Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
- Full Text:
- Date Issued: 2017
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
- Full Text:
- Date Issued: 2017
The illegal diamond trade in South Africa and its tax consequences
- Authors: Kumm-Schmidt, Megan
- Date: 2017
- Subjects: Diamond industry and trade -- South Africa , Diamond industry and trade -- Corrupt practices -- South Africa , Diamond industry and trade -- South Africa -- Taxation , Conflict diamonds -- South Africa , Income tax -- Law and legislation -- South Africa , Tax evasion -- South Africa , South Africa. Income Tax Act, 1962 , South Africa. Prevention and Combating of Corrupt Activities Act, 2004 , South Africa. Tax Administration Act, 2011 , South Africa. ǂt Value-Added Tax Act, 1991 , Kimberley Process Certification Scheme
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/4389 , vital:20656
- Description: The object of the research was to discuss the taxability of the illegal diamond trade in South Africa and to identify the consequences of not declaring income obtained from the illegal diamond trade to the South African Revenue Services. The research was conducted by means of a critical analysis of documentary data with specific reference to the Income Tax Act, the Value-Added Tax (VAT) Act, the Tax Administration Act and relevant case law. The Income Tax Act and the Value-Added Tax Act were referred to in relation to the tax consequences of the illegal diamond trade and the Tax Administration Act was used to determine the consequences of not declaring income to the South African Revenue Services. It was established that amounts received from the sale of illegal diamonds are to be included in the taxpayer's gross income, whilst in relation to income received from diamond theft it was not as clear. The MP Finance Group case held that the nature of the receipt and the way in which the transaction occurred in each individual situation will be the deciding factor as to whether or not the stolen diamonds will be taxable in the hands of the thief. The buying and selling of "blood" or stolen diamonds can amount to a trade. As there have been no definitive case decisions in South Africa, it remains unclear whether expenses relating to an illegal trade are deductible. Assuming that expenses relating to an illegal trade are deductible, the provisions of section 11(a) will apply to expenses incurred as a result of dealing in illegal diamonds and it was concluded that qualifying expenses will be deductible. A taxpayer buying and selling "blood" or stolen diamonds is required to register for VAT if sales exceed the threshold and would be required to account for VAT on these transactions. If the taxpayer does not declare the income for income tax purposes or register for and pay VAT to the South African Revenue Services from either the sale of illegal diamonds or the theft of diamonds, this will amount to tax evasion and the dealer will be subject to penalties and even imprisonment
- Full Text:
- Date Issued: 2017
- Authors: Kumm-Schmidt, Megan
- Date: 2017
- Subjects: Diamond industry and trade -- South Africa , Diamond industry and trade -- Corrupt practices -- South Africa , Diamond industry and trade -- South Africa -- Taxation , Conflict diamonds -- South Africa , Income tax -- Law and legislation -- South Africa , Tax evasion -- South Africa , South Africa. Income Tax Act, 1962 , South Africa. Prevention and Combating of Corrupt Activities Act, 2004 , South Africa. Tax Administration Act, 2011 , South Africa. ǂt Value-Added Tax Act, 1991 , Kimberley Process Certification Scheme
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/4389 , vital:20656
- Description: The object of the research was to discuss the taxability of the illegal diamond trade in South Africa and to identify the consequences of not declaring income obtained from the illegal diamond trade to the South African Revenue Services. The research was conducted by means of a critical analysis of documentary data with specific reference to the Income Tax Act, the Value-Added Tax (VAT) Act, the Tax Administration Act and relevant case law. The Income Tax Act and the Value-Added Tax Act were referred to in relation to the tax consequences of the illegal diamond trade and the Tax Administration Act was used to determine the consequences of not declaring income to the South African Revenue Services. It was established that amounts received from the sale of illegal diamonds are to be included in the taxpayer's gross income, whilst in relation to income received from diamond theft it was not as clear. The MP Finance Group case held that the nature of the receipt and the way in which the transaction occurred in each individual situation will be the deciding factor as to whether or not the stolen diamonds will be taxable in the hands of the thief. The buying and selling of "blood" or stolen diamonds can amount to a trade. As there have been no definitive case decisions in South Africa, it remains unclear whether expenses relating to an illegal trade are deductible. Assuming that expenses relating to an illegal trade are deductible, the provisions of section 11(a) will apply to expenses incurred as a result of dealing in illegal diamonds and it was concluded that qualifying expenses will be deductible. A taxpayer buying and selling "blood" or stolen diamonds is required to register for VAT if sales exceed the threshold and would be required to account for VAT on these transactions. If the taxpayer does not declare the income for income tax purposes or register for and pay VAT to the South African Revenue Services from either the sale of illegal diamonds or the theft of diamonds, this will amount to tax evasion and the dealer will be subject to penalties and even imprisonment
- Full Text:
- Date Issued: 2017
Maimed bodies in George R.R. Martin’s A song of ice and fire
- Authors: Goodenough, Amy Caroline
- Date: 2017
- Subjects: Martin, George R. R. -- Song of ice and fire , Violence in literature , Fantasy fiction -- History and criticism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7301 , vital:21240
- Description: George R.R. Martin’s fantasy series, A Song of Ice and Fire, has joined franchises like Harry Potter and The Lord of the Rings at the forefront of popular culture. Unlike other popular fantasy franchises, however, Song is notably ‘gritty’ - inspired as much by the realism of historical fiction as it is by its fantastical predecessors. The novels focus on a massive struggle for power, and that struggle is a famously bloody one: the violence of the novel’s medieval-inspired world and of medieval warfare, is placed front and center. This thesis argues that Song portrays this excessive violence with a view to more than mere sensation. The body is central to Martin’s text, and since power is the object of Martin’s characters, he depicts the way in which power interacts with the body with sophistication. The use of capital and corporal punishment is foregrounded frequently in the text, and presented as central to the process of ruling, but horrifying in its potential for injustice. For all that these acts of maiming - public execution, public torture - may be presented as ceremonies of justice, Martin makes it evident that they are in fact rituals of power. The spectacular display of maimed bodies occurs frequently - so frequently that it is clearly ordinary to Martin’s characters - and nearly always with a view to creating a perception of power. Heads are spiked on castle walls, gibbets hung in town squares, and slaves crucified on road-signs, and these all speak not of the criminality of the victims, but of the power of those doing the punishing. While such displays may be successful, they usually signal weakness to the reader: Martin writes numerous characters whose acts of violence come as misplaced reactions to their own vulnerability. This dynamic comes to the fore most powerfully in the absurd performances of violence by Theon Greyjoy, and, later, in his torture by Ramsay Bolton.
- Full Text:
- Date Issued: 2017
- Authors: Goodenough, Amy Caroline
- Date: 2017
- Subjects: Martin, George R. R. -- Song of ice and fire , Violence in literature , Fantasy fiction -- History and criticism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7301 , vital:21240
- Description: George R.R. Martin’s fantasy series, A Song of Ice and Fire, has joined franchises like Harry Potter and The Lord of the Rings at the forefront of popular culture. Unlike other popular fantasy franchises, however, Song is notably ‘gritty’ - inspired as much by the realism of historical fiction as it is by its fantastical predecessors. The novels focus on a massive struggle for power, and that struggle is a famously bloody one: the violence of the novel’s medieval-inspired world and of medieval warfare, is placed front and center. This thesis argues that Song portrays this excessive violence with a view to more than mere sensation. The body is central to Martin’s text, and since power is the object of Martin’s characters, he depicts the way in which power interacts with the body with sophistication. The use of capital and corporal punishment is foregrounded frequently in the text, and presented as central to the process of ruling, but horrifying in its potential for injustice. For all that these acts of maiming - public execution, public torture - may be presented as ceremonies of justice, Martin makes it evident that they are in fact rituals of power. The spectacular display of maimed bodies occurs frequently - so frequently that it is clearly ordinary to Martin’s characters - and nearly always with a view to creating a perception of power. Heads are spiked on castle walls, gibbets hung in town squares, and slaves crucified on road-signs, and these all speak not of the criminality of the victims, but of the power of those doing the punishing. While such displays may be successful, they usually signal weakness to the reader: Martin writes numerous characters whose acts of violence come as misplaced reactions to their own vulnerability. This dynamic comes to the fore most powerfully in the absurd performances of violence by Theon Greyjoy, and, later, in his torture by Ramsay Bolton.
