rate of 89% was achieved. The results of the research revealed that most CED secondary schools have already acquired computer facilities. The role of pressure groups such as teachers, parents, business sector etc together with other factors that might have influenced schools in acquiring their computer facilities was also investigated. The investigation also revealed where and how these facilities are being utilised: most schools use their computers for administrative functions, with the computer-as-a-tool for teachers and pupils also fast gaining ground. Computer-assisted learning activities, where the computer is integrated with subject curricula, are however still limited. The extent of both teachers' formal training in educational computing and their familiarity with different software applications were also determined. Schools were also required to indicate the areas where they experience problems in getting teachers and pupils more involved in 'computers-in-education' activities. The present educational computing position in secondary schools of the CED will have to serve as a foundation for the department's CISR Project embarked upon in 1991.
- Full Text:
- Date Issued: 1992
- Authors: Bean, Pat
- Date: 1992
- Subjects: Education, Secondary -- South Africa -- Data processing Education, Secondary -- South Africa -- Computer network resources Computer-assisted instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1505 , http://hdl.handle.net/10962/d1003387
- Description: Secondary schools under the jurisdiction of the Cape Education Department (CED) have, over the past 10 years, been acquiring computer equipment without a national policy on educational computing in South Africa, and within only broad parameters provided by their department. The aim of this study was to determine the present status of educational computing in these schools. A literature survey on educational computing was undertaken and a number of international and local 'computers-in-schools' initiatives were elucidated. A field survey, involving all CED secondary schools (239), was initiated by sending questionnaires to principals of these schools - a return rate of 89% was achieved. The results of the research revealed that most CED secondary schools have already acquired computer facilities. The role of pressure groups such as teachers, parents, business sector etc together with other factors that might have influenced schools in acquiring their computer facilities was also investigated. The investigation also revealed where and how these facilities are being utilised: most schools use their computers for administrative functions, with the computer-as-a-tool for teachers and pupils also fast gaining ground. Computer-assisted learning activities, where the computer is integrated with subject curricula, are however still limited. The extent of both teachers' formal training in educational computing and their familiarity with different software applications were also determined. Schools were also required to indicate the areas where they experience problems in getting teachers and pupils more involved in 'computers-in-education' activities. The present educational computing position in secondary schools of the CED will have to serve as a foundation for the department's CISR Project embarked upon in 1991.
- Full Text:
- Date Issued: 1992
An evaluation of the feasibility of obtaining payment for ecosystem services for the Baviaanskloof Nature Reserve
- Authors: Erlank, Wayne Michael
- Date: 2011
- Subjects: Ecosystem services -- South Africa -- Eastern Cape Ecology -- Economic aspects -- South Africa -- Eastern Cape Environmental economics -- South Africa -- Eastern Cape Water-supply -- South Africa -- Eastern Cape Water-supply -- South Africa -- Eastern Cape -- Management Water resources development -- South Africa -- Eastern Cape Nature conservation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:742 , http://hdl.handle.net/10962/d1003862
- Description: Cities must go further and further away to find new, more costly sources of water for human consumption while industries and agriculture continue to compete for increasingly scarce water resources. This may already be seen occurring within the Nelson Mandela Bay Metro where the severe drought being experienced during the past 18 months has severely depleted water supply dams. One of the main supply dams to the Nelson Mandela Bay Municipality is situated within the Baviaanskloof Nature Reserve and World Heritage Site. The potential of funding the Baviaanskloof Nature Reserve and World Heritage Site with payments for ecosystem services (water) obtained for water services supplied to the Nelson Mandela Bay Municipalities and agriculture in the Gamtoos River Valley will ensure financial sustainable for the Baviaanskloof Nature Reserve and World Heritage Site in the long term. This ability to become financially independent and generate its own income will place the Baviaanskloof Nature Reserve and World Heritage Site in a unique position within the conservation community in South Africa as only a very few protected areas are self sustaining through payment for an ecosystem service.
- Full Text:
- Date Issued: 2011
- Authors: Erlank, Wayne Michael
- Date: 2011
- Subjects: Ecosystem services -- South Africa -- Eastern Cape Ecology -- Economic aspects -- South Africa -- Eastern Cape Environmental economics -- South Africa -- Eastern Cape Water-supply -- South Africa -- Eastern Cape Water-supply -- South Africa -- Eastern Cape -- Management Water resources development -- South Africa -- Eastern Cape Nature conservation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:742 , http://hdl.handle.net/10962/d1003862
- Description: Cities must go further and further away to find new, more costly sources of water for human consumption while industries and agriculture continue to compete for increasingly scarce water resources. This may already be seen occurring within the Nelson Mandela Bay Metro where the severe drought being experienced during the past 18 months has severely depleted water supply dams. One of the main supply dams to the Nelson Mandela Bay Municipality is situated within the Baviaanskloof Nature Reserve and World Heritage Site. The potential of funding the Baviaanskloof Nature Reserve and World Heritage Site with payments for ecosystem services (water) obtained for water services supplied to the Nelson Mandela Bay Municipalities and agriculture in the Gamtoos River Valley will ensure financial sustainable for the Baviaanskloof Nature Reserve and World Heritage Site in the long term. This ability to become financially independent and generate its own income will place the Baviaanskloof Nature Reserve and World Heritage Site in a unique position within the conservation community in South Africa as only a very few protected areas are self sustaining through payment for an ecosystem service.
