The development of East London through four decades of municipal control, 1873-1914
- Tankard, Keith Peter Tempest
- Authors: Tankard, Keith Peter Tempest
- Date: 1991
- Subjects: East London (South Africa) -- History , East London (South Africa) -- Economic conditions , East London (South Africa) -- Social conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2560 , http://hdl.handle.net/10962/d1002413 , East London (South Africa) -- History , East London (South Africa) -- Economic conditions , East London (South Africa) -- Social conditions
- Description: This thesis is a study in Urban History which explores the development of East London, a port in the Border region of the Eastern Cape, South Africa, through four decades of municipal control from 1873 to 1914. The town had been established in 1847 as a supply route for the British forces during the War of the Axe (7th Frontier War) but the frontier nature of the port led to economic and physical stagnation during its initial 25 years of existence. Indeed, by the time that the municipality was established in 1873, there were still no streets beyond cart tracks, no established water supply, and sanitary conditions were medieval. The Town Council therefore had much to occupy its attention but lack of positive leadership resulted in failure to capitalise on prosperous economic conditions, while a depression in the 1880's led to a further truncation of growth. It was only in the 1890's that a combination of economic growth and vibrant leadership brought about rapid civic advance, with large-scale expenditure on street construction, as well as the establishment of electricity and a tramway system. The outbreak of the Anglo-Boer War in 1899 slowed progress, however, and a post-war depression placed renewed stress on the municipality. The thesis examines the progress of the town on a broad front, dealing with the issues of economic fluctuations, the growth of the harbour as the heart of the trading sector, the physical advance of the municipality, the search for a viable water supply, the evolution of public health and sanitation, and the establishment of the port as a coastal resort. In addition, it studies the conflict of social attitudes among the townspeople, the evolution of racial segregation, and the effects of the Anglo-Boer War on the town, with the influx of some 5 000 Uitlander refugees and the establishment of a Boer concentration camp. A final chapter attempts an analysis of the reasons behind the Town Council's inability to make the best use of its opportunities to foster the development of East London.
- Full Text:
- Date Issued: 1991
- Authors: Tankard, Keith Peter Tempest
- Date: 1991
- Subjects: East London (South Africa) -- History , East London (South Africa) -- Economic conditions , East London (South Africa) -- Social conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2560 , http://hdl.handle.net/10962/d1002413 , East London (South Africa) -- History , East London (South Africa) -- Economic conditions , East London (South Africa) -- Social conditions
- Description: This thesis is a study in Urban History which explores the development of East London, a port in the Border region of the Eastern Cape, South Africa, through four decades of municipal control from 1873 to 1914. The town had been established in 1847 as a supply route for the British forces during the War of the Axe (7th Frontier War) but the frontier nature of the port led to economic and physical stagnation during its initial 25 years of existence. Indeed, by the time that the municipality was established in 1873, there were still no streets beyond cart tracks, no established water supply, and sanitary conditions were medieval. The Town Council therefore had much to occupy its attention but lack of positive leadership resulted in failure to capitalise on prosperous economic conditions, while a depression in the 1880's led to a further truncation of growth. It was only in the 1890's that a combination of economic growth and vibrant leadership brought about rapid civic advance, with large-scale expenditure on street construction, as well as the establishment of electricity and a tramway system. The outbreak of the Anglo-Boer War in 1899 slowed progress, however, and a post-war depression placed renewed stress on the municipality. The thesis examines the progress of the town on a broad front, dealing with the issues of economic fluctuations, the growth of the harbour as the heart of the trading sector, the physical advance of the municipality, the search for a viable water supply, the evolution of public health and sanitation, and the establishment of the port as a coastal resort. In addition, it studies the conflict of social attitudes among the townspeople, the evolution of racial segregation, and the effects of the Anglo-Boer War on the town, with the influx of some 5 000 Uitlander refugees and the establishment of a Boer concentration camp. A final chapter attempts an analysis of the reasons behind the Town Council's inability to make the best use of its opportunities to foster the development of East London.
- Full Text:
- Date Issued: 1991
Intellectualisation of African languages with particular reference to isiXhosa
- Authors: Maseko, Pamela
- Date: 2011
- Subjects: Xhosa language -- Study and teaching -- South Africa , Language and education -- South Africa , African languages
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58035 , vital:27035
- Description: The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.
- Full Text:
- Date Issued: 2011
- Authors: Maseko, Pamela
- Date: 2011
- Subjects: Xhosa language -- Study and teaching -- South Africa , Language and education -- South Africa , African languages
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58035 , vital:27035
- Description: The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.
- Full Text:
- Date Issued: 2011
A conductimetric investigation of phenomena in extremely dilute aqueous solutions
- Authors: Faure, Pierre Knobel
- Date: 1957
- Subjects: Adsorption , Solution (Chemistry)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4524 , http://hdl.handle.net/10962/d1014891
- Description: 1. The apparatus used in this investigation is fully described, and a new method is outlined for the calibration of bridge resistances "in situ". 2. A chart is given for the accurate correction of weights in air to weights in vacuum for a range of temperatures extending from 10° to 28°C, and for pressures from 690 to 730 mm. 3. An automatic recycling still has been designed for the continuous production of "ultra-pure" water. This still is capable of delivering daily, in routine operation, 16 l. of water of conductivity less than 100 nm/cm after aeration with "C0₂- and NH₃-free" air. 4. A very soluble layer appears to form on the surface of' glass when it is dried; this layer is readily removed on contact with water. 5. The removal of carbon dioxide and of ammonia from aqueous solution by aeration with an indifferent gas has been fully investigated, and it has been shown that these gases can be completely eliminated by such a process. Whereas the carbon dioxide is removed fairly rapidly, however, the ammonia, whether present alone or together with carbon dioxide, only goes out of solution rather slowly. 6. It has been shown that ammonia is adsorbed from aqueous solution on the glass walls of the cell. 7. There does not appear to be any ammonium bicarbonate in the residual impurity left in the "ultra-pure" water obtained from the still; the impurity can, in fact, be regarded as neutral salt with sufficient accuracy for most purposes. 8. The resistance change which accompanies any variation in the rate of bubbling of the stirring gas through the water has been investigated, but no solution has been found as to the cause of this change. 9. A comparison has been made of the efficiency of different gases for stirring purposes, and it seems that, for general work, nitrogen is by far the most suitable of the common gases. 10. The extrapolation to be used for converting resistances to their values at infinite frequency appears ...
- Full Text:
- Date Issued: 1957
- Authors: Faure, Pierre Knobel
- Date: 1957
- Subjects: Adsorption , Solution (Chemistry)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4524 , http://hdl.handle.net/10962/d1014891
- Description: 1. The apparatus used in this investigation is fully described, and a new method is outlined for the calibration of bridge resistances "in situ". 2. A chart is given for the accurate correction of weights in air to weights in vacuum for a range of temperatures extending from 10° to 28°C, and for pressures from 690 to 730 mm. 3. An automatic recycling still has been designed for the continuous production of "ultra-pure" water. This still is capable of delivering daily, in routine operation, 16 l. of water of conductivity less than 100 nm/cm after aeration with "C0₂- and NH₃-free" air. 4. A very soluble layer appears to form on the surface of' glass when it is dried; this layer is readily removed on contact with water. 5. The removal of carbon dioxide and of ammonia from aqueous solution by aeration with an indifferent gas has been fully investigated, and it has been shown that these gases can be completely eliminated by such a process. Whereas the carbon dioxide is removed fairly rapidly, however, the ammonia, whether present alone or together with carbon dioxide, only goes out of solution rather slowly. 6. It has been shown that ammonia is adsorbed from aqueous solution on the glass walls of the cell. 7. There does not appear to be any ammonium bicarbonate in the residual impurity left in the "ultra-pure" water obtained from the still; the impurity can, in fact, be regarded as neutral salt with sufficient accuracy for most purposes. 8. The resistance change which accompanies any variation in the rate of bubbling of the stirring gas through the water has been investigated, but no solution has been found as to the cause of this change. 9. A comparison has been made of the efficiency of different gases for stirring purposes, and it seems that, for general work, nitrogen is by far the most suitable of the common gases. 10. The extrapolation to be used for converting resistances to their values at infinite frequency appears ...
- Full Text:
- Date Issued: 1957
Reading to learn for secondary schooling: an interventionist action research study within a South African under-privileged setting
- Authors: Mataka, Tawanda Wallace
- Date: 2019
- Subjects: Rose, David, 1955-. Reading to learn , Reading (Secondary) , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Case studies , Literacy -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92191 , vital:30706
- Description: The study examined the contribution that Rose’s (2005) Reading to Learn (RtL) methodology made in development of advanced literacy abilities recommended in the schooling system. RtL was influenced by Bernstein’s theory of pedagogic discourse, Bruner, Vygotsky’s social learning theory and Halliday’s systemic functional linguistics theory. The study used the same cohort of learners during Grades 11 and 12 in a black township secondary school in Grahamstown, Eastern Cape, South Africa. RtL was birthed in Australia with the intention of accelerating literacy development of learners in disadvantaged communities. Based on its success in Australia, I implemented the methodology against a backdrop of continuously declining literacy standards in South African primary and secondary schools. Researchers on literacy acknowledge that socioeconomic and geosocial circumstances cannot be divorced from poor literacy performances in South African schools. Although these two factors play a role in regressing literacy, pedagogical approaches play a role. RtL was employed as an intervention strategy with learners whose literacy abilities were found lacking in comparison to curriculum demands. Despite the focus being on learners whose performance was below expected academic levels, the able learners were motivated to further their advanced abilities. The learners whose performance was previously compromised performed to par with their able counterparts. RtL provided all learners an opportunity to apply, with less difficulty, the language approved by the schooling system. The two research questions sought to illuminate the role RtL played in developing learners’ ability to read, so that they could converse with text and put into writing practice what they had read. In this regard, creative and transactional assignments were written, and performance assessed to evaluate the RtL intervention. Secondly, the research allowed me to get an insight through interviews with learners as to how they were positively or negatively influenced through RtL in learning English as a First Additional Language. The study was a longitudinal action research study which had a life span of 22 months. It was dominantly qualitative with a thin quantitative strand. Data to evaluate effectiveness was generated from learners’ written work and interviews. The learners’ work was analysed using an RtL assessment tool adopted from Rose (2018), for the purposes of uniformity and reliability. Findings from interviews highlighted various views regarding the positive impact of RtL. What emerged from the findings is a reflection of the positive impact RtL had on literacy development. Significantly, learners’ work improved across the board, true to Rose’s assertion that learners exposed to teaching using RtL principles experience accelerated literacy development. Based on these findings, RtL implemented in a township setting in South Africa yields results similar to those in Australia and other countries.
- Full Text:
- Date Issued: 2019
- Authors: Mataka, Tawanda Wallace
- Date: 2019
- Subjects: Rose, David, 1955-. Reading to learn , Reading (Secondary) , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa , English language -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Case studies , Literacy -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92191 , vital:30706
- Description: The study examined the contribution that Rose’s (2005) Reading to Learn (RtL) methodology made in development of advanced literacy abilities recommended in the schooling system. RtL was influenced by Bernstein’s theory of pedagogic discourse, Bruner, Vygotsky’s social learning theory and Halliday’s systemic functional linguistics theory. The study used the same cohort of learners during Grades 11 and 12 in a black township secondary school in Grahamstown, Eastern Cape, South Africa. RtL was birthed in Australia with the intention of accelerating literacy development of learners in disadvantaged communities. Based on its success in Australia, I implemented the methodology against a backdrop of continuously declining literacy standards in South African primary and secondary schools. Researchers on literacy acknowledge that socioeconomic and geosocial circumstances cannot be divorced from poor literacy performances in South African schools. Although these two factors play a role in regressing literacy, pedagogical approaches play a role. RtL was employed as an intervention strategy with learners whose literacy abilities were found lacking in comparison to curriculum demands. Despite the focus being on learners whose performance was below expected academic levels, the able learners were motivated to further their advanced abilities. The learners whose performance was previously compromised performed to par with their able counterparts. RtL provided all learners an opportunity to apply, with less difficulty, the language approved by the schooling system. The two research questions sought to illuminate the role RtL played in developing learners’ ability to read, so that they could converse with text and put into writing practice what they had read. In this regard, creative and transactional assignments were written, and performance assessed to evaluate the RtL intervention. Secondly, the research allowed me to get an insight through interviews with learners as to how they were positively or negatively influenced through RtL in learning English as a First Additional Language. The study was a longitudinal action research study which had a life span of 22 months. It was dominantly qualitative with a thin quantitative strand. Data to evaluate effectiveness was generated from learners’ written work and interviews. The learners’ work was analysed using an RtL assessment tool adopted from Rose (2018), for the purposes of uniformity and reliability. Findings from interviews highlighted various views regarding the positive impact of RtL. What emerged from the findings is a reflection of the positive impact RtL had on literacy development. Significantly, learners’ work improved across the board, true to Rose’s assertion that learners exposed to teaching using RtL principles experience accelerated literacy development. Based on these findings, RtL implemented in a township setting in South Africa yields results similar to those in Australia and other countries.
- Full Text:
- Date Issued: 2019