- Full Text:
- Date Issued: 2017
Investigating the interplay between Grade 9 learners’ home visual literacy and their development of school visual literacy in English First Additional language classrooms
- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
- Full Text:
- Date Issued: 2017
- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
- Full Text:
- Date Issued: 2017
An analysis of selected grade 11 learners’ interactions with geometry tasks using visualization processes: a case study in Namibia
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
- Full Text:
- Date Issued: 2017
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
- Full Text:
- Date Issued: 2017
Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
- Full Text:
- Date Issued: 2017
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
- Full Text:
- Date Issued: 2017
Density-dependent effects on body size, Philopatry, and dispersal in the Damaraland mole-rat (Fukomys damarensis)
- Authors: Finn, Kyle T
- Date: 2017
- Subjects: Fukomys damarensis , Fukomys damarensis -- Reproduction , Fukomys damarensis -- Growth , Rodents -- Reproduction -- South Africa -- Northern Cape , Rodents -- Growth -- South Africa -- Northern Cape , Rodent populations -- South Africa -- Northern Cape
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/50495 , vital:25993
- Description: Population density may exert changes in a variety of behavioural and physiological characters in animals. However, the effects of density-dependence and dispersal are poorly studied in subterranean rodents due to the difficulties involved in observing such effects in wild populations. Using the cooperative breeding Damaraland mole-rat (Fukomys damarensis) as a model species, the effects of population density on body size, growth rates, group size, recruitment, philopatry and dispersal were investigated at two sites (one with low density and one with high density) in the Northern Cape of South Africa. Group size, litter size and the probability of recapture were independent of population density. However, individual body size, recruitment, dispersal rate and dispersal distance were density-dependent. Individuals were significantly larger, juveniles exhibited a significantly higher growth rate, and juvenile recruitment was significantly greater when population density was low. At higher densities, significantly more individuals were lost between capture events which may be indicative of increased rates of dispersal. Mean dispersal distances in mole-rats were reduced at higher densities and increased at lower densities. While both sexes dispersed equally, males were significantly more likely to join an established colony and females created new burrow systems. In addition, four times as many single females were found when population density was low. The apparent differences in the study populations may be attributed to variable annual rainfall or food availability. The greater annual rainfall at the high-density site may provide better habitat conditions and therefore result in an increase in the population density and an increased dispersal rate due to the relaxed ecological constraints such as reduced energetic costs to burrowing. However, the larger body size found at the low-density site may indicate that the available food at that location is of better quality. This study revealed that mole-rats were able to disperse over 1km and therefore a much larger study area would be required in capture-mark-recapture studies to ensure the recapture of the majority of dispersers. Lastly, a surprising find of this study was that females may survive a solitary existence for over two years while awaiting the arrival of a mate.
- Full Text:
- Date Issued: 2017
- Authors: Finn, Kyle T
- Date: 2017
- Subjects: Fukomys damarensis , Fukomys damarensis -- Reproduction , Fukomys damarensis -- Growth , Rodents -- Reproduction -- South Africa -- Northern Cape , Rodents -- Growth -- South Africa -- Northern Cape , Rodent populations -- South Africa -- Northern Cape
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/50495 , vital:25993
- Description: Population density may exert changes in a variety of behavioural and physiological characters in animals. However, the effects of density-dependence and dispersal are poorly studied in subterranean rodents due to the difficulties involved in observing such effects in wild populations. Using the cooperative breeding Damaraland mole-rat (Fukomys damarensis) as a model species, the effects of population density on body size, growth rates, group size, recruitment, philopatry and dispersal were investigated at two sites (one with low density and one with high density) in the Northern Cape of South Africa. Group size, litter size and the probability of recapture were independent of population density. However, individual body size, recruitment, dispersal rate and dispersal distance were density-dependent. Individuals were significantly larger, juveniles exhibited a significantly higher growth rate, and juvenile recruitment was significantly greater when population density was low. At higher densities, significantly more individuals were lost between capture events which may be indicative of increased rates of dispersal. Mean dispersal distances in mole-rats were reduced at higher densities and increased at lower densities. While both sexes dispersed equally, males were significantly more likely to join an established colony and females created new burrow systems. In addition, four times as many single females were found when population density was low. The apparent differences in the study populations may be attributed to variable annual rainfall or food availability. The greater annual rainfall at the high-density site may provide better habitat conditions and therefore result in an increase in the population density and an increased dispersal rate due to the relaxed ecological constraints such as reduced energetic costs to burrowing. However, the larger body size found at the low-density site may indicate that the available food at that location is of better quality. This study revealed that mole-rats were able to disperse over 1km and therefore a much larger study area would be required in capture-mark-recapture studies to ensure the recapture of the majority of dispersers. Lastly, a surprising find of this study was that females may survive a solitary existence for over two years while awaiting the arrival of a mate.
- Full Text:
- Date Issued: 2017
An evaluation of appreciative inquiry as an alternative organisation development approach
- Van der Merwe, Schalk Willem
- Authors: Van der Merwe, Schalk Willem
- Date: 2017
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/5925 , vital:20990
- Description: The research provides an insight into the main challenges of previous Organisation Development processes, and Appreciative Inquiry is explored to establish the value it can offer as an alternative which minimises these challenges in today’s organisations. Organisation Development originated during the early 1950s and has evolved, adapted and changed dramatically since then. Two classical Organisation Development processes, Lewin’s 3-Step model and the Action Research spiral, are described, and typical challenges of applying them in today’s organisations are outlined. To remain competitive, organisations need to identify, adjust, and adapt to changing circumstances. These changing circumstances are constant and are due to increasingly complex demands from technological, economic, managerial, and cultural needs. Appreciative Inquiry as an approach is explored as an alternative Organisation Development process: it shifts the question from ‘what is going wrong’ to ‘what is going right in the organisation’. Appreciative Inquiry consists of the Discovery, Dream, Design and Destiny stages, and searches for the best in people and their organisations. In accordance with the constructionist paradigm, the research offers conclusions through the confirmation of past practices, conversations and relationships combined with creative new methods or experimentation of a positive intended future. The One- Group Pretest-Posttest, as a design, was selected to explore the effect of the variable (the Appreciative Inquiry intervention) in relation to the pre- and post-experimental evaluation. The design consists of an initial engagement (Pretest), the influencing variable (an Appreciative Inquiry intervention) and final engagement (Posttest) with the same group. The research was supported by a mixed method approach, with qualitative data supported by quantitative data. The quantitative data provided a general understanding of how participants experienced the change interventions. The qualitative data provided the information on how respondents experienced Organisation Development before an Appreciative Inquiry intervention and their views after an Appreciative Inquiry intervention. A South African secondary school was selected as a research site. Limited research is available regarding the application of Organisation Development and especially Appreciative Inquiry as a process in schools in general, and in South African schools in particular. A survey questionnaire was the instrument for collecting the quantitative data regarding the participants’ biographical information and change process perceptions. For the collection of qualitative data, interview questionnaires were used. The findings indicate that whereas previous change processes appear to have regarded the various staff levels of the school as separate entities, during the Appreciative Inquiry approach all staff were included as being an integral part of the organisation. The main finding after completion of the Appreciative Inquiry intervention was that collectively discussing and defining issues in a positive light instead of a problem to be solved changes the perspective of participants. Through the application of the Appreciative Inquiry’s four stages, participants were invited to think in a new way by applying innovation, enhancing participation, maintaining a positive core, and providing practical solutions through provocative statements. Conclusions reached from the research are that Appreciative Inquiry is a viable alternative for minimising Organisation Development challenges in contemporary organisations. The conclusions are based on factors such as understanding the reason for change; strong leadership; defining what is a successful intervention; understanding the Appreciative Inquiry process, the value of provocative statements; and the sustainability of change.
