An investigation into school learners' perceptions of linguistic politeness norms within and across cultures
- Authors: Kenyon, Tracy Karen
- Date: 2004 , 2013-05-31
- Subjects: Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2371 , http://hdl.handle.net/10962/d1004715 , Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Description: The assumption underlying this study is that cultures differ in terms of politeness norms. Often people from different cultures approach one another in what they think is an appropriate manner and the outcome is miscommunication. This may be attributed to differing cultural norms and this study aims to examine what a sample of school learners perceive to be polite behaviour when making requests and their reasons for doing so. This study focuses on perceived politeness norms (Brown and Levinson 1978) in English across selected South African cultures. The individuals are seen as reflecting a cultural identity, using norms that they feel are appropriate in given situations. Previous researchers have endeavoured to show that politeness norms are universal, but it has emerged that this is not always the case. When people from differing language and cultural backgrounds come into contact they have to find a common ground for their interaction to be successful (Lustig and Koester 1999). Of particular interest is the way people request things, both the way they phrase their request and their reasons for phrasing it this way. In order to investigate this, twenty-nine same-sex pairs of Grade 10 learners were selected from three schools with different cultural backgrounds in Grahamstown. These learners were required to complete a Discourse Completion Test, which contained both Think-Aloud and Retrospection Procedures, while they were being audio-taped. This data was transcribed and analysed using a model that was developed and adapted to describe request strategies. This data is shown through the use of basic statistics, even though it is primarily qualitative. The data is given this qualitative dimension by looking at the factors that the co-conversants attend to. The recorded data shows that although second language speakers of English have a formula for requesting things, they are not always able to articulate why they use the request strategies they do. It appears that English first language speakers and speakers who have English as an additional language request things similarly, but the first language speakers have access to a greater variety of politeness strategies. They also attend to different contextual features. This shows that while the need to be polite seems to be universal, the expectations of the speakers will be different and while a first language speaker of English would not misinterpret the force of a given speech act, they may feel that the person who has English as an additional language is rude. Sensitivity is therefore called for in order to combat mutual negative stereotyping and misunderstandings. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2004
- Authors: Kenyon, Tracy Karen
- Date: 2004 , 2013-05-31
- Subjects: Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2371 , http://hdl.handle.net/10962/d1004715 , Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Description: The assumption underlying this study is that cultures differ in terms of politeness norms. Often people from different cultures approach one another in what they think is an appropriate manner and the outcome is miscommunication. This may be attributed to differing cultural norms and this study aims to examine what a sample of school learners perceive to be polite behaviour when making requests and their reasons for doing so. This study focuses on perceived politeness norms (Brown and Levinson 1978) in English across selected South African cultures. The individuals are seen as reflecting a cultural identity, using norms that they feel are appropriate in given situations. Previous researchers have endeavoured to show that politeness norms are universal, but it has emerged that this is not always the case. When people from differing language and cultural backgrounds come into contact they have to find a common ground for their interaction to be successful (Lustig and Koester 1999). Of particular interest is the way people request things, both the way they phrase their request and their reasons for phrasing it this way. In order to investigate this, twenty-nine same-sex pairs of Grade 10 learners were selected from three schools with different cultural backgrounds in Grahamstown. These learners were required to complete a Discourse Completion Test, which contained both Think-Aloud and Retrospection Procedures, while they were being audio-taped. This data was transcribed and analysed using a model that was developed and adapted to describe request strategies. This data is shown through the use of basic statistics, even though it is primarily qualitative. The data is given this qualitative dimension by looking at the factors that the co-conversants attend to. The recorded data shows that although second language speakers of English have a formula for requesting things, they are not always able to articulate why they use the request strategies they do. It appears that English first language speakers and speakers who have English as an additional language request things similarly, but the first language speakers have access to a greater variety of politeness strategies. They also attend to different contextual features. This shows that while the need to be polite seems to be universal, the expectations of the speakers will be different and while a first language speaker of English would not misinterpret the force of a given speech act, they may feel that the person who has English as an additional language is rude. Sensitivity is therefore called for in order to combat mutual negative stereotyping and misunderstandings. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- 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
A comparative study of the Linux and windows device driver architecture with a focus on IEEE1394 (high speed serial bus) drivers
- Authors: Tsegaye, Melekam Asrat
- Date: 2004
- Subjects: Microsoft Windows (Computer file) , Linux , Operating systems (Computers) , DOS device drivers (Computer programs) , Linux device drivers (Computer programs)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4591 , http://hdl.handle.net/10962/d1004829 , Microsoft Windows (Computer file) , Linux , Operating systems (Computers) , DOS device drivers (Computer programs) , Linux device drivers (Computer programs)
- Description: New hardware devices are continually being released to the public by hardware manufactures around the world. For these new devices to be usable under a PC operating system, device drivers that extend the functionality of the target operating system have to be constructed. This work examines and compares the device driver architectures currently in use by two of the most widely used operating systems, Microsoft’s Windows and Linux. The IEEE1394 (high speed serial bus) device driver stacks on each operating system are examined and compared as an example of a major device driver stack implementation, including driver requirements for the upcoming IEEE1394.1 bridging standard.
- Full Text:
- Date Issued: 2004
- Authors: Tsegaye, Melekam Asrat
- Date: 2004
- Subjects: Microsoft Windows (Computer file) , Linux , Operating systems (Computers) , DOS device drivers (Computer programs) , Linux device drivers (Computer programs)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4591 , http://hdl.handle.net/10962/d1004829 , Microsoft Windows (Computer file) , Linux , Operating systems (Computers) , DOS device drivers (Computer programs) , Linux device drivers (Computer programs)
- Description: New hardware devices are continually being released to the public by hardware manufactures around the world. For these new devices to be usable under a PC operating system, device drivers that extend the functionality of the target operating system have to be constructed. This work examines and compares the device driver architectures currently in use by two of the most widely used operating systems, Microsoft’s Windows and Linux. The IEEE1394 (high speed serial bus) device driver stacks on each operating system are examined and compared as an example of a major device driver stack implementation, including driver requirements for the upcoming IEEE1394.1 bridging standard.
- Full Text:
- Date Issued: 2004
From imifino to umfuno : a case study foregrounding indigenous agricultural knowledge in school-based curriculum development
- Authors: Asafo-Adjei, Robert Tetteh
- Date: 2004
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa Agricultural education Agriculture -- Study and teaching -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1829 , http://hdl.handle.net/10962/d1003731
- Description: This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.
- Full Text:
- Date Issued: 2004
- Authors: Asafo-Adjei, Robert Tetteh
- Date: 2004
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa Agricultural education Agriculture -- Study and teaching -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1829 , http://hdl.handle.net/10962/d1003731
- Description: This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.
- Full Text:
- Date Issued: 2004
Imagery and the transformation of meaning in psychotherapy for post-traumatic stress disorder: a hermeneutic case study
- Authors: Karpelowsky, Belinda Jodi
- Date: 2004
- Subjects: Post-traumatic stress disorder -- Treatment , Post-traumatic stress disorder -- Rehabilitation , Imagery (Psychology) -- Therapeutic use , Psychotherapy , Post-traumatic stress disorder -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3000 , http://hdl.handle.net/10962/d1002509 , Post-traumatic stress disorder -- Treatment , Post-traumatic stress disorder -- Rehabilitation , Imagery (Psychology) -- Therapeutic use , Psychotherapy , Post-traumatic stress disorder -- Case studies
- Description: This study discusses the assessment and treatment of a 21-year old male who had suffered multiple traumas, which had culminated in the death of his younger brother. He presented with Acute Stress Disorder. The literature review examines a diverse range of theorists and discourses, that have addressed the psychological consequences of trauma and highlights the complexity of the phenomena involved. The case study, located in the South African context, aims to sensitise the reader to the unique dilemmas facing each trauma survivor, and serves to highlight specifically those areas, which are pertinent and further more contribute significantly to the recovery process. The case narrative consists of a detailed synopsis of the therapy process, extracted from the session record notes documented at the time. Several other sources of information, including contributions from the participant, were used to verify and validate the accuracy of the data included. The narrative is written in a style that conveys the intensity of the nature of trauma work and the manner in which both patient and clinician are frequently confronted with very difficult emotional work. Finally the discussion examines the case narrative through the use of a set of carefully selected hermeneutic questions. These focused on (I) key concepts from the work of Robert Lifton who highlights the existential dimensions of the impact of trauma; (2) the role of the image in encapsulating the complex traumatic and post-traumatic experience of the survivor as well as facilitating the emotional processing of the trauma is examined; (3) the contribution to the process of therapy of aspects of the therapeutic relationship; and (4) the concept of recovery in relation to the question of what constitutes 'trauma work'. In conclusion, several meta-theoretical issues related to trauma, the strengths and weaknesses inherent to the research and relevant future areas of research are highlighted.
- Full Text:
- Date Issued: 2004
- Authors: Karpelowsky, Belinda Jodi
- Date: 2004
- Subjects: Post-traumatic stress disorder -- Treatment , Post-traumatic stress disorder -- Rehabilitation , Imagery (Psychology) -- Therapeutic use , Psychotherapy , Post-traumatic stress disorder -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3000 , http://hdl.handle.net/10962/d1002509 , Post-traumatic stress disorder -- Treatment , Post-traumatic stress disorder -- Rehabilitation , Imagery (Psychology) -- Therapeutic use , Psychotherapy , Post-traumatic stress disorder -- Case studies
- Description: This study discusses the assessment and treatment of a 21-year old male who had suffered multiple traumas, which had culminated in the death of his younger brother. He presented with Acute Stress Disorder. The literature review examines a diverse range of theorists and discourses, that have addressed the psychological consequences of trauma and highlights the complexity of the phenomena involved. The case study, located in the South African context, aims to sensitise the reader to the unique dilemmas facing each trauma survivor, and serves to highlight specifically those areas, which are pertinent and further more contribute significantly to the recovery process. The case narrative consists of a detailed synopsis of the therapy process, extracted from the session record notes documented at the time. Several other sources of information, including contributions from the participant, were used to verify and validate the accuracy of the data included. The narrative is written in a style that conveys the intensity of the nature of trauma work and the manner in which both patient and clinician are frequently confronted with very difficult emotional work. Finally the discussion examines the case narrative through the use of a set of carefully selected hermeneutic questions. These focused on (I) key concepts from the work of Robert Lifton who highlights the existential dimensions of the impact of trauma; (2) the role of the image in encapsulating the complex traumatic and post-traumatic experience of the survivor as well as facilitating the emotional processing of the trauma is examined; (3) the contribution to the process of therapy of aspects of the therapeutic relationship; and (4) the concept of recovery in relation to the question of what constitutes 'trauma work'. In conclusion, several meta-theoretical issues related to trauma, the strengths and weaknesses inherent to the research and relevant future areas of research are highlighted.
- Full Text:
- Date Issued: 2004
Interactivity in online journalism: a case study of the interactive nature of Nigeria's online Guardian
- Authors: Folayan, Oluseyi Olukemi
- Date: 2004
- Subjects: Guardian (Nigeria) Online journalism Electronic publishing -- Nigeria Electronic newspapers -- Nigeria Electronic news gathering -- Nigeria Nigeria -- Newspapers
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3429 , http://hdl.handle.net/10962/d1002883
- Description: Interactivity is a distinguishing feature of the online environment but online newspapers have been slow in recognising interactivity as an essential condition of effective Web communication. Existing research show online newspapers generally offer few and token interactive options. This research explored interactivity in online journalism using Nigeria's online Guardian as a case study exploring the nature, levels and utilisation of interactivity and interactive features on the site. This study found that few interactive options are offered in Nigeria's online Guardian and those interactive options on offer just produced an illusion of interactivity; it was apparent that little effort was made to give interactive options on the site the significant attention they deserve. The study highlighted the difference between the availability and use of interactive features on an online newspaper site: the mere presence of such features does not necessarily speak to the levels or nature of interactivity on the site. The difficulty in obtaining findings for the qualitative aspect of this study spoke significantly to the findings in light of the fact that these were attempts using interactive options provided by the newspaper site. They stress what relevant literature highlights: the mere presence of interactive features is not in itself interactivity . Factors contributing to the low levels of interactivity in Nigeria's online Guardian include lack of technical expertise plus human and financial resources and the persistence of a mindset that hinders the development and integration of new information communication technologies and interactivity in online journalism. Theoretically, the possibilities are vast but the likelihood of translating theory into reality appears slim. For Nigeria's online Guardian to become interactive in a participatory way, it must undergo changes and choices about values, goals and standards. There must be a shift in attitudes and approaches towards news-content production and delivery as well as the problematic commercial aspects of electronic publishing routines and the effect of such choices on management and newsroom organisation.
- Full Text:
- Date Issued: 2004
- Authors: Folayan, Oluseyi Olukemi
- Date: 2004
- Subjects: Guardian (Nigeria) Online journalism Electronic publishing -- Nigeria Electronic newspapers -- Nigeria Electronic news gathering -- Nigeria Nigeria -- Newspapers
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3429 , http://hdl.handle.net/10962/d1002883
- Description: Interactivity is a distinguishing feature of the online environment but online newspapers have been slow in recognising interactivity as an essential condition of effective Web communication. Existing research show online newspapers generally offer few and token interactive options. This research explored interactivity in online journalism using Nigeria's online Guardian as a case study exploring the nature, levels and utilisation of interactivity and interactive features on the site. This study found that few interactive options are offered in Nigeria's online Guardian and those interactive options on offer just produced an illusion of interactivity; it was apparent that little effort was made to give interactive options on the site the significant attention they deserve. The study highlighted the difference between the availability and use of interactive features on an online newspaper site: the mere presence of such features does not necessarily speak to the levels or nature of interactivity on the site. The difficulty in obtaining findings for the qualitative aspect of this study spoke significantly to the findings in light of the fact that these were attempts using interactive options provided by the newspaper site. They stress what relevant literature highlights: the mere presence of interactive features is not in itself interactivity . Factors contributing to the low levels of interactivity in Nigeria's online Guardian include lack of technical expertise plus human and financial resources and the persistence of a mindset that hinders the development and integration of new information communication technologies and interactivity in online journalism. Theoretically, the possibilities are vast but the likelihood of translating theory into reality appears slim. For Nigeria's online Guardian to become interactive in a participatory way, it must undergo changes and choices about values, goals and standards. There must be a shift in attitudes and approaches towards news-content production and delivery as well as the problematic commercial aspects of electronic publishing routines and the effect of such choices on management and newsroom organisation.
- Full Text:
- Date Issued: 2004
A resource-based learning approach to professional development: the case of the ACEE (Rhodes University Advanced Certificate in Environmental Education)
- Agria Russo, Vladimir Kiluange
- Authors: Agria Russo, Vladimir Kiluange
- Date: 2004
- Subjects: Rhodes University Advanced Certificate in Environmental Education Teaching -- Aids and devices -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1741 , http://hdl.handle.net/10962/d1003625
- Description: This interpretative case study derives and examines the characterising features of the resource-based learning approach used in the Rhodes University Advanced Certificate in Environmental Education (ACEE), particularly in Module 1 (Environment and Environmental Issues) and Module 3 (Contemporary Environmental Issues). The study explores processes of resource-based learning through the analysis of three individual case stories of participants’ experience in adaptive use of learning support materials in different work contexts. It discusses the relationship between thematic categories related to participants’ experience of assignment work, and course design and course implementation. This study indicates that resource-based learning processes in the ACEE involve curriculum deliberation and the use of resource packs in supporting participants’ practice. It also indicates that the ACEE’s practice-based orientation to workplace-based assignments plays an important role in supporting the adaptive use of learning support materials, encouraging lifelong learning and developing applied competence. It highlights the significance of reflexive narration of practice in improving course participants’ educational practice. A diagrammatic representation of the unfolding and intermeshed characterising features of resource-based learning is presented. The study argues that resource-based learning in the ACEE appears to create possibilities for the course participants to become scaffolders and co-constructors of their own learning. It notes that resource-based learning can enable course participants to take ownership of their educational and workplace needs, and to develop skills and competences necessary to respond to environmental issues and risks in southern Africa. This study examines the potential that the reflexive narration of practice has in supporting course participants to engage in better ways of doing things in their workplace-based contexts. This study provides some recommendations to enhance the Advanced Certificate in Environmental Education as well as some ‘fuzzy generalisations’ that might guide the Southern African Development Community (SADC) Regional Environmental Education Programme (REEP) in the development and adaptation of professional development courses in southern Africa.
- Full Text:
- Date Issued: 2004
- Authors: Agria Russo, Vladimir Kiluange
- Date: 2004
- Subjects: Rhodes University Advanced Certificate in Environmental Education Teaching -- Aids and devices -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1741 , http://hdl.handle.net/10962/d1003625
- Description: This interpretative case study derives and examines the characterising features of the resource-based learning approach used in the Rhodes University Advanced Certificate in Environmental Education (ACEE), particularly in Module 1 (Environment and Environmental Issues) and Module 3 (Contemporary Environmental Issues). The study explores processes of resource-based learning through the analysis of three individual case stories of participants’ experience in adaptive use of learning support materials in different work contexts. It discusses the relationship between thematic categories related to participants’ experience of assignment work, and course design and course implementation. This study indicates that resource-based learning processes in the ACEE involve curriculum deliberation and the use of resource packs in supporting participants’ practice. It also indicates that the ACEE’s practice-based orientation to workplace-based assignments plays an important role in supporting the adaptive use of learning support materials, encouraging lifelong learning and developing applied competence. It highlights the significance of reflexive narration of practice in improving course participants’ educational practice. A diagrammatic representation of the unfolding and intermeshed characterising features of resource-based learning is presented. The study argues that resource-based learning in the ACEE appears to create possibilities for the course participants to become scaffolders and co-constructors of their own learning. It notes that resource-based learning can enable course participants to take ownership of their educational and workplace needs, and to develop skills and competences necessary to respond to environmental issues and risks in southern Africa. This study examines the potential that the reflexive narration of practice has in supporting course participants to engage in better ways of doing things in their workplace-based contexts. This study provides some recommendations to enhance the Advanced Certificate in Environmental Education as well as some ‘fuzzy generalisations’ that might guide the Southern African Development Community (SADC) Regional Environmental Education Programme (REEP) in the development and adaptation of professional development courses in southern Africa.
