A tale of two neglected systems-structure and function of the thin- and thick-walled sieve tubes in monocotyledonous leaves
- Authors: Botha, Christiaan E J
- Date: 2013
- Language: English
- Type: Article , text
- Identifier: vital:6499 , http://hdl.handle.net/10962/d1004514 , http://dx.doi.org/10.3389/fpls.2013.00297
- Description: There is a large body of information relating to the ontogeny, development and the vasculature of eudicotyledonous leaves. However, there is less information available concerning the vascular anatomy of monocotyledonous leaves. This is surprising, given that there are two uniquely different phloem systems present in large groups such as grasses and sedges. Monocotyledonous leaves contain marginal, large, intermediate, and small longitudinal veins that are interconnected by numerous transverse veins. The longitudinal veins contain two metaphloem sieve tube types, which, based upon their ontogeny and position within the phloem, are termed early (thin-walled) and late (thick-walled) sieve tubes. Early metaphloem comprises sieve tubes, companion cells and vascular parenchyma (VP) cells, whilst the late metaphloem, contains thick-walled sieve tubes (TSTs) that lack companion cells. TSTs are generally adjacent to, or no more than one cell removed from the metaxylem. Unlike thin-walled sieve tube (ST) -companion cell complexes, TSTs are connected to parenchyma by pore-plasmodesma units and are generally symplasmically isolated from the STs. This paper addresses key structural and functional differences between thin- and thick-walled sieve tubes and explores the unique advantages of alternate transport strategies that this 5–7 million years old dual system may offer. It would seem that these two systems may enhance, add to, or play a significant role in increasing the efficiency of solute retrieval as well as of assimilate transfer.
- Full Text:
- Date Issued: 2013
- Authors: Botha, Christiaan E J
- Date: 2013
- Language: English
- Type: Article , text
- Identifier: vital:6499 , http://hdl.handle.net/10962/d1004514 , http://dx.doi.org/10.3389/fpls.2013.00297
- Description: There is a large body of information relating to the ontogeny, development and the vasculature of eudicotyledonous leaves. However, there is less information available concerning the vascular anatomy of monocotyledonous leaves. This is surprising, given that there are two uniquely different phloem systems present in large groups such as grasses and sedges. Monocotyledonous leaves contain marginal, large, intermediate, and small longitudinal veins that are interconnected by numerous transverse veins. The longitudinal veins contain two metaphloem sieve tube types, which, based upon their ontogeny and position within the phloem, are termed early (thin-walled) and late (thick-walled) sieve tubes. Early metaphloem comprises sieve tubes, companion cells and vascular parenchyma (VP) cells, whilst the late metaphloem, contains thick-walled sieve tubes (TSTs) that lack companion cells. TSTs are generally adjacent to, or no more than one cell removed from the metaxylem. Unlike thin-walled sieve tube (ST) -companion cell complexes, TSTs are connected to parenchyma by pore-plasmodesma units and are generally symplasmically isolated from the STs. This paper addresses key structural and functional differences between thin- and thick-walled sieve tubes and explores the unique advantages of alternate transport strategies that this 5–7 million years old dual system may offer. It would seem that these two systems may enhance, add to, or play a significant role in increasing the efficiency of solute retrieval as well as of assimilate transfer.
- Full Text:
- Date Issued: 2013
A teaching case study of the strategic alignment of business strategy and information technology strategy at Nedbank
- Authors: Tsoaeli, Tebalo
- Date: 2013
- Subjects: Nedbank Banks and banking -- South Africa Business planning Information technology
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:720 , http://hdl.handle.net/10962/d1001883
- Description: In today’s business world, a lot of organizations are investing heavily in Information Technology (IT) in order to develop a competitive edge. According to Loukis, Sapounas and Milionis (2009:85) “firms all over the world make significant investments in IT aiming to increase their efficiency and effectiveness”. According to Cline and Guynes (2001:10), “during the last 30 years, IT has become an increasingly integral part of business operations”. Most of the times, organizations fail to get real value from the investments made in IT. This is mainly due to the fact that organizations fail to realize the value brought about by aligning IT strategy with Business strategy. Hu and Huang (2004:60) state that “each year organizations invest in IT to improve their competitive advantage and ultimately their business performance; however, more often than not, the anticipated benefits of IT investments fail to materialize due to misalignment of or lack of alignment, between the business and IT strategies”. Henderson and Venkatraman (1999:475) emphasize that “alignment is a desired state for organizations investing in IT that is not always achieved, as it often entails a radical change in the way managers consider IT”. It is through the alignment of IT strategy and Business strategy that organizations are able to realize the value brought about by investing in IT. Papp (2001:20)illustrates that “misalignment can cause problems with not only the development and integration of business and IT strategies, but can actually prevent IT from being fully leveraged to its maximum potential within an organization”. An organization that realizes the value of aligning IT strategy and Business strategy is able to develop a competitive advantage over its competitors. According to Daneshvar and Ramesh (2010:1) “each organization is aware of the special effects, benefits and implication of IT in business performance and also its capacity in building sustainable competitive advantages”.
- Full Text:
- Date Issued: 2013
- Authors: Tsoaeli, Tebalo
- Date: 2013
- Subjects: Nedbank Banks and banking -- South Africa Business planning Information technology
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:720 , http://hdl.handle.net/10962/d1001883
- Description: In today’s business world, a lot of organizations are investing heavily in Information Technology (IT) in order to develop a competitive edge. According to Loukis, Sapounas and Milionis (2009:85) “firms all over the world make significant investments in IT aiming to increase their efficiency and effectiveness”. According to Cline and Guynes (2001:10), “during the last 30 years, IT has become an increasingly integral part of business operations”. Most of the times, organizations fail to get real value from the investments made in IT. This is mainly due to the fact that organizations fail to realize the value brought about by aligning IT strategy with Business strategy. Hu and Huang (2004:60) state that “each year organizations invest in IT to improve their competitive advantage and ultimately their business performance; however, more often than not, the anticipated benefits of IT investments fail to materialize due to misalignment of or lack of alignment, between the business and IT strategies”. Henderson and Venkatraman (1999:475) emphasize that “alignment is a desired state for organizations investing in IT that is not always achieved, as it often entails a radical change in the way managers consider IT”. It is through the alignment of IT strategy and Business strategy that organizations are able to realize the value brought about by investing in IT. Papp (2001:20)illustrates that “misalignment can cause problems with not only the development and integration of business and IT strategies, but can actually prevent IT from being fully leveraged to its maximum potential within an organization”. An organization that realizes the value of aligning IT strategy and Business strategy is able to develop a competitive advantage over its competitors. According to Daneshvar and Ramesh (2010:1) “each organization is aware of the special effects, benefits and implication of IT in business performance and also its capacity in building sustainable competitive advantages”.
- Full Text:
- Date Issued: 2013
A value framework for information and communication technology governance in South African higher education institutions
- Authors: Johl, Christian Peter
- Date: 2013
- Subjects: Information technology -- South Africa -- Management , Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9821 , http://hdl.handle.net/10948/d1020281
- Description: The public higher education sector in South Africa is governed by an act of Parliament which defines the governance organs and mechanisms required within institutions and the sector. This doctoral thesis begins by contextualising ICT governance within the levels of systemic governance in South Africa that have relevance to this study. It then continues by advancing the understanding of the state of Information and Communication Technology (ICT) governance in public higher education institutions in South Africa by investigating the level of pervasiveness, the level of ICT process maturity and the alignment of ICT to the institutional processes within these institutions. Subsequently, this thesis results in the production of a contextually appropriate value framework that contributes towards an understanding of the need for the improvement of ICT governance. A survey of the extant literature on governance, ICT governance, and the frameworks and standards associated with governance indicates that the methodological approach currently favoured in ICT governance research is predominantly interpretive and based on surveys and interviews. This study leans towards a Design Science approach paradigm using surveys for the qualitative data collection process. The empirical research data was gathered from the highest ranking ICT officers at public higher education institutions in South Africa. This study makes contributions on a number of levels – from the first known measurement of ICT pervasiveness within the context of higher education, to the measurement of ICT process maturity and the measurement of the alignment of ICT and institutional processes, to the design of a value framework that breaks down governance into layers indicating which governance organs are appropriate at the relevant layers and which governance mechanisms can be used to address governance at each layer of governance. This study therefore makes a contribution to the ICT domain for development research by demonstrating praxis for the improvement of ICT governance implementation in the public higher education sector in South Africa. This study makes both method design and practical contributions to the ICT body of knowledge at various stages of the research process. These contributions include reflection on and analysis of the data gathering approaches that occur within the public higher education sector and in the complex environment of institutional autonomy and academic freedom; the use of Agency Theory to support the ‗governance intent‘ transfer between the layers of governance in the value framework and the synthesis of the improvement of ICT governance with value creation. The findings of this study further contribute to an understanding of the dynamics and interrelatedness of aspects of governance and management, while making a contribution to theoretical research by extending practical and empirical understanding of the ICT governance environment in the public higher education sector in South Africa.
- Full Text:
- Date Issued: 2013
- Authors: Johl, Christian Peter
- Date: 2013
- Subjects: Information technology -- South Africa -- Management , Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9821 , http://hdl.handle.net/10948/d1020281
- Description: The public higher education sector in South Africa is governed by an act of Parliament which defines the governance organs and mechanisms required within institutions and the sector. This doctoral thesis begins by contextualising ICT governance within the levels of systemic governance in South Africa that have relevance to this study. It then continues by advancing the understanding of the state of Information and Communication Technology (ICT) governance in public higher education institutions in South Africa by investigating the level of pervasiveness, the level of ICT process maturity and the alignment of ICT to the institutional processes within these institutions. Subsequently, this thesis results in the production of a contextually appropriate value framework that contributes towards an understanding of the need for the improvement of ICT governance. A survey of the extant literature on governance, ICT governance, and the frameworks and standards associated with governance indicates that the methodological approach currently favoured in ICT governance research is predominantly interpretive and based on surveys and interviews. This study leans towards a Design Science approach paradigm using surveys for the qualitative data collection process. The empirical research data was gathered from the highest ranking ICT officers at public higher education institutions in South Africa. This study makes contributions on a number of levels – from the first known measurement of ICT pervasiveness within the context of higher education, to the measurement of ICT process maturity and the measurement of the alignment of ICT and institutional processes, to the design of a value framework that breaks down governance into layers indicating which governance organs are appropriate at the relevant layers and which governance mechanisms can be used to address governance at each layer of governance. This study therefore makes a contribution to the ICT domain for development research by demonstrating praxis for the improvement of ICT governance implementation in the public higher education sector in South Africa. This study makes both method design and practical contributions to the ICT body of knowledge at various stages of the research process. These contributions include reflection on and analysis of the data gathering approaches that occur within the public higher education sector and in the complex environment of institutional autonomy and academic freedom; the use of Agency Theory to support the ‗governance intent‘ transfer between the layers of governance in the value framework and the synthesis of the improvement of ICT governance with value creation. The findings of this study further contribute to an understanding of the dynamics and interrelatedness of aspects of governance and management, while making a contribution to theoretical research by extending practical and empirical understanding of the ICT governance environment in the public higher education sector in South Africa.
- Full Text:
- Date Issued: 2013
Abalone poaching in the East london area, Eastern Cape Province, South Africa
- Authors: Nini, Nobuhle Aurelia
- Date: 2013
- Subjects: Abalone culture -- South Africa -- Eastern Cape , Abalone industry -- South Africa -- Eastern Cape , Abalone populations -- South Africa -- Eastern Cape , Poaching -- South Africa -- Eastern Cape , Fisheries -- Licenses -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPhil (Environmental Studies)
- Identifier: vital:11879 , http://hdl.handle.net/10353/d1006805 , Abalone culture -- South Africa -- Eastern Cape , Abalone industry -- South Africa -- Eastern Cape , Abalone populations -- South Africa -- Eastern Cape , Poaching -- South Africa -- Eastern Cape , Fisheries -- Licenses -- South Africa -- Eastern Cape
- Description: Abalone poaching is a major problem in South Africa. The South African abalone, Haliotis midae, rates as an extreme example of high levels of illegal harvesting. The research aimed at examining the role of the different role players in preventing poaching of the species in the East London area of the Eastern Cape Province of South Africa and determining the challenges the officers faced as there was an increase in poaching in the area. To achieve this aim, the research techniques including questionnaires, interviews and focus groups were used. Fisheries compliance and enforcement faces challenges of the illegal harvesting of abalone since 1994. In the past 18 years (1994-2012), and more specifically in the past nine years (2004-2012), poaching of abalone has increased at an alarming rate along the East London coastline. The failure of the state to issue fishing rights and conduct effective sea-based compliance, combined with the incentives to fish abalone created the conditions for rapid emergence of illegal harvesting. The uncontrolled fishing had a dramatic effect on the stock, and the average size of abalone decreased significantly. The Eastern Cape Province abalone cultivation industries were developed due to the decline in harvesting of abalone. Government departments such as the Department of Agriculture, Forestry and Fisheries; the Department of Economic Development, Environmental Affairs and Tourism; the South African Police Services together with the Eastern Cape Parks and Tourism Agency have conducted joint operations to combat the illegal harvesting of abalone. These operations have led to many arrests of abalone poachers along the East London coastline. The quantity of confiscated abalone has increased from 2007 to 2011. The positive results achieved by the departments during joint operations showcase robust efforts to eradicate the environmental transgression in the East London Coastline. Joint operations are encouraged by all the departments to save the species for future generations. Workshops involving different stakeholders had to take place and the policies in place must have a bottom-up approach where communities are involved.
- Full Text:
- Date Issued: 2013
- Authors: Nini, Nobuhle Aurelia
- Date: 2013
- Subjects: Abalone culture -- South Africa -- Eastern Cape , Abalone industry -- South Africa -- Eastern Cape , Abalone populations -- South Africa -- Eastern Cape , Poaching -- South Africa -- Eastern Cape , Fisheries -- Licenses -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPhil (Environmental Studies)
- Identifier: vital:11879 , http://hdl.handle.net/10353/d1006805 , Abalone culture -- South Africa -- Eastern Cape , Abalone industry -- South Africa -- Eastern Cape , Abalone populations -- South Africa -- Eastern Cape , Poaching -- South Africa -- Eastern Cape , Fisheries -- Licenses -- South Africa -- Eastern Cape
- Description: Abalone poaching is a major problem in South Africa. The South African abalone, Haliotis midae, rates as an extreme example of high levels of illegal harvesting. The research aimed at examining the role of the different role players in preventing poaching of the species in the East London area of the Eastern Cape Province of South Africa and determining the challenges the officers faced as there was an increase in poaching in the area. To achieve this aim, the research techniques including questionnaires, interviews and focus groups were used. Fisheries compliance and enforcement faces challenges of the illegal harvesting of abalone since 1994. In the past 18 years (1994-2012), and more specifically in the past nine years (2004-2012), poaching of abalone has increased at an alarming rate along the East London coastline. The failure of the state to issue fishing rights and conduct effective sea-based compliance, combined with the incentives to fish abalone created the conditions for rapid emergence of illegal harvesting. The uncontrolled fishing had a dramatic effect on the stock, and the average size of abalone decreased significantly. The Eastern Cape Province abalone cultivation industries were developed due to the decline in harvesting of abalone. Government departments such as the Department of Agriculture, Forestry and Fisheries; the Department of Economic Development, Environmental Affairs and Tourism; the South African Police Services together with the Eastern Cape Parks and Tourism Agency have conducted joint operations to combat the illegal harvesting of abalone. These operations have led to many arrests of abalone poachers along the East London coastline. The quantity of confiscated abalone has increased from 2007 to 2011. The positive results achieved by the departments during joint operations showcase robust efforts to eradicate the environmental transgression in the East London Coastline. Joint operations are encouraged by all the departments to save the species for future generations. Workshops involving different stakeholders had to take place and the policies in place must have a bottom-up approach where communities are involved.
- Full Text:
- Date Issued: 2013
Absorptive capacity and information technology adoption strategies in Kenyan SMEs
- Authors: Ndiege, Joshua Rumo Arongo
- Date: 2013
- Language: English
- Type: Thesis , Doctoral , PhD (Information Systems)
- Identifier: vital:11140 , http://hdl.handle.net/10353/d1014672
- Description: Although Small and Medium Enterprises (SMEs), arguably, make up a significant part of economic development in many countries, these enterprises have continued to face challenges especially in developing countries like Kenya. With Information Technology (IT) being considered a critical component of the survival of SMEs, many are striving to invest in it. However, a number of these SMEs are still far from realising the full potential of their IT investments. In today‟s challenging and dynamic business environment, SMEs need to leverage both internal and external knowledge, exploit it to help improve and maintain their competitiveness, and consequently, their survival. This study has endeavoured to address the IT adoption strategy challenges experienced by SMEs in Kenya and other developing countries, as these have been largely flawed. The study has explored on the way in which these enterprises can build strong Absorptive Capacities (AC) and exploit these to improve their IT adoption processes through a model of AC. To achieve this, a qualitative, interpretive case study research approach was employed in this study. The findings of this study suggest that although AC plays a critical role in the performance of SMEs in Kenya, many of these enterprises have low levels of AC. It also became clear that all the SMEs that participated in the study had not attained maturity in their IT adoption process. However, SMEs that exhibited strong AC employed the use of more superior IT adoption processes than did their counterparts with low levels of AC. From the results of this study an IT Adoption Strategy Improvement Model (ITASIM) has been developed to help SMEs improve their IT adoption strategies. The model focuses on improving SMEs‟ AC and injecting these alongside the elements of a good strategy in the SMEs‟ IT adoption process. Furthermore, in order to help in the effective implementation of ITASIM, implementation guidelines have been developed.
- Full Text:
- Date Issued: 2013
- Authors: Ndiege, Joshua Rumo Arongo
- Date: 2013
- Language: English
- Type: Thesis , Doctoral , PhD (Information Systems)
- Identifier: vital:11140 , http://hdl.handle.net/10353/d1014672
- Description: Although Small and Medium Enterprises (SMEs), arguably, make up a significant part of economic development in many countries, these enterprises have continued to face challenges especially in developing countries like Kenya. With Information Technology (IT) being considered a critical component of the survival of SMEs, many are striving to invest in it. However, a number of these SMEs are still far from realising the full potential of their IT investments. In today‟s challenging and dynamic business environment, SMEs need to leverage both internal and external knowledge, exploit it to help improve and maintain their competitiveness, and consequently, their survival. This study has endeavoured to address the IT adoption strategy challenges experienced by SMEs in Kenya and other developing countries, as these have been largely flawed. The study has explored on the way in which these enterprises can build strong Absorptive Capacities (AC) and exploit these to improve their IT adoption processes through a model of AC. To achieve this, a qualitative, interpretive case study research approach was employed in this study. The findings of this study suggest that although AC plays a critical role in the performance of SMEs in Kenya, many of these enterprises have low levels of AC. It also became clear that all the SMEs that participated in the study had not attained maturity in their IT adoption process. However, SMEs that exhibited strong AC employed the use of more superior IT adoption processes than did their counterparts with low levels of AC. From the results of this study an IT Adoption Strategy Improvement Model (ITASIM) has been developed to help SMEs improve their IT adoption strategies. The model focuses on improving SMEs‟ AC and injecting these alongside the elements of a good strategy in the SMEs‟ IT adoption process. Furthermore, in order to help in the effective implementation of ITASIM, implementation guidelines have been developed.
- Full Text:
- Date Issued: 2013
Academic freedom and the enclosure of knowledge in the global university
- Authors: Federici, Sylvia
- Date: 2013
- Subjects: Academic Freedom -- South Africa Universities and colleges -- South Africa Equality Liberty Education and state -- South Africa Education, Higher -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/773 , vital:19989
- Description: A discussion of 'academic freedom' is timely as everywhere, across the planet, this long fought-for principle is under siege. Trends, already emerging in Africa in the 1980s, are extending to every part of the world, contributing to what we can call 'a global enclosure of knowledge. ' This is the restriction of access to education to the 'happy few,' as knowledge and education are becoming commodified and profitability is becoming the sole logic by which the university is structured. Here I examine the most salient ways in which academic freedom is affected by these developments (with special reference to the United States) and, most important, how we can resist them. First, however, I consider what we mean by 'academic freedom,' since it is a concept that has been evolving, taking on new meanings, and is presently used with different connotations.
- Full Text:
- Date Issued: 2013
- Authors: Federici, Sylvia
- Date: 2013
- Subjects: Academic Freedom -- South Africa Universities and colleges -- South Africa Equality Liberty Education and state -- South Africa Education, Higher -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/773 , vital:19989
- Description: A discussion of 'academic freedom' is timely as everywhere, across the planet, this long fought-for principle is under siege. Trends, already emerging in Africa in the 1980s, are extending to every part of the world, contributing to what we can call 'a global enclosure of knowledge. ' This is the restriction of access to education to the 'happy few,' as knowledge and education are becoming commodified and profitability is becoming the sole logic by which the university is structured. Here I examine the most salient ways in which academic freedom is affected by these developments (with special reference to the United States) and, most important, how we can resist them. First, however, I consider what we mean by 'academic freedom,' since it is a concept that has been evolving, taking on new meanings, and is presently used with different connotations.
- Full Text:
- Date Issued: 2013
Accessing learner support services in a distance education context at UNISA Adult Basic Education Department
- Authors: Arko-Achemfuor, Akwasi
- Date: 2013
- Subjects: Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16199 , http://hdl.handle.net/10353/d1013382 , Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Description: This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
- Full Text:
- Date Issued: 2013
- Authors: Arko-Achemfuor, Akwasi
- Date: 2013
- Subjects: Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16199 , http://hdl.handle.net/10353/d1013382 , Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Description: This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
- Full Text:
- Date Issued: 2013
Accountability of armed opposition groups in Somalia
- Authors: Chingeni, Janet Chisomo
- Date: 2013
- Subjects: Armed Forces , Civil war -- Somalia
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10294 , http://hdl.handle.net/10948/d1020779
- Description: The purpose of IHL is to protect civilians and provide obligations that parties to the conflict are to adhere to. These obligations in case of a non-international armed conflict emanate from Common Article 3, Additional Protocol II and customary international humanitarian law. The reason for the imposition of these obligations on the parties to the conflict is for the need to protect the civilian population against the effects of hostilities which mostly are women and children. As the conflict in Somalia has gone on for too long, IHL plays an important role in protecting civilians. As the Geneva Conventions regulate armed conflicts together with its Additional Protocols they set out the requirements for the treatment of those not taking part in hostilities. In direct contravention of the Geneva Conventions by the parties to the conflict, the persons not taking part in hostilities have been the victims of attacks by armed groups. Even though armed groups have obligations, breaches have continued to occur resulting in impunity and perpetrators of violence have gone unpunished and there is need to close the accountability gap in respect of holding armed groups accountable in Somalia. The aim of this research is to assess how armed groups in Somalia can be held accountable for the atrocities they have committed. In an attempt to close the gap the researcher discusses the obligations that armed groups have, and when these obligations are breached many result in criminal accountability in respect of war crimes. It is also stated in the research that a State has an obligation to prosecute those in breach of IHL obligations. For prosecution to be possible in Somalia there is need for the Federal government of Somalia to adopt new legislation to enforce the justice system in the attempt to hold armed groups accountable and where possible to also utilise available courts as it is difficult and expensive to establish a tribunal. To end impunity armed groups are to be held accountable.
- Full Text:
- Date Issued: 2013
- Authors: Chingeni, Janet Chisomo
- Date: 2013
- Subjects: Armed Forces , Civil war -- Somalia
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10294 , http://hdl.handle.net/10948/d1020779
- Description: The purpose of IHL is to protect civilians and provide obligations that parties to the conflict are to adhere to. These obligations in case of a non-international armed conflict emanate from Common Article 3, Additional Protocol II and customary international humanitarian law. The reason for the imposition of these obligations on the parties to the conflict is for the need to protect the civilian population against the effects of hostilities which mostly are women and children. As the conflict in Somalia has gone on for too long, IHL plays an important role in protecting civilians. As the Geneva Conventions regulate armed conflicts together with its Additional Protocols they set out the requirements for the treatment of those not taking part in hostilities. In direct contravention of the Geneva Conventions by the parties to the conflict, the persons not taking part in hostilities have been the victims of attacks by armed groups. Even though armed groups have obligations, breaches have continued to occur resulting in impunity and perpetrators of violence have gone unpunished and there is need to close the accountability gap in respect of holding armed groups accountable in Somalia. The aim of this research is to assess how armed groups in Somalia can be held accountable for the atrocities they have committed. In an attempt to close the gap the researcher discusses the obligations that armed groups have, and when these obligations are breached many result in criminal accountability in respect of war crimes. It is also stated in the research that a State has an obligation to prosecute those in breach of IHL obligations. For prosecution to be possible in Somalia there is need for the Federal government of Somalia to adopt new legislation to enforce the justice system in the attempt to hold armed groups accountable and where possible to also utilise available courts as it is difficult and expensive to establish a tribunal. To end impunity armed groups are to be held accountable.
- Full Text:
- Date Issued: 2013
Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape
- Authors: Cobbinah, Charles
- Date: 2013
- Subjects: Educational tests and measurements -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16201 , http://hdl.handle.net/10353/d1013406 , Educational tests and measurements -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape
- Description: It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
- Full Text:
- Date Issued: 2013
- Authors: Cobbinah, Charles
- Date: 2013
- Subjects: Educational tests and measurements -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16201 , http://hdl.handle.net/10353/d1013406 , Educational tests and measurements -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape
- Description: It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
- Full Text:
- Date Issued: 2013
Adoption strategies for increasing the use of blended learning at a private higher education institution
- Authors: Hurrisunker, Sanisha
- Date: 2013
- Subjects: Blended learning , Private universities and colleges , Educational innovations
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8868 , http://hdl.handle.net/10948/d1020283
- Description: Although a categorical definition of the concept of blended learning is yet to be established, in broad terms, Blended Learning refers to a system that combines traditional face-to-face teaching environments with an online component. This therefore makes the learning process far more engaging for the student and also enables the lecturer to extend teaching and learning outside the classroom. The private higher education institution that was the focus of this study (referred to as Campus A) had attempted to introduce blended learning as a teaching and learning approach at the institution. The site had been operating in Port Elizabeth for 15 years and offered a range of degrees, diplomas and certificates on a full time basis and a range of short learning programmes as part of their business school. Despite concerted effort made by the managers to drive the adoption of blended learning on the campus, the acceptance of this teaching practice had been slower than expected and, given the transformative potential of blended learning, the management of the campus wished to improve the adoption rate significantly. Therefore the primary purpose of this study was to identify adoption strategies that could be used to increase the acceptance of blended learning as a teaching strategy at Campus A of this educational institution. The study followed a two pronged approach; the first part entailed a review of literature on the successful implementation of blended learning. The review concluded with an adapted model that integrated relevant blended learning adoption factors. The model was thereafter used for the second part of the study, as a basis for questionnaires and interviews that were conducted with relevant staff with the aim of determining how the integrated model for the adoption of blended learning should be implemented on the campus.
- Full Text:
- Date Issued: 2013
- Authors: Hurrisunker, Sanisha
- Date: 2013
- Subjects: Blended learning , Private universities and colleges , Educational innovations
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8868 , http://hdl.handle.net/10948/d1020283
- Description: Although a categorical definition of the concept of blended learning is yet to be established, in broad terms, Blended Learning refers to a system that combines traditional face-to-face teaching environments with an online component. This therefore makes the learning process far more engaging for the student and also enables the lecturer to extend teaching and learning outside the classroom. The private higher education institution that was the focus of this study (referred to as Campus A) had attempted to introduce blended learning as a teaching and learning approach at the institution. The site had been operating in Port Elizabeth for 15 years and offered a range of degrees, diplomas and certificates on a full time basis and a range of short learning programmes as part of their business school. Despite concerted effort made by the managers to drive the adoption of blended learning on the campus, the acceptance of this teaching practice had been slower than expected and, given the transformative potential of blended learning, the management of the campus wished to improve the adoption rate significantly. Therefore the primary purpose of this study was to identify adoption strategies that could be used to increase the acceptance of blended learning as a teaching strategy at Campus A of this educational institution. The study followed a two pronged approach; the first part entailed a review of literature on the successful implementation of blended learning. The review concluded with an adapted model that integrated relevant blended learning adoption factors. The model was thereafter used for the second part of the study, as a basis for questionnaires and interviews that were conducted with relevant staff with the aim of determining how the integrated model for the adoption of blended learning should be implemented on the campus.
- Full Text:
- Date Issued: 2013
Adsorption and separation of platinum and palladium by polyamine functionalized polystyrene-based beads and nanofibers
- Fayemi, Omolola E, Ogunlaja, Adeniyi S, Kempgens, Pierre F M, Antunes, Edith M, Torto, Nelson, Nyokong, Tebello, Tshentu, Zenixole R
- Authors: Fayemi, Omolola E , Ogunlaja, Adeniyi S , Kempgens, Pierre F M , Antunes, Edith M , Torto, Nelson , Nyokong, Tebello , Tshentu, Zenixole R
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/241694 , vital:50961 , xlink:href="https://doi.org/10.1016/j.mineng.2013.06.006"
- Description: Adsorption and separation of platinum and palladium chlorido species (PtCl62- and PdCl42-) on polystyrene beads as well as nanofibers functionalized with ammonium centres based on ethylenediamine (EDA), diethylenetriamine (DETA), triethylenetetramine (TETA) and tris-(2-aminoethyl)amine (TAEA) are described. The functionalized sorbent materials were characterized by microanalysis, SEM, XPS, BET and FTIR. The surface area of the functionalized fibers was in the range 69–241 m2/g while it was 73–107 m2/g for the beads. The adsorption and loading capacities of the sorption materials were investigated using both the batch and column studies at 1 M HCl concentration. The adsorption studies for both PtCl62- and PdCl42- on the different sorbent materials fit the Langmuir isotherm with R2 values >0.99. The highest loading capacity of Pt and Pd were 7.4 mg/g and 4.3 mg/g respectively for the nanofiber sorbent material based on ethylenediamine (EDA) while the beads with ethylenediamine (EDA) gave 1.0 mg/g and 0.2 mg/g for Pt and Pd respectively. Metals loaded on the sorbent materials were recovered by using 3% m/v thiourea solution as the eluting agent with quantitative desorption efficiency under the selected experimental conditions. Separation of platinum from palladium was partially achieved by selective stripping of PtCl62- with 0.5 M of NaClO4 in 1.0 M HCl while PdCl42- was eluted with 0.5 M thiourea in 1.0 M HCl. Separation of platinum from iridium and rhodium under 1 M HCl concentration was successful on triethylenetriamine (TETA)-functionalized Merrifield beads. This material (M-TETA) showed selectivity for platinum albeit the low loading capacity.
- Full Text:
- Date Issued: 2013
- Authors: Fayemi, Omolola E , Ogunlaja, Adeniyi S , Kempgens, Pierre F M , Antunes, Edith M , Torto, Nelson , Nyokong, Tebello , Tshentu, Zenixole R
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/241694 , vital:50961 , xlink:href="https://doi.org/10.1016/j.mineng.2013.06.006"
- Description: Adsorption and separation of platinum and palladium chlorido species (PtCl62- and PdCl42-) on polystyrene beads as well as nanofibers functionalized with ammonium centres based on ethylenediamine (EDA), diethylenetriamine (DETA), triethylenetetramine (TETA) and tris-(2-aminoethyl)amine (TAEA) are described. The functionalized sorbent materials were characterized by microanalysis, SEM, XPS, BET and FTIR. The surface area of the functionalized fibers was in the range 69–241 m2/g while it was 73–107 m2/g for the beads. The adsorption and loading capacities of the sorption materials were investigated using both the batch and column studies at 1 M HCl concentration. The adsorption studies for both PtCl62- and PdCl42- on the different sorbent materials fit the Langmuir isotherm with R2 values >0.99. The highest loading capacity of Pt and Pd were 7.4 mg/g and 4.3 mg/g respectively for the nanofiber sorbent material based on ethylenediamine (EDA) while the beads with ethylenediamine (EDA) gave 1.0 mg/g and 0.2 mg/g for Pt and Pd respectively. Metals loaded on the sorbent materials were recovered by using 3% m/v thiourea solution as the eluting agent with quantitative desorption efficiency under the selected experimental conditions. Separation of platinum from palladium was partially achieved by selective stripping of PtCl62- with 0.5 M of NaClO4 in 1.0 M HCl while PdCl42- was eluted with 0.5 M thiourea in 1.0 M HCl. Separation of platinum from iridium and rhodium under 1 M HCl concentration was successful on triethylenetriamine (TETA)-functionalized Merrifield beads. This material (M-TETA) showed selectivity for platinum albeit the low loading capacity.
- Full Text:
- Date Issued: 2013
Afro-communitarianism and the nature of reconciliation
- Authors: Oelofsen, Rianna
- Date: 2013
- Subjects: Ubuntu (Philosophy) Reconciliation -- South Africa Communitarianism -- Africa Philosophy, African
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2736 , http://hdl.handle.net/10962/d1006809
- Description: In this dissertation I sketch a conception of personhood as understood from within an Afrocommunitarian worldview, and argue that this understanding of personhood has implications for understanding the concept of reconciliation. Understanding ‘being human’ as a collective, communal enterprise has implications for how responsibility, justice, forgiveness and humanization (all cognate concepts of reconciliation) are conceptualized. In line with this understanding of reconciliation and its cognate concepts, I argue that the humanization of self and other (according to the Afrocommunitarian understanding of personhood) is required for addressing the ‘inferiority’ and concurrent ‘superiority’ racial complexes as diagnosed by Franz Fanon and Steve Biko. These complexes reach deeply within individual and collective psyches and political identities, and I argue that political solutions to protracted conflict (in South Africa and other racially charged contexts) which do not address these deeply entrenched pathologies will be inadequate according to an Afrocommunitarian framework.
- Full Text:
- Date Issued: 2013
- Authors: Oelofsen, Rianna
- Date: 2013
- Subjects: Ubuntu (Philosophy) Reconciliation -- South Africa Communitarianism -- Africa Philosophy, African
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2736 , http://hdl.handle.net/10962/d1006809
- Description: In this dissertation I sketch a conception of personhood as understood from within an Afrocommunitarian worldview, and argue that this understanding of personhood has implications for understanding the concept of reconciliation. Understanding ‘being human’ as a collective, communal enterprise has implications for how responsibility, justice, forgiveness and humanization (all cognate concepts of reconciliation) are conceptualized. In line with this understanding of reconciliation and its cognate concepts, I argue that the humanization of self and other (according to the Afrocommunitarian understanding of personhood) is required for addressing the ‘inferiority’ and concurrent ‘superiority’ racial complexes as diagnosed by Franz Fanon and Steve Biko. These complexes reach deeply within individual and collective psyches and political identities, and I argue that political solutions to protracted conflict (in South Africa and other racially charged contexts) which do not address these deeply entrenched pathologies will be inadequate according to an Afrocommunitarian framework.
- Full Text:
- Date Issued: 2013
Agriculture as a contributor to local economic development (LED) in Nkonkobe Local Municipality
- Authors: Rali, Jongikhaya
- Date: 2013
- Subjects: Agricultural development projects -- South Africa -- Eastern Cape , Poverty -- Economic aspects -- South Africa -- Eastern Cape. , Job creation
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9201 , http://hdl.handle.net/10948/d1020402
- Description: Africa while being underdeveloped in terms of industry and infrastructure has much rural land and therefore has significant potential to provide global food security. This study investigates agriculture as a contributor to economic development of Nkonkobe Local Municipality, Eastern Cape, South Africa. While the potential of agriculture, in Nkonkobe Local Municipality is high, this sector has not been fully developed to the benefit of the community and the municipality at large. The results of this study have pointed out that the Eastern Cape, Nkonkobe Local Municipality in particular is where communal farming is practiced on the largest scale and where further growth can take place. This study is informed by the goals of reconstruction and development, as expressed in the Government’s Reconstruction and Development Programme (1995) tabled to meet the basic needs of the people, develop its human resources and to build the local economy. This study aims to transform Nkonkobe Local Municipality into an economically developed area of Amathole District Municipality, by improving the area’s agricultural contribution to the Local Economic Development (LED) of the area. This study supports entrepreneurship and innovation, job creation, raising the quality of basic services to the poorest citizens of Nkonkobe Local Municipality, and increasing the distribution of agricultural land to small holders. This study promotes the development of agricultural sector, which will enable it to absorb more low skilled labour which will assist in poverty alleviation, and promote LED initiatives. This study also develops and promotes the sustainable contribution of agriculture to LED programmes, and improves the participation of local communities in these programmes. The study was conducted using qualitative research methodology. The findings of the study reveal that agricultural infrastructure in support of LED in Nkonkobe Local Municipality must be established and improved. Such infrastructure should include the reticulation of services, such as irrigation schemes, big dams, farming equipment, tractors, laboratories, cold storages and communication links. These services are currently inadequate in the area, and hamper development and progress that the area clearly has great potential to add in terms of global food security and poverty alleviation.
- Full Text:
- Date Issued: 2013
- Authors: Rali, Jongikhaya
- Date: 2013
- Subjects: Agricultural development projects -- South Africa -- Eastern Cape , Poverty -- Economic aspects -- South Africa -- Eastern Cape. , Job creation
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9201 , http://hdl.handle.net/10948/d1020402
- Description: Africa while being underdeveloped in terms of industry and infrastructure has much rural land and therefore has significant potential to provide global food security. This study investigates agriculture as a contributor to economic development of Nkonkobe Local Municipality, Eastern Cape, South Africa. While the potential of agriculture, in Nkonkobe Local Municipality is high, this sector has not been fully developed to the benefit of the community and the municipality at large. The results of this study have pointed out that the Eastern Cape, Nkonkobe Local Municipality in particular is where communal farming is practiced on the largest scale and where further growth can take place. This study is informed by the goals of reconstruction and development, as expressed in the Government’s Reconstruction and Development Programme (1995) tabled to meet the basic needs of the people, develop its human resources and to build the local economy. This study aims to transform Nkonkobe Local Municipality into an economically developed area of Amathole District Municipality, by improving the area’s agricultural contribution to the Local Economic Development (LED) of the area. This study supports entrepreneurship and innovation, job creation, raising the quality of basic services to the poorest citizens of Nkonkobe Local Municipality, and increasing the distribution of agricultural land to small holders. This study promotes the development of agricultural sector, which will enable it to absorb more low skilled labour which will assist in poverty alleviation, and promote LED initiatives. This study also develops and promotes the sustainable contribution of agriculture to LED programmes, and improves the participation of local communities in these programmes. The study was conducted using qualitative research methodology. The findings of the study reveal that agricultural infrastructure in support of LED in Nkonkobe Local Municipality must be established and improved. Such infrastructure should include the reticulation of services, such as irrigation schemes, big dams, farming equipment, tractors, laboratories, cold storages and communication links. These services are currently inadequate in the area, and hamper development and progress that the area clearly has great potential to add in terms of global food security and poverty alleviation.
- Full Text:
- Date Issued: 2013
Alternative/Experimental art spaces in Johannesburg:
- Authors: Malatjie, Portia
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/147692 , vital:38661 , https://0-doi.org.wam.seals.ac.za/10.1080/09528822.2013.798181
- Description: There are a number of recent exciting developments in the Johannesburg alternative art scene. Alternative or experimental art spaces often exist as an alternative to commercial galleries and government or privately funded galleries as well as museums. They are therefore governed through a different set of rules, rules that often aim to transgress the institutional. These spaces, including the Parking Gallery, the Keleketla! Library and arguably the Wits School of Art's Substation gallery, invite debates about alternative art programming, collaborative art making and the necessity of institutional funding in order to maintain such spaces. In addition to these questions, it is pertinent to first determine what it is that classifies a space as alternative.
- Full Text:
- Date Issued: 2013
- Authors: Malatjie, Portia
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/147692 , vital:38661 , https://0-doi.org.wam.seals.ac.za/10.1080/09528822.2013.798181
- Description: There are a number of recent exciting developments in the Johannesburg alternative art scene. Alternative or experimental art spaces often exist as an alternative to commercial galleries and government or privately funded galleries as well as museums. They are therefore governed through a different set of rules, rules that often aim to transgress the institutional. These spaces, including the Parking Gallery, the Keleketla! Library and arguably the Wits School of Art's Substation gallery, invite debates about alternative art programming, collaborative art making and the necessity of institutional funding in order to maintain such spaces. In addition to these questions, it is pertinent to first determine what it is that classifies a space as alternative.
- Full Text:
- Date Issued: 2013
Amakrwala experiences as learners in a Buffalo City secondary school: implications for school leadership and management
- Authors: Duka-Ntshweni, Nomonde
- Date: 2013
- Subjects: School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16191 , http://hdl.handle.net/10353/d1006252 , School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Description: ‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
- Full Text:
- Date Issued: 2013
- Authors: Duka-Ntshweni, Nomonde
- Date: 2013
- Subjects: School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16191 , http://hdl.handle.net/10353/d1006252 , School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Description: ‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
- Full Text:
- Date Issued: 2013
An analysis of challenges facing basic education in South Africa
- Njongi-Ndleleni, Nomthandazo
- Authors: Njongi-Ndleleni, Nomthandazo
- Date: 2013
- Subjects: Economic development -- Effect of education on -- South Africa , Education -- Economic aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4598 , vital:20620
- Description: The study seeks to analyse challenges facing Basic Education in South Africa. There is a major emphasis on the education of the South African people to become responsible, participatory and reflective citizens that contribute to an emerging democracy. However, the government of SA is faced with many challenges that hinder the South African people from becoming an educated nation. This is based on the assumption that education plays a major role in improving the economic status of the nation. The education in South Africa is categorized into sectors, primary, secondary and tertiary which are interlinked through a fine thread that determines the success of individuals. It has been established that a number of factors or problems hinder learners from receiving a good standard of education. These include: parents’ lack of participation in their children’s education and the weak functioning of School Governing Bodies (SGBs) especially in the area of finance and general administration of the school, poor infrastructure and shortage or non-delivery of textbooks. Good leadership in schools is also needed to make sure that teachers attend to their classes diligently and learners take the importance of education seriously. Government needs to ensure that teachers are trained accordingly and schools have adequate basic resources. The qualitative research method was used and no interviews and survey were made during this study. This research will discuss these factors that have been identified as causing the drop in the standard of education in South Africa. The research concludes with an attempt to make some recommendations to improve this situation.
- Full Text:
- Date Issued: 2013
- Authors: Njongi-Ndleleni, Nomthandazo
- Date: 2013
- Subjects: Economic development -- Effect of education on -- South Africa , Education -- Economic aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4598 , vital:20620
- Description: The study seeks to analyse challenges facing Basic Education in South Africa. There is a major emphasis on the education of the South African people to become responsible, participatory and reflective citizens that contribute to an emerging democracy. However, the government of SA is faced with many challenges that hinder the South African people from becoming an educated nation. This is based on the assumption that education plays a major role in improving the economic status of the nation. The education in South Africa is categorized into sectors, primary, secondary and tertiary which are interlinked through a fine thread that determines the success of individuals. It has been established that a number of factors or problems hinder learners from receiving a good standard of education. These include: parents’ lack of participation in their children’s education and the weak functioning of School Governing Bodies (SGBs) especially in the area of finance and general administration of the school, poor infrastructure and shortage or non-delivery of textbooks. Good leadership in schools is also needed to make sure that teachers attend to their classes diligently and learners take the importance of education seriously. Government needs to ensure that teachers are trained accordingly and schools have adequate basic resources. The qualitative research method was used and no interviews and survey were made during this study. This research will discuss these factors that have been identified as causing the drop in the standard of education in South Africa. The research concludes with an attempt to make some recommendations to improve this situation.
- Full Text:
- Date Issued: 2013
An analysis of how university management and administration staff deal with the social, cultural, economic and political differences that exist between urban and rural first year male students: an NMMU case study
- Authors: Tswane, Silvesta Sisonke
- Date: 2013
- Subjects: Student affairs administrators -- South Africa -- Port Elizabeth , Counseling in higher education -- South Africa -- Port Elizabeth , Nelson Mandela Metropolitan University -- Undergraduates
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9220 , http://hdl.handle.net/10948/d1020898
- Description: This study is a qualitative review to identify factors impacting on the management of student development and support at Nelson Mandela Metropolitan University in a developing country. For the purpose of the study student development and support includes all developmental and supportive services and interventions for rural and urban students within an institution of higher learning, regardless of the current structuring of the functions. The study first contextualises the scenario of a developing country in terms of the socio-economic, political, higher education, labour and other factors that set the scene for student development and support and then continues with a systematic exposition of factors that have direct relevance and impact on the future of student development and support. A systematic investigation of NMMU by means of interviews with student affairs professionals make it possible to identify factors that have direct relevance and impact on the future management and provision of student development and support. The result of the study is a construction of the specific factors identified on the international, national and institutional levels as well as the intricate relationships between rural and urban students. This research provides a potential framework for future management and provision of strategic focus areas for student development and support functions within NMMU and higher education in a developing country to ensure that it effectively positions the function within higher education as a key component of the core agenda.
- Full Text:
- Date Issued: 2013
- Authors: Tswane, Silvesta Sisonke
- Date: 2013
- Subjects: Student affairs administrators -- South Africa -- Port Elizabeth , Counseling in higher education -- South Africa -- Port Elizabeth , Nelson Mandela Metropolitan University -- Undergraduates
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9220 , http://hdl.handle.net/10948/d1020898
- Description: This study is a qualitative review to identify factors impacting on the management of student development and support at Nelson Mandela Metropolitan University in a developing country. For the purpose of the study student development and support includes all developmental and supportive services and interventions for rural and urban students within an institution of higher learning, regardless of the current structuring of the functions. The study first contextualises the scenario of a developing country in terms of the socio-economic, political, higher education, labour and other factors that set the scene for student development and support and then continues with a systematic exposition of factors that have direct relevance and impact on the future of student development and support. A systematic investigation of NMMU by means of interviews with student affairs professionals make it possible to identify factors that have direct relevance and impact on the future management and provision of student development and support. The result of the study is a construction of the specific factors identified on the international, national and institutional levels as well as the intricate relationships between rural and urban students. This research provides a potential framework for future management and provision of strategic focus areas for student development and support functions within NMMU and higher education in a developing country to ensure that it effectively positions the function within higher education as a key component of the core agenda.
- Full Text:
- Date Issued: 2013
An analysis of regulatory mechanisms during sustained task execution in cognitive, motor and sensory tasks
- Tau, Sethunya Harriet Hlobisa
- Authors: Tau, Sethunya Harriet Hlobisa
- Date: 2013 , 2013-10-11
- Subjects: Work -- Physiological aspects , Work -- Psychological aspects , Fatigue , Attention , Mental fatigue , Human information processing , Decision making , Labor productivity , Employees -- Workload , Performance
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5140 , http://hdl.handle.net/10962/d1006806 , Work -- Physiological aspects , Work -- Psychological aspects , Fatigue , Attention , Mental fatigue , Human information processing , Decision making , Labor productivity , Employees -- Workload , Performance
- Description: Fatigue is a state that, although researched for many years, is still not completely understood. Alongside this lack of a general understanding of fatigue is a lack of knowledge on the processes involved in the regulation of fatigue. The existing theories relating to regulation are focussed on mental effort regulation, suggesting that performance outcomes are co-ordinated by effort regulation that functions by making alterations to physiological processes and strategic adjustments at a cognitive level in response to cognitive demands and goals. Since fatigue is a multi-dimensional construct with psychological, physiological, and behavioural effects that respond to endogenous and exogenous variables, it follows then that fatigue assessment techniques ought to include multi-dimensional measures to acquire a holistic depiction of the fatigue symptom. This study aimed to assess whether or not a mechanism that regulated fatigue during sustained task execution could be identified and whether this mechanism resulted in regulation patterns that were distinct to a specific task. An additional aim of the study was on assessing whether the manner in which performance, psychophysical and subjective variables were modified over time followed a similar regulation pattern. The research design was aimed at inducing task-related fatigue twice on two different occasions in the same participants and evaluating the resultant changes in fatigue manifestation. This was done to assess the ability of participants to cope with fatigue as a result of previous experience. The research protocol included three tasks executed for an hour aimed at targeting and taxing the sensory, cognitive, motor resources, each task performed twice. 60 participants were recruited to participate in the current study, with 20 participants – 10 males and 10 females – randomly assigned to each of the three tasks. The cognitive resource task consisted of a memory recall task relying on working memory intended to evaluate the extent of reductions in memory and attention. The sensory resource task consisted of a reading task measuring visual scanning and perception designed to evaluate the extent of reduced vigilance. The motor resource task consisted of a modified Fitts’ stimulus response task targeted at monitoring the extent of movement timing disruption. Performance measures comprised of: response delay and the number of correctly identified digits during the cognitive resource task, the amount of correctly identified errors and reading speed during the sensory resource task, response time during the motor resource task, and responses to simple auditory reaction time tests (RTT) initiated at intervals during the task and then again at the end of each task. Physiological measures included ear temperature, eye blink frequency and duration, heart rate (HR), and heart rate variability (HRV). Subjective measures included the use of the Ratings of Perceived Exertion Category Ratio 10 scale (RPE CR 10) to measure cognitive exertion and the NASA-Task Load Index (NASA-TLX) to index mental workload. Eye blink frequency and duration, HR and HRV were sensitive to the type of task executed, showing differing response patterns both over the different tasks and over the two test sessions. The subjective measures indicated increasing RPE ratings over time in all tasks while the NASA-TLX indicated that each task elicited different workloads. Differing task performance responses were measured between the 1st test session and the 2nd test session during all tasks; while performance was found to improve during the 2nd test session for the motor and sensory tasks, it declined during the cognitive task. The findings of this research indicate that there was a regulatory mechanism for fatigue that altered the manner in which performance, psychophysical and subjective variables were modified over time, initiating a unique fatigue regulation pattern for each variable and each task. This regulation mechanism is understood to be a proactive and protective mechanism that functions through reducing a person’s ability to be vigilant, attentive, to exercise discernment, and to direct their level of responsiveness, essentially impacting how the body adapts to and copes with fatigue. The noted overall findings have industry implications; industries should consider accounting for the effects of this regulatory mechanism in their fatigue management interventions, specifically when designing job rotation and work/rest schedules because each cognitive task, having elicited a unique fatigue regulation pattern, ought to also have a different management program. , Microsoft� Office Word 2007 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
- Authors: Tau, Sethunya Harriet Hlobisa
- Date: 2013 , 2013-10-11
- Subjects: Work -- Physiological aspects , Work -- Psychological aspects , Fatigue , Attention , Mental fatigue , Human information processing , Decision making , Labor productivity , Employees -- Workload , Performance
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5140 , http://hdl.handle.net/10962/d1006806 , Work -- Physiological aspects , Work -- Psychological aspects , Fatigue , Attention , Mental fatigue , Human information processing , Decision making , Labor productivity , Employees -- Workload , Performance
- Description: Fatigue is a state that, although researched for many years, is still not completely understood. Alongside this lack of a general understanding of fatigue is a lack of knowledge on the processes involved in the regulation of fatigue. The existing theories relating to regulation are focussed on mental effort regulation, suggesting that performance outcomes are co-ordinated by effort regulation that functions by making alterations to physiological processes and strategic adjustments at a cognitive level in response to cognitive demands and goals. Since fatigue is a multi-dimensional construct with psychological, physiological, and behavioural effects that respond to endogenous and exogenous variables, it follows then that fatigue assessment techniques ought to include multi-dimensional measures to acquire a holistic depiction of the fatigue symptom. This study aimed to assess whether or not a mechanism that regulated fatigue during sustained task execution could be identified and whether this mechanism resulted in regulation patterns that were distinct to a specific task. An additional aim of the study was on assessing whether the manner in which performance, psychophysical and subjective variables were modified over time followed a similar regulation pattern. The research design was aimed at inducing task-related fatigue twice on two different occasions in the same participants and evaluating the resultant changes in fatigue manifestation. This was done to assess the ability of participants to cope with fatigue as a result of previous experience. The research protocol included three tasks executed for an hour aimed at targeting and taxing the sensory, cognitive, motor resources, each task performed twice. 60 participants were recruited to participate in the current study, with 20 participants – 10 males and 10 females – randomly assigned to each of the three tasks. The cognitive resource task consisted of a memory recall task relying on working memory intended to evaluate the extent of reductions in memory and attention. The sensory resource task consisted of a reading task measuring visual scanning and perception designed to evaluate the extent of reduced vigilance. The motor resource task consisted of a modified Fitts’ stimulus response task targeted at monitoring the extent of movement timing disruption. Performance measures comprised of: response delay and the number of correctly identified digits during the cognitive resource task, the amount of correctly identified errors and reading speed during the sensory resource task, response time during the motor resource task, and responses to simple auditory reaction time tests (RTT) initiated at intervals during the task and then again at the end of each task. Physiological measures included ear temperature, eye blink frequency and duration, heart rate (HR), and heart rate variability (HRV). Subjective measures included the use of the Ratings of Perceived Exertion Category Ratio 10 scale (RPE CR 10) to measure cognitive exertion and the NASA-Task Load Index (NASA-TLX) to index mental workload. Eye blink frequency and duration, HR and HRV were sensitive to the type of task executed, showing differing response patterns both over the different tasks and over the two test sessions. The subjective measures indicated increasing RPE ratings over time in all tasks while the NASA-TLX indicated that each task elicited different workloads. Differing task performance responses were measured between the 1st test session and the 2nd test session during all tasks; while performance was found to improve during the 2nd test session for the motor and sensory tasks, it declined during the cognitive task. The findings of this research indicate that there was a regulatory mechanism for fatigue that altered the manner in which performance, psychophysical and subjective variables were modified over time, initiating a unique fatigue regulation pattern for each variable and each task. This regulation mechanism is understood to be a proactive and protective mechanism that functions through reducing a person’s ability to be vigilant, attentive, to exercise discernment, and to direct their level of responsiveness, essentially impacting how the body adapts to and copes with fatigue. The noted overall findings have industry implications; industries should consider accounting for the effects of this regulatory mechanism in their fatigue management interventions, specifically when designing job rotation and work/rest schedules because each cognitive task, having elicited a unique fatigue regulation pattern, ought to also have a different management program. , Microsoft� Office Word 2007 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
An analysis of teacher's skills in the identification of learners with behavioural and emotional problems
- Authors: Damons, Thirza
- Date: 2013
- Subjects: Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9451 , http://hdl.handle.net/10948/d1012183 , Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Description: This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
- Full Text:
- Date Issued: 2013
- Authors: Damons, Thirza
- Date: 2013
- Subjects: Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9451 , http://hdl.handle.net/10948/d1012183 , Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Description: This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
- Full Text:
- Date Issued: 2013
An analysis of temporal relations in languages: a comparative study of Mandarin and isiXhosa
- Authors: Ma, Xiujie
- Date: 2013 , 2013-01-30
- Subjects: Chinese language Xhosa language Grammar, Comparative and general -- Temporal constructions
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2367 , http://hdl.handle.net/10962/d1003055
- Description: This study sought to investigate how temporal relations are expressed in Mandarin and isiXhosa. The objective was to compare how two typologically distinct languages, one isolating and the other agglutinating, cope with the encoding of situations that occur at different positions on the time line. Data was drawn from questionnaire responses from, and interviews with, isiXhosa speakers who provided translations of a wide range of sentences from English into isiXhosa. The study revealed that isiXhosa relies on the grammatical category – tense – to encode temporal relations, while Mandarin relies more on lexical and pragmatic devices – the use of temporal adverbials and the implication of aspectual markings – to locate a situation on the time line. Typically, each sentence in isiXhosa must be marked for tense: temporal adverbials are optional elements and used to more precisely locate the situation on the time line. By contrast, in Mandarin, temporal adverbials have a more central function in that they independently express different positions on the time line: without temporal adverbials, it is extremely difficult to locate a situation on the time line in some sentences. Another important difference between the two languages was revealed in this study: isiXhosa grammar allows speakers to talk about situations in terms of their distance (past or future) from the speech time whereas Mandarin grammar allows its speakers to talk about situations in terms of the internal properties (e.g. completed, ongoing, etc.) of those situations. The study revealed that isiXhosa and Mandarin are similar in one important respect: both languages have no formal properties, i.e. overt tense markers (isiXhosa) and compulsory temporal adverbials or other temporal devices (Mandarin) for marking the temporal location of present situations. The study also revealed that both languages encode ‘pastness’ in terms of whether or not the effects of the situation in question still remain at speech time.
- Full Text:
- Date Issued: 2013
- Authors: Ma, Xiujie
- Date: 2013 , 2013-01-30
- Subjects: Chinese language Xhosa language Grammar, Comparative and general -- Temporal constructions
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2367 , http://hdl.handle.net/10962/d1003055
- Description: This study sought to investigate how temporal relations are expressed in Mandarin and isiXhosa. The objective was to compare how two typologically distinct languages, one isolating and the other agglutinating, cope with the encoding of situations that occur at different positions on the time line. Data was drawn from questionnaire responses from, and interviews with, isiXhosa speakers who provided translations of a wide range of sentences from English into isiXhosa. The study revealed that isiXhosa relies on the grammatical category – tense – to encode temporal relations, while Mandarin relies more on lexical and pragmatic devices – the use of temporal adverbials and the implication of aspectual markings – to locate a situation on the time line. Typically, each sentence in isiXhosa must be marked for tense: temporal adverbials are optional elements and used to more precisely locate the situation on the time line. By contrast, in Mandarin, temporal adverbials have a more central function in that they independently express different positions on the time line: without temporal adverbials, it is extremely difficult to locate a situation on the time line in some sentences. Another important difference between the two languages was revealed in this study: isiXhosa grammar allows speakers to talk about situations in terms of their distance (past or future) from the speech time whereas Mandarin grammar allows its speakers to talk about situations in terms of the internal properties (e.g. completed, ongoing, etc.) of those situations. The study revealed that isiXhosa and Mandarin are similar in one important respect: both languages have no formal properties, i.e. overt tense markers (isiXhosa) and compulsory temporal adverbials or other temporal devices (Mandarin) for marking the temporal location of present situations. The study also revealed that both languages encode ‘pastness’ in terms of whether or not the effects of the situation in question still remain at speech time.
- Full Text:
- Date Issued: 2013