- Full Text:
- Date Issued: 2017
- Authors: Van der Merwe, Schalk Willem
- Date: 2017
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/5925 , vital:20990
- Description: The research provides an insight into the main challenges of previous Organisation Development processes, and Appreciative Inquiry is explored to establish the value it can offer as an alternative which minimises these challenges in today’s organisations. Organisation Development originated during the early 1950s and has evolved, adapted and changed dramatically since then. Two classical Organisation Development processes, Lewin’s 3-Step model and the Action Research spiral, are described, and typical challenges of applying them in today’s organisations are outlined. To remain competitive, organisations need to identify, adjust, and adapt to changing circumstances. These changing circumstances are constant and are due to increasingly complex demands from technological, economic, managerial, and cultural needs. Appreciative Inquiry as an approach is explored as an alternative Organisation Development process: it shifts the question from ‘what is going wrong’ to ‘what is going right in the organisation’. Appreciative Inquiry consists of the Discovery, Dream, Design and Destiny stages, and searches for the best in people and their organisations. In accordance with the constructionist paradigm, the research offers conclusions through the confirmation of past practices, conversations and relationships combined with creative new methods or experimentation of a positive intended future. The One- Group Pretest-Posttest, as a design, was selected to explore the effect of the variable (the Appreciative Inquiry intervention) in relation to the pre- and post-experimental evaluation. The design consists of an initial engagement (Pretest), the influencing variable (an Appreciative Inquiry intervention) and final engagement (Posttest) with the same group. The research was supported by a mixed method approach, with qualitative data supported by quantitative data. The quantitative data provided a general understanding of how participants experienced the change interventions. The qualitative data provided the information on how respondents experienced Organisation Development before an Appreciative Inquiry intervention and their views after an Appreciative Inquiry intervention. A South African secondary school was selected as a research site. Limited research is available regarding the application of Organisation Development and especially Appreciative Inquiry as a process in schools in general, and in South African schools in particular. A survey questionnaire was the instrument for collecting the quantitative data regarding the participants’ biographical information and change process perceptions. For the collection of qualitative data, interview questionnaires were used. The findings indicate that whereas previous change processes appear to have regarded the various staff levels of the school as separate entities, during the Appreciative Inquiry approach all staff were included as being an integral part of the organisation. The main finding after completion of the Appreciative Inquiry intervention was that collectively discussing and defining issues in a positive light instead of a problem to be solved changes the perspective of participants. Through the application of the Appreciative Inquiry’s four stages, participants were invited to think in a new way by applying innovation, enhancing participation, maintaining a positive core, and providing practical solutions through provocative statements. Conclusions reached from the research are that Appreciative Inquiry is a viable alternative for minimising Organisation Development challenges in contemporary organisations. The conclusions are based on factors such as understanding the reason for change; strong leadership; defining what is a successful intervention; understanding the Appreciative Inquiry process, the value of provocative statements; and the sustainability of change.
- Full Text:
- Date Issued: 2017
The effects of the type of rest breaks on return-to-task performance in semi-automated tasks with varying complexities
- Authors: Hoyi, Zandile
- Date: 2017
- Subjects: Rest periods , Rest periods -- Physiological effect , Human-robot interaction , Aeronautics -- Human factors , Human engineering , Drowsiness
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/44490 , vital:25412
- Description: Automation in the aviation industry is acknowledged as a useful tool in reducing pilot workload (Hoh, Smith & Hinton, 1987; Beringer & Harris Jr., 1999). Typically, the role of the pilot (operator) shifts from active participation in a process to a task of monitoring the system with the resumption of control should the automation ‘fail’ (Byrne & Parasuraman, 1996). Unfortunately, the skills necessary to do so would likely degrade from non-use, during this process (Landry, 2012). This project investigates the “attentional demands” for the human operator during interaction with semi-automated operations of the flight. According to Dr Abbott (1996), FAA human factors specialist, one of the problems causing disharmony between crews and their automated systems is the incorrect upset recovery, owing to the human being out-of-the-loop (OOTL) from the system. Recovery, or rather return to task, is the ability of the pilot to loop back into control, once situational awareness has been decreased due to lack of alertness and a decrease in arousal. Different types of rest tasks are commonly prescribed fatigue countermeasures in the industrial setting and have been showed to elicit beneficial effects on prolonged human performance. Understanding the effects of different rest break activity and time out-of-the-loop during semi-automated flying on return to task performance has been adequately studied, thus highlighting its importance in the context of flight safety. The present study requested participants to perform a tracking task in a laboratory where they changed from activity (30 minutes) to a break (2 vs. 30 minutes) and back to the activity (20 minutes). The task varied in the complexity of the activity (pure tracking vs. tracking plus memory plus rule-based decision making), the type of break (passive rest vs. actively supervising) and the duration of the break (2 minutes vs. 30 minutes). Performance was measured as effective response time in the tracking task and number of correct responses to secondary cognitive tasks. Physiological measures included heart rate (HR), heart rate variability (HRV- time and frequency-domain), eye blink frequency and duration. The Karolinska Sleepiness Scale was used as a subjective measure. With regards to the most appropriate rest break tasks, the study concluded that active, administrative tasks, which allowed the operator to maintain some form of situational awareness by monitoring the automated system, achieved favourable effects of being more alert than the passive rest break of being disengaged from the system. In terms of the most appropriate rest break durations, the shorter duration of being out-of-the-loop from controlling the system proved to be more advantageous than the longer out-of-the-loop duration. In looking at the workload levels of arousal, the results suggest that the higher workload level is better at maintaining the alertness of operators. This study functions as a foundational framework for future investigations around the topic of human-automation interaction, looking specifically at return-to-task performance.
- Full Text:
- Date Issued: 2017
- Authors: Hoyi, Zandile
- Date: 2017
- Subjects: Rest periods , Rest periods -- Physiological effect , Human-robot interaction , Aeronautics -- Human factors , Human engineering , Drowsiness
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/44490 , vital:25412
- Description: Automation in the aviation industry is acknowledged as a useful tool in reducing pilot workload (Hoh, Smith & Hinton, 1987; Beringer & Harris Jr., 1999). Typically, the role of the pilot (operator) shifts from active participation in a process to a task of monitoring the system with the resumption of control should the automation ‘fail’ (Byrne & Parasuraman, 1996). Unfortunately, the skills necessary to do so would likely degrade from non-use, during this process (Landry, 2012). This project investigates the “attentional demands” for the human operator during interaction with semi-automated operations of the flight. According to Dr Abbott (1996), FAA human factors specialist, one of the problems causing disharmony between crews and their automated systems is the incorrect upset recovery, owing to the human being out-of-the-loop (OOTL) from the system. Recovery, or rather return to task, is the ability of the pilot to loop back into control, once situational awareness has been decreased due to lack of alertness and a decrease in arousal. Different types of rest tasks are commonly prescribed fatigue countermeasures in the industrial setting and have been showed to elicit beneficial effects on prolonged human performance. Understanding the effects of different rest break activity and time out-of-the-loop during semi-automated flying on return to task performance has been adequately studied, thus highlighting its importance in the context of flight safety. The present study requested participants to perform a tracking task in a laboratory where they changed from activity (30 minutes) to a break (2 vs. 30 minutes) and back to the activity (20 minutes). The task varied in the complexity of the activity (pure tracking vs. tracking plus memory plus rule-based decision making), the type of break (passive rest vs. actively supervising) and the duration of the break (2 minutes vs. 30 minutes). Performance was measured as effective response time in the tracking task and number of correct responses to secondary cognitive tasks. Physiological measures included heart rate (HR), heart rate variability (HRV- time and frequency-domain), eye blink frequency and duration. The Karolinska Sleepiness Scale was used as a subjective measure. With regards to the most appropriate rest break tasks, the study concluded that active, administrative tasks, which allowed the operator to maintain some form of situational awareness by monitoring the automated system, achieved favourable effects of being more alert than the passive rest break of being disengaged from the system. In terms of the most appropriate rest break durations, the shorter duration of being out-of-the-loop from controlling the system proved to be more advantageous than the longer out-of-the-loop duration. In looking at the workload levels of arousal, the results suggest that the higher workload level is better at maintaining the alertness of operators. This study functions as a foundational framework for future investigations around the topic of human-automation interaction, looking specifically at return-to-task performance.
- Full Text:
- Date Issued: 2017
Oxygen limitation and thermal tolerance: a comparison of pulmonate and patellogastropod limpets
- Authors: Kankondi, Sebbi
- Date: 2017
- Subjects: Thermal tolerance (Physiology) , Limpets -- Physiology , Limpets -- Effect of temperature on , Oxygen consumption (Physiology)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7570 , vital:21274
- Description: Since the scientific community anticipates a general change in the global climate, it has become increasingly important to develop predictive models which encompass mechanisms to generate reliable forecasts of the effects this change on ecological communities and processes. To this end, the oxygen- and capacity- limited thermal tolerance (OCLTT) theory has been developed as a link between various physiological processes, the thermal aspect of climate change and the associated shifts at different levels of biological organization. This study set out to assess the general applicability of the OCLTT theory in eurythermal pulmonate and patellogastropod limpets, whose distributions overlap on the high shore rocks of the warm temperate, south-east coast of South Africa.This was done by determining their microhabitat use, median lethal temperatures and cardiac, Arrhenius breakpoint temperatures as measures of their upper thermal tolerance limits, in both air and water. The main hypotheses of the study were that the pulmonate limpets would be more common than the patellogastropods in warmer microhabitats during low tide and would have higher thermal limits than the patellogastropods in air and vice versa in water. This was based on the assumption that the two limpet groups have different capabilities of oxygen consumption in air and water, due to differences in their respiratory organs and that this would be reflected in their thermal tolerances based on predictions made by the OCLTT. This assumption was important because oxygen consumption was not measured in this study. Previous research (e.g. Garrity, 1984), showed that a thermal stress gradient exists among rocky intertidal microhabitats. From most to least thermally stressful the gradient is horizontal surfaces> slopes> vertical surfaces> tide pools> crevices. The current study found that, while the pulmonate limpets, Siphonaria capensis and S. serrata, preferred rock pools, sloped, vertical and horizontal rock surfaces, the patellogastropod limpets, Cellana capensis and Scutellastra granularis, preferred rock pools and vertical rock surfaces. Furthermore, the pulmonate limpets were only common on horizontal rock surfaces where specific ameliorating conditions would have mitigated thermal stress there. In addition, C. capensis had similar thermal tolerance limits to the pulmonate limpets in air and the pulmonate limpets had similar and/or higher thermal tolerance limits compared to S. granularis in water. This indicates that the pulmonate limpets did not necessarily prefer warmer microhabitats than the patellogastropod limpets and that there were no differences in the collective upper thermal tolerance limits between the two limpet groups in either medium.Consequently, there was no indication from this study that an assumed superior capacity for oxygen supply translates into greater thermal tolerance and that the hypotheses based on the OCLTT were not supported. Although this was an indirect test of the OCLTT theory, I conclude that this study does not support the notion of its general applicability and that mechanisms other than those outlined by the OCLTT theory may help explain the patterns of thermal limitation observed in the current study.
- Full Text:
- Date Issued: 2017
- Authors: Kankondi, Sebbi
- Date: 2017
- Subjects: Thermal tolerance (Physiology) , Limpets -- Physiology , Limpets -- Effect of temperature on , Oxygen consumption (Physiology)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7570 , vital:21274
- Description: Since the scientific community anticipates a general change in the global climate, it has become increasingly important to develop predictive models which encompass mechanisms to generate reliable forecasts of the effects this change on ecological communities and processes. To this end, the oxygen- and capacity- limited thermal tolerance (OCLTT) theory has been developed as a link between various physiological processes, the thermal aspect of climate change and the associated shifts at different levels of biological organization. This study set out to assess the general applicability of the OCLTT theory in eurythermal pulmonate and patellogastropod limpets, whose distributions overlap on the high shore rocks of the warm temperate, south-east coast of South Africa.This was done by determining their microhabitat use, median lethal temperatures and cardiac, Arrhenius breakpoint temperatures as measures of their upper thermal tolerance limits, in both air and water. The main hypotheses of the study were that the pulmonate limpets would be more common than the patellogastropods in warmer microhabitats during low tide and would have higher thermal limits than the patellogastropods in air and vice versa in water. This was based on the assumption that the two limpet groups have different capabilities of oxygen consumption in air and water, due to differences in their respiratory organs and that this would be reflected in their thermal tolerances based on predictions made by the OCLTT. This assumption was important because oxygen consumption was not measured in this study. Previous research (e.g. Garrity, 1984), showed that a thermal stress gradient exists among rocky intertidal microhabitats. From most to least thermally stressful the gradient is horizontal surfaces> slopes> vertical surfaces> tide pools> crevices. The current study found that, while the pulmonate limpets, Siphonaria capensis and S. serrata, preferred rock pools, sloped, vertical and horizontal rock surfaces, the patellogastropod limpets, Cellana capensis and Scutellastra granularis, preferred rock pools and vertical rock surfaces. Furthermore, the pulmonate limpets were only common on horizontal rock surfaces where specific ameliorating conditions would have mitigated thermal stress there. In addition, C. capensis had similar thermal tolerance limits to the pulmonate limpets in air and the pulmonate limpets had similar and/or higher thermal tolerance limits compared to S. granularis in water. This indicates that the pulmonate limpets did not necessarily prefer warmer microhabitats than the patellogastropod limpets and that there were no differences in the collective upper thermal tolerance limits between the two limpet groups in either medium.Consequently, there was no indication from this study that an assumed superior capacity for oxygen supply translates into greater thermal tolerance and that the hypotheses based on the OCLTT were not supported. Although this was an indirect test of the OCLTT theory, I conclude that this study does not support the notion of its general applicability and that mechanisms other than those outlined by the OCLTT theory may help explain the patterns of thermal limitation observed in the current study.
- Full Text:
- Date Issued: 2017
An Investigation of the usage of teaching methods and assessment practices in environmental learning processes and emergent curriculum and sustainability competencies
- Authors: Mkhabela, Antonia T
- Date: 2017
- Subjects: Environmental education -- South Africa , Environmental education -- Curricula -- South Africa , Life sciences -- Study and teaching -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7812 , vital:21301
- Description: This study explores the teaching and assessment practices used by teachers in environmental learning processes and emergent curriculum and sustainability competencies. The focus is the school subject Life Sciences in the Further Education and Training Phase. The study is based on four cases of teachers in schools in the Midlands area, in the province of KwaZulu-Natal. Lenses used to review the data included curriculum defined cognitive skills and cognitive levels to review the curriculum competencies and a systems approach to teaching and learning (Wiek, Withycombe, Redman & Mills, 2011) to review emergent sustainability competencies. This study employed qualitative methods, namely a questionnaire, stimulated recall interviews, observations (of lesson plan implementation in classrooms) and document analysis (detailing lesson plans, assessment tasks and learners’ work) to generate data. Analysis took place in four phases and included: a descriptive contextual analysis of factors influencing teaching and assessment practices; a descriptive analysis of teacher intentionality, topics, assessment planned and resources used; an analysis of emergent curriculum competencies in informal and formal assessment tasks; and, finally, a second layer of analysis describing emergent sustainability competencies in the environmental learning processes. Ethical considerations included permission for access, anonymity, participant rights and awareness of my role as cluster leader for the group of teachers involved. The study found that the nature of Life Sciences environmental topics and implementation influences the development of curriculum and sustainability competencies. Also, the choice of teaching methods influenced the emergence of particular curriculum and sustainability competencies. The findings also suggested that switching between isiZulu and English, unfamiliarity with action verbs, and the inconsistent use of higher order questions in classroom discussion, informal and formal assessment tasks might have affected success in the development of higher order thinking skills. Finally, the study revealed that environmental learning has the potential to support the development of integrated sustainability competencies. This study was driven by an interest in environmental content knowledge, teaching and assessment within the South African Fundisa for Change network of environmental educators. It is hoped that the study’s illustration of how consideration of curriculum and sustainability competencies can contribute to quality education practices in environmental learning, will be of use in this network.
- Full Text:
- Date Issued: 2017
- Authors: Mkhabela, Antonia T
- Date: 2017
- Subjects: Environmental education -- South Africa , Environmental education -- Curricula -- South Africa , Life sciences -- Study and teaching -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7812 , vital:21301
- Description: This study explores the teaching and assessment practices used by teachers in environmental learning processes and emergent curriculum and sustainability competencies. The focus is the school subject Life Sciences in the Further Education and Training Phase. The study is based on four cases of teachers in schools in the Midlands area, in the province of KwaZulu-Natal. Lenses used to review the data included curriculum defined cognitive skills and cognitive levels to review the curriculum competencies and a systems approach to teaching and learning (Wiek, Withycombe, Redman & Mills, 2011) to review emergent sustainability competencies. This study employed qualitative methods, namely a questionnaire, stimulated recall interviews, observations (of lesson plan implementation in classrooms) and document analysis (detailing lesson plans, assessment tasks and learners’ work) to generate data. Analysis took place in four phases and included: a descriptive contextual analysis of factors influencing teaching and assessment practices; a descriptive analysis of teacher intentionality, topics, assessment planned and resources used; an analysis of emergent curriculum competencies in informal and formal assessment tasks; and, finally, a second layer of analysis describing emergent sustainability competencies in the environmental learning processes. Ethical considerations included permission for access, anonymity, participant rights and awareness of my role as cluster leader for the group of teachers involved. The study found that the nature of Life Sciences environmental topics and implementation influences the development of curriculum and sustainability competencies. Also, the choice of teaching methods influenced the emergence of particular curriculum and sustainability competencies. The findings also suggested that switching between isiZulu and English, unfamiliarity with action verbs, and the inconsistent use of higher order questions in classroom discussion, informal and formal assessment tasks might have affected success in the development of higher order thinking skills. Finally, the study revealed that environmental learning has the potential to support the development of integrated sustainability competencies. This study was driven by an interest in environmental content knowledge, teaching and assessment within the South African Fundisa for Change network of environmental educators. It is hoped that the study’s illustration of how consideration of curriculum and sustainability competencies can contribute to quality education practices in environmental learning, will be of use in this network.
- Full Text:
- Date Issued: 2017
A unified data repository for rich communication services
- Authors: Sogunle, Oluwasegun Francis
- Date: 2017
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/5777 , vital:20974
- Description: Rich Communication Services (RCS) is a framework that defines a set of IP-based services for the delivery of multimedia communications to mobile network subscribers. The framework unifies a set of pre-existing communication services under a single name, and permits network operators to re-use investments in existing network infrastructure, especially the IP Multimedia Subsystem (IMS), which is a core part of a mobile network and also acts as a docking station for RCS services. RCS generates and utilises disparate subscriber data sets during execution, however, it lacks a harmonised repository for the management of such data sets, thus making it difficult to obtain a unified view of heterogeneous subscriber data. This thesis proposes the creation of a unified data repository for RCS which is based on the User Data Convergence (UDC) standard. The standard was proposed by the 3rd Generation Partnership Project (3GPP), a major telecommunications standardisation group. UDC provides an approach for consolidating subscriber data into a single logical repository without adversely affecting existing network infrastructure, such as the IMS. Thus, this thesis details the design and development of a prototypical implementation of a unified repository, named Converged Subscriber Data Repository (CSDR). It adopts a polyglot persistence model for the underlying data store and exposes heterogeneous data through the Open Data Protocol (OData), which is a candidate implementation of the Ud interface defined in the UDC architecture. With the introduction of polyglot persistence, multiple data stores can be used within the CSDR and disparate network data sources can access heterogeneous data sets using OData as a standard communications protocol. As the CSDR persistence model becomes more complex due to the inclusion of more storage technologies, polyglot persistence ensures a consistent conceptual view of these data sets through OData. Importantly, the CSDR prototype was integrated into a popular open-source implementation of the core part of an IMS network known as the Open IMS Core. The successful integration of the prototype demonstrates its ability to manage and expose a consolidated view of heterogeneous subscriber data, which are generated and used by different RCS services deployed within IMS.
- Full Text:
- Date Issued: 2017
- Authors: Sogunle, Oluwasegun Francis
- Date: 2017
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/5777 , vital:20974
- Description: Rich Communication Services (RCS) is a framework that defines a set of IP-based services for the delivery of multimedia communications to mobile network subscribers. The framework unifies a set of pre-existing communication services under a single name, and permits network operators to re-use investments in existing network infrastructure, especially the IP Multimedia Subsystem (IMS), which is a core part of a mobile network and also acts as a docking station for RCS services. RCS generates and utilises disparate subscriber data sets during execution, however, it lacks a harmonised repository for the management of such data sets, thus making it difficult to obtain a unified view of heterogeneous subscriber data. This thesis proposes the creation of a unified data repository for RCS which is based on the User Data Convergence (UDC) standard. The standard was proposed by the 3rd Generation Partnership Project (3GPP), a major telecommunications standardisation group. UDC provides an approach for consolidating subscriber data into a single logical repository without adversely affecting existing network infrastructure, such as the IMS. Thus, this thesis details the design and development of a prototypical implementation of a unified repository, named Converged Subscriber Data Repository (CSDR). It adopts a polyglot persistence model for the underlying data store and exposes heterogeneous data through the Open Data Protocol (OData), which is a candidate implementation of the Ud interface defined in the UDC architecture. With the introduction of polyglot persistence, multiple data stores can be used within the CSDR and disparate network data sources can access heterogeneous data sets using OData as a standard communications protocol. As the CSDR persistence model becomes more complex due to the inclusion of more storage technologies, polyglot persistence ensures a consistent conceptual view of these data sets through OData. Importantly, the CSDR prototype was integrated into a popular open-source implementation of the core part of an IMS network known as the Open IMS Core. The successful integration of the prototype demonstrates its ability to manage and expose a consolidated view of heterogeneous subscriber data, which are generated and used by different RCS services deployed within IMS.
- Full Text:
- Date Issued: 2017
Reliability analysis: assessment of hardware and human reliability
- Authors: Mafu, Masakheke
- Date: 2017
- Subjects: Bayesian statistical decision theory , Reliability (Engineering) , Human machine systems , Probabilities , Markov processes
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/6280 , vital:21077
- Description: Most reliability analyses involve the analysis of binary data. Practitioners in the field of reliability place great emphasis on analysing the time periods over which items or systems function (failure time analyses), which make use of different statistical models. This study intends to introduce, review and investigate four statistical models for modeling failure times of non-repairable items, and to utilise a Bayesian methodology to achieve this. The exponential, Rayleigh, gamma and Weibull distributions will be considered. The performance of the two non-informative priors will be investigated. An application of two failure time distributions will be carried out. To meet these objectives, the failure rate and the reliability functions of failure time distributions are calculated. Two non-informative priors, the Jeffreys prior and the general divergence prior, and the corresponding posteriors are derived for each distribution. Simulation studies for each distribution are carried out, where the coverage rates and credible intervals lengths are calculated and the results of these are discussed. The gamma distribution and the Weibull distribution are applied to failure time data.The Jeffreys prior is found to have better coverage rate than the general divergence prior. The general divergence shows undercoverage when used with the Rayleigh distribution. The Jeffreys prior produces coverage rates that are conservative when used with the exponential distribution. These priors give, on average, the same average interval lengths and increase as the value of the parameter increases. Both priors perform similar when used with the gamma distribution and the Weibull distribution. A thorough discussion and review of human reliability analysis (HRA) techniques will be considered. Twenty human reliability analysis (HRA) techniques are discussed; providing a background, description and advantages and disadvantages for each. Case studies in the nuclear industry, railway industry, and aviation industry are presented to show the importance and applications of HRA. Human error has been shown to be the major contributor to system failure.
- Full Text:
- Date Issued: 2017
- Authors: Mafu, Masakheke
- Date: 2017
- Subjects: Bayesian statistical decision theory , Reliability (Engineering) , Human machine systems , Probabilities , Markov processes
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/6280 , vital:21077
- Description: Most reliability analyses involve the analysis of binary data. Practitioners in the field of reliability place great emphasis on analysing the time periods over which items or systems function (failure time analyses), which make use of different statistical models. This study intends to introduce, review and investigate four statistical models for modeling failure times of non-repairable items, and to utilise a Bayesian methodology to achieve this. The exponential, Rayleigh, gamma and Weibull distributions will be considered. The performance of the two non-informative priors will be investigated. An application of two failure time distributions will be carried out. To meet these objectives, the failure rate and the reliability functions of failure time distributions are calculated. Two non-informative priors, the Jeffreys prior and the general divergence prior, and the corresponding posteriors are derived for each distribution. Simulation studies for each distribution are carried out, where the coverage rates and credible intervals lengths are calculated and the results of these are discussed. The gamma distribution and the Weibull distribution are applied to failure time data.The Jeffreys prior is found to have better coverage rate than the general divergence prior. The general divergence shows undercoverage when used with the Rayleigh distribution. The Jeffreys prior produces coverage rates that are conservative when used with the exponential distribution. These priors give, on average, the same average interval lengths and increase as the value of the parameter increases. Both priors perform similar when used with the gamma distribution and the Weibull distribution. A thorough discussion and review of human reliability analysis (HRA) techniques will be considered. Twenty human reliability analysis (HRA) techniques are discussed; providing a background, description and advantages and disadvantages for each. Case studies in the nuclear industry, railway industry, and aviation industry are presented to show the importance and applications of HRA. Human error has been shown to be the major contributor to system failure.
- Full Text:
- Date Issued: 2017
The tablet teacher: learning literacy through technology in Northern Sotho
- Authors: Shiohira, Kelly
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7034 , vital:21211
- Description: This study evaluates the efficacy of the Bridges to the Future Initiative - South Africa 2 (BFI) tablet program on early literacy skills, as well as the ways in which learner-operated technology interacts with a traditional South African education system. The BFI is a curriculum-aligned early literacy development intervention implemented through technology in grades 2 and 3 in Northern Sotho1 first-language schools. A mixed-methods research design was utilized, involving three components: a literacy skills test administered through a time sequence trial design; a curriculum-aligned uptake and retention test using a pre-post design; and a qualitative research component including classroom observation, participant interviews and prompted drawings by learners. Paired sample t-tests show significantly higher gains during the treatment period in fluency and comprehension, and significantly higher gains in the control period in decoding individual words. It is theorized that this is due to teacher emphasis on emergent literacy. When initial ability is taken into consideration, all ability levels gain more on average during the treatment period in at least one measured skill. Regression analysis determines that time spent on the BFI program is not the most significant determiner of gains in the intervention period. Qualitative analysis supports this finding and suggests that program use cannot replace quality classroom practice in advancing literacy skills. Learners performed better after a delayed retention period than in an initial uptake test, indicating high rates of retention of knowledge gained through program use and traditional instruction, but inconsistent access to literacy skills gained.
- Full Text:
- Date Issued: 2017
- Authors: Shiohira, Kelly
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7034 , vital:21211
- Description: This study evaluates the efficacy of the Bridges to the Future Initiative - South Africa 2 (BFI) tablet program on early literacy skills, as well as the ways in which learner-operated technology interacts with a traditional South African education system. The BFI is a curriculum-aligned early literacy development intervention implemented through technology in grades 2 and 3 in Northern Sotho1 first-language schools. A mixed-methods research design was utilized, involving three components: a literacy skills test administered through a time sequence trial design; a curriculum-aligned uptake and retention test using a pre-post design; and a qualitative research component including classroom observation, participant interviews and prompted drawings by learners. Paired sample t-tests show significantly higher gains during the treatment period in fluency and comprehension, and significantly higher gains in the control period in decoding individual words. It is theorized that this is due to teacher emphasis on emergent literacy. When initial ability is taken into consideration, all ability levels gain more on average during the treatment period in at least one measured skill. Regression analysis determines that time spent on the BFI program is not the most significant determiner of gains in the intervention period. Qualitative analysis supports this finding and suggests that program use cannot replace quality classroom practice in advancing literacy skills. Learners performed better after a delayed retention period than in an initial uptake test, indicating high rates of retention of knowledge gained through program use and traditional instruction, but inconsistent access to literacy skills gained.
- Full Text:
- Date Issued: 2017
The making of ‘loyals’ and ‘rebels’: the 1880 Transkei Rebellion and the Subversion of the chieftaincies of East Griqualand, 1874-1914
- Authors: Snell, Milner Charles
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/41860 , vital:25142
- Description: In the mid-1870s, influenced by the mineral revolution in southern Africa, the Cape responsible government began to extend colonial rule over the chiefdoms that inhabited the Mthatha- Mzimkhulu region. Although white officials initially negotiated with the leadership of these chiefdoms to accept colonial rule and depended heavily on them to implement new laws, ultimately the Cape government aimed to side-line indigenous political systems and replace them with magistrates and headmen. Colonial officials mistakenly equated indigenous political structures with dictatorial chiefs whose followers were subject to their personal ambitions. In fact chiefs were part of a collective leadership and were very aware and influenced by the needs of their adherents. This work is concerned with how the chieftaincies, or indigenous political systems, of the Mthatha-Mzimkhulu region responded, survived and adapted in the face of colonialism. The chieftaincies were remarkably resilient despite the political and economic changes brought on by colonialism and capitalism and were able to retain some degree of authority amongst their followers and at times obtain recognition from the colonial state. Interactions between the chieftaincies and the colonial state were complex, fluid and ever evolving. Some leaders of chiefdoms co-operated with colonial authorities, either over particular issues at certain times or more generally over longer periods, and were considered by colonial officials to be ‘loyal’. Yet, at other times they resisted the demands and changes being brought on by colonialism and were labelled as ‘rebels’. Questions of how the chieftaincies responded to colonial rule were most critical during the Transkei Rebellion of 1880, which is a central focus of this work. Some chieftaincies co-operated with and served with the colonial military forces in order to spare themselves from the economic and social disruption brought on by war and the confiscation of land by the victors. Other chieftaincies took up arms against the colonial state in an attempt to stop the increasingly unacceptable demands being made of them and to resist the negative changes that colonialism was bringing. Despite their ability to adapt, by the early years of the twentieth century hereditary leaders found themselves increasingly caught between the expectations of their followers and demands made by the colonial administration. Faced with increasing popular criticism, many leaders adapted ambiguous and shifting stances on issues concerning their followers.
- Full Text:
- Date Issued: 2017
- Authors: Snell, Milner Charles
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/41860 , vital:25142
- Description: In the mid-1870s, influenced by the mineral revolution in southern Africa, the Cape responsible government began to extend colonial rule over the chiefdoms that inhabited the Mthatha- Mzimkhulu region. Although white officials initially negotiated with the leadership of these chiefdoms to accept colonial rule and depended heavily on them to implement new laws, ultimately the Cape government aimed to side-line indigenous political systems and replace them with magistrates and headmen. Colonial officials mistakenly equated indigenous political structures with dictatorial chiefs whose followers were subject to their personal ambitions. In fact chiefs were part of a collective leadership and were very aware and influenced by the needs of their adherents. This work is concerned with how the chieftaincies, or indigenous political systems, of the Mthatha-Mzimkhulu region responded, survived and adapted in the face of colonialism. The chieftaincies were remarkably resilient despite the political and economic changes brought on by colonialism and capitalism and were able to retain some degree of authority amongst their followers and at times obtain recognition from the colonial state. Interactions between the chieftaincies and the colonial state were complex, fluid and ever evolving. Some leaders of chiefdoms co-operated with colonial authorities, either over particular issues at certain times or more generally over longer periods, and were considered by colonial officials to be ‘loyal’. Yet, at other times they resisted the demands and changes being brought on by colonialism and were labelled as ‘rebels’. Questions of how the chieftaincies responded to colonial rule were most critical during the Transkei Rebellion of 1880, which is a central focus of this work. Some chieftaincies co-operated with and served with the colonial military forces in order to spare themselves from the economic and social disruption brought on by war and the confiscation of land by the victors. Other chieftaincies took up arms against the colonial state in an attempt to stop the increasingly unacceptable demands being made of them and to resist the negative changes that colonialism was bringing. Despite their ability to adapt, by the early years of the twentieth century hereditary leaders found themselves increasingly caught between the expectations of their followers and demands made by the colonial administration. Faced with increasing popular criticism, many leaders adapted ambiguous and shifting stances on issues concerning their followers.
- Full Text:
- Date Issued: 2017
Linking livelihood and ecosystem change in two dryland sites in Southern Africa over a period of 30 years
- Authors: Masunungure, Current
- Date: 2017
- Subjects: Marwendo Village (Zimbabwe) -- Social conditions , Tshivhulani Village (South Africa) -- Social conditions , Marwendo Village (Zimbabwe) -- Environmental conditions , Tshivhulani Village (South Africa) -- Environmental conditions , Climatic changes -- South Africa -- Tshivhulani Village , Climatic changes -- Zimbabwe -- Marwendo Village
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/4819 , vital:20732
- Description: The ongoing and rapid change (from global to local level) in climate, populations, governments, cultures, environment, land use and economies are critical issues, especially for poor rural communities found in the dryland parts of southern Africa. The manifestations of change can combine to increase rural livelihood vulnerability, through the erosion of assets and insecurity, but can at the same time create new opportunities. Studies that consider the complex nature of change across scales and how it affects changes in livelihoods, ecosystems and responses at local level, are increasingly needed. This study, carried out in two purposefully selected study sites in the communal drylands of south-eastern Zimbabwe (Marwendo village) and Limpopo province in South Africa (Tshivhulani village), examined the complex nature of change across scales by assessing the way in which change at the global scale results in localised trends, shocks and stressors, and its impacts on livelihoods and ecosystems and responses over the past 30 years. The study applies social-ecological system thinking in understanding human-environment change. Particular emphasis was put on the role of social protection and natural resources in responding to change, shocks and stressors. The study employed a mixed method approach to gather data which included a household survey, life history interviews, transect walks, focus group discussions as well as secondary sources of information. The results of the study illustrate that shocks and stressors are common in both villages and are likely to increase in severity and frequency with ongoing and rapid human-environmental change, especially climate change. The local responses to change, shocks and stressors are primarily reactive and mainly intensify exploitation of existing natural resources and social protection as safety-nets. In Marwendo village, the villagers relied more on the use and sale of natural resource products readily available to them, whereas in Tshivhulani village they mainly tend to rely on social grants. Thus, in the future, households’ vulnerability might increase, and may be worse in Marwendo village, since important components of current livelihoods remain natural resource-based and climate sensitive. In Tshivhulani village, livelihoods characterised by high dependence on social grants can have severe consequences for households as children get older or elderly members die and grants cease to be available. Social grants therefore only really offer a temporary relief. This coupled with environmentally destructive practices such as brick-moulding in Marwendo village and uncontrolled settlements in Tshivhulani village may reinforce the negative impacts of change and thus undermine sustainable adaptation. The study concludes that multiple lenses for understanding the links between livelihood and ecosystem vulnerability in the context of the ongoing and rapid change are essential, and these provide insights into how different policy options for livelihood improvement and social protection might be appropriate for reducing household and ecosystem vulnerabilities in the future.