- Full Text:
- Date Issued: 2004
Factors affecting the invasion of Pteronia incana (Blue bush) onto hillslopes in Ngqushwa (formerly Peddie) District, Eastern Cape
- Authors: Kakembo, Vincent
- Date: 2004
- Subjects: Shrubs -- South Africa -- Eastern Cape Slopes (Physical geography) -- South Africa -- Eastern Cape Biological invasions -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4833 , http://hdl.handle.net/10962/d1005508
- Description: The factors that influence the invasion of hillslopes by the shrub Pteronia incana in the communal rangelands of Ngqushwa (formerly Peddie) district were investigated. Mgwalana, one of the catchments in the district where encroachment by the species is widespread, was chosen. The study combined field observations with image analysis based on high resolution infrared imagery. The catchment was flown and high resolution infrared images (1mx1m) were taken using a Kodak DCS420 digital, colour-infrared camera. The images were analysed using Idrisi32 and Kilimanjaro GIS versions. The ability of different vegetation indices to separate P. incana from the other cover types was investigated. Field observations of the degree of P. incana invasion in relation to, inter alia, soil surface conditions, slope angle and visible forms of erosion were made. A Digital Elevation Model (DEM) of 20m spatial resolution was used to derive terrain parameters. The presence and absence of P. incana in relation to slope gradient and aspect were determined. The combined influence of the two terrain parameters and land use on the invasion was also investigated. The Topographic Wetness Index (WI), a component of the TOPMODEL was derived from the DEM and its relationship with the spatial distribution of P. incana was explored. Soil moisture dependencies for P. incana and grass species as well as surrogates for runoff under the shrub and adjacent bare areas were determined in the field. A high level of classification accuracy confirmed the reliability of digital camera imagery for spatial analyses. Distinct spectral separability for the surface vegetation cover types was achieved by means of the Perpendicular Vegetation Index (PVI) as opposed to the ratio based vegetation indices (NDVI, SAVI and MSAVI). The absence/presence of P. incana was noted to be strongly influenced by slope angle and aspect. The probability for P. incana occurrence increased with slope steepness and southerly slope orientation. Abandoned and grazing lands were identified as the main invasion hotspots. Blanket invasion of the former signified the high susceptibility of abandoned land to P. incana invasion. The combined influence of land use, slope gradient and aspect was also noted to have promoted the invasion. This is borne out by the concentration of the invasion on abandoned steep slopes with a southerly orientation. Local topographic variations were identified as having a strong bearing on P. incana spatial distribution. The topographically driven WI confirmed this relationship, such that P. incana was associated with the low WI values of convexities. Differences in the moisture dependencies between P. incana and grass species were demonstrated by the greater rooting depth of the former. During field surveys, soil surface crusting was noted as inherent to P. incana patchiness. The coupling between local topography and soil surface crusting underpins soil moisture variability at hillslope and patch scales respectively. This in turn determines the competition between P. incana and grass species and the eventual replacement of the latter by the former. A close spatial correlation between fully established P. incana and severe forms of soil erosion was observed. Loss of patchiness and expansion of inter-patch bare areas promote runoff connectivity erosion. As most of the runoff becomes run out, hillslopes tend towards dysfunctional systems. Greater soil moisture storage after rainstorms under P. incana tussocks than the adjacent bare areas signifies the shrub’s water harvesting capabilities. The tussocks could thus serve as a starting-pointbuilding- block for the rehabilitation of dysfunctional hillslope systems.
- Full Text:
- Date Issued: 2004
- Authors: Kakembo, Vincent
- Date: 2004
- Subjects: Shrubs -- South Africa -- Eastern Cape Slopes (Physical geography) -- South Africa -- Eastern Cape Biological invasions -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4833 , http://hdl.handle.net/10962/d1005508
- Description: The factors that influence the invasion of hillslopes by the shrub Pteronia incana in the communal rangelands of Ngqushwa (formerly Peddie) district were investigated. Mgwalana, one of the catchments in the district where encroachment by the species is widespread, was chosen. The study combined field observations with image analysis based on high resolution infrared imagery. The catchment was flown and high resolution infrared images (1mx1m) were taken using a Kodak DCS420 digital, colour-infrared camera. The images were analysed using Idrisi32 and Kilimanjaro GIS versions. The ability of different vegetation indices to separate P. incana from the other cover types was investigated. Field observations of the degree of P. incana invasion in relation to, inter alia, soil surface conditions, slope angle and visible forms of erosion were made. A Digital Elevation Model (DEM) of 20m spatial resolution was used to derive terrain parameters. The presence and absence of P. incana in relation to slope gradient and aspect were determined. The combined influence of the two terrain parameters and land use on the invasion was also investigated. The Topographic Wetness Index (WI), a component of the TOPMODEL was derived from the DEM and its relationship with the spatial distribution of P. incana was explored. Soil moisture dependencies for P. incana and grass species as well as surrogates for runoff under the shrub and adjacent bare areas were determined in the field. A high level of classification accuracy confirmed the reliability of digital camera imagery for spatial analyses. Distinct spectral separability for the surface vegetation cover types was achieved by means of the Perpendicular Vegetation Index (PVI) as opposed to the ratio based vegetation indices (NDVI, SAVI and MSAVI). The absence/presence of P. incana was noted to be strongly influenced by slope angle and aspect. The probability for P. incana occurrence increased with slope steepness and southerly slope orientation. Abandoned and grazing lands were identified as the main invasion hotspots. Blanket invasion of the former signified the high susceptibility of abandoned land to P. incana invasion. The combined influence of land use, slope gradient and aspect was also noted to have promoted the invasion. This is borne out by the concentration of the invasion on abandoned steep slopes with a southerly orientation. Local topographic variations were identified as having a strong bearing on P. incana spatial distribution. The topographically driven WI confirmed this relationship, such that P. incana was associated with the low WI values of convexities. Differences in the moisture dependencies between P. incana and grass species were demonstrated by the greater rooting depth of the former. During field surveys, soil surface crusting was noted as inherent to P. incana patchiness. The coupling between local topography and soil surface crusting underpins soil moisture variability at hillslope and patch scales respectively. This in turn determines the competition between P. incana and grass species and the eventual replacement of the latter by the former. A close spatial correlation between fully established P. incana and severe forms of soil erosion was observed. Loss of patchiness and expansion of inter-patch bare areas promote runoff connectivity erosion. As most of the runoff becomes run out, hillslopes tend towards dysfunctional systems. Greater soil moisture storage after rainstorms under P. incana tussocks than the adjacent bare areas signifies the shrub’s water harvesting capabilities. The tussocks could thus serve as a starting-pointbuilding- block for the rehabilitation of dysfunctional hillslope systems.
- Full Text:
- Date Issued: 2004
English language teaching and learning in the African preschool and educational achievement at grade 1: a case study
- Authors: Rendel, Philip Boudewijn
- Date: 2004
- Subjects: Education, Preschool -- South Africa -- Case studies , English language -- Study and teaching (Preschool) -- South Africa Case studies , English language -- Study and teaching (Elementary) -- South Africa -- Case studies , Children -- South Africa -- Language -- Case studies , Language acquisition -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2360 , http://hdl.handle.net/10962/d1002643 , Education, Preschool -- South Africa -- Case studies , English language -- Study and teaching (Preschool) -- South Africa Case studies , English language -- Study and teaching (Elementary) -- South Africa -- Case studies , Children -- South Africa -- Language -- Case studies , Language acquisition -- Case studies
- Description: In 1998, seventy per cent of children in South Africa failed and had to repeat the Grade 1 year. This is the result of a number of factors, among them academic and cultural readiness for school. Many primary schools in South Africa teach through English, a language that is not the home language of the majority of learners. Despite recent legislation aimed at improving preschool facilities and teacher capacity, there has been insufficient consideration of which languages are taught and how they should be taught to children before they arrive at Grade 1. This study sets out to explore whether there is a relational link between preschool English language teaching and learning and subsequent educational achievement at Grade 1. It also sketches out possible recommendations for improving the teaching and learning of English in the sample schools. The study does not attempt to enter the debate over choice of language of teaching and learning (LoLT). In this longitudinal case study, four children from two different preschools, (one mainly isiXhosa medium and one English medium), were observed in their classroom environments over a period of four months. The following year, the same children were observed in their respective Grade 1 classrooms, all of which were English medium either entirely or to a degree. The parents of all four children were interviewed in their home environment, as were their teachers. The study found that there is a significant communication gap between preschool teachers and Grade 1 teachers. This was combined with a self-confessed need amongst some teachers for increased training in teaching through English. Low motivation and limited professional experience in some cases contributed to a preschool language-learning environment that lacked many of the factors identified as being essential for a positive learning environment in early childhood There was in addition a clear bias in many sites towards universality of ECD prinCiples with little regard for the hegemony of Western pedagogy, particularly in the area of literacy acquisition. The study concludes by suggesting some ways in which this situation could be improved in order to enable preschool children to cope better with the demands of Grade 1.
- Full Text:
- Date Issued: 2004
- Authors: Rendel, Philip Boudewijn
- Date: 2004
- Subjects: Education, Preschool -- South Africa -- Case studies , English language -- Study and teaching (Preschool) -- South Africa Case studies , English language -- Study and teaching (Elementary) -- South Africa -- Case studies , Children -- South Africa -- Language -- Case studies , Language acquisition -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2360 , http://hdl.handle.net/10962/d1002643 , Education, Preschool -- South Africa -- Case studies , English language -- Study and teaching (Preschool) -- South Africa Case studies , English language -- Study and teaching (Elementary) -- South Africa -- Case studies , Children -- South Africa -- Language -- Case studies , Language acquisition -- Case studies
- Description: In 1998, seventy per cent of children in South Africa failed and had to repeat the Grade 1 year. This is the result of a number of factors, among them academic and cultural readiness for school. Many primary schools in South Africa teach through English, a language that is not the home language of the majority of learners. Despite recent legislation aimed at improving preschool facilities and teacher capacity, there has been insufficient consideration of which languages are taught and how they should be taught to children before they arrive at Grade 1. This study sets out to explore whether there is a relational link between preschool English language teaching and learning and subsequent educational achievement at Grade 1. It also sketches out possible recommendations for improving the teaching and learning of English in the sample schools. The study does not attempt to enter the debate over choice of language of teaching and learning (LoLT). In this longitudinal case study, four children from two different preschools, (one mainly isiXhosa medium and one English medium), were observed in their classroom environments over a period of four months. The following year, the same children were observed in their respective Grade 1 classrooms, all of which were English medium either entirely or to a degree. The parents of all four children were interviewed in their home environment, as were their teachers. The study found that there is a significant communication gap between preschool teachers and Grade 1 teachers. This was combined with a self-confessed need amongst some teachers for increased training in teaching through English. Low motivation and limited professional experience in some cases contributed to a preschool language-learning environment that lacked many of the factors identified as being essential for a positive learning environment in early childhood There was in addition a clear bias in many sites towards universality of ECD prinCiples with little regard for the hegemony of Western pedagogy, particularly in the area of literacy acquisition. The study concludes by suggesting some ways in which this situation could be improved in order to enable preschool children to cope better with the demands of Grade 1.
- Full Text:
- Date Issued: 2004
Religious nationalism and negotiation : Islamic identity and the resolution of the Israel/Palestine conflic
- Authors: De Villiers, Shirley
- Date: 2004
- Subjects: Arab-Israeli conflict Palestinian Arabs -- Civil rights -- Israel Nationalism -- Middle East Religion and politics -- Middle East Jewish-Arab relations Nationalism -- Religious aspects -- Islam -- History -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2873 , http://hdl.handle.net/10962/d1007815
- Description: The use of violence in the Israel/Palestine conflict has been justified and legitimised by an appeal to religion. Militant Islamist organisations like Ramas have become central players in the Palestinian political landscape as a result of the popular support that they enjoy. This thesis aims to investigate the reasons for this support by analysing the Israel/Palestine conflict in terms of Ruman Needs Theory. According to this Theory, humans have essential needs that need to be fulfilled in order to ensure survival and development. Among these needs, the need for identity and recognition of identity is of vital importance. This thesis thus explores the concept of identity as a need, and investigates this need as it relates to inter-group conflict. In situating this theory in the Israel/Palestine conflict, the study exammes how organisations like Ramas have Islamised Palestinian national identity in order to garner political support. The central contention, then, is that the primary identity group of the Palestinian population is no longer nationalist, but Islamic/nationalist. In Islamising the conflict with Israel as well as Palestinian identity, Ramas has been able to justify its often indiscriminate use of violence by appealing to religion. The conflict is thus perceived to be one between two absolutes - that of Islam versus Judaism. In considering the conflict as one of identities struggling for survival in a climate of perceived threat, any attempt at resolution of the conflict needs to include a focus on needs-based issues. The problem-solving approach to negotiation allows for parties to consider issues of identity, recognition and security needs, and thus ensures that the root causes of conflicts are addressed, The contention is that this approach is vital to any conflict resolution strategy where identity needs are at stake, and it provides the grounding for the success of more traditional zero-sum bargaining methods. A recognition of Islamic identity in negotiation processes in Israel/Palestine may thus make for a more comprehensive conflict resolution strategy, and make the outcomes of negotiations more acceptable to the people of Palestine, thus undermining the acceptance of violence that exists at present.
- Full Text:
- Date Issued: 2004
- Authors: De Villiers, Shirley
- Date: 2004
- Subjects: Arab-Israeli conflict Palestinian Arabs -- Civil rights -- Israel Nationalism -- Middle East Religion and politics -- Middle East Jewish-Arab relations Nationalism -- Religious aspects -- Islam -- History -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2873 , http://hdl.handle.net/10962/d1007815
- Description: The use of violence in the Israel/Palestine conflict has been justified and legitimised by an appeal to religion. Militant Islamist organisations like Ramas have become central players in the Palestinian political landscape as a result of the popular support that they enjoy. This thesis aims to investigate the reasons for this support by analysing the Israel/Palestine conflict in terms of Ruman Needs Theory. According to this Theory, humans have essential needs that need to be fulfilled in order to ensure survival and development. Among these needs, the need for identity and recognition of identity is of vital importance. This thesis thus explores the concept of identity as a need, and investigates this need as it relates to inter-group conflict. In situating this theory in the Israel/Palestine conflict, the study exammes how organisations like Ramas have Islamised Palestinian national identity in order to garner political support. The central contention, then, is that the primary identity group of the Palestinian population is no longer nationalist, but Islamic/nationalist. In Islamising the conflict with Israel as well as Palestinian identity, Ramas has been able to justify its often indiscriminate use of violence by appealing to religion. The conflict is thus perceived to be one between two absolutes - that of Islam versus Judaism. In considering the conflict as one of identities struggling for survival in a climate of perceived threat, any attempt at resolution of the conflict needs to include a focus on needs-based issues. The problem-solving approach to negotiation allows for parties to consider issues of identity, recognition and security needs, and thus ensures that the root causes of conflicts are addressed, The contention is that this approach is vital to any conflict resolution strategy where identity needs are at stake, and it provides the grounding for the success of more traditional zero-sum bargaining methods. A recognition of Islamic identity in negotiation processes in Israel/Palestine may thus make for a more comprehensive conflict resolution strategy, and make the outcomes of negotiations more acceptable to the people of Palestine, thus undermining the acceptance of violence that exists at present.
- Full Text:
- Date Issued: 2004
Biochemical characterization of plasmodium falciparum heat shock protein 70
- Matambo, Tonderayi Sylvester
- Authors: Matambo, Tonderayi Sylvester
- Date: 2004
- Subjects: Plasmodium falciparum , Malaria -- Prevention , Protein folding , Proteins -- Purification , Heat shock proteins
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4134 , http://hdl.handle.net/10962/d1015767
- Description: Plamodium falciparum heat shock protein (PfHsp70) is believed to be involved in the cytoprotection of the malaria parasite through its action as a molecular chaperone. Bioinformatic analysis reveal that PfHsp70 consists of the three canonical Hsp70 domains; an ATPase domain of 45 kDa, Substrate binding domain of 15 kDa and a C-terminal domain of 10 kDa. At the C-terminus there is a GGMP repeat motif that is commonly found in Hsp70s of parasitic origins. Plasmodium falciparum genome is 80% A-T rich, making it difficult to recombinantly express its proteins in Escherhia coli (E. coli) as a result of rare codon usage. In this study we carried out experiments to improve expression in E. coli by inserting the PfHsp70 coding region into the pQE30 expression vector. However multiple bands were detected by Western analysis, probably due to the presence of rare codons. The RIG plasmid, which encodes tRNAs for rare codons in particular Arg (AGA/AGG), Ile (AUA) and Gly (GGA) was engineered into the E. coli strain resulting in production of full length PfHsp70. Purification was achieved through Ni²⁺ Chelating sepharose under denaturing conditions. PfHsp70 was found to have a very low basal ATPase activity of 0.262 ± 0.05 nmoles/min/mg of protein. In the presence of reduced and carboxymethylated lactalbumin (RCMLA) a 11-fold increase in ATPase activity was noted whereas in the presence of both RCMLA and Trypanosoma cruzi DnaJ (Tcj2) a 16-fold was achieved. For ATP hydrolysis kcat value of 0.003 min⁻¹ was obtained whereas for ADP release a greater kcat value of 0.8 min⁻¹ was obtained. These results indicated that rate of ATP hydrolysis maybe the rate-determining step in the ATPase cycle of PfHsp70.
- Full Text:
- Date Issued: 2004
- Authors: Matambo, Tonderayi Sylvester
- Date: 2004
- Subjects: Plasmodium falciparum , Malaria -- Prevention , Protein folding , Proteins -- Purification , Heat shock proteins
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4134 , http://hdl.handle.net/10962/d1015767
- Description: Plamodium falciparum heat shock protein (PfHsp70) is believed to be involved in the cytoprotection of the malaria parasite through its action as a molecular chaperone. Bioinformatic analysis reveal that PfHsp70 consists of the three canonical Hsp70 domains; an ATPase domain of 45 kDa, Substrate binding domain of 15 kDa and a C-terminal domain of 10 kDa. At the C-terminus there is a GGMP repeat motif that is commonly found in Hsp70s of parasitic origins. Plasmodium falciparum genome is 80% A-T rich, making it difficult to recombinantly express its proteins in Escherhia coli (E. coli) as a result of rare codon usage. In this study we carried out experiments to improve expression in E. coli by inserting the PfHsp70 coding region into the pQE30 expression vector. However multiple bands were detected by Western analysis, probably due to the presence of rare codons. The RIG plasmid, which encodes tRNAs for rare codons in particular Arg (AGA/AGG), Ile (AUA) and Gly (GGA) was engineered into the E. coli strain resulting in production of full length PfHsp70. Purification was achieved through Ni²⁺ Chelating sepharose under denaturing conditions. PfHsp70 was found to have a very low basal ATPase activity of 0.262 ± 0.05 nmoles/min/mg of protein. In the presence of reduced and carboxymethylated lactalbumin (RCMLA) a 11-fold increase in ATPase activity was noted whereas in the presence of both RCMLA and Trypanosoma cruzi DnaJ (Tcj2) a 16-fold was achieved. For ATP hydrolysis kcat value of 0.003 min⁻¹ was obtained whereas for ADP release a greater kcat value of 0.8 min⁻¹ was obtained. These results indicated that rate of ATP hydrolysis maybe the rate-determining step in the ATPase cycle of PfHsp70.
- 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
A critical evaluation of outcomes based education from a developmental perspective in South Africa with particular reference to the Eastern Cape.
- Mdikane, Knowledge Mzwandile
- Authors: Mdikane, Knowledge Mzwandile
- Date: 2004
- Subjects: Reconstruction and Development Programme (South Africa) Competency-based education -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape Education -- Social aspects -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:6057 , http://hdl.handle.net/10962/d1006663
- Description: This research study seeks to examine the impact of Outcomes-Based Education (OBE)from a developmental perspective in the Eastern Cape. Two schools were selected as research sites, one from a previously advantaged area and the other from a previously disadvantaged area. These schools were evaluated on their understanding of OBE and its relationship to development. OBE was introduced in South Africa under controversial circumstances because of the legacy of apartheid education from which we are coming. Because of that, schools in South Africa reflect the inequalities that are resulting from apartheid legislation. In 1994 the government introduced the Reconstruction and Development Programme (RDP) to eradicate all the discrepancies resulting from apartheid. On the educational sphere, OBE was the curriculum policy aimed at eradicating the legacy of apartheid education. The then Minister of Education was convinced that OBE or Curriculum 2005 would be a developmental approach to education and would take South Africa into the 21st century. Ever since its introduction, educators have encountered many problems with the implementation of OBE, especially in the previously disadvantaged areas of the Eastern Cape. The researcher used semi-structured interviews to collect data from the respondents. However, one set of questionnaires was prepared for the educators, students, parents and education government officials. Because of the qualitative nature of the questionnaire the data collected was also analyzed qualitatively. Each question was analyzed from each of the focus groups and the researcher established findings that were analyzed in relation to the literature review. The researcher then was able to reach his own conclusions on the impact that OBE has on the South African education system and recommendations on what could be done for OBE to be successfully implemented and to be developmentally effective in previously disadvantaged areas of South Africa. The recommendations propose useful interventions, which could be made by the government to assist all the stakeholders involved in education in both an understanding and better implementation of OBE in Previously Disadvantaged Areas (PDA’s). They include provision of support to stakeholders and that teachers should be taught about the relationship between OBE and reconstruction. The research study focuses mainly on OBE and its relationship to development in urban or Previously Advantaged Areas (PAA’s) of two Eastern Cape schools. It will be relevant to the Eastern Cape Education Department in its efforts to implement OBE in schools and it could be a source of knowledge to educators. The conclusion that has been reached, however, is that there is a lot of ignorance about this new system of education to both educators and parents. There is also evidence of ignorance to matters pertaining to the relationship between OBE and it’s relationship to the Reconstruction and Development Programme (RDP). A major recommendation that is made then is that for OBE to be relevant in the South African context, it should help to improve the lives of ordinary people in South Africa, especially in Previously Disadvantaged Areas.
- Full Text:
- Date Issued: 2004
- Authors: Mdikane, Knowledge Mzwandile
- Date: 2004
- Subjects: Reconstruction and Development Programme (South Africa) Competency-based education -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape Education -- Social aspects -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:6057 , http://hdl.handle.net/10962/d1006663
- Description: This research study seeks to examine the impact of Outcomes-Based Education (OBE)from a developmental perspective in the Eastern Cape. Two schools were selected as research sites, one from a previously advantaged area and the other from a previously disadvantaged area. These schools were evaluated on their understanding of OBE and its relationship to development. OBE was introduced in South Africa under controversial circumstances because of the legacy of apartheid education from which we are coming. Because of that, schools in South Africa reflect the inequalities that are resulting from apartheid legislation. In 1994 the government introduced the Reconstruction and Development Programme (RDP) to eradicate all the discrepancies resulting from apartheid. On the educational sphere, OBE was the curriculum policy aimed at eradicating the legacy of apartheid education. The then Minister of Education was convinced that OBE or Curriculum 2005 would be a developmental approach to education and would take South Africa into the 21st century. Ever since its introduction, educators have encountered many problems with the implementation of OBE, especially in the previously disadvantaged areas of the Eastern Cape. The researcher used semi-structured interviews to collect data from the respondents. However, one set of questionnaires was prepared for the educators, students, parents and education government officials. Because of the qualitative nature of the questionnaire the data collected was also analyzed qualitatively. Each question was analyzed from each of the focus groups and the researcher established findings that were analyzed in relation to the literature review. The researcher then was able to reach his own conclusions on the impact that OBE has on the South African education system and recommendations on what could be done for OBE to be successfully implemented and to be developmentally effective in previously disadvantaged areas of South Africa. The recommendations propose useful interventions, which could be made by the government to assist all the stakeholders involved in education in both an understanding and better implementation of OBE in Previously Disadvantaged Areas (PDA’s). They include provision of support to stakeholders and that teachers should be taught about the relationship between OBE and reconstruction. The research study focuses mainly on OBE and its relationship to development in urban or Previously Advantaged Areas (PAA’s) of two Eastern Cape schools. It will be relevant to the Eastern Cape Education Department in its efforts to implement OBE in schools and it could be a source of knowledge to educators. The conclusion that has been reached, however, is that there is a lot of ignorance about this new system of education to both educators and parents. There is also evidence of ignorance to matters pertaining to the relationship between OBE and it’s relationship to the Reconstruction and Development Programme (RDP). A major recommendation that is made then is that for OBE to be relevant in the South African context, it should help to improve the lives of ordinary people in South Africa, especially in Previously Disadvantaged Areas.
- Full Text:
- Date Issued: 2004
Towards sustainable utilisation of the fishery resources of the Kowie Estuary, South Africa
- Authors: Nsubuga, Yvonne Nakalo
- Date: 2004
- Subjects: Estuarine fisheries -- South Africa -- Eastern Cape -- Kowie Estuary , Estuarine ecology -- South Africa -- Eastern Cape -- Kowie Estuary
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4761 , http://hdl.handle.net/10962/d1007154 , Estuarine fisheries -- South Africa -- Eastern Cape -- Kowie Estuary , Estuarine ecology -- South Africa -- Eastern Cape -- Kowie Estuary
- Description: The annual biomass of fish caught from estuaries in South Africa is currently estimated at over 24,800 tons. These estuarine fishes are caught by over 73,000 fishers, most of them recreational. Annual income derived from South Africa’s total estuarine fishery was worth approximately R430,000,000 in 1997. There is increasing concern that unless our estuarine fisheries are effectively managed, we will not be able to sustain these benefits into the future. Two factors that contribute to inadequate management of the estuarine fisheries in South Africa are a lack of data on which to base management decisions, and the lack of indicators by which to assess trends towards sustainability. The main aims of this study were to provide a description of the Kowie estuary fishery, identify suitable indicators of sustainability for this fishery, and assess its sustainability. Boat-based and shore-based roving creel surveys were carried out on the Kowie estuary between July 2000 and June 2001; 1,091 interviews were conducted with linefishers, and 277 interviews with bait collectors. In the boat-based interviews, data were collected on fisher demographics, fishing site, fishing method, choice of bait, fishing duration and catch statistics. In the shore-based surveys, additional data were collected from shore-based linefishers and bait collectors on their perceptions, attitudes, and knowledge of fishery regulations. Total annual fishing effort on the Kowie estuary was estimated at 30,952 angler hours (SD=154); 84% of it recreational, and the rest subsistence. Most fishing occurred during December and January, and decreased during winter, especially June and July. The annual yield of fish from the estuary was estimated at 16,240 fish (SD=667) or 5.99 tons (SD=0.81). By number, recreational anglers caught 69% of the annual catch. Three species dominated the catch by number: Rhabdosargus holubi (62%), Pomadasys commersonnii (17%) and Argyrosomus japonicus (7%). By mass, the dominant species caught were Argyrosomus japonicus (60%) and Pomadasys commersonnii (19%). Overall catch rate on the estuary was 0.57 fish.ang.⁻¹h⁻¹ (SD=0.24), or 0.298 kg ang.⁻¹h⁻¹ (SD=0.31). Overall catch rate by number was highest in the subsistence sector at 1.13 fish.ang.⁻¹h⁻¹(SD=0.70), while the boat-based recreational sector recorded the highest overall catch rate by mass (0.427 kg.ang.⁻¹h⁻¹, SD=0.625). Argyrosomus japonicus had the highest overall catch rate by mass on the estuary (0.496 kg ang.⁻¹h⁻¹), and Rhabdosargus holubi the highest overall catch rate by number (1.233 fish.ang.⁻¹h⁻¹). Only 19% of the catch of R. holubi was above the minimum legal size, while the estimates for P. commersonnii and A. japonicus were 21% and 25%, respectively. The annual number of bait collecting outings on the estuary was estimated at 2,889, of which 75% were subsistence. The highest numbers of bait collecting outings were recorded in December and April. The Bay of Biscay was the most popular site for bait collecting. A total of five invertebrate species were collected from the estuary to be used as bait, of which the mud prawn Upogebia africana was the dominant species. Total annual number of mud prawns collected from the estuary was estimated at 260,648; of which 41% was collected by subsistence bait collectors. Thirteen indicators were selected to assess sustainability in three fishery sectors on the Kowie estuary: namely, the shore-based recreational linefishery, the subsistence linefishery and the subsistence bait fishery. Social sustainability was evaluated on the basis of the use fishery resources to fulfil Maslow's basic human needs of food and employment, safety and security, affiliation, self-esteem and selfactualisation. Indicators of ecosystem sustainability assessed the productivity, diversity, disturbance and degree of water quality in the estuary. Institutional sustainability was assessed on the basis that management systems in the fishery should be results-oriented, consent-based, truth-seeking and adaptable. Data on indicator performance was collected during the shore-based roving creel survey, and from published literature. Arbitrarily set reference points were used to assess indicator performance, which was graded on a scale from 1 (indicating minimum probability of sustainability) to 4 (indicating maximum probability of sustainability). Sustainability was illustrated with the aid of amoeba plots. Overall sustainability was low in all three fishery sectors investigated. Nine of the 13 indicators in the shore-based recreational fishery performed poorly, while 11 of 13 in the subsistence line fishery, and 10 of 13 in the subsistence bait fishery, performed poorly. In all three fishery sectors all four selected indicators of institutional sustainability performed poorly. The probability of social sustainability was higher in the shore-based recreational line fishery, where the performance of two of the five selected indicators was very good. The probability of ecological sustainability was lowest in the shore-based recreational linefishery, while in the subsistence linefishery only one selected indicator performed very well. Recommendations made towards assessing sustainability in small-scale estuarine fisheries include the formulation of national policy for assessing sustainability in fisheries, the involvement of fishers in the assessment process, use of fisher perceptions where data gaps exist, and the use of research results to guide future management decisions. Management changes recommended for the Kowie estuary fishery include the formulation of an effective and integrated management plan, identification of the key stakeholders in the fishery, inclusion of fishers in management, the protection of the estuary’s Zostera capensis beds, and the establishment of a programme to increase research and monitoring in the fishery.
- Full Text:
- Date Issued: 2004
- Authors: Nsubuga, Yvonne Nakalo
- Date: 2004
- Subjects: Estuarine fisheries -- South Africa -- Eastern Cape -- Kowie Estuary , Estuarine ecology -- South Africa -- Eastern Cape -- Kowie Estuary
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4761 , http://hdl.handle.net/10962/d1007154 , Estuarine fisheries -- South Africa -- Eastern Cape -- Kowie Estuary , Estuarine ecology -- South Africa -- Eastern Cape -- Kowie Estuary
- Description: The annual biomass of fish caught from estuaries in South Africa is currently estimated at over 24,800 tons. These estuarine fishes are caught by over 73,000 fishers, most of them recreational. Annual income derived from South Africa’s total estuarine fishery was worth approximately R430,000,000 in 1997. There is increasing concern that unless our estuarine fisheries are effectively managed, we will not be able to sustain these benefits into the future. Two factors that contribute to inadequate management of the estuarine fisheries in South Africa are a lack of data on which to base management decisions, and the lack of indicators by which to assess trends towards sustainability. The main aims of this study were to provide a description of the Kowie estuary fishery, identify suitable indicators of sustainability for this fishery, and assess its sustainability. Boat-based and shore-based roving creel surveys were carried out on the Kowie estuary between July 2000 and June 2001; 1,091 interviews were conducted with linefishers, and 277 interviews with bait collectors. In the boat-based interviews, data were collected on fisher demographics, fishing site, fishing method, choice of bait, fishing duration and catch statistics. In the shore-based surveys, additional data were collected from shore-based linefishers and bait collectors on their perceptions, attitudes, and knowledge of fishery regulations. Total annual fishing effort on the Kowie estuary was estimated at 30,952 angler hours (SD=154); 84% of it recreational, and the rest subsistence. Most fishing occurred during December and January, and decreased during winter, especially June and July. The annual yield of fish from the estuary was estimated at 16,240 fish (SD=667) or 5.99 tons (SD=0.81). By number, recreational anglers caught 69% of the annual catch. Three species dominated the catch by number: Rhabdosargus holubi (62%), Pomadasys commersonnii (17%) and Argyrosomus japonicus (7%). By mass, the dominant species caught were Argyrosomus japonicus (60%) and Pomadasys commersonnii (19%). Overall catch rate on the estuary was 0.57 fish.ang.⁻¹h⁻¹ (SD=0.24), or 0.298 kg ang.⁻¹h⁻¹ (SD=0.31). Overall catch rate by number was highest in the subsistence sector at 1.13 fish.ang.⁻¹h⁻¹(SD=0.70), while the boat-based recreational sector recorded the highest overall catch rate by mass (0.427 kg.ang.⁻¹h⁻¹, SD=0.625). Argyrosomus japonicus had the highest overall catch rate by mass on the estuary (0.496 kg ang.⁻¹h⁻¹), and Rhabdosargus holubi the highest overall catch rate by number (1.233 fish.ang.⁻¹h⁻¹). Only 19% of the catch of R. holubi was above the minimum legal size, while the estimates for P. commersonnii and A. japonicus were 21% and 25%, respectively. The annual number of bait collecting outings on the estuary was estimated at 2,889, of which 75% were subsistence. The highest numbers of bait collecting outings were recorded in December and April. The Bay of Biscay was the most popular site for bait collecting. A total of five invertebrate species were collected from the estuary to be used as bait, of which the mud prawn Upogebia africana was the dominant species. Total annual number of mud prawns collected from the estuary was estimated at 260,648; of which 41% was collected by subsistence bait collectors. Thirteen indicators were selected to assess sustainability in three fishery sectors on the Kowie estuary: namely, the shore-based recreational linefishery, the subsistence linefishery and the subsistence bait fishery. Social sustainability was evaluated on the basis of the use fishery resources to fulfil Maslow's basic human needs of food and employment, safety and security, affiliation, self-esteem and selfactualisation. Indicators of ecosystem sustainability assessed the productivity, diversity, disturbance and degree of water quality in the estuary. Institutional sustainability was assessed on the basis that management systems in the fishery should be results-oriented, consent-based, truth-seeking and adaptable. Data on indicator performance was collected during the shore-based roving creel survey, and from published literature. Arbitrarily set reference points were used to assess indicator performance, which was graded on a scale from 1 (indicating minimum probability of sustainability) to 4 (indicating maximum probability of sustainability). Sustainability was illustrated with the aid of amoeba plots. Overall sustainability was low in all three fishery sectors investigated. Nine of the 13 indicators in the shore-based recreational fishery performed poorly, while 11 of 13 in the subsistence line fishery, and 10 of 13 in the subsistence bait fishery, performed poorly. In all three fishery sectors all four selected indicators of institutional sustainability performed poorly. The probability of social sustainability was higher in the shore-based recreational line fishery, where the performance of two of the five selected indicators was very good. The probability of ecological sustainability was lowest in the shore-based recreational linefishery, while in the subsistence linefishery only one selected indicator performed very well. Recommendations made towards assessing sustainability in small-scale estuarine fisheries include the formulation of national policy for assessing sustainability in fisheries, the involvement of fishers in the assessment process, use of fisher perceptions where data gaps exist, and the use of research results to guide future management decisions. Management changes recommended for the Kowie estuary fishery include the formulation of an effective and integrated management plan, identification of the key stakeholders in the fishery, inclusion of fishers in management, the protection of the estuary’s Zostera capensis beds, and the establishment of a programme to increase research and monitoring in the fishery.
- Full Text:
- Date Issued: 2004
Geographic susceptibility of Helicoverpa armigera (Lepidoptera: Noctuidae) to insecticidal proteins in Bt-cotton in South Africa
- Van Jaarsveld, Martha Johanna
- Authors: Van Jaarsveld, Martha Johanna
- Date: 2004
- Subjects: Helicoverpa armigera , Noctuidae , Lepidoptera , Cotton -- Diseases and pests -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5701 , http://hdl.handle.net/10962/d1005387 , Helicoverpa armigera , Noctuidae , Lepidoptera , Cotton -- Diseases and pests -- South Africa
- Description: Helicoverpa armigera Hübner (Lepidoptera: Noctuidae) (African bollworm) is a typical noctuid with a very catholic taste in food plants and whose larvae feed on a wide range of cultivated and wild plants. It has been identified as the most polyphagous and injurious pest in South Africa. Helicoverpa armigera is also a key pest of cotton in many parts of the world. This key pest requires extensive control as it adversely effects yield and has built up resistance to synthetic pyrethroid insecticides. Cotton is an important crop produced by commercial and small-scale farmers in South Africa. The local demand for cotton has not been exceeded yet, but to satisfy a demanding market, pest control costs play an important role in cotton production. The threat of an insect pest that has already shown resistance prompted the present study to investigate the possibility of resistance to Bt-cotton. Genetically engineered or Bt-cotton was introduced commercially in 1996 in South Africa. All Bt-cotton plants contain one or more foreign genes derived from the soil-dwelling bacterium, Bacillus thuringiensis (Berliner), which produces protein crystals. These crystals were isolated and transferred into the genome of a cotton plant resulting in the plant producing it’s own protein insecticide. In 1998, Monsanto (Pty) Ltd requested research into the geographic susceptibility of H. armigera to the insecticidal proteins in Bt-cotton in SA. Laboratory reared and field sampled populations of H. armigera were exposed to a diet mixed with various baseline concentrations of the Bt-gene Cry1Ac freeze dried protein. This study also determined the performance of H. armigera and Spodoptera littoralis (Boisduval) on different Bt-cotton field cultivars containing different Cry-protein genes. Results obtained indicated a significant difference in susceptibility in two field populations of H. armigera to the Bt-protein Cry1Ac, even though the LD50,s in the 2003 season did not indicate resistance. Bt-cotton cultivar 15985 BX controlled H. armigera and S. littoralis larvae, the best followed in descending order by cultivar 15985 X, 15985 B and DP50 B. Results on H. armigera also indicated that the Cry-proteins in the plant parts of the different cultivars did not diminish as the season progressed. The Bt-cotton cultivars induced retarded growth of larvae, due to either a repellent effect or lack of feeding by larvae. Widespread adoption of Bt-cotton by South African farmers led to regional declines in bollworm populations, reduced insecticide use, and increased yields. Genetically modified crops therefore contribute to a cost effective, sustainable, productive and efficient form of agriculture, with a resultant positive impact on the environment. As the market for commercial Bt-cotton in South Africa expands, it is recommended that a monitoring programme for potential resistant genes in H. armigera should be implemented at least every 2 - 3 years. This will ensure that effective resistance management strategies are utilised. Coupled with this are the Biosafety Risks regarding the effect of new proteins expressed in transgenic plants, which require further studies.
