Probing learners' conceptual understanding of oxidation and reduction (redox) reactions : a case study
- Authors: Addam, Billey Bright
- Date: 2004
- Subjects: Competency based education -- South Africa Oxidation-reduction reaction -- Study and teaching Science -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1409 , http://hdl.handle.net/10962/d1002950
- Description: The new political dispensation in South Africa has seen a lot of changes taking place. The democratic wind, which has been blowing in all spheres of the political arena, could not leave out Education. This has led to the transformation in education and the revision of the curriculum guided by the Outcomes-Based Education philosophy (OBE). Thus, require education authorities as well as educators to look at education more comprehensively. The challenge posed to educators now is to develop tools and strategies that will make learning accessible to as many learners as possible and to teach for understanding and construction of knowledge. The principal objective of this study was to investigate the important role the learner's prior knowledge plays and the use of different tools and strategies in stimulating conceptual understanding and construction of knowledge of redox reactions. This was done using learners' own investigations, practical activities, teaching settings and a workshop. The findings show that the learners lacked organized and structured prior knowledge. Learners could not integrate prior experience with new experience. The main issue seems to be the failure of learners to relate classroom experience to everyday redox phenomena. Possible reasons are discussed with some implications for teaching redox. The study further postulates that to assist learners to develop conceptual understanding of redox reactions, different tools and strategies should be employed and teaching made relevant to real-life situations. In so doing, redox concepts would not be abstract to learners.
- Full Text:
- Date Issued: 2004
- Authors: Addam, Billey Bright
- Date: 2004
- Subjects: Competency based education -- South Africa Oxidation-reduction reaction -- Study and teaching Science -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1409 , http://hdl.handle.net/10962/d1002950
- Description: The new political dispensation in South Africa has seen a lot of changes taking place. The democratic wind, which has been blowing in all spheres of the political arena, could not leave out Education. This has led to the transformation in education and the revision of the curriculum guided by the Outcomes-Based Education philosophy (OBE). Thus, require education authorities as well as educators to look at education more comprehensively. The challenge posed to educators now is to develop tools and strategies that will make learning accessible to as many learners as possible and to teach for understanding and construction of knowledge. The principal objective of this study was to investigate the important role the learner's prior knowledge plays and the use of different tools and strategies in stimulating conceptual understanding and construction of knowledge of redox reactions. This was done using learners' own investigations, practical activities, teaching settings and a workshop. The findings show that the learners lacked organized and structured prior knowledge. Learners could not integrate prior experience with new experience. The main issue seems to be the failure of learners to relate classroom experience to everyday redox phenomena. Possible reasons are discussed with some implications for teaching redox. The study further postulates that to assist learners to develop conceptual understanding of redox reactions, different tools and strategies should be employed and teaching made relevant to real-life situations. In so doing, redox concepts would not be abstract to learners.
- Full Text:
- Date Issued: 2004
A resource-based learning approach to professional development: the case of the ACEE (Rhodes University Advanced Certificate in Environmental Education)
- Agria Russo, Vladimir Kiluange
- Authors: Agria Russo, Vladimir Kiluange
- Date: 2004
- Subjects: Rhodes University Advanced Certificate in Environmental Education Teaching -- Aids and devices -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1741 , http://hdl.handle.net/10962/d1003625
- Description: This interpretative case study derives and examines the characterising features of the resource-based learning approach used in the Rhodes University Advanced Certificate in Environmental Education (ACEE), particularly in Module 1 (Environment and Environmental Issues) and Module 3 (Contemporary Environmental Issues). The study explores processes of resource-based learning through the analysis of three individual case stories of participants’ experience in adaptive use of learning support materials in different work contexts. It discusses the relationship between thematic categories related to participants’ experience of assignment work, and course design and course implementation. This study indicates that resource-based learning processes in the ACEE involve curriculum deliberation and the use of resource packs in supporting participants’ practice. It also indicates that the ACEE’s practice-based orientation to workplace-based assignments plays an important role in supporting the adaptive use of learning support materials, encouraging lifelong learning and developing applied competence. It highlights the significance of reflexive narration of practice in improving course participants’ educational practice. A diagrammatic representation of the unfolding and intermeshed characterising features of resource-based learning is presented. The study argues that resource-based learning in the ACEE appears to create possibilities for the course participants to become scaffolders and co-constructors of their own learning. It notes that resource-based learning can enable course participants to take ownership of their educational and workplace needs, and to develop skills and competences necessary to respond to environmental issues and risks in southern Africa. This study examines the potential that the reflexive narration of practice has in supporting course participants to engage in better ways of doing things in their workplace-based contexts. This study provides some recommendations to enhance the Advanced Certificate in Environmental Education as well as some ‘fuzzy generalisations’ that might guide the Southern African Development Community (SADC) Regional Environmental Education Programme (REEP) in the development and adaptation of professional development courses in southern Africa.
- Full Text:
- Date Issued: 2004
- Authors: Agria Russo, Vladimir Kiluange
- Date: 2004
- Subjects: Rhodes University Advanced Certificate in Environmental Education Teaching -- Aids and devices -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1741 , http://hdl.handle.net/10962/d1003625
- Description: This interpretative case study derives and examines the characterising features of the resource-based learning approach used in the Rhodes University Advanced Certificate in Environmental Education (ACEE), particularly in Module 1 (Environment and Environmental Issues) and Module 3 (Contemporary Environmental Issues). The study explores processes of resource-based learning through the analysis of three individual case stories of participants’ experience in adaptive use of learning support materials in different work contexts. It discusses the relationship between thematic categories related to participants’ experience of assignment work, and course design and course implementation. This study indicates that resource-based learning processes in the ACEE involve curriculum deliberation and the use of resource packs in supporting participants’ practice. It also indicates that the ACEE’s practice-based orientation to workplace-based assignments plays an important role in supporting the adaptive use of learning support materials, encouraging lifelong learning and developing applied competence. It highlights the significance of reflexive narration of practice in improving course participants’ educational practice. A diagrammatic representation of the unfolding and intermeshed characterising features of resource-based learning is presented. The study argues that resource-based learning in the ACEE appears to create possibilities for the course participants to become scaffolders and co-constructors of their own learning. It notes that resource-based learning can enable course participants to take ownership of their educational and workplace needs, and to develop skills and competences necessary to respond to environmental issues and risks in southern Africa. This study examines the potential that the reflexive narration of practice has in supporting course participants to engage in better ways of doing things in their workplace-based contexts. This study provides some recommendations to enhance the Advanced Certificate in Environmental Education as well as some ‘fuzzy generalisations’ that might guide the Southern African Development Community (SADC) Regional Environmental Education Programme (REEP) in the development and adaptation of professional development courses in southern Africa.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
- Date Issued: 2004
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
- Date Issued: 2004
From imifino to umfuno : a case study foregrounding indigenous agricultural knowledge in school-based curriculum development
- Authors: Asafo-Adjei, Robert Tetteh
- Date: 2004
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa Agricultural education Agriculture -- Study and teaching -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1829 , http://hdl.handle.net/10962/d1003731
- Description: This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.
- Full Text:
- Date Issued: 2004
- Authors: Asafo-Adjei, Robert Tetteh
- Date: 2004
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa Agricultural education Agriculture -- Study and teaching -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1829 , http://hdl.handle.net/10962/d1003731
- Description: This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.
- Full Text:
- Date Issued: 2004
A phenomenological exploration of adoptive parents' motivation for and experience of transracial adoption in South Africa
- Authors: Attwell, Terry-Anne
- Date: 2004
- Subjects: Interracial adoption -- South Africa , Race awareness in children -- South Africa , Prejudices in children -- South Africa , Adoption -- Law and legislation -- South Africa , Children's rights -- South Africa , South Africa -- Race relations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2927 , http://hdl.handle.net/10962/d1002436 , Interracial adoption -- South Africa , Race awareness in children -- South Africa , Prejudices in children -- South Africa , Adoption -- Law and legislation -- South Africa , Children's rights -- South Africa , South Africa -- Race relations
- Description: Prior to the democratic elections of 1994, South Africa was daunted by legislation flooded with racial segregation. Adoption across racial lines is, because of South Africa’s racially segregated past, a relatively recent phenomenon in this country. The number of legal adoptions has increased dramatically, especially after its legalization in 1991. Parents may adopt across racial lines for an array of different reasons, from not being able to conceive a baby, to wanting to give a child the best opportunity in life. This study explored the experiences of white parents who have adopted black children, paying particular attention to how they deal with issues of “racial” identity. In-depth interviews were used to generate qualitative data pertaining to the parental perceptions of their motivation for, and experiences of adopting a child transracially in South Africa. The study aimed to explore their motivation for adopting and experiences, as well as issues relating to “racial” identity. Recommendations have been made to assist parents who are interested in adopting transracially. The report presents findings relating to the unique characteristics of the participants who have adopted transracially. These include adopters’ motivation and thought processes before taking the relevant steps to adopt transracially; the support that they have received from others in their decision to adopt transracially; communication patterns; their relevant concerns regarding the future of their adopted child; and issues pertaining to race, culture, heritage, prejudices and stereotypes. The findings suggest that parents were pragmatic, without regrets, in their views about adopting across racial lines. The parents’ motivations for adopting across racial lines were very similar to various perspectives, but were all due to the fact that they were unable to have biological children. Parents were aware of the child’s identity and cultural issues, which may be more perceptible in the future. Their perceptions, views and opinions, and the future concerns of their children were not unrealistic. Due to the children’s young age a follow-up study of these children should be considered.
- Full Text:
- Date Issued: 2004
- Authors: Attwell, Terry-Anne
- Date: 2004
- Subjects: Interracial adoption -- South Africa , Race awareness in children -- South Africa , Prejudices in children -- South Africa , Adoption -- Law and legislation -- South Africa , Children's rights -- South Africa , South Africa -- Race relations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2927 , http://hdl.handle.net/10962/d1002436 , Interracial adoption -- South Africa , Race awareness in children -- South Africa , Prejudices in children -- South Africa , Adoption -- Law and legislation -- South Africa , Children's rights -- South Africa , South Africa -- Race relations
- Description: Prior to the democratic elections of 1994, South Africa was daunted by legislation flooded with racial segregation. Adoption across racial lines is, because of South Africa’s racially segregated past, a relatively recent phenomenon in this country. The number of legal adoptions has increased dramatically, especially after its legalization in 1991. Parents may adopt across racial lines for an array of different reasons, from not being able to conceive a baby, to wanting to give a child the best opportunity in life. This study explored the experiences of white parents who have adopted black children, paying particular attention to how they deal with issues of “racial” identity. In-depth interviews were used to generate qualitative data pertaining to the parental perceptions of their motivation for, and experiences of adopting a child transracially in South Africa. The study aimed to explore their motivation for adopting and experiences, as well as issues relating to “racial” identity. Recommendations have been made to assist parents who are interested in adopting transracially. The report presents findings relating to the unique characteristics of the participants who have adopted transracially. These include adopters’ motivation and thought processes before taking the relevant steps to adopt transracially; the support that they have received from others in their decision to adopt transracially; communication patterns; their relevant concerns regarding the future of their adopted child; and issues pertaining to race, culture, heritage, prejudices and stereotypes. The findings suggest that parents were pragmatic, without regrets, in their views about adopting across racial lines. The parents’ motivations for adopting across racial lines were very similar to various perspectives, but were all due to the fact that they were unable to have biological children. Parents were aware of the child’s identity and cultural issues, which may be more perceptible in the future. Their perceptions, views and opinions, and the future concerns of their children were not unrealistic. Due to the children’s young age a follow-up study of these children should be considered.
- Full Text:
- Date Issued: 2004
'Environmental policy to community action': methodology and approaches in community-based environmental education programmes in Uganda
- Authors: Babikwa, Daniel J
- Date: 2004
- Subjects: Environmental education -- Uganda -- Case studies Education and state -- Uganda Community development -- Uganda -- Case studies Sustainable development -- Uganda -- Case studies Environmental policy -- Uganda -- Case studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1518 , http://hdl.handle.net/10962/d1003400
- Description: This research was conducted in Luwero, a rural district in central Uganda, over a period of three years, half of which entailed fulltime engagement in a participatory action research process with VEDCO, an indigenous NGO. The study focuses on the educational processes involved in the translation of Uganda's environmental policy into action at community level. It looks at community-based education and development activities run by VEDCO among smallholder farmers. The study addressed four objectives. For the first objective I developed a conceptual framework through a review of theories informing education in general and environmental education, adult education, community education, and community development in particular. The second objective was to conduct a situational analysis to identify contextual issues related to policy implementation at community level. The third objective was to engage in a participatory action research process with the NGO in the farming community in response to the identified contextual issues, and the fourth was to explore and comment on environmental education methods used within a community context. PRA techniques, interviews, and other participatory data collection methods were used to generate the data. The study reveals contradictions that limit NGO capacity to make appropriate use of participatory education processes in implementing policy-related training at community level. Elements in the National Plan for the Modernisation of Agriculture, for example, conflicted with the principle of sustainable development underlying the policy. VEDCO itself was changing from a social-welfare-oriented organisation into a commercial enterprise pursuing economic goals, which conflicted with its social goals. The capitalist development ideology of the donor was being adopted by VEDCO, which contradicted the goals of people-centred development. This was exacerbated by VEDCO's dependency on donor funds for its activities. Contextual issues like people's history; poverty, gender and inconsistent land policies further complicated the policy implementation processes. There were also inconsistencies in the epistemological assumptions and didactic approaches evident in the implementation. The study shows that the intended emancipatory education processes are more often supplanted by technicist methodologies. Thus, it exposes the underlying historical, ideological and epistemological tensions and contradictions within the field of education, particularly in relation to the `paradigmatic' orientations (neo-classical, liberal and socially critical/emancipatory) outlined in the literature. Conclusions are made at two levels: in relation to the study goals, of examining policy implementation at community level and in terms of the study's contribution to the understanding of current education theory in the context of sustainable development among communities.
- Full Text:
- Date Issued: 2004
- Authors: Babikwa, Daniel J
- Date: 2004
- Subjects: Environmental education -- Uganda -- Case studies Education and state -- Uganda Community development -- Uganda -- Case studies Sustainable development -- Uganda -- Case studies Environmental policy -- Uganda -- Case studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1518 , http://hdl.handle.net/10962/d1003400
- Description: This research was conducted in Luwero, a rural district in central Uganda, over a period of three years, half of which entailed fulltime engagement in a participatory action research process with VEDCO, an indigenous NGO. The study focuses on the educational processes involved in the translation of Uganda's environmental policy into action at community level. It looks at community-based education and development activities run by VEDCO among smallholder farmers. The study addressed four objectives. For the first objective I developed a conceptual framework through a review of theories informing education in general and environmental education, adult education, community education, and community development in particular. The second objective was to conduct a situational analysis to identify contextual issues related to policy implementation at community level. The third objective was to engage in a participatory action research process with the NGO in the farming community in response to the identified contextual issues, and the fourth was to explore and comment on environmental education methods used within a community context. PRA techniques, interviews, and other participatory data collection methods were used to generate the data. The study reveals contradictions that limit NGO capacity to make appropriate use of participatory education processes in implementing policy-related training at community level. Elements in the National Plan for the Modernisation of Agriculture, for example, conflicted with the principle of sustainable development underlying the policy. VEDCO itself was changing from a social-welfare-oriented organisation into a commercial enterprise pursuing economic goals, which conflicted with its social goals. The capitalist development ideology of the donor was being adopted by VEDCO, which contradicted the goals of people-centred development. This was exacerbated by VEDCO's dependency on donor funds for its activities. Contextual issues like people's history; poverty, gender and inconsistent land policies further complicated the policy implementation processes. There were also inconsistencies in the epistemological assumptions and didactic approaches evident in the implementation. The study shows that the intended emancipatory education processes are more often supplanted by technicist methodologies. Thus, it exposes the underlying historical, ideological and epistemological tensions and contradictions within the field of education, particularly in relation to the `paradigmatic' orientations (neo-classical, liberal and socially critical/emancipatory) outlined in the literature. Conclusions are made at two levels: in relation to the study goals, of examining policy implementation at community level and in terms of the study's contribution to the understanding of current education theory in the context of sustainable development among communities.
- Full Text:
- Date Issued: 2004
Jah children the experience of Rastafari children in South Africa as members of a minority group with particular reference to communities in the former Cape Province
- Authors: Bain, Pauline
- Date: 2004
- Subjects: Rastafari movement -- South Africa -- Eastern Cape , Rastafari movement -- South Africa -- Western Cape , Rastafari movement -- South Africa -- Northern Cape , Reggae music -- South Africa -- History and criticism , Rastafarian ethics -- South Africa , Rastafari movement -- Doctrines , Children of minorities -- South Africa -- Education , Socialization -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2087 , http://hdl.handle.net/10962/d1002650 , Rastafari movement -- South Africa -- Eastern Cape , Rastafari movement -- South Africa -- Western Cape , Rastafari movement -- South Africa -- Northern Cape , Reggae music -- South Africa -- History and criticism , Rastafarian ethics -- South Africa , Rastafari movement -- Doctrines , Children of minorities -- South Africa -- Education , Socialization -- South Africa
- Description: This thesis is an ethnography of Rastafari childhood in the former Cape Province, South Africa, through the eyes of both parents and children. If children are a ‘muted group’, then what are the identity formation implications for “double-muted” groups, the children of ethnic minorities whose voices are not heard? Rasta parents’ experience of the struggle, ie. the opposition to apartheid, has shaped the Rastafari chant of ‘equal rights’ and ‘justice’ into a distinctly South African form of protest and resistance. Their childhood experiences have resulted in a desire to provide a better life for their children, using Rastafari as a vehicle. This is expressed in a continuation of the struggle that was started during apartheid, in the Rasta ideology children grow up learning. The Rasta child has become a contested body in this struggle. The South African Government, through policy, has a mandate to protect the child, and legislature exists to do so in accordance with international law. However, as child-raising differs phenomenally from culture to culture, these goals on the part of the State start infringing upon the rights and freedoms of minorities to raise their children according to their own cultural goals. This study examines the tension between Rastafari and government with regards to child raising, specifically looking at the following main points of contestation: public health, public schools and policy/legislation; in order to examine how Rasta children negotiate their identity in the face of these conflicting messages and struggles. Their identity can be influenced by three main groups, the Rasta family they grow up in; school; and multi-media. What these children choose to accept or reject in their worldview is moderated by their own agency. This study shows that this tension results in a new generation of Rastafari children, who are strongly grounded in an identity as Rastafari and take pride in this identity. It also illustrates how Rastafari are impacting on and changing government policy through resistance. Their successes in challenging the state on the grounds of multiculturalism and religious freedom, has helped in the attainment of a sense of dignity.
- Full Text:
- Date Issued: 2004
- Authors: Bain, Pauline
- Date: 2004
- Subjects: Rastafari movement -- South Africa -- Eastern Cape , Rastafari movement -- South Africa -- Western Cape , Rastafari movement -- South Africa -- Northern Cape , Reggae music -- South Africa -- History and criticism , Rastafarian ethics -- South Africa , Rastafari movement -- Doctrines , Children of minorities -- South Africa -- Education , Socialization -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2087 , http://hdl.handle.net/10962/d1002650 , Rastafari movement -- South Africa -- Eastern Cape , Rastafari movement -- South Africa -- Western Cape , Rastafari movement -- South Africa -- Northern Cape , Reggae music -- South Africa -- History and criticism , Rastafarian ethics -- South Africa , Rastafari movement -- Doctrines , Children of minorities -- South Africa -- Education , Socialization -- South Africa
- Description: This thesis is an ethnography of Rastafari childhood in the former Cape Province, South Africa, through the eyes of both parents and children. If children are a ‘muted group’, then what are the identity formation implications for “double-muted” groups, the children of ethnic minorities whose voices are not heard? Rasta parents’ experience of the struggle, ie. the opposition to apartheid, has shaped the Rastafari chant of ‘equal rights’ and ‘justice’ into a distinctly South African form of protest and resistance. Their childhood experiences have resulted in a desire to provide a better life for their children, using Rastafari as a vehicle. This is expressed in a continuation of the struggle that was started during apartheid, in the Rasta ideology children grow up learning. The Rasta child has become a contested body in this struggle. The South African Government, through policy, has a mandate to protect the child, and legislature exists to do so in accordance with international law. However, as child-raising differs phenomenally from culture to culture, these goals on the part of the State start infringing upon the rights and freedoms of minorities to raise their children according to their own cultural goals. This study examines the tension between Rastafari and government with regards to child raising, specifically looking at the following main points of contestation: public health, public schools and policy/legislation; in order to examine how Rasta children negotiate their identity in the face of these conflicting messages and struggles. Their identity can be influenced by three main groups, the Rasta family they grow up in; school; and multi-media. What these children choose to accept or reject in their worldview is moderated by their own agency. This study shows that this tension results in a new generation of Rastafari children, who are strongly grounded in an identity as Rastafari and take pride in this identity. It also illustrates how Rastafari are impacting on and changing government policy through resistance. Their successes in challenging the state on the grounds of multiculturalism and religious freedom, has helped in the attainment of a sense of dignity.
- Full Text:
- Date Issued: 2004
Filling the gap : Nietzsche's account of authenticity as a supplementary ideal
- Authors: Baker, Michaela Christie
- Date: 2004
- Subjects: Nietzsche, Friedrich Wilhelm, 1844-1900 -- Ethics , Authenticity (Philosophy) , Ethics, Modern , Normativity (Ethics) , Self-knowledge, Theory of
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2727 , http://hdl.handle.net/10962/d1003734 , Nietzsche, Friedrich Wilhelm, 1844-1900 -- Ethics , Authenticity (Philosophy) , Ethics, Modern , Normativity (Ethics) , Self-knowledge, Theory of
- Description: This thesis examines the ideal of authenticity: why we might want or need such an ideal, what such an ideal would look like, and what mechanisms we would need to ensure the successful operation of such an ideal. The thesis has three main parts. The first part of the thesis aims at motivating the need to look to authenticity as a supplementary ideal to normative moral theory. I do this by drawing a distinction between ethics and morality and arguing that there are important aspects of our lives (such as our relations to ourselves) our beliefs and projects) about which normative moral theory fails to give us guidance and about which an ethical ideal, namely that of authenticity, can provide us with the requisite guidance. The second part of the thesis elucidates Nietzsche's view of authenticity as eternal return. I argue that eternal return consists in holding a particular attitude to one's life - one's past, present and future. I then demonstrate that what is fundamental to successfully living authentically in accordance with eternal return is a rigorous search for self-knowledge. In the third part of the thesis I argue that, in order to achieve the self-knowledge necessary to being a successful authentic agent, one must acquire it through a process of dialogue with other agents. I give a model of self-knowledge as a dialogic encounter that provides two important mechanisms whereby such self-knowledge can be gained.
- Full Text:
- Date Issued: 2004
- Authors: Baker, Michaela Christie
- Date: 2004
- Subjects: Nietzsche, Friedrich Wilhelm, 1844-1900 -- Ethics , Authenticity (Philosophy) , Ethics, Modern , Normativity (Ethics) , Self-knowledge, Theory of
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2727 , http://hdl.handle.net/10962/d1003734 , Nietzsche, Friedrich Wilhelm, 1844-1900 -- Ethics , Authenticity (Philosophy) , Ethics, Modern , Normativity (Ethics) , Self-knowledge, Theory of
- Description: This thesis examines the ideal of authenticity: why we might want or need such an ideal, what such an ideal would look like, and what mechanisms we would need to ensure the successful operation of such an ideal. The thesis has three main parts. The first part of the thesis aims at motivating the need to look to authenticity as a supplementary ideal to normative moral theory. I do this by drawing a distinction between ethics and morality and arguing that there are important aspects of our lives (such as our relations to ourselves) our beliefs and projects) about which normative moral theory fails to give us guidance and about which an ethical ideal, namely that of authenticity, can provide us with the requisite guidance. The second part of the thesis elucidates Nietzsche's view of authenticity as eternal return. I argue that eternal return consists in holding a particular attitude to one's life - one's past, present and future. I then demonstrate that what is fundamental to successfully living authentically in accordance with eternal return is a rigorous search for self-knowledge. In the third part of the thesis I argue that, in order to achieve the self-knowledge necessary to being a successful authentic agent, one must acquire it through a process of dialogue with other agents. I give a model of self-knowledge as a dialogic encounter that provides two important mechanisms whereby such self-knowledge can be gained.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Bock, L J
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia Curriculum change -- Namibia College teachers -- Training of -- Namibia Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1895 , http://hdl.handle.net/10962/d1006128
- Full Text:
- Date Issued: 2004
- Authors: Bock, L J
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia Curriculum change -- Namibia College teachers -- Training of -- Namibia Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1895 , http://hdl.handle.net/10962/d1006128
- Full Text:
- Date Issued: 2004
An empirical investigation of the extension of servqual to measure internal service quality in a motor vehicle manufacturing setting
- Authors: Booi, Arthur Mzwandile
- Date: 2004
- Subjects: Automobile industry and trade -- Quality control -- South Africa -- Eastern Cape Automobile industry and trade -- Customer services -- South Africa -- Eastern Cape Automobile industry and trade -- Quality control -- Statistical methods Customer services -- Quality control Automobile industry and trade -- Quality assurance -- South Africa -- Eastern Cape Consumer satisfaction Industrial productivity -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:801 , http://hdl.handle.net/10962/d1006139
- Description: This research explores the role, which the construct, service quality plays in an internal marketing setting. This is achieved by evaluating the perceptions and expectations of the production department with regards to the service quality provided by the maintenance department of a South African motor vehicle manufacturer. This was done using the INTSERVQUAL instrument, which was found to be a reliable instrument for measuring internal service quality within this context. A positivist approach has been adopted in conducting this research. There are two main hypotheses for this study: the first hypothesis is concerned with the relationship between the overall internal service quality and the five dimensions of service quality namely: tangibles, empathy, reliability, responsiveness and reliability. The second hypothesis focuses on the relationship between the front line staff segments of the production department and the five dimensions of internal service quality. The results of this research suggest that the perceptions and expectations of internal service customer segments plays a major role in achieving internal service quality. In addition, the importance of the INTSERVQUAL instrument in measuring internal service quality within the motor vehicle manufacturing environment is confirmed.
- Full Text:
- Date Issued: 2004
- Authors: Booi, Arthur Mzwandile
- Date: 2004
- Subjects: Automobile industry and trade -- Quality control -- South Africa -- Eastern Cape Automobile industry and trade -- Customer services -- South Africa -- Eastern Cape Automobile industry and trade -- Quality control -- Statistical methods Customer services -- Quality control Automobile industry and trade -- Quality assurance -- South Africa -- Eastern Cape Consumer satisfaction Industrial productivity -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:801 , http://hdl.handle.net/10962/d1006139
- Description: This research explores the role, which the construct, service quality plays in an internal marketing setting. This is achieved by evaluating the perceptions and expectations of the production department with regards to the service quality provided by the maintenance department of a South African motor vehicle manufacturer. This was done using the INTSERVQUAL instrument, which was found to be a reliable instrument for measuring internal service quality within this context. A positivist approach has been adopted in conducting this research. There are two main hypotheses for this study: the first hypothesis is concerned with the relationship between the overall internal service quality and the five dimensions of service quality namely: tangibles, empathy, reliability, responsiveness and reliability. The second hypothesis focuses on the relationship between the front line staff segments of the production department and the five dimensions of internal service quality. The results of this research suggest that the perceptions and expectations of internal service customer segments plays a major role in achieving internal service quality. In addition, the importance of the INTSERVQUAL instrument in measuring internal service quality within the motor vehicle manufacturing environment is confirmed.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Boois, Yvonne
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia School libraries -- Namibia Information services -- Namibia Education -- Political aspects -- Namibia Libraries and state -- Namibia Information science -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1896 , http://hdl.handle.net/10962/d1006152
- Full Text:
- Date Issued: 2004
- Authors: Boois, Yvonne
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia School libraries -- Namibia Information services -- Namibia Education -- Political aspects -- Namibia Libraries and state -- Namibia Information science -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1896 , http://hdl.handle.net/10962/d1006152
- Full Text:
- Date Issued: 2004
An exploration of the impact of AIDS-related losses and role changes on grandmothers
- Authors: Burt, Mary
- Date: 2004
- Subjects: HIV infections -- Social aspects -- South Africa -- Eastern Cape HIV infections -- Economic aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Social aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Economic aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Patients -- Care -- South Africa -- Eastern Cape Bereavement -- Psychological aspects -- Eastern Cape Foster parents -- South Africa -- Eastern Cape Loss (Psychology) Grandmothers -- South Africa -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3131 , http://hdl.handle.net/10962/d1006487
- Description: The US Bureau of the Census (1999) projected that by 2004, 14 million people in sub-Saharan Africa will develop full blown AIDS, making this region by far the largest disease burden in the world (World Health Organization, 2002). The United Nations AIDS Programme judged South Africa to have the leading number of people living with HIV/AIDS worldwide (World Health Organisation, 2002). To date there has been extensive research conducted on the socio-economic impacts of HIV/AIDS on families in Africa. However an area of investigation that has remained largely underreported is the inquiry into the psychological impacts of HIV/AIDS on elderly caregivers. In African families older women increasingly have to provide care to their adult children with AIDS and their orphaned grandchildren. However few research studies have assessed the experience of parental caregiving and its psychological impacts on these women. This qualitative research study hypothesised that the role of primary parental caregiver in fact causes a range of psychologically distressing states, which serve to compromise the psychological well-being of these caregivers. To investigate this hypothesis three Xhosa speaking women living in informal settlements in Grahamstown, in the Eastern Cape Province of South Africa were selected for the study. The women were interviewed by means of semi-structured interviews, which consisted of questions related to their caregiving experiences, their experiences of loss, their choice of coping strategies, the role of support networks and their experiences of foster care responsibilities. The interviews were transcribed and analysed using a grounded hermeneutic approach. The research results confirmed the working hypothesis. The research revealed that although it was considered culturally appropriate for older women to care for their children and grandchildren, their caregiver roles caused significant psychological distress. Their distress was related to: emotional and physical exhaustion, complicated grief reactions and ongoing emotional and physical upheaval related to foster care responsibilities. Based on the results, the research recommendations emphasised the need for continual awareness of the psychological implications of caregiving for older African women with the aim to preserve their capacity to function as the primary caring resource to families struck by HIV/AIDS.
- Full Text:
- Date Issued: 2004
- Authors: Burt, Mary
- Date: 2004
- Subjects: HIV infections -- Social aspects -- South Africa -- Eastern Cape HIV infections -- Economic aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Social aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Economic aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Patients -- Care -- South Africa -- Eastern Cape Bereavement -- Psychological aspects -- Eastern Cape Foster parents -- South Africa -- Eastern Cape Loss (Psychology) Grandmothers -- South Africa -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3131 , http://hdl.handle.net/10962/d1006487
- Description: The US Bureau of the Census (1999) projected that by 2004, 14 million people in sub-Saharan Africa will develop full blown AIDS, making this region by far the largest disease burden in the world (World Health Organization, 2002). The United Nations AIDS Programme judged South Africa to have the leading number of people living with HIV/AIDS worldwide (World Health Organisation, 2002). To date there has been extensive research conducted on the socio-economic impacts of HIV/AIDS on families in Africa. However an area of investigation that has remained largely underreported is the inquiry into the psychological impacts of HIV/AIDS on elderly caregivers. In African families older women increasingly have to provide care to their adult children with AIDS and their orphaned grandchildren. However few research studies have assessed the experience of parental caregiving and its psychological impacts on these women. This qualitative research study hypothesised that the role of primary parental caregiver in fact causes a range of psychologically distressing states, which serve to compromise the psychological well-being of these caregivers. To investigate this hypothesis three Xhosa speaking women living in informal settlements in Grahamstown, in the Eastern Cape Province of South Africa were selected for the study. The women were interviewed by means of semi-structured interviews, which consisted of questions related to their caregiving experiences, their experiences of loss, their choice of coping strategies, the role of support networks and their experiences of foster care responsibilities. The interviews were transcribed and analysed using a grounded hermeneutic approach. The research results confirmed the working hypothesis. The research revealed that although it was considered culturally appropriate for older women to care for their children and grandchildren, their caregiver roles caused significant psychological distress. Their distress was related to: emotional and physical exhaustion, complicated grief reactions and ongoing emotional and physical upheaval related to foster care responsibilities. Based on the results, the research recommendations emphasised the need for continual awareness of the psychological implications of caregiving for older African women with the aim to preserve their capacity to function as the primary caring resource to families struck by HIV/AIDS.
- Full Text:
- Date Issued: 2004
A critical evaluation of local level responses to mine closure in the Northwestern KwaZulu-Natal coal belt region, South Africa
- Buthelezi, Mbekezeli Simphiwe
- Authors: Buthelezi, Mbekezeli Simphiwe
- Date: 2004
- Subjects: Reconstruction and Development Programme (South Africa) , Deindustrialization -- Economic aspects--South Africa -- KwaZulu-Natal , Coal mines and mining -- South Africa -- KwaZulu-Natal , Economic development -- South Africa -- KwaZulu-Natal , Community development -- South Africa -- KwaZulu-Natal , Rural industries -- South Africa -- KwaZulu-Natal , Rural development -- South Africa , Local government -- South Africa -- KwaZulu-Natal , Labor supply -- South Africa -- KwaZulu-Natal , Rural development projects -- South Africa -- KwaZulu-Natal -- Citizen participation , KwaZulu-Natal (South Africa) -- Social conditions , KwaZulu-Natal (South Africa) -- Economic conditions , KwaZulu-Natal (South Africa) -- Economic policy , South Africa -- Economic policy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:4822 , http://hdl.handle.net/10962/d1005497 , Reconstruction and Development Programme (South Africa) , Deindustrialization -- Economic aspects--South Africa -- KwaZulu-Natal , Coal mines and mining -- South Africa -- KwaZulu-Natal , Economic development -- South Africa -- KwaZulu-Natal , Community development -- South Africa -- KwaZulu-Natal , Rural industries -- South Africa -- KwaZulu-Natal , Rural development -- South Africa , Local government -- South Africa -- KwaZulu-Natal , Labor supply -- South Africa -- KwaZulu-Natal , Rural development projects -- South Africa -- KwaZulu-Natal -- Citizen participation , KwaZulu-Natal (South Africa) -- Social conditions , KwaZulu-Natal (South Africa) -- Economic conditions , KwaZulu-Natal (South Africa) -- Economic policy , South Africa -- Economic policy
- Description: The de-industrialisation process that was a common feature of North America and Western Europe in the 1970s, through into the 1980s has become an observable feature in African countries and South Africa in particular in the last two decades. Globally, hard hit areas include those associated with the early Industrial Revolution characterised by mass production and the agglomeration of iron and steel, coal and textile industries. General changes in the global market, especially the falling demand for extractive heavy minerals like coal and gold have also affected many countries region and localities. In the case of South Mrica, the previous high economic dependence on mined minerals like coal and gold has resulted in many once prosperous mining regions of the country being reduced to a shadow of their former selves. The worst affected areas in South Africa are those of the Klerksdorp Goldfields in the North West Province and Free State Goldfields, with the latter alone losing 100,000 jobs during the 1990s. This trend has also been acute in the coal-mining industry of the KwaZulu-Natal province since the late 1970s. The firms that had grown in the shadow of the major mining company supplyipg machinery, or who processed the semi-manufactured product are also severely affected by the closing down and restructuring in the mining and iron industries. These industries have often been forced to close down because of a break in the vital connections they developed with these mining industries. Such localised economic crisis has encouraged the universal trend towards the devolution of developmental responsibilities to the local governments and other local stakeholders to - empower them to respond to these changes. This study investigated the local economic initiatives which have been undertaken in the three municipalities of north-western KwaZulu Natal i.e. Utrecht, Dundee and Dannhauser to respond to the closures which have taken place in the mining industry of this region, which used to be among the most prosperous coal mining regions of South Africa. Using their new developmental mandate the local governments, in partnership with the communities and other external interveners have tried to respond to these localised economic crisis and also indirectly to the general poverty and underdevelopment, which characterises this region of KwaZulu-Natal. The effects of apartheid policies, and previous discriminatory rural development policies in, particular, and the Regional Industrial Development policy, which was intensively applied in the 1980s by the pre-1994 government regime, have further compounded the magnitude of the challenge. The lack of capacity in some municipalities has constrained successful implementation of Local Economic Development has led to some communities acting alone to face their situation with or without external intervention.