- Full Text:
- Date Issued: 2011
The application of a landscape diversity index using remote sensing and geographical information systems to identify degradation patterns in the Great Fish River Valley, Eastern Cape Province, South Africa
- Authors: Tanser, Frank Courteney
- Date: 1997
- Subjects: Geographic information systems , Earth sciences -- Remote sensing , Environmental degradation -- South Africa -- Eastern Cape -- Great Fish River Valley , Forest degradation -- South Africa -- Eastern Cape -- Great Rish River Valley
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4814 , http://hdl.handle.net/10962/d1005488 , Geographic information systems , Earth sciences -- Remote sensing , Environmental degradation -- South Africa -- Eastern Cape -- Great Fish River Valley , Forest degradation -- South Africa -- Eastern Cape -- Great Rish River Valley
- Description: Using a range of satellite-derived indices I describe. monitor and predict vegetation conditions that exist in the Great Fish River Valley, Eastern Cape. The heterogeneous nature of the area necessitates that the mapping of vegetation classes be accomplished using a combination of a supervised approach, an unsupervised approach and the use of a Moving Standard Deviation Index (MSDI). Nine vegetation classes are identified and mapped at an accuracy of 84%. The vegetation classes are strongly related to land-use and the communal areas demonstrate a reduction in palatable species and a shift towards dominance by a single species. Nature reserves and commercial rangeland are by contrast dominated by good condition vegetation types. The Modified Soil Adjusted Vegetation Index (MSA VI) is used to map the vegetation production in the study area. The influence of soil reflectance is reduced using this index. The MSA VI proves to be a good predictor of vegetation condition in the higher rainfall areas but not in the more semi-arid regions. The MSA VI has a significant relationship to rainfall but no absolute relationship to biomass. However, a stratification approach (on the basis of vegetation type) reveals that the MSA VI exhibits relationships to biomass in vegetation types occurring in the higher rainfall areas and consisting of a large cover of shrubs. A technique based on an index which describes landscape spatial variability is presented to assist in the interpretation of landscape condition. The research outlines a method for degradation assessment which overcomes many of the problems associated with cost and repeatability. Indices that attempt to provide a correlation with net primary productivity, e.g. NDVI, do not consider changes in the quality of net primary productivity. Landscape variability represents a measure of ecosystem change in the landscape that underlies the degradation process. The hypothesis is that healthy/undisturbed/stable landscapes tend to be less variable and homogenous than their degraded heterogenous counterparts. The Moving Standard Deviation Index (MSDI) is calculated by performing a 3 x 3 moving standard deviation window across Landsat Thematic Mapper (TM) band 3. The result is a sensitive indicator of landscape condition which is not affected by moisture availability and vegetation type. The MSDI shows a significant negative relationship to NDVI confirming its relationship to condition. The cross-classification of MSDI with NDVI allows the identification of invasive woody weeds which exhibit strong photosynthetic signals and would therefore be categorised as good condition using NDVI. Other ecosystems are investigated to determine the relationship between NDVI and MSDI. Where increase in NDVI is disturbance-induced (such as the Kalahari Desert) the relationship is positive. Where high NDVI values are indicative of good condition rangeland (such as the Fish River Valley) the relationship is negative. The MSDI therefore always exhibits a significant positive relationship to degradation irrespective of the relationship of NDVI to condition in the ecosystem.
- Full Text:
- Date Issued: 1997
- Authors: Tanser, Frank Courteney
- Date: 1997
- Subjects: Geographic information systems , Earth sciences -- Remote sensing , Environmental degradation -- South Africa -- Eastern Cape -- Great Fish River Valley , Forest degradation -- South Africa -- Eastern Cape -- Great Rish River Valley
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4814 , http://hdl.handle.net/10962/d1005488 , Geographic information systems , Earth sciences -- Remote sensing , Environmental degradation -- South Africa -- Eastern Cape -- Great Fish River Valley , Forest degradation -- South Africa -- Eastern Cape -- Great Rish River Valley
- Description: Using a range of satellite-derived indices I describe. monitor and predict vegetation conditions that exist in the Great Fish River Valley, Eastern Cape. The heterogeneous nature of the area necessitates that the mapping of vegetation classes be accomplished using a combination of a supervised approach, an unsupervised approach and the use of a Moving Standard Deviation Index (MSDI). Nine vegetation classes are identified and mapped at an accuracy of 84%. The vegetation classes are strongly related to land-use and the communal areas demonstrate a reduction in palatable species and a shift towards dominance by a single species. Nature reserves and commercial rangeland are by contrast dominated by good condition vegetation types. The Modified Soil Adjusted Vegetation Index (MSA VI) is used to map the vegetation production in the study area. The influence of soil reflectance is reduced using this index. The MSA VI proves to be a good predictor of vegetation condition in the higher rainfall areas but not in the more semi-arid regions. The MSA VI has a significant relationship to rainfall but no absolute relationship to biomass. However, a stratification approach (on the basis of vegetation type) reveals that the MSA VI exhibits relationships to biomass in vegetation types occurring in the higher rainfall areas and consisting of a large cover of shrubs. A technique based on an index which describes landscape spatial variability is presented to assist in the interpretation of landscape condition. The research outlines a method for degradation assessment which overcomes many of the problems associated with cost and repeatability. Indices that attempt to provide a correlation with net primary productivity, e.g. NDVI, do not consider changes in the quality of net primary productivity. Landscape variability represents a measure of ecosystem change in the landscape that underlies the degradation process. The hypothesis is that healthy/undisturbed/stable landscapes tend to be less variable and homogenous than their degraded heterogenous counterparts. The Moving Standard Deviation Index (MSDI) is calculated by performing a 3 x 3 moving standard deviation window across Landsat Thematic Mapper (TM) band 3. The result is a sensitive indicator of landscape condition which is not affected by moisture availability and vegetation type. The MSDI shows a significant negative relationship to NDVI confirming its relationship to condition. The cross-classification of MSDI with NDVI allows the identification of invasive woody weeds which exhibit strong photosynthetic signals and would therefore be categorised as good condition using NDVI. Other ecosystems are investigated to determine the relationship between NDVI and MSDI. Where increase in NDVI is disturbance-induced (such as the Kalahari Desert) the relationship is positive. Where high NDVI values are indicative of good condition rangeland (such as the Fish River Valley) the relationship is negative. The MSDI therefore always exhibits a significant positive relationship to degradation irrespective of the relationship of NDVI to condition in the ecosystem.