- Full Text:
- Date Issued: 2004
- Authors: Van Jaarsveld, Martha Johanna
- Date: 2004
- Subjects: Helicoverpa armigera , Noctuidae , Lepidoptera , Cotton -- Diseases and pests -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5701 , http://hdl.handle.net/10962/d1005387 , Helicoverpa armigera , Noctuidae , Lepidoptera , Cotton -- Diseases and pests -- South Africa
- Description: Helicoverpa armigera Hübner (Lepidoptera: Noctuidae) (African bollworm) is a typical noctuid with a very catholic taste in food plants and whose larvae feed on a wide range of cultivated and wild plants. It has been identified as the most polyphagous and injurious pest in South Africa. Helicoverpa armigera is also a key pest of cotton in many parts of the world. This key pest requires extensive control as it adversely effects yield and has built up resistance to synthetic pyrethroid insecticides. Cotton is an important crop produced by commercial and small-scale farmers in South Africa. The local demand for cotton has not been exceeded yet, but to satisfy a demanding market, pest control costs play an important role in cotton production. The threat of an insect pest that has already shown resistance prompted the present study to investigate the possibility of resistance to Bt-cotton. Genetically engineered or Bt-cotton was introduced commercially in 1996 in South Africa. All Bt-cotton plants contain one or more foreign genes derived from the soil-dwelling bacterium, Bacillus thuringiensis (Berliner), which produces protein crystals. These crystals were isolated and transferred into the genome of a cotton plant resulting in the plant producing it’s own protein insecticide. In 1998, Monsanto (Pty) Ltd requested research into the geographic susceptibility of H. armigera to the insecticidal proteins in Bt-cotton in SA. Laboratory reared and field sampled populations of H. armigera were exposed to a diet mixed with various baseline concentrations of the Bt-gene Cry1Ac freeze dried protein. This study also determined the performance of H. armigera and Spodoptera littoralis (Boisduval) on different Bt-cotton field cultivars containing different Cry-protein genes. Results obtained indicated a significant difference in susceptibility in two field populations of H. armigera to the Bt-protein Cry1Ac, even though the LD50,s in the 2003 season did not indicate resistance. Bt-cotton cultivar 15985 BX controlled H. armigera and S. littoralis larvae, the best followed in descending order by cultivar 15985 X, 15985 B and DP50 B. Results on H. armigera also indicated that the Cry-proteins in the plant parts of the different cultivars did not diminish as the season progressed. The Bt-cotton cultivars induced retarded growth of larvae, due to either a repellent effect or lack of feeding by larvae. Widespread adoption of Bt-cotton by South African farmers led to regional declines in bollworm populations, reduced insecticide use, and increased yields. Genetically modified crops therefore contribute to a cost effective, sustainable, productive and efficient form of agriculture, with a resultant positive impact on the environment. As the market for commercial Bt-cotton in South Africa expands, it is recommended that a monitoring programme for potential resistant genes in H. armigera should be implemented at least every 2 - 3 years. This will ensure that effective resistance management strategies are utilised. Coupled with this are the Biosafety Risks regarding the effect of new proteins expressed in transgenic plants, which require further studies.
- Full Text:
- Date Issued: 2004
Mapping the Radio KC community : a case study assessing the impact of participatory research methods in assisting community radio producers to identify programming content
- Authors: Davidson, Brett Russell
- Date: 2004
- Subjects: Radio broadcasting -- South Africa -- Paarl , Radio stations -- South Africa -- Paarl , Radio journalism -- South Africa -- Paarl , Radio broadcasters -- Research -- South Africa -- Paarl , Mass media -- Political aspects -- South Africa , Mass media -- Social aspects -- South Africa , Radio in community development
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3497 , http://hdl.handle.net/10962/d1003716 , Radio broadcasting -- South Africa -- Paarl , Radio stations -- South Africa -- Paarl , Radio journalism -- South Africa -- Paarl , Radio broadcasters -- Research -- South Africa -- Paarl , Mass media -- Political aspects -- South Africa , Mass media -- Social aspects -- South Africa , Radio in community development
- Description: This thesis deals with the introduction of participatory research methods to programming staff working at Radio KC, a South African community radio station based in Paarl, in the Western Cape province. The focus is on a series of workshops conducted at the station, dealing with research tools developed to enable station workers to undertake research of their community. The aim was to determine, by means ofa case study, whether the introduction of participatory research methods could improve the ability of community broadcasters to facilitate democratic participation among the communities in which they operate. More particularly, the thesis assesses whether the application of such methods has improved the ability of the programming staff that were involved in this case study to identify a wider range of stories and voices within their target community, for inclusion in programming content. The participatory research techniques that are applied at the radio station are based on ideas in 'civic mapping' developed by Harwood and McCrehan (1996) under the auspices of The Pew Center for Civic Journalism, and supplemented by insights from Friedland (2001) and Downs and Stea (1977) about the cognitive, normative and imagined dimensions of community. All of the ideas and techniques were adapted for the South African situation. The findings of the research project illustrate that for community stations, the key concepts of 'community' and 'participation' are highly complex ones and that stations need assistance to apply these concepts in their everyday practice. The account of the intervention at Radio KC shows that the process did indeed assist the individual research participants to better deal with the application of these concepts. It did not, however, make much impact on the station as a whole. Reasons for this are believed to lie in the organisational dynamics of the station, and the fact that the model as applied in this case did not provide a means for tackling the agendas, investments and power relations that define the activities of individuals at a given community radio station - what Hochheimer (1993) talks about as the entrenchment of power and personalities. In order to address these shortcomings, an attempt is made to develop a model for future application, which places the mapping process within the context of a broader strategic planning process, focussed on a station's programming schedule.
- Full Text:
- Date Issued: 2004
- Authors: Davidson, Brett Russell
- Date: 2004
- Subjects: Radio broadcasting -- South Africa -- Paarl , Radio stations -- South Africa -- Paarl , Radio journalism -- South Africa -- Paarl , Radio broadcasters -- Research -- South Africa -- Paarl , Mass media -- Political aspects -- South Africa , Mass media -- Social aspects -- South Africa , Radio in community development
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3497 , http://hdl.handle.net/10962/d1003716 , Radio broadcasting -- South Africa -- Paarl , Radio stations -- South Africa -- Paarl , Radio journalism -- South Africa -- Paarl , Radio broadcasters -- Research -- South Africa -- Paarl , Mass media -- Political aspects -- South Africa , Mass media -- Social aspects -- South Africa , Radio in community development
- Description: This thesis deals with the introduction of participatory research methods to programming staff working at Radio KC, a South African community radio station based in Paarl, in the Western Cape province. The focus is on a series of workshops conducted at the station, dealing with research tools developed to enable station workers to undertake research of their community. The aim was to determine, by means ofa case study, whether the introduction of participatory research methods could improve the ability of community broadcasters to facilitate democratic participation among the communities in which they operate. More particularly, the thesis assesses whether the application of such methods has improved the ability of the programming staff that were involved in this case study to identify a wider range of stories and voices within their target community, for inclusion in programming content. The participatory research techniques that are applied at the radio station are based on ideas in 'civic mapping' developed by Harwood and McCrehan (1996) under the auspices of The Pew Center for Civic Journalism, and supplemented by insights from Friedland (2001) and Downs and Stea (1977) about the cognitive, normative and imagined dimensions of community. All of the ideas and techniques were adapted for the South African situation. The findings of the research project illustrate that for community stations, the key concepts of 'community' and 'participation' are highly complex ones and that stations need assistance to apply these concepts in their everyday practice. The account of the intervention at Radio KC shows that the process did indeed assist the individual research participants to better deal with the application of these concepts. It did not, however, make much impact on the station as a whole. Reasons for this are believed to lie in the organisational dynamics of the station, and the fact that the model as applied in this case did not provide a means for tackling the agendas, investments and power relations that define the activities of individuals at a given community radio station - what Hochheimer (1993) talks about as the entrenchment of power and personalities. In order to address these shortcomings, an attempt is made to develop a model for future application, which places the mapping process within the context of a broader strategic planning process, focussed on a station's programming schedule.
- Full Text:
- Date Issued: 2004
Jah children the experience of Rastafari children in South Africa as members of a minority group with particular reference to communities in the former Cape Province
- Authors: Bain, Pauline
- Date: 2004
- Subjects: Rastafari movement -- South Africa -- Eastern Cape , Rastafari movement -- South Africa -- Western Cape , Rastafari movement -- South Africa -- Northern Cape , Reggae music -- South Africa -- History and criticism , Rastafarian ethics -- South Africa , Rastafari movement -- Doctrines , Children of minorities -- South Africa -- Education , Socialization -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2087 , http://hdl.handle.net/10962/d1002650 , Rastafari movement -- South Africa -- Eastern Cape , Rastafari movement -- South Africa -- Western Cape , Rastafari movement -- South Africa -- Northern Cape , Reggae music -- South Africa -- History and criticism , Rastafarian ethics -- South Africa , Rastafari movement -- Doctrines , Children of minorities -- South Africa -- Education , Socialization -- South Africa
- Description: This thesis is an ethnography of Rastafari childhood in the former Cape Province, South Africa, through the eyes of both parents and children. If children are a ‘muted group’, then what are the identity formation implications for “double-muted” groups, the children of ethnic minorities whose voices are not heard? Rasta parents’ experience of the struggle, ie. the opposition to apartheid, has shaped the Rastafari chant of ‘equal rights’ and ‘justice’ into a distinctly South African form of protest and resistance. Their childhood experiences have resulted in a desire to provide a better life for their children, using Rastafari as a vehicle. This is expressed in a continuation of the struggle that was started during apartheid, in the Rasta ideology children grow up learning. The Rasta child has become a contested body in this struggle. The South African Government, through policy, has a mandate to protect the child, and legislature exists to do so in accordance with international law. However, as child-raising differs phenomenally from culture to culture, these goals on the part of the State start infringing upon the rights and freedoms of minorities to raise their children according to their own cultural goals. This study examines the tension between Rastafari and government with regards to child raising, specifically looking at the following main points of contestation: public health, public schools and policy/legislation; in order to examine how Rasta children negotiate their identity in the face of these conflicting messages and struggles. Their identity can be influenced by three main groups, the Rasta family they grow up in; school; and multi-media. What these children choose to accept or reject in their worldview is moderated by their own agency. This study shows that this tension results in a new generation of Rastafari children, who are strongly grounded in an identity as Rastafari and take pride in this identity. It also illustrates how Rastafari are impacting on and changing government policy through resistance. Their successes in challenging the state on the grounds of multiculturalism and religious freedom, has helped in the attainment of a sense of dignity.
- Full Text:
- Date Issued: 2004
- Authors: Bain, Pauline
- Date: 2004
- Subjects: Rastafari movement -- South Africa -- Eastern Cape , Rastafari movement -- South Africa -- Western Cape , Rastafari movement -- South Africa -- Northern Cape , Reggae music -- South Africa -- History and criticism , Rastafarian ethics -- South Africa , Rastafari movement -- Doctrines , Children of minorities -- South Africa -- Education , Socialization -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2087 , http://hdl.handle.net/10962/d1002650 , Rastafari movement -- South Africa -- Eastern Cape , Rastafari movement -- South Africa -- Western Cape , Rastafari movement -- South Africa -- Northern Cape , Reggae music -- South Africa -- History and criticism , Rastafarian ethics -- South Africa , Rastafari movement -- Doctrines , Children of minorities -- South Africa -- Education , Socialization -- South Africa
- Description: This thesis is an ethnography of Rastafari childhood in the former Cape Province, South Africa, through the eyes of both parents and children. If children are a ‘muted group’, then what are the identity formation implications for “double-muted” groups, the children of ethnic minorities whose voices are not heard? Rasta parents’ experience of the struggle, ie. the opposition to apartheid, has shaped the Rastafari chant of ‘equal rights’ and ‘justice’ into a distinctly South African form of protest and resistance. Their childhood experiences have resulted in a desire to provide a better life for their children, using Rastafari as a vehicle. This is expressed in a continuation of the struggle that was started during apartheid, in the Rasta ideology children grow up learning. The Rasta child has become a contested body in this struggle. The South African Government, through policy, has a mandate to protect the child, and legislature exists to do so in accordance with international law. However, as child-raising differs phenomenally from culture to culture, these goals on the part of the State start infringing upon the rights and freedoms of minorities to raise their children according to their own cultural goals. This study examines the tension between Rastafari and government with regards to child raising, specifically looking at the following main points of contestation: public health, public schools and policy/legislation; in order to examine how Rasta children negotiate their identity in the face of these conflicting messages and struggles. Their identity can be influenced by three main groups, the Rasta family they grow up in; school; and multi-media. What these children choose to accept or reject in their worldview is moderated by their own agency. This study shows that this tension results in a new generation of Rastafari children, who are strongly grounded in an identity as Rastafari and take pride in this identity. It also illustrates how Rastafari are impacting on and changing government policy through resistance. Their successes in challenging the state on the grounds of multiculturalism and religious freedom, has helped in the attainment of a sense of dignity.
- Full Text:
- Date Issued: 2004
The Harry Potter phenomenon literary production, generic traditions, and the question of values
- Authors: Glover, Jayne Ashleigh
- Date: 2004
- Subjects: Rowling, J. K. Criticism and interpretation , Potter, Harry (Fictitious character) , Children's literature -- History and criticism , Fantasy fiction, English -- History and criticism , Wizards in literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2201 , http://hdl.handle.net/10962/d1002243 , Rowling, J. K. Criticism and interpretation , Potter, Harry (Fictitious character) , Children's literature -- History and criticism , Fantasy fiction, English -- History and criticism , Wizards in literature
- Description: This thesis is a study of the first four books of J. K. Rowling’s Harry Potter series. It accounts for the widespread success of the novels by examining their publication and marketing histories, and their literary achievement as narratives including a sophisticated mix of generic traditions. Chapter One looks at the popularity of the novels, comparing their material production and marketing by Rowling’s English language publishers: Bloomsbury in Britain and Scholastic in the United States of America. The publisher’s influence on the public perception of each book is demonstrated by comparative study of its mode of illustration and layout. Further, the design of the books is linked to their strategic marketing and branding within the literary world. The second chapter considers Rowling’s debt to the school story. It concentrates first on the history of this relatively short-lived genre, briefly discussing its stereotypical features and values. Traditional elements of setting and characterisation are then examined to show how the Harry Potter novels present a value system which, though apparently old-fashioned, still has an ethical standpoint designed to appeal to the modern reader. Chapter Three focuses on the characterisation of Harry as a hero-figure, especially on how the influence of classical and medieval texts infuses Rowling’s portrayal of Harry as a hero in the chivalric mode. The episodes of “quest” and “test” in each book illustrate specifically how he learns the values of selflessness, loyalty, mercy and fairness. Chapter Four surveys the contribution of modern fantasy writing to the series. It shows how Rowling creates a secondary world that allows us to perceive magic as a metaphorical representation of power. This focus on the relationship between magic and power in turn has a bearing on our assessment of the author’s moral stance. The thesis concludes by suggesting that Rowling’s unusual mix of genres is justified by the values they share, and which are inscribed in her work: the generic combination forms a workable, new and exciting mode of writing that helps to account for the phenomenal popularity of the series.
- Full Text:
- Date Issued: 2004
- Authors: Glover, Jayne Ashleigh
- Date: 2004
- Subjects: Rowling, J. K. Criticism and interpretation , Potter, Harry (Fictitious character) , Children's literature -- History and criticism , Fantasy fiction, English -- History and criticism , Wizards in literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2201 , http://hdl.handle.net/10962/d1002243 , Rowling, J. K. Criticism and interpretation , Potter, Harry (Fictitious character) , Children's literature -- History and criticism , Fantasy fiction, English -- History and criticism , Wizards in literature
- Description: This thesis is a study of the first four books of J. K. Rowling’s Harry Potter series. It accounts for the widespread success of the novels by examining their publication and marketing histories, and their literary achievement as narratives including a sophisticated mix of generic traditions. Chapter One looks at the popularity of the novels, comparing their material production and marketing by Rowling’s English language publishers: Bloomsbury in Britain and Scholastic in the United States of America. The publisher’s influence on the public perception of each book is demonstrated by comparative study of its mode of illustration and layout. Further, the design of the books is linked to their strategic marketing and branding within the literary world. The second chapter considers Rowling’s debt to the school story. It concentrates first on the history of this relatively short-lived genre, briefly discussing its stereotypical features and values. Traditional elements of setting and characterisation are then examined to show how the Harry Potter novels present a value system which, though apparently old-fashioned, still has an ethical standpoint designed to appeal to the modern reader. Chapter Three focuses on the characterisation of Harry as a hero-figure, especially on how the influence of classical and medieval texts infuses Rowling’s portrayal of Harry as a hero in the chivalric mode. The episodes of “quest” and “test” in each book illustrate specifically how he learns the values of selflessness, loyalty, mercy and fairness. Chapter Four surveys the contribution of modern fantasy writing to the series. It shows how Rowling creates a secondary world that allows us to perceive magic as a metaphorical representation of power. This focus on the relationship between magic and power in turn has a bearing on our assessment of the author’s moral stance. The thesis concludes by suggesting that Rowling’s unusual mix of genres is justified by the values they share, and which are inscribed in her work: the generic combination forms a workable, new and exciting mode of writing that helps to account for the phenomenal popularity of the series.
- Full Text:
- Date Issued: 2004
A study of the criteria teachers use when selecting learning material
- Authors: Koch, Lynn
- Date: 2004
- Subjects: Textbooks -- South Africa -- Evaluation Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1780 , http://hdl.handle.net/10962/d1003665
- Description: This study investigates the criteria teachers use when selecting and evaluating learning support material, in particular, English second language textbooks. The study seeks to determine what informs the criteria that teachers use for selection. The study is conducted against the backdrop of Curriculum 2005 (C2005) and outlines the C2005 revision process and the subsequent introduction of the Revised National Curriculum Statement (RNCS). Through a series of focus group interviews, the researcher explores the criteria teachers use for evaluation. Many of the teachers in this study did not have clearly articulated criteria; rather, they drew on implicit criteria and mentioned favoured qualities or attributes that they looked for in a textbook. In addition, the teachers in the focus groups used criteria that had been ‘told’ rather than ‘owned’ and had not developed their own sets of criteria. This research concludes that teachers are caught between two conflicting sets of criteria: those of their pre-service training and those of the new curriculum, which is currently being mediated to them through brief orientations. Drawing on recent literature, the researcher argues that in order to shift deep-seated literacy practices, teacher training needs to be prolonged, in-depth and ongoing.
- Full Text:
- Date Issued: 2004
- Authors: Koch, Lynn
- Date: 2004
- Subjects: Textbooks -- South Africa -- Evaluation Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1780 , http://hdl.handle.net/10962/d1003665
- Description: This study investigates the criteria teachers use when selecting and evaluating learning support material, in particular, English second language textbooks. The study seeks to determine what informs the criteria that teachers use for selection. The study is conducted against the backdrop of Curriculum 2005 (C2005) and outlines the C2005 revision process and the subsequent introduction of the Revised National Curriculum Statement (RNCS). Through a series of focus group interviews, the researcher explores the criteria teachers use for evaluation. Many of the teachers in this study did not have clearly articulated criteria; rather, they drew on implicit criteria and mentioned favoured qualities or attributes that they looked for in a textbook. In addition, the teachers in the focus groups used criteria that had been ‘told’ rather than ‘owned’ and had not developed their own sets of criteria. This research concludes that teachers are caught between two conflicting sets of criteria: those of their pre-service training and those of the new curriculum, which is currently being mediated to them through brief orientations. Drawing on recent literature, the researcher argues that in order to shift deep-seated literacy practices, teacher training needs to be prolonged, in-depth and ongoing.
- Full Text:
- Date Issued: 2004