- Full Text:
- Date Issued: 2017
- Authors: Masunungure, Current
- Date: 2017
- Subjects: Marwendo Village (Zimbabwe) -- Social conditions , Tshivhulani Village (South Africa) -- Social conditions , Marwendo Village (Zimbabwe) -- Environmental conditions , Tshivhulani Village (South Africa) -- Environmental conditions , Climatic changes -- South Africa -- Tshivhulani Village , Climatic changes -- Zimbabwe -- Marwendo Village
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/4819 , vital:20732
- Description: The ongoing and rapid change (from global to local level) in climate, populations, governments, cultures, environment, land use and economies are critical issues, especially for poor rural communities found in the dryland parts of southern Africa. The manifestations of change can combine to increase rural livelihood vulnerability, through the erosion of assets and insecurity, but can at the same time create new opportunities. Studies that consider the complex nature of change across scales and how it affects changes in livelihoods, ecosystems and responses at local level, are increasingly needed. This study, carried out in two purposefully selected study sites in the communal drylands of south-eastern Zimbabwe (Marwendo village) and Limpopo province in South Africa (Tshivhulani village), examined the complex nature of change across scales by assessing the way in which change at the global scale results in localised trends, shocks and stressors, and its impacts on livelihoods and ecosystems and responses over the past 30 years. The study applies social-ecological system thinking in understanding human-environment change. Particular emphasis was put on the role of social protection and natural resources in responding to change, shocks and stressors. The study employed a mixed method approach to gather data which included a household survey, life history interviews, transect walks, focus group discussions as well as secondary sources of information. The results of the study illustrate that shocks and stressors are common in both villages and are likely to increase in severity and frequency with ongoing and rapid human-environmental change, especially climate change. The local responses to change, shocks and stressors are primarily reactive and mainly intensify exploitation of existing natural resources and social protection as safety-nets. In Marwendo village, the villagers relied more on the use and sale of natural resource products readily available to them, whereas in Tshivhulani village they mainly tend to rely on social grants. Thus, in the future, households’ vulnerability might increase, and may be worse in Marwendo village, since important components of current livelihoods remain natural resource-based and climate sensitive. In Tshivhulani village, livelihoods characterised by high dependence on social grants can have severe consequences for households as children get older or elderly members die and grants cease to be available. Social grants therefore only really offer a temporary relief. This coupled with environmentally destructive practices such as brick-moulding in Marwendo village and uncontrolled settlements in Tshivhulani village may reinforce the negative impacts of change and thus undermine sustainable adaptation. The study concludes that multiple lenses for understanding the links between livelihood and ecosystem vulnerability in the context of the ongoing and rapid change are essential, and these provide insights into how different policy options for livelihood improvement and social protection might be appropriate for reducing household and ecosystem vulnerabilities in the future.
- Full Text:
- Date Issued: 2017
A history of the Grahamstown Teachers’ Training College 1894-1975
- Authors: Kelly, Leonard Eric
- Date: 2017
- Subjects: Grahamstown Teachers' Training College , Teachers -- Training of -- South Africa -- Makhanda -- History , Universities and colleges -- South Africa -- Makhanda -- History
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7903 , vital:21322
- Description: In the Cape Colony, and then in South Africa generally, the twentieth century was to see the emergence, growth, and final closure of teacher training colleges. South Africa was one of the few Anglophone countries on the African Continent which, in 2003, did not have a separate and dedicated system of Teacher Education Colleges.1 From the 1920s on, there was a spirited debate over whether primary school teacher training was better achieved in the training college or the university. The publication of the National Education Amendment Act (No 73 of 1969) finally placed all teacher training, primary/elementary and secondary, within University Faculties of Education. The present study investigates the history of the Grahamstown Teacher Training College (GTTC) which was officially recognised in 1894 for the training of young white women. The GTTC was an independent college, founded and owned by an Anglican Religious Community for women, the Community of the Resurrection of Our Lord (CR), but it was also an Aided College of the Cape Education Department. As an Aided College, the GTTC was subject to Government Inspection annually, and the students wrote the official examinations set by the Department of Education. The College was run entirely by women and existed for 81 years. The emphasis in the college was on the practical professional training offered. The focus was on the ‘complete’ education of the student, rather than merely on the content of the curriculum. This study shows that the GTTC more than earned its reputation of being one of the finest training colleges in South Africa and that it was indeed a unique educational development. A feature of particular note was that the college was a trail-blazer, a pioneer in the field of education practices. It was the first college to introduce class music and class singing, the first to employ a physical education teacher, to have a full-time librarian and elocutionist, and it was at the GTTC that the assignment method of study was introduced. All these factors are highlighted in the course of this study.
- Full Text:
- Date Issued: 2017
- Authors: Kelly, Leonard Eric
- Date: 2017
- Subjects: Grahamstown Teachers' Training College , Teachers -- Training of -- South Africa -- Makhanda -- History , Universities and colleges -- South Africa -- Makhanda -- History
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7903 , vital:21322
- Description: In the Cape Colony, and then in South Africa generally, the twentieth century was to see the emergence, growth, and final closure of teacher training colleges. South Africa was one of the few Anglophone countries on the African Continent which, in 2003, did not have a separate and dedicated system of Teacher Education Colleges.1 From the 1920s on, there was a spirited debate over whether primary school teacher training was better achieved in the training college or the university. The publication of the National Education Amendment Act (No 73 of 1969) finally placed all teacher training, primary/elementary and secondary, within University Faculties of Education. The present study investigates the history of the Grahamstown Teacher Training College (GTTC) which was officially recognised in 1894 for the training of young white women. The GTTC was an independent college, founded and owned by an Anglican Religious Community for women, the Community of the Resurrection of Our Lord (CR), but it was also an Aided College of the Cape Education Department. As an Aided College, the GTTC was subject to Government Inspection annually, and the students wrote the official examinations set by the Department of Education. The College was run entirely by women and existed for 81 years. The emphasis in the college was on the practical professional training offered. The focus was on the ‘complete’ education of the student, rather than merely on the content of the curriculum. This study shows that the GTTC more than earned its reputation of being one of the finest training colleges in South Africa and that it was indeed a unique educational development. A feature of particular note was that the college was a trail-blazer, a pioneer in the field of education practices. It was the first college to introduce class music and class singing, the first to employ a physical education teacher, to have a full-time librarian and elocutionist, and it was at the GTTC that the assignment method of study was introduced. All these factors are highlighted in the course of this study.
- Full Text:
- Date Issued: 2017
Understanding the reading practices of Fort Hare students
- Authors: O’Shea, Cathy
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6886 , vital:21197
- Description: Universities world-wide are battling to offer access to far greater numbers than ever before. The University of Fort Hare, specifically, is also part of a troubled South African education system and is located in a disadvantaged, rural area. The main aim of this study was to understand Fort Hare students’ reading practices, as reported by the students themselves. This thesis used a framework of New Literacy Studies, which views student learning as a process of mastering discipline-specific, socially constructed norms and values, and sees the adopting of a literacy as including the adoption of an identity. Since discourse, in the NLS tradition, has been found to be a mediating mechanism in the social construction of identity, a critical discourse analysis was adopted to begin understanding aspects of Fort Hare students’ reading practices and the links between these and their identities. Critical realism is the ontological underpinning of this thesis. This means that the study aimed to identify the tendencies of certain mechanisms - in this case, Discourses - to affect students’ reading practices, by analysing interview transcripts of focus group discussions held with 30 students. Frameworks and tools provided by Fairclough and Gee were applied to interview data analysis. The ‘We blacks’ Discourse was one of one of the prominent Discourses that interviewees drew on when talking about their reading practices. It was closely allied to the ‘Resistance to reading’ Discourse, as participants explained that they tended to disregard books and did not enjoy reading for leisure. The ‘We blacks’ Discourse in this way homogenised class and other differences between black students, and indicated the ways in which their experiences were outside of academic Discourses. This Discourse served as a constraining mechanism for some, and indicated that those who used it tended not to identify with the academy. There was an evident link between the ‘We blacks’ Discourse, the ‘Resistance to reading’ Discourse and the ‘Better than us’ Discourse, in which students who enjoyed reading were called names for supposedly being conceited. Two opposing discourses (with a small ‘d’) emerged when students talked about literacy sponsors like parents and lecturers. Some used the ‘Our parents don’t chase us’ discourse to depict family members who were not encouraging, overlapping with the ‘We blacks’ Discourse. The contrasting ‘Go read anything’ discourse described more encouraging teachers and relatives. This discourse was also used to describe educators who had forced them to read, with several interviewees describing corporal punishment as being a necessary part of school-based literacy practices. It also became clear that Fort Hare’s institutional identity played a role in some interviewees’ self-identities, as the ‘Resistance to reading’ Discourse was linked to the ‘Why bother?’ Discourse. The latter seemed part of a defensive positionality that arose partly because some students see Fort Hare as a university with relatively low academic standards. However, the implication is that lecturers and others can work towards changing Discourses and so endeavour to enable reading practices. Educators could also take steps to address resistant attitudes and encourage reading.
- Full Text:
- Date Issued: 2017
- Authors: O’Shea, Cathy
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6886 , vital:21197
- Description: Universities world-wide are battling to offer access to far greater numbers than ever before. The University of Fort Hare, specifically, is also part of a troubled South African education system and is located in a disadvantaged, rural area. The main aim of this study was to understand Fort Hare students’ reading practices, as reported by the students themselves. This thesis used a framework of New Literacy Studies, which views student learning as a process of mastering discipline-specific, socially constructed norms and values, and sees the adopting of a literacy as including the adoption of an identity. Since discourse, in the NLS tradition, has been found to be a mediating mechanism in the social construction of identity, a critical discourse analysis was adopted to begin understanding aspects of Fort Hare students’ reading practices and the links between these and their identities. Critical realism is the ontological underpinning of this thesis. This means that the study aimed to identify the tendencies of certain mechanisms - in this case, Discourses - to affect students’ reading practices, by analysing interview transcripts of focus group discussions held with 30 students. Frameworks and tools provided by Fairclough and Gee were applied to interview data analysis. The ‘We blacks’ Discourse was one of one of the prominent Discourses that interviewees drew on when talking about their reading practices. It was closely allied to the ‘Resistance to reading’ Discourse, as participants explained that they tended to disregard books and did not enjoy reading for leisure. The ‘We blacks’ Discourse in this way homogenised class and other differences between black students, and indicated the ways in which their experiences were outside of academic Discourses. This Discourse served as a constraining mechanism for some, and indicated that those who used it tended not to identify with the academy. There was an evident link between the ‘We blacks’ Discourse, the ‘Resistance to reading’ Discourse and the ‘Better than us’ Discourse, in which students who enjoyed reading were called names for supposedly being conceited. Two opposing discourses (with a small ‘d’) emerged when students talked about literacy sponsors like parents and lecturers. Some used the ‘Our parents don’t chase us’ discourse to depict family members who were not encouraging, overlapping with the ‘We blacks’ Discourse. The contrasting ‘Go read anything’ discourse described more encouraging teachers and relatives. This discourse was also used to describe educators who had forced them to read, with several interviewees describing corporal punishment as being a necessary part of school-based literacy practices. It also became clear that Fort Hare’s institutional identity played a role in some interviewees’ self-identities, as the ‘Resistance to reading’ Discourse was linked to the ‘Why bother?’ Discourse. The latter seemed part of a defensive positionality that arose partly because some students see Fort Hare as a university with relatively low academic standards. However, the implication is that lecturers and others can work towards changing Discourses and so endeavour to enable reading practices. Educators could also take steps to address resistant attitudes and encourage reading.
- Full Text:
- Date Issued: 2017
Understanding social-ecological changes in Fairbairn village, Eastern Cape
- Authors: Falayi, Menelisi
- Date: 2017
- Subjects: Fairbairn Village (Eastern Cape, South Africa) , Rural development -- South Africa -- Eastern Cape -- Fairbairn Village , Land tenure -- South Africa -- Eastern Cape -- Fairbairn Village
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7408 , vital:21257
- Description: The world is becoming increasingly complex and uncertain due to increasing levels of social- ecological change. Rural communities in sub-Saharan Africa are faced with multiple interconnected challenges such as population growth, environmental change, economic recession and climatic changes, amongst others. Such challenges can play a key role in determining vulnerability and food security, particularly for natural resource product- dependent societies that have limited livelihood sources. Studies that consider understanding how society and ecosystems simultaneously interact and respond to new and exacerbated drivers are increasingly needed. Therefore, this study was conducted in Fairbairn village, Eastern Cape, South Africa with the purpose of exploring multi-scale historical processes and current related trends in livelihood and environmental change, and the implications for future trajectories under a changing climate. This study applied social-ecological thinking and several conceptual approaches were combined to provide a lens for exploring the changes taking place. These included, inter alia, complexity theory, social-ecological systems, the sustainable livelihoods approach and the Intergovernmental Platform on Biodiversity and Ecosystem Services framework and principles. The study employed a mixed method approach to gather data, which included a household survey, aerial photography, historical records as well as Participatory Learning and Action, focus group discussions, and Participatory Scenario techniques. Quantitative data were analysed using Excel and Statistica version 13, whilst coding was used for thematic analysis of qualitative data. The main objective of this study was to explore multi-scale historical processes and current related trends of livelihood and environmental change, and the implications of these for future trajectories under a changing climate. Livelihood and landscape changes in Fairbairn village are embedded within a history of direct state intervention and more recently, improvements in basic service delivery. The findings show that natural resource products still form an important part of people’s livelihoods despite many other changes over the last fifteen years. A high proportion of households continue to utilise different products to meet household needs. The most widely used products are fuelwood, wild herbs and wild fruits. More so, my results revealed a significant increase in the number of people commercialising natural resource products over the past fifteen years. Furthermore, I found that rural livelihoods in Fairbairn are heavily dependent on external income and consumption and have become increasingly divorced from local production patterns. My results depict a steady decline of cultivated fields with a corresponding increase of home gardens since the 1960s. Therefore, the results demonstrate that current livelihood strategies are an expression of historical processes interacting with current contextual complexities. Given the complex and multidimensional issues at play in Fairbairn, the study highlights that there is no straightforward answer regarding future livelihood strategies. However, participatory scenario deliberations revealed that the youth were much more open to diversified and even very different forms of livelihood strategies in the future, whilst community leaders and elders remained firmly attached to farming activities. Understanding the diversity of past livelihood changes, together with current trends, can help to better contextualise future livelihood trajectories and this can therefore help rural communities identify and avoid undesirable futures under a changing climate.
- Full Text:
- Date Issued: 2017
- Authors: Falayi, Menelisi
- Date: 2017
- Subjects: Fairbairn Village (Eastern Cape, South Africa) , Rural development -- South Africa -- Eastern Cape -- Fairbairn Village , Land tenure -- South Africa -- Eastern Cape -- Fairbairn Village
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7408 , vital:21257
- Description: The world is becoming increasingly complex and uncertain due to increasing levels of social- ecological change. Rural communities in sub-Saharan Africa are faced with multiple interconnected challenges such as population growth, environmental change, economic recession and climatic changes, amongst others. Such challenges can play a key role in determining vulnerability and food security, particularly for natural resource product- dependent societies that have limited livelihood sources. Studies that consider understanding how society and ecosystems simultaneously interact and respond to new and exacerbated drivers are increasingly needed. Therefore, this study was conducted in Fairbairn village, Eastern Cape, South Africa with the purpose of exploring multi-scale historical processes and current related trends in livelihood and environmental change, and the implications for future trajectories under a changing climate. This study applied social-ecological thinking and several conceptual approaches were combined to provide a lens for exploring the changes taking place. These included, inter alia, complexity theory, social-ecological systems, the sustainable livelihoods approach and the Intergovernmental Platform on Biodiversity and Ecosystem Services framework and principles. The study employed a mixed method approach to gather data, which included a household survey, aerial photography, historical records as well as Participatory Learning and Action, focus group discussions, and Participatory Scenario techniques. Quantitative data were analysed using Excel and Statistica version 13, whilst coding was used for thematic analysis of qualitative data. The main objective of this study was to explore multi-scale historical processes and current related trends of livelihood and environmental change, and the implications of these for future trajectories under a changing climate. Livelihood and landscape changes in Fairbairn village are embedded within a history of direct state intervention and more recently, improvements in basic service delivery. The findings show that natural resource products still form an important part of people’s livelihoods despite many other changes over the last fifteen years. A high proportion of households continue to utilise different products to meet household needs. The most widely used products are fuelwood, wild herbs and wild fruits. More so, my results revealed a significant increase in the number of people commercialising natural resource products over the past fifteen years. Furthermore, I found that rural livelihoods in Fairbairn are heavily dependent on external income and consumption and have become increasingly divorced from local production patterns. My results depict a steady decline of cultivated fields with a corresponding increase of home gardens since the 1960s. Therefore, the results demonstrate that current livelihood strategies are an expression of historical processes interacting with current contextual complexities. Given the complex and multidimensional issues at play in Fairbairn, the study highlights that there is no straightforward answer regarding future livelihood strategies. However, participatory scenario deliberations revealed that the youth were much more open to diversified and even very different forms of livelihood strategies in the future, whilst community leaders and elders remained firmly attached to farming activities. Understanding the diversity of past livelihood changes, together with current trends, can help to better contextualise future livelihood trajectories and this can therefore help rural communities identify and avoid undesirable futures under a changing climate.
- Full Text:
- Date Issued: 2017
Vice-Chancellor's welcome address: 2017 Graduation Ceremonies
- Authors: Mabizela, Sizwe
- Date: 2017-04
- Language: English
- Type: Text
- Identifier: http://hdl.handle.net/10962/7560 , vital:21273
- Full Text:
- Authors: Mabizela, Sizwe
- Date: 2017-04
- Language: English
- Type: Text
- Identifier: http://hdl.handle.net/10962/7560 , vital:21273
- Full Text: