An investigation into the perceptions of the first year mathematics students towards the alternative mode intervention : UNAM case study
- Authors: Iipinge, Reginald Kaleke
- Date: 2013
- Subjects: University of Namibia , Mathematics -- Study and teaching (Higher) -- Namibia , Compensatory education -- Namibia , Academic achievement -- Namibia , Education, Higher -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2005 , http://hdl.handle.net/10962/d1015669
- Description: A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.
- Full Text:
- Date Issued: 2013
- Authors: Iipinge, Reginald Kaleke
- Date: 2013
- Subjects: University of Namibia , Mathematics -- Study and teaching (Higher) -- Namibia , Compensatory education -- Namibia , Academic achievement -- Namibia , Education, Higher -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2005 , http://hdl.handle.net/10962/d1015669
- Description: A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.
- Full Text:
- Date Issued: 2013
An investigation into the potential for implementing lean Grindrod Container Depot in Stanbridge Road
- Authors: Andrews, Ferderico Recardo
- Date: 2013
- Subjects: Lean manufacturing -- South Africa -- Port Elizabeth -- Management , Container industry -- South Africa -- Port Elizabeth , Just-in-time systems -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8781 , http://hdl.handle.net/10948/d1012967
- Description: On a daily basis organizations strive to achieve maximum output with minimum input for greater levels of efficiency and profitability. However, in our dynamic modern world and economy the variables have changed dramatically and the time when business was simply about the ‘bottom line’ and all else was subordinate to the objective of profit, has come and gone. In the contemporary world of business today the variables are much broader and more dynamic, as people are no longer just employees, and suppliers are no longer people whose payment should be delayed for as long as possible. In addition, the environment is no longer to be plundered at all costs. Today Lean as an all-encompassing management philosophy with its emphasis on adding value, is more relevant in business than at any other point in business history. At a time when the global economy is facing some of its greatest challenges, it is ultimately business and its networks that, through effective management, can restore the global economy and provide livelihoods to millions of people. The Lean management philosophy is about constantly searching for the best possible way of doing things and eliminating waste in pursuit of value. If Lean is in pursuit of eliminating waste and turning it into value, and the customer, irrespective of required product, is in constant pursuit of finding value, then Lean is surely the management philosophy that can deliver the greatest level of customer satisfaction. This means satisfied customers returning to an organization for repeat sales as long as they perceive that the value they derive meets their expectations.
- Full Text:
- Date Issued: 2013
- Authors: Andrews, Ferderico Recardo
- Date: 2013
- Subjects: Lean manufacturing -- South Africa -- Port Elizabeth -- Management , Container industry -- South Africa -- Port Elizabeth , Just-in-time systems -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8781 , http://hdl.handle.net/10948/d1012967
- Description: On a daily basis organizations strive to achieve maximum output with minimum input for greater levels of efficiency and profitability. However, in our dynamic modern world and economy the variables have changed dramatically and the time when business was simply about the ‘bottom line’ and all else was subordinate to the objective of profit, has come and gone. In the contemporary world of business today the variables are much broader and more dynamic, as people are no longer just employees, and suppliers are no longer people whose payment should be delayed for as long as possible. In addition, the environment is no longer to be plundered at all costs. Today Lean as an all-encompassing management philosophy with its emphasis on adding value, is more relevant in business than at any other point in business history. At a time when the global economy is facing some of its greatest challenges, it is ultimately business and its networks that, through effective management, can restore the global economy and provide livelihoods to millions of people. The Lean management philosophy is about constantly searching for the best possible way of doing things and eliminating waste in pursuit of value. If Lean is in pursuit of eliminating waste and turning it into value, and the customer, irrespective of required product, is in constant pursuit of finding value, then Lean is surely the management philosophy that can deliver the greatest level of customer satisfaction. This means satisfied customers returning to an organization for repeat sales as long as they perceive that the value they derive meets their expectations.
- Full Text:
- Date Issued: 2013
An investigation into the prevalence and use of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia: a case study
- Authors: Shilamba, Julia Ndinoshisho
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena Mathematics teachers -- Education (Secondary) -- Namibia -- Ohangwena Code switching (Linguistics) -- Research -- Namibia -- Ohangwena Education, Secondary -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1392 , http://hdl.handle.net/10962/d1001683
- Description: This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
- Full Text:
- Date Issued: 2013
- Authors: Shilamba, Julia Ndinoshisho
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena Mathematics teachers -- Education (Secondary) -- Namibia -- Ohangwena Code switching (Linguistics) -- Research -- Namibia -- Ohangwena Education, Secondary -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1392 , http://hdl.handle.net/10962/d1001683
- Description: This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
- Full Text:
- Date Issued: 2013
An investigation into the reasons for under budgeting on public housing projects within the Joe Slovo Township, Eastern Cape
- Authors: Mlonzi, Viwe
- Date: 2013
- Subjects: Housing development -- South Africa -- Eastern Cape , Community development, Urban -- South Africa -- Eastern Cape , Expenditures, Public , Housing policy -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9242 , http://hdl.handle.net/10948/d1021118
- Description: In the past years the government has been giving speeches and promises to South African Residents about housings for all but this is still a challenge. This is problematic for the township Joe Slovo in the sense that more than one third of the population live in small, unsafe shacks. It is evident that many suffer from the slow delivery of houses and many residents are affected negatively in the struggle for proper housing.
- Full Text:
- Date Issued: 2013
- Authors: Mlonzi, Viwe
- Date: 2013
- Subjects: Housing development -- South Africa -- Eastern Cape , Community development, Urban -- South Africa -- Eastern Cape , Expenditures, Public , Housing policy -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9242 , http://hdl.handle.net/10948/d1021118
- Description: In the past years the government has been giving speeches and promises to South African Residents about housings for all but this is still a challenge. This is problematic for the township Joe Slovo in the sense that more than one third of the population live in small, unsafe shacks. It is evident that many suffer from the slow delivery of houses and many residents are affected negatively in the struggle for proper housing.
- Full Text:
- Date Issued: 2013
An investigation into the recruitment procedures in the Public Service: a case study of the Ministry of Labour, Public Service and Human Resources Development- Republic of South Sudan-Juba
- Authors: Khamis, Emmanuel Abusingia
- Date: 2013
- Subjects: Employees -- Recruiting -- South Sudan , Public service employment -- South Sudan , Civil service -- South Sudan , Manpower policy -- South Sudan , Human capital -- South Sudan
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11650 , http://hdl.handle.net/10353/d1006965 , Employees -- Recruiting -- South Sudan , Public service employment -- South Sudan , Civil service -- South Sudan , Manpower policy -- South Sudan , Human capital -- South Sudan
- Description: This document is a research report (Thesis) on the topic an Investigation in to the Recruitment Procedures in the Public Service a case study of the Ministry of Labour Public Service and Human Resource Development Republic of South Sudan. In line with the objectives, the study established a significant number of policies and legislations that guide recruitment in the ministry and in the South Sudan Public Service. The findings of the study revealed that recruitment procedures exist in the public service of South Sudan amidst challenges. The researcher provided recommendations to the challenges in the last chapter of this thesis. However, there will be a need for further research on some of the issues that affect recruitment in the ministry as provided by the respondents of this study. These issues are discussed in chapter four. Thus recruitment is very important to research on further in the Public Service of South Sudan so as to ensure efficient and effective service delivery through recruiting competent staff.
- Full Text:
- Date Issued: 2013
- Authors: Khamis, Emmanuel Abusingia
- Date: 2013
- Subjects: Employees -- Recruiting -- South Sudan , Public service employment -- South Sudan , Civil service -- South Sudan , Manpower policy -- South Sudan , Human capital -- South Sudan
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11650 , http://hdl.handle.net/10353/d1006965 , Employees -- