Research portfolio
- Authors: Haingura, Paulinus
- Date: 2004
- Subjects: Education -- Namibia Education and state -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1732 , http://hdl.handle.net/10962/d1003615
- Description: The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
- Full Text:
- Date Issued: 2004
- Authors: Haingura, Paulinus
- Date: 2004
- Subjects: Education -- Namibia Education and state -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1732 , http://hdl.handle.net/10962/d1003615
- Description: The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Hoveka, E P
- Date: 2004
- Subjects: Education -- Namibia Teaching -- Namibia Curriculum planning -- Namibia Educational change -- Namibia English language -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1733 , http://hdl.handle.net/10962/d1003616
- Description: The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
- Full Text:
- Date Issued: 2004
- Authors: Hoveka, E P
- Date: 2004
- Subjects: Education -- Namibia Teaching -- Namibia Curriculum planning -- Namibia Educational change -- Namibia English language -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1733 , http://hdl.handle.net/10962/d1003616
- Description: The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Kruger, H J M
- Date: 2004
- Subjects: Mathematics -- Study and teaching (Elementary) -- Namibia Problem solving -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1874 , http://hdl.handle.net/10962/d1005629
- Description: Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
- Full Text:
- Date Issued: 2004
- Authors: Kruger, H J M
- Date: 2004
- Subjects: Mathematics -- Study and teaching (Elementary) -- Namibia Problem solving -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1874 , http://hdl.handle.net/10962/d1005629
- Description: Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Mungongi, Fillemon
- Date: 2004
- Subjects: Education, Elementary -- Namibia Teaching -- Namibia Educational change -- Namibia English language -- Study and teaching (Elementary) -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1937 , http://hdl.handle.net/10962/d1007716
- Description: 1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.
- Full Text:
- Date Issued: 2004
- Authors: Mungongi, Fillemon
- Date: 2004
- Subjects: Education, Elementary -- Namibia Teaching -- Namibia Educational change -- Namibia English language -- Study and teaching (Elementary) -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1937 , http://hdl.handle.net/10962/d1007716
- Description: 1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Gontes, Karolina
- Date: 2004
- Subjects: Curriculum planning -- Namibia African languages -- Study and teaching -- Namibia Language and languages -- Study and teaching -- Curricula--Namibia Language and education -- Namibia Language policy -- Namibia Nama language -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1731 , http://hdl.handle.net/10962/d1003614
- Description: The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
- Full Text:
- Date Issued: 2004
- Authors: Gontes, Karolina
- Date: 2004
- Subjects: Curriculum planning -- Namibia African languages -- Study and teaching -- Namibia Language and languages -- Study and teaching -- Curricula--Namibia Language and education -- Namibia Language policy -- Namibia Nama language -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1731 , http://hdl.handle.net/10962/d1003614
- Description: The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Katewa, E N M
- Date: 2004
- Subjects: Rundu College of Education (Namibia) Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Curriculum change -- Namibia Teaching -- Namibia Universities and colleges -- Namibia -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1734 , http://hdl.handle.net/10962/d1003617
- Description: The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.
- Full Text:
- Date Issued: 2004
- Authors: Katewa, E N M
- Date: 2004
- Subjects: Rundu College of Education (Namibia) Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Curriculum change -- Namibia Teaching -- Namibia Universities and colleges -- Namibia -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1734 , http://hdl.handle.net/10962/d1003617
- Description: The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.
- 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
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
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
Research portfolio
- Authors: Garosas, Elfriede S
- Date: 2004
- Subjects: Education -- Namibia , Curriculum planning -- Namibia , Home economics -- Study and teaching -- Namibia , Teaching -- Namibia , College teachers -- Training of -- Namibia , Universities and colleges -- Curricula -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2010 , http://hdl.handle.net/10962/d1015966
- Description: [From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
- Full Text:
- Date Issued: 2004
- Authors: Garosas, Elfriede S
- Date: 2004
- Subjects: Education -- Namibia , Curriculum planning -- Namibia , Home economics -- Study and teaching -- Namibia , Teaching -- Namibia , College teachers -- Training of -- Namibia , Universities and colleges -- Curricula -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2010 , http://hdl.handle.net/10962/d1015966
- Description: [From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
- Full Text:
- Date Issued: 2004
Rhodes University Graduation Ceremony 2004
- Authors: Rhodes University
- Date: 2004
- Language: English
- Type: text
- Identifier: vital:8143 , http://hdl.handle.net/10962/d1007261
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 2 April 2004 at 10:30; 14:30 & 18:00 [and] Saturday, 3 April 2004 at 10:30 [and] Friday, 30 July 2004 at 18:00 , RU East London Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 7 May 2004 at 10:30: 14:30 & 18:00 [and] Saturday, 8 May 2004 at 10:30
- Full Text:
- Date Issued: 2004
- Authors: Rhodes University
- Date: 2004
- Language: English
- Type: text
- Identifier: vital:8143 , http://hdl.handle.net/10962/d1007261
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 2 April 2004 at 10:30; 14:30 & 18:00 [and] Saturday, 3 April 2004 at 10:30 [and] Friday, 30 July 2004 at 18:00 , RU East London Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 7 May 2004 at 10:30: 14:30 & 18:00 [and] Saturday, 8 May 2004 at 10:30
- Full Text:
- Date Issued: 2004
Rights-based restitution in South Africa : developmental land reform or relocation in reverse?
- Authors: Roodt, Monty
- Date: 2004
- Subjects: Restitution -- South Africa , Land reform -- South Africa , Right of property -- South Africa , Land settlement -- South Africa , Land tenure -- South Africa , South Africa -- Commission on Restitution of Land Rights
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3351 , http://hdl.handle.net/10962/d1007211 , Restitution -- South Africa , Land reform -- South Africa , Right of property -- South Africa , Land settlement -- South Africa , Land tenure -- South Africa , South Africa -- Commission on Restitution of Land Rights
- Description: The main question of this thesis is to what extent the rights-based and market-driven nature of the restitution program has given rise to a legalistic and bureaucratic process that negates both the demand-driven and the developmental aspects of restitution as land reform. I answer this question by showing that the choice of a Constitutional model with a Bill of Rights provides the background for a rights-based land reform program. This is especially true for the restitution sub-program, one of the three branches along with redistribution and tenure of the overall land reform program. I then consider the debate around the property clause, and how its inclusion provided the context for a market and rights-based approach to land reform as opposed to a supply-led administrative approach. Because the property clause as a First Generation right prevents expropriation of land without market-related compensation, a complex and legalistic land reform program falling within the ambit of Second Generation rights was formulated to address the gross imbalance in land ownership in South Africa. I argue that the contemporary origin of Second Generation human rights lies within the context of class and anti-globalisation struggles for democracy, and that they are something to be fought for and defended. I discuss the distinction between First, Second and Third Generation rights and identify four spheres within which the struggle for Second and Third Generation rights takes place within modern democratic states. These are the state, the representative public sphere, civil society and the private sphere. I then deal with the problem of trying to turn "paper rights" into realisable rights for the more disadvantaged sectors of society. I also look at what impedes their realisation. I argue that a number of strategies are necessary to ensure the delivery of Second and Third Generation rights. These are an adequate legislative framework, a good communication strategy, the development of institutional capacity to deliver, and if all else fails, access to conflict resolution mechanisms. I consider the major impediments to the realisation of Second and Third Generation rights to be the way in which they are defined in relation to First Generation rights, especially the property clause, the way in which access to rights-backed resources through formal institutions are mediated by the operation of informal institutions, and the dearth of administrative competence in South Africa. My point is that in order for Second and Third Generation rights to have practical benefit for the dispossessed and poor, extraordinary measures are needed. The Restitution arm of the land reform program provides in theory just such extraordinary measures, albeit for only a section of the population. I analyse the effectiveness of the Land Claims Court in assisting restitution claimants and the rural poor to realize their rights. I trace the slow and haphazard shift from a positivistic statutory interpretation (narrow, literal, legalistic) to a purposive interpretation (informed by the Constitutional spirit and social purpose of the legislation) by the Court. This is followed by an analysis of the restitution business process, which means tracing the path of the claim from lodgement to settlement. I set out the costly, complex and legalistic implementation and policy process in some detail. My argument is that in order for a rights-based approach to overcome the impediments outlined in Chapter 3, as well as the property clause in the Constitution, its architects designed a complex process that in the end proved counter-productive in terms of its original aims. The failure of the process to deliver led in 1998 the then Minister of Land Affairs, Derek Hannekom, to appoint a Ministerial Review to investigate the problems. Problems included: slowness of delivery, the crisis of unplannability, low levels of trust between implementers, and high levels of frustration. Two issues are analysed more fully, the rights-driven approach as opposed to the rights-based approach and the lack of claimant participation in taking control of the restitution process. I examine the relationship of the Restitution Commission to the Department of Land Affairs and to municipal land use planning processes. The emphasis on rights within the restitution program had the effect of distancing restitution, especially in the first few years of the programs' existence, from the rest of the land reform program, as well as from the local government process of formulating land development objectives (LDOs), and the Integrated Development Planning (lOP) process. I look at the Port Elizabeth Land and Community Restoration Association (Pelcra) as a case study as it embodies an approach that tries to move beyond a mere reclaiming of rights in land and attempts to implement a developmental approach. I conclude that the rights-based restitution program in spite of its many shortcomings has had some success. It has moved slowly from an overly legalistic judicial program to a more administrative but still bureaucratic process, that has delivered only 27 percent of its product as land reform, the rest going to monetary compensation mainly in urban areas. Thus it can be argued that restitution has been more successful as a program to promote reconciliation along the lines of the Truth and Reconciliation Commission, than as a land reform program, especially if one regards land reform as the restoration of rural land to the indigenous population. There have also been some successful attempts by the Commission, such as in the case of PELCRA, to integrate the processing of its claims with local government planning processes, but progress in this direction remains patchy.
- Full Text:
- Date Issued: 2004
- Authors: Roodt, Monty
- Date: 2004
- Subjects: Restitution -- South Africa , Land reform -- South Africa , Right of property -- South Africa , Land settlement -- South Africa , Land tenure -- South Africa , South Africa -- Commission on Restitution of Land Rights
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3351 , http://hdl.handle.net/10962/d1007211 , Restitution -- South Africa , Land reform -- South Africa , Right of property -- South Africa , Land settlement -- South Africa , Land tenure -- South Africa , South Africa -- Commission on Restitution of Land Rights
- Description: The main question of this thesis is to what extent the rights-based and market-driven nature of the restitution program has given rise to a legalistic and bureaucratic process that negates both the demand-driven and the developmental aspects of restitution as land reform. I answer this question by showing that the choice of a Constitutional model with a Bill of Rights provides the background for a rights-based land reform program. This is especially true for the restitution sub-program, one of the three branches along with redistribution and tenure of the overall land reform program. I then consider the debate around the property clause, and how its inclusion provided the context for a market and rights-based approach to land reform as opposed to a supply-led administrative approach. Because the property clause as a First Generation right prevents expropriation of land without market-related compensation, a complex and legalistic land reform program falling within the ambit of Second Generation rights was formulated to address the gross imbalance in land ownership in South Africa. I argue that the contemporary origin of Second Generation human rights lies within the context of class and anti-globalisation struggles for democracy, and that they are something to be fought for and defended. I discuss the distinction between First, Second and Third Generation rights and identify four spheres within which the struggle for Second and Third Generation rights takes place within modern democratic states. These are the state, the representative public sphere, civil society and the private sphere. I then deal with the problem of trying to turn "paper rights" into realisable rights for the more disadvantaged sectors of society. I also look at what impedes their realisation. I argue that a number of strategies are necessary to ensure the delivery of Second and Third Generation rights. These are an adequate legislative framework, a good communication strategy, the development of institutional capacity to deliver, and if all else fails, access to conflict resolution mechanisms. I consider the major impediments to the realisation of Second and Third Generation rights to be the way in which they are defined in relation to First Generation rights, especially the property clause, the way in which access to rights-backed resources through formal institutions are mediated by the operation of informal institutions, and the dearth of administrative competence in South Africa. My point is that in order for Second and Third Generation rights to have practical benefit for the dispossessed and poor, extraordinary measures are needed. The Restitution arm of the land reform program provides in theory just such extraordinary measures, albeit for only a section of the population. I analyse the effectiveness of the Land Claims Court in assisting restitution claimants and the rural poor to realize their rights. I trace the slow and haphazard shift from a positivistic statutory interpretation (narrow, literal, legalistic) to a purposive interpretation (informed by the Constitutional spirit and social purpose of the legislation) by the Court. This is followed by an analysis of the restitution business process, which means tracing the path of the claim from lodgement to settlement. I set out the costly, complex and legalistic implementation and policy process in some detail. My argument is that in order for a rights-based approach to overcome the impediments outlined in Chapter 3, as well as the property clause in the Constitution, its architects designed a complex process that in the end proved counter-productive in terms of its original aims. The failure of the process to deliver led in 1998 the then Minister of Land Affairs, Derek Hannekom, to appoint a Ministerial Review to investigate the problems. Problems included: slowness of delivery, the crisis of unplannability, low levels of trust between implementers, and high levels of frustration. Two issues are analysed more fully, the rights-driven approach as opposed to the rights-based approach and the lack of claimant participation in taking control of the restitution process. I examine the relationship of the Restitution Commission to the Department of Land Affairs and to municipal land use planning processes. The emphasis on rights within the restitution program had the effect of distancing restitution, especially in the first few years of the programs' existence, from the rest of the land reform program, as well as from the local government process of formulating land development objectives (LDOs), and the Integrated Development Planning (lOP) process. I look at the Port Elizabeth Land and Community Restoration Association (Pelcra) as a case study as it embodies an approach that tries to move beyond a mere reclaiming of rights in land and attempts to implement a developmental approach. I conclude that the rights-based restitution program in spite of its many shortcomings has had some success. It has moved slowly from an overly legalistic judicial program to a more administrative but still bureaucratic process, that has delivered only 27 percent of its product as land reform, the rest going to monetary compensation mainly in urban areas. Thus it can be argued that restitution has been more successful as a program to promote reconciliation along the lines of the Truth and Reconciliation Commission, than as a land reform program, especially if one regards land reform as the restoration of rural land to the indigenous population. There have also been some successful attempts by the Commission, such as in the case of PELCRA, to integrate the processing of its claims with local government planning processes, but progress in this direction remains patchy.
- Full Text:
- Date Issued: 2004
Rural livelihoods at Dwesa/Cwebe: poverty, development and natural resource use on the Wild Coast, South Africa
- Authors: Timmermans, Herman Gerald
- Date: 2004
- Subjects: Poverty -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Land reform -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Conservation of natural resources -- South Africa -- Eastern Cape , Income distribution -- South Africa -- Eastern Cape , Household surveys -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4767 , http://hdl.handle.net/10962/d1007174 , Poverty -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Land reform -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Conservation of natural resources -- South Africa -- Eastern Cape , Income distribution -- South Africa -- Eastern Cape , Household surveys -- South Africa -- Eastern Cape
- Description: This thesis uses the sustainable rural livelihoods framework to investigate the livelihoods of communities residing adjacent to a remote protected area on the Wild Coast. The communities living in the area are among the poorest in South Africa and are largely dependent on migrant remittances and state welfare grants for their survival. Soon after South Africa's first democratic elections in 1994, the communities lodged a land claim against the protected area on the basis of past removals. In 2001, their land rights to the protected area were restored, opening up new avenues for the development of the area. It is argued that livelihood systems in the area are complex, varied and dynamic, and that for development to be sustainable, it needs to be informed by a thorough understanding of the many factors that shape the context in which livelihoods are generated. The research is based primarily on 'in-depth' micro-studies of two villages in the area - Ntubeni and Cwebe. It includes a detailed assessment of the extent and distribution of poverty and the various factors that make households vulnerable to livelihood shocks. The role of the rich and diverse natural resource base, the property rights associated with it, and the under-development of infrastructure and services in the area, are discussed in relation to livelihood prospects. A systems approach is used to examine the various ways in which livestock husbandry, cropping, natural resource use, employment and welfare dependence interact. Finally, the thesis examines in some detail the distribution of household assets, livelihood strategies and livelihood outcomes between the two villages, and between households in different income groups.
- Full Text:
- Date Issued: 2004
- Authors: Timmermans, Herman Gerald
- Date: 2004
- Subjects: Poverty -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Land reform -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Conservation of natural resources -- South Africa -- Eastern Cape , Income distribution -- South Africa -- Eastern Cape , Household surveys -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4767 , http://hdl.handle.net/10962/d1007174 , Poverty -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Land reform -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Conservation of natural resources -- South Africa -- Eastern Cape , Income distribution -- South Africa -- Eastern Cape , Household surveys -- South Africa -- Eastern Cape
- Description: This thesis uses the sustainable rural livelihoods framework to investigate the livelihoods of communities residing adjacent to a remote protected area on the Wild Coast. The communities living in the area are among the poorest in South Africa and are largely dependent on migrant remittances and state welfare grants for their survival. Soon after South Africa's first democratic elections in 1994, the communities lodged a land claim against the protected area on the basis of past removals. In 2001, their land rights to the protected area were restored, opening up new avenues for the development of the area. It is argued that livelihood systems in the area are complex, varied and dynamic, and that for development to be sustainable, it needs to be informed by a thorough understanding of the many factors that shape the context in which livelihoods are generated. The research is based primarily on 'in-depth' micro-studies of two villages in the area - Ntubeni and Cwebe. It includes a detailed assessment of the extent and distribution of poverty and the various factors that make households vulnerable to livelihood shocks. The role of the rich and diverse natural resource base, the property rights associated with it, and the under-development of infrastructure and services in the area, are discussed in relation to livelihood prospects. A systems approach is used to examine the various ways in which livestock husbandry, cropping, natural resource use, employment and welfare dependence interact. Finally, the thesis examines in some detail the distribution of household assets, livelihood strategies and livelihood outcomes between the two villages, and between households in different income groups.
- Full Text:
- Date Issued: 2004
Screening of the white margined sole, Synaptura marginata (Soleidae), as a candidate for aquaculture in South Africa
- Authors: Thompson, Ernst Frederick
- Date: 2004
- Subjects: Flatfishes -- South Africa , Aquaculture -- South Africa , Soleidae -- South Africa , Soleidae
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5207 , http://hdl.handle.net/10962/d1004523 , Flatfishes -- South Africa , Aquaculture -- South Africa , Soleidae -- South Africa , Soleidae
- Description: The white margined sole Synaptura marginata (Soleidae) was isolated as the most likely candidate for flatfish aquaculture in South Africa. The aim of the study was to screen the sole as a candidate aquaculture species by way of a comprehensive study of its biology and life history strategy and to identify possible "bottlenecks". The study was undertaken on the assumption that the biological data would provide valuable information for developing specific technologies that might be required for the farming of this species. Specimens were collected monthly by spearing along the Eastern Cape coast of South Africa between December 2000 and March 2002. Length-at-age data required for modeling the growth of S. marginata was obtained from sectioned otoliths. A Von Bertalanffy growth model with an absolute error structure best describes the growth for this species. The model parameters were: L∞ = 429.5 mm TL, K = 0.24 and t₀ = -1 .79 years. Analysis of gut contents showed that S. marginata feed exclusively on polychaete worms, mainly of the genus Morphysa. S. marginata shows a protracted summer spawning season of six months, from October to April. This was determined by the calculation of a monthly gonadosomatic index and a macroscopic maturity scale. Histological examination of the ovaries revealed five ovarian developmental stages. Size at 50% and 100% sexual maturity for females was calculated to be 235 mm TL and 300 mm TL (ca. 1.5 - 2.5 years of age) and all males> 154 mm TL were mature. S. marginata is a batch spawner, releasing a minimum of 3 batches of eggs per year. Relative fecundity is high (34000 eggs per year I kg) and this coupled with the protracted spawning season would make it possible to obtain adequate numbers of juveniles (for farming) for approximately five to six months of the year. Comparative analysis of the biological characteristics in relation to other soles farmed elsewhere in the world suggests that S. marginata is a suitable candidate for marine fish culture in South Africa.
- Full Text:
- Date Issued: 2004
- Authors: Thompson, Ernst Frederick
- Date: 2004
- Subjects: Flatfishes -- South Africa , Aquaculture -- South Africa , Soleidae -- South Africa , Soleidae
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5207 , http://hdl.handle.net/10962/d1004523 , Flatfishes -- South Africa , Aquaculture -- South Africa , Soleidae -- South Africa , Soleidae
- Description: The white margined sole Synaptura marginata (Soleidae) was isolated as the most likely candidate for flatfish aquaculture in South Africa. The aim of the study was to screen the sole as a candidate aquaculture species by way of a comprehensive study of its biology and life history strategy and to identify possible "bottlenecks". The study was undertaken on the assumption that the biological data would provide valuable information for developing specific technologies that might be required for the farming of this species. Specimens were collected monthly by spearing along the Eastern Cape coast of South Africa between December 2000 and March 2002. Length-at-age data required for modeling the growth of S. marginata was obtained from sectioned otoliths. A Von Bertalanffy growth model with an absolute error structure best describes the growth for this species. The model parameters were: L∞ = 429.5 mm TL, K = 0.24 and t₀ = -1 .79 years. Analysis of gut contents showed that S. marginata feed exclusively on polychaete worms, mainly of the genus Morphysa. S. marginata shows a protracted summer spawning season of six months, from October to April. This was determined by the calculation of a monthly gonadosomatic index and a macroscopic maturity scale. Histological examination of the ovaries revealed five ovarian developmental stages. Size at 50% and 100% sexual maturity for females was calculated to be 235 mm TL and 300 mm TL (ca. 1.5 - 2.5 years of age) and all males> 154 mm TL were mature. S. marginata is a batch spawner, releasing a minimum of 3 batches of eggs per year. Relative fecundity is high (34000 eggs per year I kg) and this coupled with the protracted spawning season would make it possible to obtain adequate numbers of juveniles (for farming) for approximately five to six months of the year. Comparative analysis of the biological characteristics in relation to other soles farmed elsewhere in the world suggests that S. marginata is a suitable candidate for marine fish culture in South Africa.
- Full Text:
- Date Issued: 2004
Service quality importance-performance analysis as a strategic tool for management : the exploration of key customer satisfaction drivers in a South African electricity utility
- Authors: MacColl, Barry
- Date: 2004
- Subjects: Eskom (Firm) Electric power distribution -- Customer services -- South Africa -- Eastern Cape Electric power distribution -- South Africa -- Eastern Cape -- Quality control Customer services -- Quality control Customer services -- Rating of -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:806 , http://hdl.handle.net/10962/d1006972
- Description: This research was initiated due to declining customer satisfaction indices in the Southern region of Eskom, an electricity utility in South Africa. Given the link between customer satisfaction and purchase intentions, the sustainability of the business is at stake. The validity of the current MaxiCare survey tool is questioned and explored, as is the congruence of management and customers' perceptions regarding the key service quality constructs in the industry. The study's objective was to provide management with a reliable and valid customer satisfaction survey instrument as an alternate to the existing tool and to use the knowledge gained through the research process to recommend improvement strategies aimed at closing specific satisfaction gaps identified. The research was performed in two stages; firstly, semistructured interviews with customers and management to gain an understanding of the most important satisfaction dimensions. These influenced the design of a survey instrument based largely on the SERVPERF tool with the inclusion of importance ratings per item in the second stage. The quantitative survey results were used to assess the reliability and validity of the research and to suggest areas for future work. The results show that communication, quality of supply, assurance and price are uppermost in the consumer's mind. Tangibles are not significant and the inclusion of empathy is inconclusive. Management and customer perceptions at a macro level are closely aligned, however the two populations are not in agreement as to the underlying micro considerations. Similarly, the MaxiCare instrument is found to be valid as a macro indicator but lacks sufficient detail to be useful as a strategic tool and needs to be supplemented with additional sources of market information. The survey instrument used in the second phase is both descriptive and reliable but the number of factors it measures, the mix of items and the inclusion of the 'importance' dimension need further refinement to improve its validity. Future revisions of the tool will provide management with specific information that allows them to focus improvement strategies on disgruntled customers and their key service issues.
- Full Text:
- Date Issued: 2004
- Authors: MacColl, Barry
- Date: 2004
- Subjects: Eskom (Firm) Electric power distribution -- Customer services -- South Africa -- Eastern Cape Electric power distribution -- South Africa -- Eastern Cape -- Quality control Customer services -- Quality control Customer services -- Rating of -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:806 , http://hdl.handle.net/10962/d1006972
- Description: This research was initiated due to declining customer satisfaction indices in the Southern region of Eskom, an electricity utility in South Africa. Given the link between customer satisfaction and purchase intentions, the sustainability of the business is at stake. The validity of the current MaxiCare survey tool is questioned and explored, as is the congruence of management and customers' perceptions regarding the key service quality constructs in the industry. The study's objective was to provide management with a reliable and valid customer satisfaction survey instrument as an alternate to the existing tool and to use the knowledge gained through the research process to recommend improvement strategies aimed at closing specific satisfaction gaps identified. The research was performed in two stages; firstly, semistructured interviews with customers and management to gain an understanding of the most important satisfaction dimensions. These influenced the design of a survey instrument based largely on the SERVPERF tool with the inclusion of importance ratings per item in the second stage. The quantitative survey results were used to assess the reliability and validity of the research and to suggest areas for future work. The results show that communication, quality of supply, assurance and price are uppermost in the consumer's mind. Tangibles are not significant and the inclusion of empathy is inconclusive. Management and customer perceptions at a macro level are closely aligned, however the two populations are not in agreement as to the underlying micro considerations. Similarly, the MaxiCare instrument is found to be valid as a macro indicator but lacks sufficient detail to be useful as a strategic tool and needs to be supplemented with additional sources of market information. The survey instrument used in the second phase is both descriptive and reliable but the number of factors it measures, the mix of items and the inclusion of the 'importance' dimension need further refinement to improve its validity. Future revisions of the tool will provide management with specific information that allows them to focus improvement strategies on disgruntled customers and their key service issues.
- Full Text:
- Date Issued: 2004
Small town South Africa: the historical geography of selected Eastern Cape towns and current development initiatives within them
- White, Richard Charles Crookes
- Authors: White, Richard Charles Crookes
- Date: 2004 , 2013-06-03
- Subjects: Cities and towns -- South Africa -- Eastern Cape -- Growth , Cities and towns -- South Africa -- Population -- Statistics , Economic development -- South Africa -- Eastern Cape , Community development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- History , Eastern Cape (South Africa) -- Economic conditions , Eastern Cape (South Africa) -- Social conditions
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:4805 , http://hdl.handle.net/10962/d1003288 , Cities and towns -- South Africa -- Eastern Cape -- Growth , Cities and towns -- South Africa -- Population -- Statistics , Economic development -- South Africa -- Eastern Cape , Community development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- History , Eastern Cape (South Africa) -- Economic conditions , Eastern Cape (South Africa) -- Social conditions
- Description: Small towns can be seen as the fundamental building blocks of tbe urban system. Through time, some of these towns have lost the primary reason for their existence. Some towns that have been declining or stagnating include old mining and industrial towns, such as Indwe in the Eastern Cape or Welkom in the Free State. Some towns have also changed the main focus of tbeir economy, for example, from that of mining to that of tourism, as in the case of Utrecht in Kwa-Zulu Natal (Nel, 2002). In light of the above, this thesis seeks to critically evaluate what has happened in selected small towns in the Eastern Cape. The research investigated a number of towns in the Eastern Cape, looking at the history and influence of colonisation, population dynamics, education levels, employment opportunities, migration and the influence of capitalism on the economic and social structure of the town, as well as tbe evolution of its economy. The research sample consisted of interviews witb local historians, community leaders, development agencies and individuals who were benefiting from tbe various development initiatives/project in the towns. These interviews, in conjunction with the literature identified, were conducted in the selected small towns, assessing whether development was succeeding and, in conclusion, identifying witb reference to the study sites, what was learnt. The research process generated a number of lessons that need to be taken into consideration when attempting social and economic upliftment in small towns. These include: the need for leadership, support from the local population and the need for financial assistance to support and uplift the community. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2004
- Authors: White, Richard Charles Crookes
- Date: 2004 , 2013-06-03
- Subjects: Cities and towns -- South Africa -- Eastern Cape -- Growth , Cities and towns -- South Africa -- Population -- Statistics , Economic development -- South Africa -- Eastern Cape , Community development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- History , Eastern Cape (South Africa) -- Economic conditions , Eastern Cape (South Africa) -- Social conditions
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:4805 , http://hdl.handle.net/10962/d1003288 , Cities and towns -- South Africa -- Eastern Cape -- Growth , Cities and towns -- South Africa -- Population -- Statistics , Economic development -- South Africa -- Eastern Cape , Community development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- History , Eastern Cape (South Africa) -- Economic conditions , Eastern Cape (South Africa) -- Social conditions
- Description: Small towns can be seen as the fundamental building blocks of tbe urban system. Through time, some of these towns have lost the primary reason for their existence. Some towns that have been declining or stagnating include old mining and industrial towns, such as Indwe in the Eastern Cape or Welkom in the Free State. Some towns have also changed the main focus of tbeir economy, for example, from that of mining to that of tourism, as in the case of Utrecht in Kwa-Zulu Natal (Nel, 2002). In light of the above, this thesis seeks to critically evaluate what has happened in selected small towns in the Eastern Cape. The research investigated a number of towns in the Eastern Cape, looking at the history and influence of colonisation, population dynamics, education levels, employment opportunities, migration and the influence of capitalism on the economic and social structure of the town, as well as tbe evolution of its economy. The research sample consisted of interviews witb local historians, community leaders, development agencies and individuals who were benefiting from tbe various development initiatives/project in the towns. These interviews, in conjunction with the literature identified, were conducted in the selected small towns, assessing whether development was succeeding and, in conclusion, identifying witb reference to the study sites, what was learnt. The research process generated a number of lessons that need to be taken into consideration when attempting social and economic upliftment in small towns. These include: the need for leadership, support from the local population and the need for financial assistance to support and uplift the community. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2004
Sobriety of crisp and fuzzy topological spaces
- Authors: Jacot-Guillarmod, Paul
- Date: 2004
- Subjects: Topological spaces , Fuzzy sets
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5414 , http://hdl.handle.net/10962/d1005228 , Topological spaces , Fuzzy sets
- Description: The objective of this thesis is a survey of crisp and fuzzy sober topological spaces. We begin by examining sobriety of crisp topological spaces. We then extend this to the L- topological case and obtain analogous results and characterizations to those of the crisp case. We then brie y examine semi-sobriety of (L;M)-topological spaces.
- Full Text:
- Date Issued: 2004
- Authors: Jacot-Guillarmod, Paul
- Date: 2004
- Subjects: Topological spaces , Fuzzy sets
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5414 , http://hdl.handle.net/10962/d1005228 , Topological spaces , Fuzzy sets
- Description: The objective of this thesis is a survey of crisp and fuzzy sober topological spaces. We begin by examining sobriety of crisp topological spaces. We then extend this to the L- topological case and obtain analogous results and characterizations to those of the crisp case. We then brie y examine semi-sobriety of (L;M)-topological spaces.
- Full Text:
- Date Issued: 2004
Spirituality in the fiction of Henry Rider Haggard
- Authors: Senior, John
- Date: 2004
- Subjects: Haggard, H. Rider (Henry Rider), 1856-1925 -- Religion Haggard, H. Rider (Henry Rider), 1856-1925 -- Criticism and interpretation Religion in literature Spirituality in literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2209 , http://hdl.handle.net/10962/d1002252
- Description: Neither an unquestioning support for British imperialism nor a personal pre-Jungian philosophy were the driving forces behind Rider Haggard’s beliefs or his literature. These two concerns were secondary to the author’s fascination with the supernatural, a theme prominent in his era, but less so in our own. A declining faith in European religion provided the dominant focal point in Haggard’s work. Although there are important overtones of imperial concern and indeed points of Jungian significance in the texts, these are generally subservient to an intensive wide-ranging spiritual discourse. The place of Haggard’s work in history and its literary merit are thus misunderstood when his spiritualism is not taken into account. No analysis of the author’s work can be complete without first coming to terms with his spiritual ideas and then with their impact on other topics of significance to both the author and audiences of his day. The spiritual or religious aspect of his writing has been largely ignored because of its subtle nature and its relative unfashionability throughout most of the twentieth century in the critical and intellectual climate of the Western world. However, in the Victorian era, under the materialist impact of Darwin, Marx and industrialization, Europe's Christian God was pushed from centre stage, creating widespread spiritual hunger and anguish. In the resulting religious vacuum Haggard's overtures were of particular significance to his audience. In fact, when considered in terms of his immense contemporary popularity, the pervasive presence of spirituality throughout Haggard's works and in his personal writing gives some indication of the subject's enormous importance not only to the author, but to late Victorian society as a whole. In light of this Victorian significance, the spiritual element rises, by its constant presence and persistent foregrounding, to subvert not only the imperial and the Jungian, but even Haggard's overt adventure text by dealing directly with the underlying metaphysical crisis in Western society.
- Full Text:
- Date Issued: 2004
- Authors: Senior, John
- Date: 2004
- Subjects: Haggard, H. Rider (Henry Rider), 1856-1925 -- Religion Haggard, H. Rider (Henry Rider), 1856-1925 -- Criticism and interpretation Religion in literature Spirituality in literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2209 , http://hdl.handle.net/10962/d1002252
- Description: Neither an unquestioning support for British imperialism nor a personal pre-Jungian philosophy were the driving forces behind Rider Haggard’s beliefs or his literature. These two concerns were secondary to the author’s fascination with the supernatural, a theme prominent in his era, but less so in our own. A declining faith in European religion provided the dominant focal point in Haggard’s work. Although there are important overtones of imperial concern and indeed points of Jungian significance in the texts, these are generally subservient to an intensive wide-ranging spiritual discourse. The place of Haggard’s work in history and its literary merit are thus misunderstood when his spiritualism is not taken into account. No analysis of the author’s work can be complete without first coming to terms with his spiritual ideas and then with their impact on other topics of significance to both the author and audiences of his day. The spiritual or religious aspect of his writing has been largely ignored because of its subtle nature and its relative unfashionability throughout most of the twentieth century in the critical and intellectual climate of the Western world. However, in the Victorian era, under the materialist impact of Darwin, Marx and industrialization, Europe's Christian God was pushed from centre stage, creating widespread spiritual hunger and anguish. In the resulting religious vacuum Haggard's overtures were of particular significance to his audience. In fact, when considered in terms of his immense contemporary popularity, the pervasive presence of spirituality throughout Haggard's works and in his personal writing gives some indication of the subject's enormous importance not only to the author, but to late Victorian society as a whole. In light of this Victorian significance, the spiritual element rises, by its constant presence and persistent foregrounding, to subvert not only the imperial and the Jungian, but even Haggard's overt adventure text by dealing directly with the underlying metaphysical crisis in Western society.
- Full Text:
- Date Issued: 2004
Studies on parasitoids of the diamondback moth, Plutella xylostella (L.) (Lepidoptera: Plutellidae), in South Africa
- Authors: Nofemela, Sicelo Robert
- Date: 2004
- Subjects: Plutellidae -- South Africa , Plutellidae -- Biological control , Plutellidae -- Parasites , Parasitoids
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5780 , http://hdl.handle.net/10962/d1005468 , Plutellidae -- South Africa , Plutellidae -- Biological control , Plutellidae -- Parasites , Parasitoids
- Description: The diamondback moth, Plutella xylostella (L.) (Lepidoptera: Plutellidae), is a major pest of Brassica crops in many parts of the world. Because of its ability to develop resistance to virtually all major groups of insecticides, including Bacillus thuringiensis Berliner (Bt), much attention has therefore been given to biological control using parasitoids. South Africa has an abundance of parasitoids attacking this pest. Cotesia plutellae (Kurdjumov) (Hymenoptera: Braconidae) is the most abundant larval parasitoid of P. xylostella in South Africa. In East Africa, its role in biological control of P. xylostella is insignificant, and the most abundant parasitoid there is Diadegma mollipla (Holmgren) (Hymenoptera: Ichneumonidae), a larvalpupal parasitoid. In South Africa, however, D. mollipla is out-competed by C. plutellae. Total parasitism of P. xylostella in East Africa rarely exceeds 15%, therefore there is a need to introduce more effective and heat-tolerant parasitoids of P. xylostella to that region. This study was therefore initiated to examine the potential of C. plutellae and D. mollipla as biological control agents by studying certain aspects of their biology in the laboratory, as well as the suitability of C. plutellae for introduction into East Africa. Biological aspects studied were: (i) host instar preference, fecundity, and searching efficiency of C. plutellae and D. mollipla at different host and parasitoid densities; (ii) effects of temperature on parasitism of P. xylostella by C. plutellae and D. mollipla, and on their rates of development and emergence. In addition, the role of parasitoids in controlling P. xylostella on unsprayed cabbage plots was investigated. Both C. plutellae and D. mollipla preferred to attack second and third instar hosts than fourth instars in choice and no-choice tests. However, D. mollipla attacked more fourth instar hosts than C. plutellae. Cotesia plutellae laid mainly female eggs in second and third instar hosts than in fourth instars, whereas D. mollipla laid more female eggs in fourth instar hosts than in second and third instar hosts. Diadegma mollipla was more fecund [82.57 ± 32.87, (mean ± s.d.) than C. plutellae (42.13 ± 12.2), and was long lived (7.13 ± 3.69 days) compared to the latter (5.23 ± 2.7 days). An increase in host density resulted in the reduction in the area of discovery (a) and the killing power (K) for both parasitoids. No significant differences were detected between the searching efficiency (t = -1.42NS, d.f. = 48, P < 0.001) of the two parasitoids. An increase in parasitoid density also resulted in a decline in searching efficiency, but not the killing power, of both parasitoids. Cotesia plutellae completed development at all temperatures tested (21-33°C), whereas D. mollipla completed development at temperatures from 18-30°C, and C. plutellae had a lower threshold for development (8.14°C) compared to D. mollipla (10.23°C). At all tested temperatures, the generation time for C. plutellae was shorter compared to D. mollipla. The possible reasons for the dominance of C. plutellae over D. mollipla in the field are: shorter generation time, high production of female progeny in younger hosts, low interference among searching females, and relatively wide thermal tolerance. The role of parasitoids in regulating diamondback moth, Plutella xylostella (L.) (Lepidoptera: Plutellidae), populations was studied for two years (February 2000-January 2002) on unsprayed cabbage fields at Brits, North West Province, South Africa. Cabbage seedlings were transplanted in three consecutive times each year. Cabbage infestations by P. xylostella larvae and pupae, and their parasitoids, were monitored at weekly intervals. The flight activity of P. xylostella male moths was monitored using sex-pheromone traps. Trap catches indicated that the moths were active throughout the year. The flight activity of the moths corresponded with infestations on the crop. Trap catches and infestation levels were generally low from December to August and high from September to November. Eight hymenopteran parasitoids were reared: the larval parasitoids Cotesia plutellae (Kurdjumov) (Braconidae) and Apanteles halfordi (Ullyett) (Braconidae); the larval-pupal parasitoids Oomyzus sokolowskii (Kurdjumov) (Eulophidae) and Diadegma mollipla (Holmgren)(Ichneumonidae); the pupal parasitoid Diadromus collaris (Gravenhorst) (Ichneumonidae); and the hyperparasitoids Eurytoma sp. (Eurytomidae), Mesochorus sp. (Ichneumonidae), and Pteromalus sp. (Pteromalidae). Cotesia plutellae was the most abundant parasitoid of P. xylostella followed by O. sokolowskii, D. collaris, A. halfordi and D. mollipla. Parasitism of P. xylostella larvae was high reaching 100% on several occasions during late spring to end of autumn (November-May) each year. Parasitism was lower (<50%) in winter and early spring (June-September). Apanteles halfordi was absent in winter but re-appeared in spring. Parasitism of P. xylostella pupae by D. collaris was high only during spring (September-October). Hyperparasitism was generally low except when primary parasitoids were abundant in spring (September-November) and summer (December-February) when up to 25% of P. xylostella larvae and C. plutellae cocoons yielded hyperparasitoids. The role of other biotic and abiotic mortality factors on the population dynamics of P. xylostella is discussed.
- Full Text:
- Date Issued: 2004
- Authors: Nofemela, Sicelo Robert
- Date: 2004
- Subjects: Plutellidae -- South Africa , Plutellidae -- Biological control , Plutellidae -- Parasites , Parasitoids
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5780 , http://hdl.handle.net/10962/d1005468 , Plutellidae -- South Africa , Plutellidae -- Biological control , Plutellidae -- Parasites , Parasitoids
- Description: The diamondback moth, Plutella xylostella (L.) (Lepidoptera: Plutellidae), is a major pest of Brassica crops in many parts of the world. Because of its ability to develop resistance to virtually all major groups of insecticides, including Bacillus thuringiensis Berliner (Bt), much attention has therefore been given to biological control using parasitoids. South Africa has an abundance of parasitoids attacking this pest. Cotesia plutellae (Kurdjumov) (Hymenoptera: Braconidae) is the most abundant larval parasitoid of P. xylostella in South Africa. In East Africa, its role in biological control of P. xylostella is insignificant, and the most abundant parasitoid there is Diadegma mollipla (Holmgren) (Hymenoptera: Ichneumonidae), a larvalpupal parasitoid. In South Africa, however, D. mollipla is out-competed by C. plutellae. Total parasitism of P. xylostella in East Africa rarely exceeds 15%, therefore there is a need to introduce more effective and heat-tolerant parasitoids of P. xylostella to that region. This study was therefore initiated to examine the potential of C. plutellae and D. mollipla as biological control agents by studying certain aspects of their biology in the laboratory, as well as the suitability of C. plutellae for introduction into East Africa. Biological aspects studied were: (i) host instar preference, fecundity, and searching efficiency of C. plutellae and D. mollipla at different host and parasitoid densities; (ii) effects of temperature on parasitism of P. xylostella by C. plutellae and D. mollipla, and on their rates of development and emergence. In addition, the role of parasitoids in controlling P. xylostella on unsprayed cabbage plots was investigated. Both C. plutellae and D. mollipla preferred to attack second and third instar hosts than fourth instars in choice and no-choice tests. However, D. mollipla attacked more fourth instar hosts than C. plutellae. Cotesia plutellae laid mainly female eggs in second and third instar hosts than in fourth instars, whereas D. mollipla laid more female eggs in fourth instar hosts than in second and third instar hosts. Diadegma mollipla was more fecund [82.57 ± 32.87, (mean ± s.d.) than C. plutellae (42.13 ± 12.2), and was long lived (7.13 ± 3.69 days) compared to the latter (5.23 ± 2.7 days). An increase in host density resulted in the reduction in the area of discovery (a) and the killing power (K) for both parasitoids. No significant differences were detected between the searching efficiency (t = -1.42NS, d.f. = 48, P < 0.001) of the two parasitoids. An increase in parasitoid density also resulted in a decline in searching efficiency, but not the killing power, of both parasitoids. Cotesia plutellae completed development at all temperatures tested (21-33°C), whereas D. mollipla completed development at temperatures from 18-30°C, and C. plutellae had a lower threshold for development (8.14°C) compared to D. mollipla (10.23°C). At all tested temperatures, the generation time for C. plutellae was shorter compared to D. mollipla. The possible reasons for the dominance of C. plutellae over D. mollipla in the field are: shorter generation time, high production of female progeny in younger hosts, low interference among searching females, and relatively wide thermal tolerance. The role of parasitoids in regulating diamondback moth, Plutella xylostella (L.) (Lepidoptera: Plutellidae), populations was studied for two years (February 2000-January 2002) on unsprayed cabbage fields at Brits, North West Province, South Africa. Cabbage seedlings were transplanted in three consecutive times each year. Cabbage infestations by P. xylostella larvae and pupae, and their parasitoids, were monitored at weekly intervals. The flight activity of P. xylostella male moths was monitored using sex-pheromone traps. Trap catches indicated that the moths were active throughout the year. The flight activity of the moths corresponded with infestations on the crop. Trap catches and infestation levels were generally low from December to August and high from September to November. Eight hymenopteran parasitoids were reared: the larval parasitoids Cotesia plutellae (Kurdjumov) (Braconidae) and Apanteles halfordi (Ullyett) (Braconidae); the larval-pupal parasitoids Oomyzus sokolowskii (Kurdjumov) (Eulophidae) and Diadegma mollipla (Holmgren)(Ichneumonidae); the pupal parasitoid Diadromus collaris (Gravenhorst) (Ichneumonidae); and the hyperparasitoids Eurytoma sp. (Eurytomidae), Mesochorus sp. (Ichneumonidae), and Pteromalus sp. (Pteromalidae). Cotesia plutellae was the most abundant parasitoid of P. xylostella followed by O. sokolowskii, D. collaris, A. halfordi and D. mollipla. Parasitism of P. xylostella larvae was high reaching 100% on several occasions during late spring to end of autumn (November-May) each year. Parasitism was lower (<50%) in winter and early spring (June-September). Apanteles halfordi was absent in winter but re-appeared in spring. Parasitism of P. xylostella pupae by D. collaris was high only during spring (September-October). Hyperparasitism was generally low except when primary parasitoids were abundant in spring (September-November) and summer (December-February) when up to 25% of P. xylostella larvae and C. plutellae cocoons yielded hyperparasitoids. The role of other biotic and abiotic mortality factors on the population dynamics of P. xylostella is discussed.
- Full Text:
- Date Issued: 2004
The adaptive development and use of learning support materials in response to the 1st principle of the revised national curriculum statement : the case of Hadeda Island
- Authors: Olvitt, Lausanne Laura
- Date: 2004
- Subjects: Environmental education -- South Africa -- Case studies Environmental education -- Curricula -- South Africa Teaching -- Aids and devices -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1938 , http://hdl.handle.net/10962/d1007719
- Description: This case study describes the development and trial use of the Hadeda Island Big Book. Developed within a transforming South African curriculum framework, the study recognises that current educational practices are shaped and steered by historical, cultural, political and economic realities. This perspective guides the research design, which considers each of the three participating schools as contextually unique. The Hadeda Island Big Book was developed in response to the 1st Principle of the Revised National Curriculum Statement (RNCS). This calls for all curriculum activities to develop learners' understandings of the relationship between social justice, a healthy environment, human rights and inclusivity. The study probes ways in which learning support materials might respond in line with the vision of the RNCS 1st Principle. Associated challenges, tensions and opportunities are discussed in relation to schools' interactions with the Hadeda Island Big Book. The diverse and creative responses to the book lead this study to foreground generative approaches to curriculum work. Emphasis is thus redirected from hierarchical, stipulative views of curriculum to more dynamic, responsive views of curriculum as a guiding framework. This is regarded as a valuable orientation to the development of future learning support materials. The study comments on the challenge of supporting teachers to develop curriculum activities that reflect a view of 'environment' as socially shaped and multi-dimensional. Tendencies to focus on either the 'ecological' or the 'social' dimensions of environmental issues rather than on the interacting socio-ecological dimensions are recognised as limiting the material's potential to strengthen environmental learning in schools. The study recommends that greater attention be paid to the environmentally-oriented Learning Outcomes and Assessment Standards of all Learning Areas in the RNCS. In so doing, socio-ecological learning processes may be strengthened through curriculum work.
- Full Text:
- Date Issued: 2004
- Authors: Olvitt, Lausanne Laura
- Date: 2004
- Subjects: Environmental education -- South Africa -- Case studies Environmental education -- Curricula -- South Africa Teaching -- Aids and devices -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1938 , http://hdl.handle.net/10962/d1007719
- Description: This case study describes the development and trial use of the Hadeda Island Big Book. Developed within a transforming South African curriculum framework, the study recognises that current educational practices are shaped and steered by historical, cultural, political and economic realities. This perspective guides the research design, which considers each of the three participating schools as contextually unique. The Hadeda Island Big Book was developed in response to the 1st Principle of the Revised National Curriculum Statement (RNCS). This calls for all curriculum activities to develop learners' understandings of the relationship between social justice, a healthy environment, human rights and inclusivity. The study probes ways in which learning support materials might respond in line with the vision of the RNCS 1st Principle. Associated challenges, tensions and opportunities are discussed in relation to schools' interactions with the Hadeda Island Big Book. The diverse and creative responses to the book lead this study to foreground generative approaches to curriculum work. Emphasis is thus redirected from hierarchical, stipulative views of curriculum to more dynamic, responsive views of curriculum as a guiding framework. This is regarded as a valuable orientation to the development of future learning support materials. The study comments on the challenge of supporting teachers to develop curriculum activities that reflect a view of 'environment' as socially shaped and multi-dimensional. Tendencies to focus on either the 'ecological' or the 'social' dimensions of environmental issues rather than on the interacting socio-ecological dimensions are recognised as limiting the material's potential to strengthen environmental learning in schools. The study recommends that greater attention be paid to the environmentally-oriented Learning Outcomes and Assessment Standards of all Learning Areas in the RNCS. In so doing, socio-ecological learning processes may be strengthened through curriculum work.
- Full Text:
- Date Issued: 2004