- Full Text:
- Date Issued: 2004
- Authors: Buthelezi, Mbekezeli Simphiwe
- Date: 2004
- Subjects: Reconstruction and Development Programme (South Africa) , Deindustrialization -- Economic aspects--South Africa -- KwaZulu-Natal , Coal mines and mining -- South Africa -- KwaZulu-Natal , Economic development -- South Africa -- KwaZulu-Natal , Community development -- South Africa -- KwaZulu-Natal , Rural industries -- South Africa -- KwaZulu-Natal , Rural development -- South Africa , Local government -- South Africa -- KwaZulu-Natal , Labor supply -- South Africa -- KwaZulu-Natal , Rural development projects -- South Africa -- KwaZulu-Natal -- Citizen participation , KwaZulu-Natal (South Africa) -- Social conditions , KwaZulu-Natal (South Africa) -- Economic conditions , KwaZulu-Natal (South Africa) -- Economic policy , South Africa -- Economic policy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:4822 , http://hdl.handle.net/10962/d1005497 , Reconstruction and Development Programme (South Africa) , Deindustrialization -- Economic aspects--South Africa -- KwaZulu-Natal , Coal mines and mining -- South Africa -- KwaZulu-Natal , Economic development -- South Africa -- KwaZulu-Natal , Community development -- South Africa -- KwaZulu-Natal , Rural industries -- South Africa -- KwaZulu-Natal , Rural development -- South Africa , Local government -- South Africa -- KwaZulu-Natal , Labor supply -- South Africa -- KwaZulu-Natal , Rural development projects -- South Africa -- KwaZulu-Natal -- Citizen participation , KwaZulu-Natal (South Africa) -- Social conditions , KwaZulu-Natal (South Africa) -- Economic conditions , KwaZulu-Natal (South Africa) -- Economic policy , South Africa -- Economic policy
- Description: The de-industrialisation process that was a common feature of North America and Western Europe in the 1970s, through into the 1980s has become an observable feature in African countries and South Africa in particular in the last two decades. Globally, hard hit areas include those associated with the early Industrial Revolution characterised by mass production and the agglomeration of iron and steel, coal and textile industries. General changes in the global market, especially the falling demand for extractive heavy minerals like coal and gold have also affected many countries region and localities. In the case of South Mrica, the previous high economic dependence on mined minerals like coal and gold has resulted in many once prosperous mining regions of the country being reduced to a shadow of their former selves. The worst affected areas in South Africa are those of the Klerksdorp Goldfields in the North West Province and Free State Goldfields, with the latter alone losing 100,000 jobs during the 1990s. This trend has also been acute in the coal-mining industry of the KwaZulu-Natal province since the late 1970s. The firms that had grown in the shadow of the major mining company supplyipg machinery, or who processed the semi-manufactured product are also severely affected by the closing down and restructuring in the mining and iron industries. These industries have often been forced to close down because of a break in the vital connections they developed with these mining industries. Such localised economic crisis has encouraged the universal trend towards the devolution of developmental responsibilities to the local governments and other local stakeholders to - empower them to respond to these changes. This study investigated the local economic initiatives which have been undertaken in the three municipalities of north-western KwaZulu Natal i.e. Utrecht, Dundee and Dannhauser to respond to the closures which have taken place in the mining industry of this region, which used to be among the most prosperous coal mining regions of South Africa. Using their new developmental mandate the local governments, in partnership with the communities and other external interveners have tried to respond to these localised economic crisis and also indirectly to the general poverty and underdevelopment, which characterises this region of KwaZulu-Natal. The effects of apartheid policies, and previous discriminatory rural development policies in, particular, and the Regional Industrial Development policy, which was intensively applied in the 1980s by the pre-1994 government regime, have further compounded the magnitude of the challenge. The lack of capacity in some municipalities has constrained successful implementation of Local Economic Development has led to some communities acting alone to face their situation with or without external intervention.
- Full Text:
- Date Issued: 2004
Processes that influence the experiences of children living with mothers that have HIV: two case studies
- Authors: Castelletto, Simona
- Date: 2004
- Subjects: AIDS (Disease) in women , AIDS (Disease) -- Social aspects -- South Africa , HIV infections -- Social aspects -- South Africa , Mothers and daughters -- Social aspects , Mothers and sons -- Social aspects , AIDS (Disease) in children -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3166 , http://hdl.handle.net/10962/d1007728 , AIDS (Disease) in women , AIDS (Disease) -- Social aspects -- South Africa , HIV infections -- Social aspects -- South Africa , Mothers and daughters -- Social aspects , Mothers and sons -- Social aspects , AIDS (Disease) in children -- Social aspects -- South Africa
- Description: Maternal HIV-infection is considered to be a threat to the psychosocial development of AIDS-affected children. In South Africa, AIDS-affected children may be particularly vulnerable due to the unprecedented effects of the HIV/AIDS epidemic on the breakdown of family and community resources in already disadvantaged communities. The aim of this study was to explore the contextualised experiences of two children living with mothers who have HIV by conducting two case studies. Mother-child dyads were recruited from local HIV/AIDS centres and informed consent was obtained. The mothers were in the minor symptomatic phase of HIV-infection and the children were uninfected and aged between 10 and 12 years. Through semi-structured interviewing, the mothers provided background and contextual information about the children. Play techniques were used in the child interviews to encourage the introduction and exploration of issues salient to the children. Play facilitated engagement around sensitive and potentially anxiety-provoking material. A key issue for the children was their concerns about the anticipated deaths of their mothers. The children held misconceptions about the transmission of HIV/ AIDS. They feared HIV/AIDS and expected that others would have negative perceptions of them. Family processes such as secrecy and avoidance around HIV/AIDS-related issues were understood to perpetuate the children's fears and false beliefs in a broader community context that stigmatised HIV/AIDS. It was argued that the mothers' shame over HIV-infection and their need to protect their relationship with their children compromised their ability to communicate openly with their children and to offer them meaningful emotional support. Limited parental involvement was identified as the key contextual process that engendered vulnerability in the children, as they were isolated within and beyond the family. Recommendations to address the processes that engendered vulnerability in the children are discussed.
- Full Text:
- Date Issued: 2004
- Authors: Castelletto, Simona
- Date: 2004
- Subjects: AIDS (Disease) in women , AIDS (Disease) -- Social aspects -- South Africa , HIV infections -- Social aspects -- South Africa , Mothers and daughters -- Social aspects , Mothers and sons -- Social aspects , AIDS (Disease) in children -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3166 , http://hdl.handle.net/10962/d1007728 , AIDS (Disease) in women , AIDS (Disease) -- Social aspects -- South Africa , HIV infections -- Social aspects -- South Africa , Mothers and daughters -- Social aspects , Mothers and sons -- Social aspects , AIDS (Disease) in children -- Social aspects -- South Africa
- Description: Maternal HIV-infection is considered to be a threat to the psychosocial development of AIDS-affected children. In South Africa, AIDS-affected children may be particularly vulnerable due to the unprecedented effects of the HIV/AIDS epidemic on the breakdown of family and community resources in already disadvantaged communities. The aim of this study was to explore the contextualised experiences of two children living with mothers who have HIV by conducting two case studies. Mother-child dyads were recruited from local HIV/AIDS centres and informed consent was obtained. The mothers were in the minor symptomatic phase of HIV-infection and the children were uninfected and aged between 10 and 12 years. Through semi-structured interviewing, the mothers provided background and contextual information about the children. Play techniques were used in the child interviews to encourage the introduction and exploration of issues salient to the children. Play facilitated engagement around sensitive and potentially anxiety-provoking material. A key issue for the children was their concerns about the anticipated deaths of their mothers. The children held misconceptions about the transmission of HIV/ AIDS. They feared HIV/AIDS and expected that others would have negative perceptions of them. Family processes such as secrecy and avoidance around HIV/AIDS-related issues were understood to perpetuate the children's fears and false beliefs in a broader community context that stigmatised HIV/AIDS. It was argued that the mothers' shame over HIV-infection and their need to protect their relationship with their children compromised their ability to communicate openly with their children and to offer them meaningful emotional support. Limited parental involvement was identified as the key contextual process that engendered vulnerability in the children, as they were isolated within and beyond the family. Recommendations to address the processes that engendered vulnerability in the children are discussed.
- Full Text:
- Date Issued: 2004
An investigation into the captive spawning, egg characteristics and egg quality of the mud crab (Scylla serrata) in South Africa
- Authors: Churchill, Giles John
- Date: 2004
- Subjects: Scylla serrata , Crabs -- South Africa , Scylla serrata -- South Africa , Crabs -- Eggs -- Incubation , Crabs -- Spawning
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5376 , http://hdl.handle.net/10962/d1015963
- Description: The source of a reliable supply of seed is one of the most important factors determining the success of aquaculture. At present mud crab culture is reliant on wild caught juveniles, which limits the expansion of mud crab farming globally. This, coupled with the paucity of knowledge of the spawning and egg characteristics of mud crabs, prompted the investigation into the captive spawning, incubation and egg quality of Scylla serrata in South Africa. A total of 112 mature females were caught from three estuaries in northern KwaZulu Natal and acclimated to captive conditions. Mature females were present in the estuaries throughout the year and ranged from 90 to 200 mm carapace width. Except for 40 crabs all the females spawned in captivity. On average spawning took place 38 ± 23 days after capture but was not dependent on crab size. Fecundity was significantly correlated to crab size (p = 0.026), with larger females producing more eggs. The average fecundity per batch was 5.79 ± 2.07 million eggs. Hatch success rate for all egg batches was high averaging 84 ± 6 %. Egg dropping occurred in all egg batches during incubation. On average 6.5 % of the egg mass was dropped during incubation. At the average temperature of 27⁰C eggs in the incubation system hatched within 292 ± 12 hours after extrusion. In-vitro incubation of eggs proved to be an ineffective means of incubating Scylla serrata eggs with a hatch success rate of only 25 ± 5 %. Egg quality was assessed both directly, using variables such as hatch success rate and hatch synchronicity and retrospectively by using stress tests and comparing survival of larvae from different coloured egg batches. Lipid class composition and fatty acid methyl ester content for 28 batches of eggs and 16 batches of larvae were analyzed. The biochemical composition of the egg was correlated to survival of larvae in the stress tests to ascertain if the lipid content of the eggs determines their quality. Stress tests were used to retrospectively assess egg quality. Four stressors were administered to newly hatched larvae and the LD50 values recorded. An average LD50 of 64 hours was recorded for the starvation tests, 40% for the salinity tests, 37 ppm for the formalin tests and 39.7 mg/l NH3 for the ammonia stress tests was recorded. Egg colour ranged from pale yellow to orange-red. Egg colour was not influenced by female size or the time the females spent in captivity prior to spawning. Egg colour can therefore not be used as an indicator of quality. The lipid profiles of newly extruded eggs had no effect on hatch synchronicity or hatch success rate. However, the stress tests identified female size (p ≤ 0.02), DHA content of the egg (p ≤ 0.02), Σ omega-3 fatty acids of eggs (p ≤ 0.02) and EPA content of eggs (p ≤ 0.007) as possible determinants of egg quality. Larger crabs tended to produce poorer quality eggs. Egg quality also decreased as the amount of DHA, EPA and the Σ omega-3 fatty acids decreased in the eggs. To summarize, the results of this study indicated that the following parameters affect egg quality - crab size, DHA, EPA and Σ omega-3 fatty acid content of eggs.
- Full Text:
- Date Issued: 2004
- Authors: Churchill, Giles John
- Date: 2004
- Subjects: Scylla serrata , Crabs -- South Africa , Scylla serrata -- South Africa , Crabs -- Eggs -- Incubation , Crabs -- Spawning
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5376 , http://hdl.handle.net/10962/d1015963
- Description: The source of a reliable supply of seed is one of the most important factors determining the success of aquaculture. At present mud crab culture is reliant on wild caught juveniles, which limits the expansion of mud crab farming globally. This, coupled with the paucity of knowledge of the spawning and egg characteristics of mud crabs, prompted the investigation into the captive spawning, incubation and egg quality of Scylla serrata in South Africa. A total of 112 mature females were caught from three estuaries in northern KwaZulu Natal and acclimated to captive conditions. Mature females were present in the estuaries throughout the year and ranged from 90 to 200 mm carapace width. Except for 40 crabs all the females spawned in captivity. On average spawning took place 38 ± 23 days after capture but was not dependent on crab size. Fecundity was significantly correlated to crab size (p = 0.026), with larger females producing more eggs. The average fecundity per batch was 5.79 ± 2.07 million eggs. Hatch success rate for all egg batches was high averaging 84 ± 6 %. Egg dropping occurred in all egg batches during incubation. On average 6.5 % of the egg mass was dropped during incubation. At the average temperature of 27⁰C eggs in the incubation system hatched within 292 ± 12 hours after extrusion. In-vitro incubation of eggs proved to be an ineffective means of incubating Scylla serrata eggs with a hatch success rate of only 25 ± 5 %. Egg quality was assessed both directly, using variables such as hatch success rate and hatch synchronicity and retrospectively by using stress tests and comparing survival of larvae from different coloured egg batches. Lipid class composition and fatty acid methyl ester content for 28 batches of eggs and 16 batches of larvae were analyzed. The biochemical composition of the egg was correlated to survival of larvae in the stress tests to ascertain if the lipid content of the eggs determines their quality. Stress tests were used to retrospectively assess egg quality. Four stressors were administered to newly hatched larvae and the LD50 values recorded. An average LD50 of 64 hours was recorded for the starvation tests, 40% for the salinity tests, 37 ppm for the formalin tests and 39.7 mg/l NH3 for the ammonia stress tests was recorded. Egg colour ranged from pale yellow to orange-red. Egg colour was not influenced by female size or the time the females spent in captivity prior to spawning. Egg colour can therefore not be used as an indicator of quality. The lipid profiles of newly extruded eggs had no effect on hatch synchronicity or hatch success rate. However, the stress tests identified female size (p ≤ 0.02), DHA content of the egg (p ≤ 0.02), Σ omega-3 fatty acids of eggs (p ≤ 0.02) and EPA content of eggs (p ≤ 0.007) as possible determinants of egg quality. Larger crabs tended to produce poorer quality eggs. Egg quality also decreased as the amount of DHA, EPA and the Σ omega-3 fatty acids decreased in the eggs. To summarize, the results of this study indicated that the following parameters affect egg quality - crab size, DHA, EPA and Σ omega-3 fatty acid content of eggs.
- Full Text:
- Date Issued: 2004
Attitudes of isiXhosa-speaking students at the University of Fort Hare towards the use of isiXhosa as a language of learning and teaching (LOLT)
- Authors: Dalvit, Lorenzo
- Date: 2004
- Subjects: Native language and education -- South Africa -- Eastern Cape , Xhosa language -- Study and teaching (Higher) -- South Africa , English language -- Study and teaching (Higher) -- South Africa , Education, Bilingual , Language and education -- South Africa , Language policy -- South Africa , University of Fort Hare -- Students -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2343 , http://hdl.handle.net/10962/d1002625 , Native language and education -- South Africa -- Eastern Cape , Xhosa language -- Study and teaching (Higher) -- South Africa , English language -- Study and teaching (Higher) -- South Africa , Education, Bilingual , Language and education -- South Africa , Language policy -- South Africa , University of Fort Hare -- Students -- Attitudes
- Description: The present work presents and discusses the results of a survey of a sample of isiXhosa-speaking students at the University of Fort Hare (Alice campus) and their attitudes towards the possible introduction of isiXhosa as a medium of instruction at this institution. More specifically, the research focuses on, among other things, the students’ attitudes towards English and isiXhosa and their opinions and beliefs about the introduction of dual-mediumship and its possible consequences. The survey methods used are a questionnaire survey as well as follow-up interviews, supplemented by on-campus observation. The results are first analysed as a whole, and then split into different categories according to a set of background variables (gender, year of study, subject studied etc). This analysis indicates that, while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of isiXhosa as an additional medium of instruction. This survey clearly shows that it makes little sense to present isiXhosa-speaking students with a rigid choice between the existing English-medium and a dual-medium (English and isiXhosa) policy. If dual-mediumship is ever to be implemented, respondents seem to consider the use of isiXhosa as a medium of instruction more appropriate in the first years of study, for selected subjects and in some domains within the academic context rather than others. This study is part of a growing set of surveys on the attitudes of university students towards the use of African languages in education, and can be fruitfully compared with similar research at other institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy at the University of Fort Hare.
- Full Text:
- Date Issued: 2004
- Authors: Dalvit, Lorenzo
- Date: 2004
- Subjects: Native language and education -- South Africa -- Eastern Cape , Xhosa language -- Study and teaching (Higher) -- South Africa , English language -- Study and teaching (Higher) -- South Africa , Education, Bilingual , Language and education -- South Africa , Language policy -- South Africa , University of Fort Hare -- Students -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2343 , http://hdl.handle.net/10962/d1002625 , Native language and education -- South Africa -- Eastern Cape , Xhosa language -- Study and teaching (Higher) -- South Africa , English language -- Study and teaching (Higher) -- South Africa , Education, Bilingual , Language and education -- South Africa , Language policy -- South Africa , University of Fort Hare -- Students -- Attitudes
- Description: The present work presents and discusses the results of a survey of a sample of isiXhosa-speaking students at the University of Fort Hare (Alice campus) and their attitudes towards the possible introduction of isiXhosa as a medium of instruction at this institution. More specifically, the research focuses on, among other things, the students’ attitudes towards English and isiXhosa and their opinions and beliefs about the introduction of dual-mediumship and its possible consequences. The survey methods used are a questionnaire survey as well as follow-up interviews, supplemented by on-campus observation. The results are first analysed as a whole, and then split into different categories according to a set of background variables (gender, year of study, subject studied etc). This analysis indicates that, while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of isiXhosa as an additional medium of instruction. This survey clearly shows that it makes little sense to present isiXhosa-speaking students with a rigid choice between the existing English-medium and a dual-medium (English and isiXhosa) policy. If dual-mediumship is ever to be implemented, respondents seem to consider the use of isiXhosa as a medium of instruction more appropriate in the first years of study, for selected subjects and in some domains within the academic context rather than others. This study is part of a growing set of surveys on the attitudes of university students towards the use of African languages in education, and can be fruitfully compared with similar research at other institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy at the University of Fort Hare.
- Full Text:
- Date Issued: 2004
Investigations into the nutritional requirements of juvenile dusky kob, Argyrosomus japonicus (Pisces sciaendae), under ambient culture conditions
- Authors: Daniel, Simon James
- Date: 2004
- Subjects: Argyrosomus -- Nutrition -- Requirements , Sciaenidae -- Nutrition -- Requirements , Fishes -- Food , Fishes -- Growth , Fish culture , Fishes -- Nutrition -- Requirements
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5197 , http://hdl.handle.net/10962/d1002602 , Argyrosomus -- Nutrition -- Requirements , Sciaenidae -- Nutrition -- Requirements , Fishes -- Food , Fishes -- Growth , Fish culture , Fishes -- Nutrition -- Requirements
- Description: The effect of dietary protein, protein and energy ratios, fish meal replacement by Soya bean meal and feeding frequency was investigated on the growth, feed efficiency and body composition, of juvenile dusky kob, Argyrosomus japonicus. The effect of dietary protein levels was investigated by comparing isocaloric diets containing 35, 40, 45 and 55% protein. Dietary protein inclusion level significantly affected specific growth rates, feed efficiency and body composition (in terms of fat deposition) and results show that a minimum of 45% and maximum of 52.3% dietary protein is optimal. The protein and energy requirements were investigated by comparing three protein levels (35,40 and 45%) with three lipid levels (6, 9 and 12%) in a 3x3 factorial design. A diet 45% protein and 9% lipid, with a P: E ratio of29 mglkJ and DE of 15.5 kJ/g resulted in an optimal specific growth rate (1.6± 0.2), feed efficiency (FCR= 1.7±0.44; PER= 1.36) and body composition for A. japonicus. To investigate the effect of partial fish meal replacement by Soya bean meal (SBM) in the diet, 20-50% of the protein from fish meal was substituted by protein from SBM, and were compared with a control diet containing only fish meal. No significant differences in the specific growth rates, feed efficiencies and the body composition were recorded for the fish fed the control diet and for fish fed the 20 and 30% SBM treatments. Results show that up to 30% of the protein from fish meal can be replaced with protein from SBM in the diet of this species. The effect of feeding frequency and gut evacuation time was investigated by comparing four feeding frequencies. Fish were fed to satiation either once, twice, three or four times a day. Feed intake was significantly affected by feeding frequency and fish fed 2, 3 and 4 meals a day ate significantly more food (p< 0.05) than the fish fed one meal a day. No significant differences (p> 0.05) in the specific growth rates, feed efficiencies and body composition were recorded for fish fed 2, 3 and 4 times a day. Feed intake was used to calculate an optimal daily ration and feeding two meals a day resulted in an optimal daily ration of 4% BW/day. A gut evacuation time of 7.25 hours indicates that fish fed twice a day probably had sufficient time to digest their food and evacuate their guts, resulting in the same daily feed intake as fish given 3 and 4 meals a day. Results conclude that under the present experimental conditions, a minimum daily ration of 4% BW/day, fed twice a day (in the morning and evening) is required for optimal growth (SGR= 1.33± 0.1), feed efficiency (FCR= 1.96± 0.4; PER= 1.44± 0.2) and body composition in juvenile dusky kob.
- Full Text:
- Date Issued: 2004
- Authors: Daniel, Simon James
- Date: 2004
- Subjects: Argyrosomus -- Nutrition -- Requirements , Sciaenidae -- Nutrition -- Requirements , Fishes -- Food , Fishes -- Growth , Fish culture , Fishes -- Nutrition -- Requirements
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5197 , http://hdl.handle.net/10962/d1002602 , Argyrosomus -- Nutrition -- Requirements , Sciaenidae -- Nutrition -- Requirements , Fishes -- Food , Fishes -- Growth , Fish culture , Fishes -- Nutrition -- Requirements
- Description: The effect of dietary protein, protein and energy ratios, fish meal replacement by Soya bean meal and feeding frequency was investigated on the growth, feed efficiency and body composition, of juvenile dusky kob, Argyrosomus japonicus. The effect of dietary protein levels was investigated by comparing isocaloric diets containing 35, 40, 45 and 55% protein. Dietary protein inclusion level significantly affected specific growth rates, feed efficiency and body composition (in terms of fat deposition) and results show that a minimum of 45% and maximum of 52.3% dietary protein is optimal. The protein and energy requirements were investigated by comparing three protein levels (35,40 and 45%) with three lipid levels (6, 9 and 12%) in a 3x3 factorial design. A diet 45% protein and 9% lipid, with a P: E ratio of29 mglkJ and DE of 15.5 kJ/g resulted in an optimal specific growth rate (1.6± 0.2), feed efficiency (FCR= 1.7±0.44; PER= 1.36) and body composition for A. japonicus. To investigate the effect of partial fish meal replacement by Soya bean meal (SBM) in the diet, 20-50% of the protein from fish meal was substituted by protein from SBM, and were compared with a control diet containing only fish meal. No significant differences in the specific growth rates, feed efficiencies and the body composition were recorded for the fish fed the control diet and for fish fed the 20 and 30% SBM treatments. Results show that up to 30% of the protein from fish meal can be replaced with protein from SBM in the diet of this species. The effect of feeding frequency and gut evacuation time was investigated by comparing four feeding frequencies. Fish were fed to satiation either once, twice, three or four times a day. Feed intake was significantly affected by feeding frequency and fish fed 2, 3 and 4 meals a day ate significantly more food (p< 0.05) than the fish fed one meal a day. No significant differences (p> 0.05) in the specific growth rates, feed efficiencies and body composition were recorded for fish fed 2, 3 and 4 times a day. Feed intake was used to calculate an optimal daily ration and feeding two meals a day resulted in an optimal daily ration of 4% BW/day. A gut evacuation time of 7.25 hours indicates that fish fed twice a day probably had sufficient time to digest their food and evacuate their guts, resulting in the same daily feed intake as fish given 3 and 4 meals a day. Results conclude that under the present experimental conditions, a minimum daily ration of 4% BW/day, fed twice a day (in the morning and evening) is required for optimal growth (SGR= 1.33± 0.1), feed efficiency (FCR= 1.96± 0.4; PER= 1.44± 0.2) and body composition in juvenile dusky kob.
- Full Text:
- Date Issued: 2004
Mapping the Radio KC community : a case study assessing the impact of participatory research methods in assisting community radio producers to identify programming content
- Authors: Davidson, Brett Russell
- Date: 2004
- Subjects: Radio broadcasting -- South Africa -- Paarl , Radio stations -- South Africa -- Paarl , Radio journalism -- South Africa -- Paarl , Radio broadcasters -- Research -- South Africa -- Paarl , Mass media -- Political aspects -- South Africa , Mass media -- Social aspects -- South Africa , Radio in community development
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3497 , http://hdl.handle.net/10962/d1003716 , Radio broadcasting -- South Africa -- Paarl , Radio stations -- South Africa -- Paarl , Radio journalism -- South Africa -- Paarl , Radio broadcasters -- Research -- South Africa -- Paarl , Mass media -- Political aspects -- South Africa , Mass media -- Social aspects -- South Africa , Radio in community development
- Description: This thesis deals with the introduction of participatory research methods to programming staff working at Radio KC, a South African community radio station based in Paarl, in the Western Cape province. The focus is on a series of workshops conducted at the station, dealing with research tools developed to enable station workers to undertake research of their community. The aim was to determine, by means ofa case study, whether the introduction of participatory research methods could improve the ability of community broadcasters to facilitate democratic participation among the communities in which they operate. More particularly, the thesis assesses whether the application of such methods has improved the ability of the programming staff that were involved in this case study to identify a wider range of stories and voices within their target community, for inclusion in programming content. The participatory research techniques that are applied at the radio station are based on ideas in 'civic mapping' developed by Harwood and McCrehan (1996) under the auspices of The Pew Center for Civic Journalism, and supplemented by insights from Friedland (2001) and Downs and Stea (1977) about the cognitive, normative and imagined dimensions of community. All of the ideas and techniques were adapted for the South African situation. The findings of the research project illustrate that for community stations, the key concepts of 'community' and 'participation' are highly complex ones and that stations need assistance to apply these concepts in their everyday practice. The account of the intervention at Radio KC shows that the process did indeed assist the individual research participants to better deal with the application of these concepts. It did not, however, make much impact on the station as a whole. Reasons for this are believed to lie in the organisational dynamics of the station, and the fact that the model as applied in this case did not provide a means for tackling the agendas, investments and power relations that define the activities of individuals at a given community radio station - what Hochheimer (1993) talks about as the entrenchment of power and personalities. In order to address these shortcomings, an attempt is made to develop a model for future application, which places the mapping process within the context of a broader strategic planning process, focussed on a station's programming schedule.
- Full Text:
- Date Issued: 2004
- Authors: Davidson, Brett Russell
- Date: 2004
- Subjects: Radio broadcasting -- South Africa -- Paarl , Radio stations -- South Africa -- Paarl , Radio journalism -- South Africa -- Paarl , Radio broadcasters -- Research -- South Africa -- Paarl , Mass media -- Political aspects -- South Africa , Mass media -- Social aspects -- South Africa , Radio in community development
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3497 , http://hdl.handle.net/10962/d1003716 , Radio broadcasting -- South Africa -- Paarl , Radio stations -- South Africa -- Paarl , Radio journalism -- South Africa -- Paarl , Radio broadcasters -- Research -- South Africa -- Paarl , Mass media -- Political aspects -- South Africa , Mass media -- Social aspects -- South Africa , Radio in community development
- Description: This thesis deals with the introduction of participatory research methods to programming staff working at Radio KC, a South African community radio station based in Paarl, in the Western Cape province. The focus is on a series of workshops conducted at the station, dealing with research tools developed to enable station workers to undertake research of their community. The aim was to determine, by means ofa case study, whether the introduction of participatory research methods could improve the ability of community broadcasters to facilitate democratic participation among the communities in which they operate. More particularly, the thesis assesses whether the application of such methods has improved the ability of the programming staff that were involved in this case study to identify a wider range of stories and voices within their target community, for inclusion in programming content. The participatory research techniques that are applied at the radio station are based on ideas in 'civic mapping' developed by Harwood and McCrehan (1996) under the auspices of The Pew Center for Civic Journalism, and supplemented by insights from Friedland (2001) and Downs and Stea (1977) about the cognitive, normative and imagined dimensions of community. All of the ideas and techniques were adapted for the South African situation. The findings of the research project illustrate that for community stations, the key concepts of 'community' and 'participation' are highly complex ones and that stations need assistance to apply these concepts in their everyday practice. The account of the intervention at Radio KC shows that the process did indeed assist the individual research participants to better deal with the application of these concepts. It did not, however, make much impact on the station as a whole. Reasons for this are believed to lie in the organisational dynamics of the station, and the fact that the model as applied in this case did not provide a means for tackling the agendas, investments and power relations that define the activities of individuals at a given community radio station - what Hochheimer (1993) talks about as the entrenchment of power and personalities. In order to address these shortcomings, an attempt is made to develop a model for future application, which places the mapping process within the context of a broader strategic planning process, focussed on a station's programming schedule.