- Full Text:
- Date Issued: 1997
A parser generator system to handle complete syntax
- Authors: Ossher, Harold Leon
- Date: 1982
- Subjects: Grammar, Comparative and general -- Syntax Parsing (Computer grammar) Programming languages (Electronic computers) Compilers (Computer programs)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4571 , http://hdl.handle.net/10962/d1002036
- Description: To define a language completely, it is necessary to define both its syntax and semantics. If these definitions are in a suitable form, the parser and code-generator of a compiler, respectively, can be generated from them. This thesis addresses the problem of syntax definition and automatic parser generation.
- Full Text:
- Date Issued: 1982
- Authors: Ossher, Harold Leon
- Date: 1982
- Subjects: Grammar, Comparative and general -- Syntax Parsing (Computer grammar) Programming languages (Electronic computers) Compilers (Computer programs)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4571 , http://hdl.handle.net/10962/d1002036
- Description: To define a language completely, it is necessary to define both its syntax and semantics. If these definitions are in a suitable form, the parser and code-generator of a compiler, respectively, can be generated from them. This thesis addresses the problem of syntax definition and automatic parser generation.
- Full Text:
- Date Issued: 1982
Masculinity, citizenship and political objection to compulsory military service in the South African Defence Force, 1978-1990
- Authors: Conway, Daniel John
- Date: 2013-08-15
- Subjects: Conscientious objectors -- South Africa End Conscription Campaign (South Africa) National service -- South Africa Draft -- South Africa South Africa -- Military policy Masculinity -- South Africa South Africa. South African Defense Force Gays in the military -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2601 , http://hdl.handle.net/10962/d1008383
- Description: This thesis conceptualises compulsory military service and objection to it as public performative acts that generate gendered and political identity. Conscription was the primary performance of citizenship and masculinity for white men in apartheid South Africa. Conscription was also a key governance strategy both in terms of upholding the authority of the state and in engendering discipline in the white population. Objection to military service was therefore a destabilising and transgressive public act. Competing conceptualisations of masculinity and citizenship are inherent in pro and anti-conscription discourses. The refusal to undertake military service places men outside the accepted means of graduating to ' real' manhood and patriotic citizenship. Although objection can be an iconic and transgressive act, objectors have an essentially ambivalent subjectivity in the public realm. Objectors are 'strangers' in a socially constructed and gendered binary of 'insiders' and 'outsiders' . This ambivalent status creates opportunities but also constraints for the performance of objection. The thesis analyses the effectiveness of objectors' performances and argues that there is a distinction between a radical challenge to hegemonic conceptions of militarised masculinity and citizenship and assimilatory challenges. The tension between radicalism and assimilation comes to the fore in response to the state's attacks on objectors. The militarised apartheid state is defined as not only masculine but heteronormative terms and it is the deployment of sexuality that is its most effective means of stigmatising and restricting the performance of objection. The thesis uses interview material, archival data and case studies and concludes that objectors (and their supporters) weaved multiple narratives into their performances but that as the 1980s progressed, the performance of objection to conscription became assimilatory and this demonstrates the heteronormativity of the state, military service and the public realm. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Conway, Daniel John
- Date: 2013-08-15
- Subjects: Conscientious objectors -- South Africa End Conscription Campaign (South Africa) National service -- South Africa Draft -- South Africa South Africa -- Military policy Masculinity -- South Africa South Africa. South African Defense Force Gays in the military -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2601 , http://hdl.handle.net/10962/d1008383
- Description: This thesis conceptualises compulsory military service and objection to it as public performative acts that generate gendered and political identity. Conscription was the primary performance of citizenship and masculinity for white men in apartheid South Africa. Conscription was also a key governance strategy both in terms of upholding the authority of the state and in engendering discipline in the white population. Objection to military service was therefore a destabilising and transgressive public act. Competing conceptualisations of masculinity and citizenship are inherent in pro and anti-conscription discourses. The refusal to undertake military service places men outside the accepted means of graduating to ' real' manhood and patriotic citizenship. Although objection can be an iconic and transgressive act, objectors have an essentially ambivalent subjectivity in the public realm. Objectors are 'strangers' in a socially constructed and gendered binary of 'insiders' and 'outsiders' . This ambivalent status creates opportunities but also constraints for the performance of objection. The thesis analyses the effectiveness of objectors' performances and argues that there is a distinction between a radical challenge to hegemonic conceptions of militarised masculinity and citizenship and assimilatory challenges. The tension between radicalism and assimilation comes to the fore in response to the state's attacks on objectors. The militarised apartheid state is defined as not only masculine but heteronormative terms and it is the deployment of sexuality that is its most effective means of stigmatising and restricting the performance of objection. The thesis uses interview material, archival data and case studies and concludes that objectors (and their supporters) weaved multiple narratives into their performances but that as the 1980s progressed, the performance of objection to conscription became assimilatory and this demonstrates the heteronormativity of the state, military service and the public realm. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
An erosion hazard assessment technique for Ciskei
- Authors: Weaver, Alex van Breda
- Date: 1989
- Subjects: Soil erosion -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4792 , http://hdl.handle.net/10962/d1001892
- Description: The study examines the relationship between the spatial variation in soil erosion and various natural and anthropogenic attributes of the region between the coastal plateau and the Winterberg escarpment of Ciskei. A raster-based geographical information system is derived for four separate study catchments and data on soil erosion and various soil erosion hazard indices are read into a computerised data matrix. The independent variables (soil erosion hazard indices) used in the study are selected on the basis of a review of the literature and on the availability of data in the Ciskei region. Multivariate analyses of the relationship between soil erosion and the various independent variables reveals that the primary variables affecting the spatial variation in soil erosion are land use, dominant soil type, geology, veld type and mean annual precipitation. All of these variables are readily quantifiable at the regional scale for large areas of Ciskei. An erosion hazard assessment model for use in central Ciskei is developed based on the results of the statistical analyses. The model is tested in separate study areas and is shown to provide an efficient method of identifying areas of differing susceptibility to soil erosion. The derived model is simple to operate and has input requirements which are easily met. It can be applied without the aid of computers, or where large areas are to be mapped it is well suited to computerisation
- Full Text:
- Date Issued: 1989
- Authors: Weaver, Alex van Breda
- Date: 1989
- Subjects: Soil erosion -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4792 , http://hdl.handle.net/10962/d1001892
- Description: The study examines the relationship between the spatial variation in soil erosion and various natural and anthropogenic attributes of the region between the coastal plateau and the Winterberg escarpment of Ciskei. A raster-based geographical information system is derived for four separate study catchments and data on soil erosion and various soil erosion hazard indices are read into a computerised data matrix. The independent variables (soil erosion hazard indices) used in the study are selected on the basis of a review of the literature and on the availability of data in the Ciskei region. Multivariate analyses of the relationship between soil erosion and the various independent variables reveals that the primary variables affecting the spatial variation in soil erosion are land use, dominant soil type, geology, veld type and mean annual precipitation. All of these variables are readily quantifiable at the regional scale for large areas of Ciskei. An erosion hazard assessment model for use in central Ciskei is developed based on the results of the statistical analyses. The model is tested in separate study areas and is shown to provide an efficient method of identifying areas of differing susceptibility to soil erosion. The derived model is simple to operate and has input requirements which are easily met. It can be applied without the aid of computers, or where large areas are to be mapped it is well suited to computerisation
- Full Text:
- Date Issued: 1989
Versions of virginity : an exploration of university students' narrative accounts of first sexual experience
- Authors: Ebden, Tiffany
- Date: 2013-05-21
- Subjects: College students -- South Africa -- Sexual behavior Sexual intercourse -- Psychological aspects Virginity
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3170 , http://hdl.handle.net/10962/d1007797
- Description: The research assumes a narrative constructionist and feminist perspective in order to explore stories concerning men and women's first sexual experience. Such a metatheoretical stance is concerned with the ways that lives are constructed and storied through language. There is a concern for the myriad voices, both personal and social, that speaks through individuals' stories and for the manner in which these voices are represented. Three men and three women were interviewed to elicit narratives of first sexual experience. The analysis of interview transcripts tells first sexual experience as a rite of passage described in terms of certain mythic elements. That is, the experience of first sex concerns three stages. Firstly the individual is detached from the experience of sex while still a virgin. Secondly the experience itself is one that is ineffable and diffuse. Thirdly the individual must make sense of the experience. Participants' experience could be characterised as containing elements of demonic, heavenly or earthly myths about sexual relationships: demonic elements concerned the base , physical and painful experiences of first sex; the myth of heavenly love emphasises the mental and emotional connection between partners; an earthly myth tells sex as a predestined meeting of two partners. The manner in which stories were constructed was different for male and for female participants, and these differences have implications for the power dynamics at play between genders in the context of sexual interaction, especially first sex. Further the research's storied and ritualised approach to these gender differences suggests the performative aspect of gender. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Ebden, Tiffany
- Date: 2013-05-21
- Subjects: College students -- South Africa -- Sexual behavior Sexual intercourse -- Psychological aspects Virginity
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3170 , http://hdl.handle.net/10962/d1007797
- Description: The research assumes a narrative constructionist and feminist perspective in order to explore stories concerning men and women's first sexual experience. Such a metatheoretical stance is concerned with the ways that lives are constructed and storied through language. There is a concern for the myriad voices, both personal and social, that speaks through individuals' stories and for the manner in which these voices are represented. Three men and three women were interviewed to elicit narratives of first sexual experience. The analysis of interview transcripts tells first sexual experience as a rite of passage described in terms of certain mythic elements. That is, the experience of first sex concerns three stages. Firstly the individual is detached from the experience of sex while still a virgin. Secondly the experience itself is one that is ineffable and diffuse. Thirdly the individual must make sense of the experience. Participants' experience could be characterised as containing elements of demonic, heavenly or earthly myths about sexual relationships: demonic elements concerned the base , physical and painful experiences of first sex; the myth of heavenly love emphasises the mental and emotional connection between partners; an earthly myth tells sex as a predestined meeting of two partners. The manner in which stories were constructed was different for male and for female participants, and these differences have implications for the power dynamics at play between genders in the context of sexual interaction, especially first sex. Further the research's storied and ritualised approach to these gender differences suggests the performative aspect of gender. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
The prevalence and consequences of workplace bullying in South Africa
- Authors: Momberg, Markus Albertus
- Date: 2011
- Subjects: Bullying in the workplace -- South Africa -- Prevention , Harrasment -- South Africa , Organizational behavior -- South Africa , Interpersonal relations -- South Africa , Labour laws and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10211 , http://hdl.handle.net/10948/1572 , Bullying in the workplace -- South Africa -- Prevention , Harrasment -- South Africa , Organizational behavior -- South Africa , Interpersonal relations -- South Africa , Labour laws and legislation -- South Africa
- Description: A study is made of the ever-growing worldwide social pandemic of workplace bullying. We define workplace bullying in terms of its characteristics and distinguish it from unfair discrimination in the form of harassment. A survey is presented of its occurrence worldwide and how it manifests as an organisational conflict, both as hierarchical and horizontal abuse. This is analysed in terms of a social science perspective. We consider grievance reporting as an indication of trends in workplace bullying and discuss the limitations of such reporting. We review the consequent effects of such limitations on the health of workers and workplace efficiency and note the shortcomings of existing labour law in dealing with this inadequacy. Our findings are summarised, with recommendations for resolving this conflict situation.
- Full Text:
- Date Issued: 2011
- Authors: Momberg, Markus Albertus
- Date: 2011
- Subjects: Bullying in the workplace -- South Africa -- Prevention , Harrasment -- South Africa , Organizational behavior -- South Africa , Interpersonal relations -- South Africa , Labour laws and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10211 , http://hdl.handle.net/10948/1572 , Bullying in the workplace -- South Africa -- Prevention , Harrasment -- South Africa , Organizational behavior -- South Africa , Interpersonal relations -- South Africa , Labour laws and legislation -- South Africa
- Description: A study is made of the ever-growing worldwide social pandemic of workplace bullying. We define workplace bullying in terms of its characteristics and distinguish it from unfair discrimination in the form of harassment. A survey is presented of its occurrence worldwide and how it manifests as an organisational conflict, both as hierarchical and horizontal abuse. This is analysed in terms of a social science perspective. We consider grievance reporting as an indication of trends in workplace bullying and discuss the limitations of such reporting. We review the consequent effects of such limitations on the health of workers and workplace efficiency and note the shortcomings of existing labour law in dealing with this inadequacy. Our findings are summarised, with recommendations for resolving this conflict situation.
- Full Text:
- Date Issued: 2011
Implementation of Professional Development Programmes For Grade R Teachers: A case study of four primary schools in Amathole West Education District, Eastern Cape
- Authors: Jumo, Theresa
- Date: 2020
- Subjects: Teachers -- Development -- Eastern Cape -- South Africa Teachers -- Vocational guidance -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11341 , vital:39061
- Description: This study investigated the implementation of Professional Development Programmes for Grade R teachers in four primary schools in Amathole West Education District. The interpretive paradigm was employed in this study because it focused on the teachers’ professional development and their participation in a social learning interaction as community of practice. Furthermore, a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of professional development programmes. Semi-structured interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 1 Subject Advisor and 4 Teachers. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Professional Development Programmes for Grade R teachers. The data revealed that Grade R teachers under study were under qualified such that none of the teachers had the recommended Diploma in Grade R qualification as stated by the Department of Basic Education. It was also found that there was diversity in the teachers’ qualifications, colleges and the length in training. The study also indicated that although professional development programmes were held, these were however not properly monitored. Findings also revealed that the intervention strategies through professional development programmes and the support given by the district and the schools were strategies through professional development programmes and the support given by the district and the schools were not adequate and consistent. As a result the participants encountered a number of challenges regarding the implementation of professional development programmes for Grade R teachers. Namely: (1) lack of appropriately qualified personnel to support the teachers both at school and the district (2) lack of adequate follow up support visits and feedbacks from both the school and the district (3) lack of proper management by the schools and (4) lack of collaboration ii and team work in the schools. Thus, there were variances in schools under study especially with regards to late release of funding for teaching and learning materials, support offered to the principals by the Department of Education. As a result, recommendations from the study suggested that the Department of Education and the District have to come up with more strategies of continuously training the teachers and the principals and offering strong and adequate support. The study also recommended the engagement of NGOs for job embedded professional development with longer in-service training periods as compared to the shot in-service professional development programs of once- off workshops. Also another suggestion that the district must monitor school based professional development programs regularly was raised in the study
- Full Text:
- Date Issued: 2020
- Authors: Jumo, Theresa
- Date: 2020
- Subjects: Teachers -- Development -- Eastern Cape -- South Africa Teachers -- Vocational guidance -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11341 , vital:39061
- Description: This study investigated the implementation of Professional Development Programmes for Grade R teachers in four primary schools in Amathole West Education District. The interpretive paradigm was employed in this study because it focused on the teachers’ professional development and their participation in a social learning interaction as community of practice. Furthermore, a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of professional development programmes. Semi-structured interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 1 Subject Advisor and 4 Teachers. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Professional Development Programmes for Grade R teachers. The data revealed that Grade R teachers under study were under qualified such that none of the teachers had the recommended Diploma in Grade R qualification as stated by the Department of Basic Education. It was also found that there was diversity in the teachers’ qualifications, colleges and the length in training. The study also indicated that although professional development programmes were held, these were however not properly monitored. Findings also revealed that the intervention strategies through professional development programmes and the support given by the district and the schools were strategies through professional development programmes and the support given by the district and the schools were not adequate and consistent. As a result the participants encountered a number of challenges regarding the implementation of professional development programmes for Grade R teachers. Namely: (1) lack of appropriately qualified personnel to support the teachers both at school and the district (2) lack of adequate follow up support visits and feedbacks from both the school and the district (3) lack of proper management by the schools and (4) lack of collaboration ii and team work in the schools. Thus, there were variances in schools under study especially with regards to late release of funding for teaching and learning materials, support offered to the principals by the Department of Education. As a result, recommendations from the study suggested that the Department of Education and the District have to come up with more strategies of continuously training the teachers and the principals and offering strong and adequate support. The study also recommended the engagement of NGOs for job embedded professional development with longer in-service training periods as compared to the shot in-service professional development programs of once- off workshops. Also another suggestion that the district must monitor school based professional development programs regularly was raised in the study
- Full Text:
- Date Issued: 2020
An exploration of strategies to enhance grade 8 learners' reading comprehension skills
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
Investigating the manufacturing of consent and democratic resistance through legacy and new media, in relation to fracking
- Authors: Roodt, Jean-Pierre
- Date: 2016
- Subjects: Press and propaganda , Press and politics , Mass media
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/3665 , vital:20451
- Description: This dissertation concerns the extent to which the propaganda model advanced by Noam Chomsky and Edward Herman in their Manufacturing Consent: The Political Economy of the Mass Media is still applicable to the current media ecosystem, where both legacy and new media converge, especially given the emergence of global democratic resistance both to the excesses of neoliberalism in general, and to the problems associated with shale gas mining through hydraulic fracturing (or fracking) in particular. In this regard, firstly, the tensions between the views of seminal propaganda theorists and of critical theorists opposed to propaganda will be thematized in relation to Chomsky and Herman’s propaganda model, through which they sought to account for the negative impact of neoliberalism on journalistic freedom. Secondly, the primary features of neoliberalism will be considered in relation to the advent of the Internet, which has helped spread laissez-faire capitalism globally, both through integrating financial markets and augmenting consumerism, and through facilitating new practises of consent engineering via digital forms of censorship and surveillance. Thirdly, the correlative emergence around the world of digital democratic resistance on the part of new social movements and through both new and legacy media means, to the excesses of neoliberalism in general, will be investigated. Fourthly, the corporate underpinning of fracking in the United States will be explored, along with the media strategy by which anti-fracking groups – following Vera Scroggins’s activism – have contested government endorsement of such resource extraction. Fifthly, the resonances/dissonances between the media strategies of the American anti-fracking movement and the South African anti-fracking movement – most notably the Treasure the Karoo Action Group (TKAG) – along with the different contexts out of which they emerged and their respective efficacy, will be examined. Finally, some potential deficits in the TKAG media strategy will be identified, and appropriate recommendations will be made.
- Full Text:
- Date Issued: 2016
- Authors: Roodt, Jean-Pierre
- Date: 2016
- Subjects: Press and propaganda , Press and politics , Mass media
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/3665 , vital:20451
- Description: This dissertation concerns the extent to which the propaganda model advanced by Noam Chomsky and Edward Herman in their Manufacturing Consent: The Political Economy of the Mass Media is still applicable to the current media ecosystem, where both legacy and new media converge, especially given the emergence of global democratic resistance both to the excesses of neoliberalism in general, and to the problems associated with shale gas mining through hydraulic fracturing (or fracking) in particular. In this regard, firstly, the tensions between the views of seminal propaganda theorists and of critical theorists opposed to propaganda will be thematized in relation to Chomsky and Herman’s propaganda model, through which they sought to account for the negative impact of neoliberalism on journalistic freedom. Secondly, the primary features of neoliberalism will be considered in relation to the advent of the Internet, which has helped spread laissez-faire capitalism globally, both through integrating financial markets and augmenting consumerism, and through facilitating new practises of consent engineering via digital forms of censorship and surveillance. Thirdly, the correlative emergence around the world of digital democratic resistance on the part of new social movements and through both new and legacy media means, to the excesses of neoliberalism in general, will be investigated. Fourthly, the corporate underpinning of fracking in the United States will be explored, along with the media strategy by which anti-fracking groups – following Vera Scroggins’s activism – have contested government endorsement of such resource extraction. Fifthly, the resonances/dissonances between the media strategies of the American anti-fracking movement and the South African anti-fracking movement – most notably the Treasure the Karoo Action Group (TKAG) – along with the different contexts out of which they emerged and their respective efficacy, will be examined. Finally, some potential deficits in the TKAG media strategy will be identified, and appropriate recommendations will be made.
- Full Text:
- Date Issued: 2016
A South African perspective on the tax implications of virtual asset accumulation and transactions stemming from persistent virtual worlds
- Authors: Haupt, Alexander
- Date: 2012
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:884 , http://hdl.handle.net/10962/d1001638
- Description: Massively multiplayer online role-playing games are growing in popularity with millions of people participating in these persistent online environments on a daily basis. Accompanying the ever-increasing subscription numbers is an increase in real money trade transactions stemming from these game worlds. The research question to be addressed in this thesis is whether transactions stemming from virtual worlds have real-world taxation consequences. The goal of this research is to determine the taxability of virtual assets obtained in structured as well as unstructured virtual environments and to attempt to establish the differences between capital and revenue receipts in these virtual realms, taking into account the nature of a receipt. The general deduction formula is applied to establish the deductibility of expenditure incurred whilst participating in these virtual environments. Sundry matters such as Value-Added Tax, donations tax, the withholding tax on gambling gains and tax avoidance will also be addressed. The methodology adopted for the research could best be described as interpretative, aimed at analysing and interpreting the relationship between real world taxes and persistent virtual worlds and the transactions that stem from participation therein. The research is based purely on documentary evidence. After applying relevant tax legislation to virtual economies it became evident that merely because virtual assets only exist in virtual reality does not necessarily preclude them real world tax consequences. It was concluded, however, that it is not practical for the South African Revenue Service to monitor all virtual world transactions or for participant taxpayers to calculate the real world value of each and every asset acquired in-world. As a result, it was concluded that real world tax consequences should only be applied in situations where participants actually convert their virtual assets into real world currency.
- Full Text:
- Date Issued: 2012
- Authors: Haupt, Alexander
- Date: 2012
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:884 , http://hdl.handle.net/10962/d1001638
- Description: Massively multiplayer online role-playing games are growing in popularity with millions of people participating in these persistent online environments on a daily basis. Accompanying the ever-increasing subscription numbers is an increase in real money trade transactions stemming from these game worlds. The research question to be addressed in this thesis is whether transactions stemming from virtual worlds have real-world taxation consequences. The goal of this research is to determine the taxability of virtual assets obtained in structured as well as unstructured virtual environments and to attempt to establish the differences between capital and revenue receipts in these virtual realms, taking into account the nature of a receipt. The general deduction formula is applied to establish the deductibility of expenditure incurred whilst participating in these virtual environments. Sundry matters such as Value-Added Tax, donations tax, the withholding tax on gambling gains and tax avoidance will also be addressed. The methodology adopted for the research could best be described as interpretative, aimed at analysing and interpreting the relationship between real world taxes and persistent virtual worlds and the transactions that stem from participation therein. The research is based purely on documentary evidence. After applying relevant tax legislation to virtual economies it became evident that merely because virtual assets only exist in virtual reality does not necessarily preclude them real world tax consequences. It was concluded, however, that it is not practical for the South African Revenue Service to monitor all virtual world transactions or for participant taxpayers to calculate the real world value of each and every asset acquired in-world. As a result, it was concluded that real world tax consequences should only be applied in situations where participants actually convert their virtual assets into real world currency.
- Full Text:
- Date Issued: 2012
An exposition and evaluation of John Calvin's teaching on the sacraments, with particular reference to the sacrament of the Lord's supper in its liturgical context
- Authors: Orr, Robert
- Date: 1954
- Subjects: Lord's Supper (Liturgy) -- History , Sacraments -- Reformed Church , Calvin, Jean, 1509-1564
- Language: English
- Type: Thesis , Bachelor , BDiv
- Identifier: vital:1294 , http://hdl.handle.net/10962/d1015226
- Description: Misinterpretations of John Calvin's theology are legion. It is hoped that this thesis does not add to their number. The basis for this lies in the fact that the task of writing on the subject has of course compelled the writer to do his utmost to comprehend what Calvin had to say concerning the Sacraments both in the Institutions and in the Scriptural Commentaries ... .The attempt has been made to refract Calvin's thought on the Sacrament, using certain key-concepts as prisms, and from the results thus obtained, to draw certain conclusions from which, it is hoped, will not be unprofitable to the life of the Holy Catholic Church. It is thus to be reagrded as an essay in historical theology rather than a whole-hearted attempt to reconstruct Calvin's exposition of the sacrament in the light of what has been revealed to us in the intervening years.
- Full Text:
- Date Issued: 1954
- Authors: Orr, Robert
- Date: 1954
- Subjects: Lord's Supper (Liturgy) -- History , Sacraments -- Reformed Church , Calvin, Jean, 1509-1564
- Language: English
- Type: Thesis , Bachelor , BDiv
- Identifier: vital:1294 , http://hdl.handle.net/10962/d1015226
- Description: Misinterpretations of John Calvin's theology are legion. It is hoped that this thesis does not add to their number. The basis for this lies in the fact that the task of writing on the subject has of course compelled the writer to do his utmost to comprehend what Calvin had to say concerning the Sacraments both in the Institutions and in the Scriptural Commentaries ... .The attempt has been made to refract Calvin's thought on the Sacrament, using certain key-concepts as prisms, and from the results thus obtained, to draw certain conclusions from which, it is hoped, will not be unprofitable to the life of the Holy Catholic Church. It is thus to be reagrded as an essay in historical theology rather than a whole-hearted attempt to reconstruct Calvin's exposition of the sacrament in the light of what has been revealed to us in the intervening years.
- Full Text:
- Date Issued: 1954
The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape
- Authors: Maqam, Eslinah Zodwa
- Date: 2015
- Subjects: Language and teaching -- South Africa -- Eastern Cape -- Bizana , Native language and education , Language policy -- South Africa -- Eastern Cape -- Bizana
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3652 , http://hdl.handle.net/10962/d1017893
- Description: This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; whereas the language that is used in the classroom situation is the isiXhosa variety which is a standard one. The research findings show that isiMpondo impacts on learner’s education directly because they lose marks during the course of the year and during examination times if they use it. The study concludes with a recommendation that educators should honour the seven roles of educators by appropriate norms and standards. Some approaches to teaching have been suggested to be used by teachers with regard to inclusivity, as it recognises diversity, and values the following: the uniqueness of the individuals, the experiences, abilities, cultural and language backgrounds of each individual. All in all it seeks to meet the needs of the individual learner by creating a non-discriminatory teaching and learning environment.
- Full Text:
- Date Issued: 2015
- Authors: Maqam, Eslinah Zodwa
- Date: 2015
- Subjects: Language and teaching -- South Africa -- Eastern Cape -- Bizana , Native language and education , Language policy -- South Africa -- Eastern Cape -- Bizana
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3652 , http://hdl.handle.net/10962/d1017893
- Description: This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies and language use in multilingual societies are taken into considerations. The children of non-standard language speakers such as those who speak dialects like isiMpondo have to use another language in their early years in the school system. It is articulated that the isiMpondo that the child brings to the school from the environment is not accommodated simply because it is a non-standard language; whereas the language that is used in the classroom situation is the isiXhosa variety which is a standard one. The research findings show that isiMpondo impacts on learner’s education directly because they lose marks during the course of the year and during examination times if they use it. The study concludes with a recommendation that educators should honour the seven roles of educators by appropriate norms and standards. Some approaches to teaching have been suggested to be used by teachers with regard to inclusivity, as it recognises diversity, and values the following: the uniqueness of the individuals, the experiences, abilities, cultural and language backgrounds of each individual. All in all it seeks to meet the needs of the individual learner by creating a non-discriminatory teaching and learning environment.
- Full Text:
- Date Issued: 2015
Educator perceptions of the impact of the departmental matric intervention strategies on selected under-performing schools in the Queenstown district
- Authors: Mrali, Amos Mzoxolo
- Date: 2012
- Subjects: High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16180 , http://hdl.handle.net/10353/d1006232 , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Description: The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.
- Full Text:
- Date Issued: 2012
- Authors: Mrali, Amos Mzoxolo
- Date: 2012
- Subjects: High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16180 , http://hdl.handle.net/10353/d1006232 , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Description: The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.
- Full Text:
- Date Issued: 2012
The design of a learning resource centre in New Brighton, Port Elizabeth
- Authors: Henderson, Lauren
- Date: 2019
- Subjects: School buildings -- South Africa -- Port Elizabeth -- Designs and plans , Elementary school buildings -- South Africa -- Port Elizabeth -- Design and construction School buildings -- South Africa -- Port Elizabeth Architecture -- South Africa -- Port Elizabeth -- 21st century
- Language: English
- Type: Thesis , Masters , MArch
- Identifier: http://hdl.handle.net/10948/42705 , vital:36683
- Description: Streets and sidewalks should be seen as public spaces within themselves (Flositz, 2010,iii) this thought triggered an interest in public spaces and what they offer the users and community in which they are placed. This research will examine not only the impacts of the colonialist regime’s planning on Port Elizabeth, but more specifically the segregation and planning of public spaces affecting New Brighton, a predominantly “Black” suburb along the periphery of the city that came to be as a result of forced removals from the city centre (Pettman, 1913: 298). The main argument being carried through this treatise is the significant role that public spaces play in the lives of the urban poor (Dewar & Uytenbogaardt, 1995: 10) especially looking at South Africa and the impact apartheid had on public spaces. It looks at the potential and the ability of the design of public architecture to develop community spaces for all that contributes to a sense of place and pride for the community of New Brighton, Port Elizabeth. This treatise uses the understandings and information gathered throughout the research conducted to develop a suitable design response that generated a significant educational community hub inclusive of a Learning Resource Centre. It will strengthen not only the connection between the various users (races, religions, genders or ages) but also the current segregated and isolated schools within New Brighton’s community. The intention was to bridge not only street and building together but also school and community as a cohesive environment that works together to create a unique experience, exclusive to that area impacted by the context and community in which it sits. Ideas of public space, the in-between and Montessori’s schooling together with the notions of place-making is what ultimately influenced many of the design decisions and the authors theoretical stance. Looking at streets as more than just movement routes or thoroughfares from point A to point B, we can see them as places within a space, where one can experience the world that moves around them. Ultimately the design developed as a response to the identified issues and challenges and created a facility that not only meets the need of the under-resourced secondary schools in New Brighton but also contributes to the development of the public realm of those schools.
- Full Text:
- Date Issued: 2019
- Authors: Henderson, Lauren
- Date: 2019
- Subjects: School buildings -- South Africa -- Port Elizabeth -- Designs and plans , Elementary school buildings -- South Africa -- Port Elizabeth -- Design and construction School buildings -- South Africa -- Port Elizabeth Architecture -- South Africa -- Port Elizabeth -- 21st century
- Language: English
- Type: Thesis , Masters , MArch
- Identifier: http://hdl.handle.net/10948/42705 , vital:36683
- Description: Streets and sidewalks should be seen as public spaces within themselves (Flositz, 2010,iii) this thought triggered an interest in public spaces and what they offer the users and community in which they are placed. This research will examine not only the impacts of the colonialist regime’s planning on Port Elizabeth, but more specifically the segregation and planning of public spaces affecting New Brighton, a predominantly “Black” suburb along the periphery of the city that came to be as a result of forced removals from the city centre (Pettman, 1913: 298). The main argument being carried through this treatise is the significant role that public spaces play in the lives of the urban poor (Dewar & Uytenbogaardt, 1995: 10) especially looking at South Africa and the impact apartheid had on public spaces. It looks at the potential and the ability of the design of public architecture to develop community spaces for all that contributes to a sense of place and pride for the community of New Brighton, Port Elizabeth. This treatise uses the understandings and information gathered throughout the research conducted to develop a suitable design response that generated a significant educational community hub inclusive of a Learning Resource Centre. It will strengthen not only the connection between the various users (races, religions, genders or ages) but also the current segregated and isolated schools within New Brighton’s community. The intention was to bridge not only street and building together but also school and community as a cohesive environment that works together to create a unique experience, exclusive to that area impacted by the context and community in which it sits. Ideas of public space, the in-between and Montessori’s schooling together with the notions of place-making is what ultimately influenced many of the design decisions and the authors theoretical stance. Looking at streets as more than just movement routes or thoroughfares from point A to point B, we can see them as places within a space, where one can experience the world that moves around them. Ultimately the design developed as a response to the identified issues and challenges and created a facility that not only meets the need of the under-resourced secondary schools in New Brighton but also contributes to the development of the public realm of those schools.
- Full Text:
- Date Issued: 2019
Teaching strategies to improve the writing skills for grade and 9 learners in English first additional language: a case study of Forth High School in the Cradock Education district
- Authors: Kalipha, Zimkhitha
- Date: 2014
- Subjects: Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16215 , http://hdl.handle.net/10353/d1017297 , Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Description: Writing skills is are an essential requirement to lifelong learner success yet the way teachers teach and provide feedback to their learners on writing is quite challenging. This study sought to explore the teaching strategies to improve writing skills as an essential requirement for effective learning in schools for grade 8 and 9 learners in English First Additional Language. For people living in the townships and rural areas in South Africa, exposure to English is limited, because the majority of people communicate with each other in local languages. With teachers and learners residing in the townships where communication occurs mostly in isiXhosa, problems in language proficiency, in particular writing in English First Additional Language, are often encountered not only by the learners, but by educators as well. This was a case study of four high schools in the Cradock Education District. In-depth interviews were conducted with eight participants in the four schools. There were eight main findings, which are as follows: Lack of support for teachers, lack of a culture of learning amongst learners, and lack of competence in English for both learners and parents, which need to be addressed; and strategies proposed to improve writing skills are: the importance of creative writing; regular feedback and the importance of drafts.
- Full Text:
- Date Issued: 2014
- Authors: Kalipha, Zimkhitha
- Date: 2014
- Subjects: Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16215 , http://hdl.handle.net/10353/d1017297 , Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Description: Writing skills is are an essential requirement to lifelong learner success yet the way teachers teach and provide feedback to their learners on writing is quite challenging. This study sought to explore the teaching strategies to improve writing skills as an essential requirement for effective learning in schools for grade 8 and 9 learners in English First Additional Language. For people living in the townships and rural areas in South Africa, exposure to English is limited, because the majority of people communicate with each other in local languages. With teachers and learners residing in the townships where communication occurs mostly in isiXhosa, problems in language proficiency, in particular writing in English First Additional Language, are often encountered not only by the learners, but by educators as well. This was a case study of four high schools in the Cradock Education District. In-depth interviews were conducted with eight participants in the four schools. There were eight main findings, which are as follows: Lack of support for teachers, lack of a culture of learning amongst learners, and lack of competence in English for both learners and parents, which need to be addressed; and strategies proposed to improve writing skills are: the importance of creative writing; regular feedback and the importance of drafts.
- Full Text:
- Date Issued: 2014