- Full Text:
- Date Issued: 2004
An empirical study of client satisfaction with service recovery within a South African banking institution
- Authors: Davies, Gareth M
- Date: 2004
- Subjects: First National Bank of Southern Africa Banks and banking -- South Africa Bank management -- South Africa Financial services industry -- South Africa Banks and banking -- Customer services -- South Africa Banks and banking -- Customer services -- Effect of marketing on
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:725 , http://hdl.handle.net/10962/d1003845
- Description: In many industries, service is the critical determinant of success or failure. Service failure is almost inevitable, and this has the potential for the organisation to lose its customer. However, if implemented successfully, Service Recovery can rectify the breakdown in service, and turn angry, frustrated customers into loyal ones. Service Recovery is vital for profitability, especially for companies operating in the services market, like First National Bank (FNB). Unfortunately, few service firms know how satisfied customers are with their Service Recovery efforts, and FNB is no exception. This study attempted to rectify the situation, to ensure that the bank does not fail its customers a second time. The major focus of the study is to assess client satisfaction with Service Recovery (SR) from FNB. By using the RECOVSAT instrument (developed by Boshoff in 1999), the study aims to establish how effective FNB was in terms of the six dimensions of SR, namely communication, empowerment, feedback, atonement, explanation, and tangibles. The relationship between each of the dimensions and customer satisfaction, as well as between customer satisfaction and loyalty, was measured, and a hypothesis for each relationship rejected or accepted. The empirical results show that, from 702 complainants, a RECOVSAT score of 68% was computed, which could be regarded as only satisfactory. The dimensions of communication, explanation, atonement, and empowerment, had the strongest positive correlation with customer satisfaction, while feedback and tangibles, although positively correlated, were not statistically significant, and thus not as important as the first four dimensions. FNB performed best on tangibles (81%), then communication (75%), explanation (70%), atonement (68%), empowerment (62%), and lastly feedback (51%). The study reinforced the view that customer satisfaction is positively related to loyalty. Other findings were that, administration and errors were the most frequent complaints, followed by pricing, fees, and interest, while time delays/waiting were the third most numerous. Over 54% of complainants had been with the bank for over 10 years, which could be a problem if the customers had left the bank, as the profitability of a customer generally increases with time. Age and gender did not appear to be factors that influenced behaviour of complainants. In terms of the managerial implications, it is recommended that FNB implement a Customer-Complaint-Handling (CCH) system that is both national and inter-group. The bank should also focus on empowering employees, improving communication skills, explaining to customers why the problem occurred, apologising, and offering some atonement. By adopting the recommendations, FNB should improve their service recovery, and as a consequence, their customer satisfaction and loyalty, and profitability should also increase.
- Full Text:
- Date Issued: 2004
- Authors: Davies, Gareth M
- Date: 2004
- Subjects: First National Bank of Southern Africa Banks and banking -- South Africa Bank management -- South Africa Financial services industry -- South Africa Banks and banking -- Customer services -- South Africa Banks and banking -- Customer services -- Effect of marketing on
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:725 , http://hdl.handle.net/10962/d1003845
- Description: In many industries, service is the critical determinant of success or failure. Service failure is almost inevitable, and this has the potential for the organisation to lose its customer. However, if implemented successfully, Service Recovery can rectify the breakdown in service, and turn angry, frustrated customers into loyal ones. Service Recovery is vital for profitability, especially for companies operating in the services market, like First National Bank (FNB). Unfortunately, few service firms know how satisfied customers are with their Service Recovery efforts, and FNB is no exception. This study attempted to rectify the situation, to ensure that the bank does not fail its customers a second time. The major focus of the study is to assess client satisfaction with Service Recovery (SR) from FNB. By using the RECOVSAT instrument (developed by Boshoff in 1999), the study aims to establish how effective FNB was in terms of the six dimensions of SR, namely communication, empowerment, feedback, atonement, explanation, and tangibles. The relationship between each of the dimensions and customer satisfaction, as well as between customer satisfaction and loyalty, was measured, and a hypothesis for each relationship rejected or accepted. The empirical results show that, from 702 complainants, a RECOVSAT score of 68% was computed, which could be regarded as only satisfactory. The dimensions of communication, explanation, atonement, and empowerment, had the strongest positive correlation with customer satisfaction, while feedback and tangibles, although positively correlated, were not statistically significant, and thus not as important as the first four dimensions. FNB performed best on tangibles (81%), then communication (75%), explanation (70%), atonement (68%), empowerment (62%), and lastly feedback (51%). The study reinforced the view that customer satisfaction is positively related to loyalty. Other findings were that, administration and errors were the most frequent complaints, followed by pricing, fees, and interest, while time delays/waiting were the third most numerous. Over 54% of complainants had been with the bank for over 10 years, which could be a problem if the customers had left the bank, as the profitability of a customer generally increases with time. Age and gender did not appear to be factors that influenced behaviour of complainants. In terms of the managerial implications, it is recommended that FNB implement a Customer-Complaint-Handling (CCH) system that is both national and inter-group. The bank should also focus on empowering employees, improving communication skills, explaining to customers why the problem occurred, apologising, and offering some atonement. By adopting the recommendations, FNB should improve their service recovery, and as a consequence, their customer satisfaction and loyalty, and profitability should also increase.
- Full Text:
- Date Issued: 2004
Religious nationalism and negotiation : Islamic identity and the resolution of the Israel/Palestine conflic
- Authors: De Villiers, Shirley
- Date: 2004
- Subjects: Arab-Israeli conflict Palestinian Arabs -- Civil rights -- Israel Nationalism -- Middle East Religion and politics -- Middle East Jewish-Arab relations Nationalism -- Religious aspects -- Islam -- History -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2873 , http://hdl.handle.net/10962/d1007815
- Description: The use of violence in the Israel/Palestine conflict has been justified and legitimised by an appeal to religion. Militant Islamist organisations like Ramas have become central players in the Palestinian political landscape as a result of the popular support that they enjoy. This thesis aims to investigate the reasons for this support by analysing the Israel/Palestine conflict in terms of Ruman Needs Theory. According to this Theory, humans have essential needs that need to be fulfilled in order to ensure survival and development. Among these needs, the need for identity and recognition of identity is of vital importance. This thesis thus explores the concept of identity as a need, and investigates this need as it relates to inter-group conflict. In situating this theory in the Israel/Palestine conflict, the study exammes how organisations like Ramas have Islamised Palestinian national identity in order to garner political support. The central contention, then, is that the primary identity group of the Palestinian population is no longer nationalist, but Islamic/nationalist. In Islamising the conflict with Israel as well as Palestinian identity, Ramas has been able to justify its often indiscriminate use of violence by appealing to religion. The conflict is thus perceived to be one between two absolutes - that of Islam versus Judaism. In considering the conflict as one of identities struggling for survival in a climate of perceived threat, any attempt at resolution of the conflict needs to include a focus on needs-based issues. The problem-solving approach to negotiation allows for parties to consider issues of identity, recognition and security needs, and thus ensures that the root causes of conflicts are addressed, The contention is that this approach is vital to any conflict resolution strategy where identity needs are at stake, and it provides the grounding for the success of more traditional zero-sum bargaining methods. A recognition of Islamic identity in negotiation processes in Israel/Palestine may thus make for a more comprehensive conflict resolution strategy, and make the outcomes of negotiations more acceptable to the people of Palestine, thus undermining the acceptance of violence that exists at present.
- Full Text:
- Date Issued: 2004
- Authors: De Villiers, Shirley
- Date: 2004
- Subjects: Arab-Israeli conflict Palestinian Arabs -- Civil rights -- Israel Nationalism -- Middle East Religion and politics -- Middle East Jewish-Arab relations Nationalism -- Religious aspects -- Islam -- History -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2873 , http://hdl.handle.net/10962/d1007815
- Description: The use of violence in the Israel/Palestine conflict has been justified and legitimised by an appeal to religion. Militant Islamist organisations like Ramas have become central players in the Palestinian political landscape as a result of the popular support that they enjoy. This thesis aims to investigate the reasons for this support by analysing the Israel/Palestine conflict in terms of Ruman Needs Theory. According to this Theory, humans have essential needs that need to be fulfilled in order to ensure survival and development. Among these needs, the need for identity and recognition of identity is of vital importance. This thesis thus explores the concept of identity as a need, and investigates this need as it relates to inter-group conflict. In situating this theory in the Israel/Palestine conflict, the study exammes how organisations like Ramas have Islamised Palestinian national identity in order to garner political support. The central contention, then, is that the primary identity group of the Palestinian population is no longer nationalist, but Islamic/nationalist. In Islamising the conflict with Israel as well as Palestinian identity, Ramas has been able to justify its often indiscriminate use of violence by appealing to religion. The conflict is thus perceived to be one between two absolutes - that of Islam versus Judaism. In considering the conflict as one of identities struggling for survival in a climate of perceived threat, any attempt at resolution of the conflict needs to include a focus on needs-based issues. The problem-solving approach to negotiation allows for parties to consider issues of identity, recognition and security needs, and thus ensures that the root causes of conflicts are addressed, The contention is that this approach is vital to any conflict resolution strategy where identity needs are at stake, and it provides the grounding for the success of more traditional zero-sum bargaining methods. A recognition of Islamic identity in negotiation processes in Israel/Palestine may thus make for a more comprehensive conflict resolution strategy, and make the outcomes of negotiations more acceptable to the people of Palestine, thus undermining the acceptance of violence that exists at present.
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- Date Issued: 2004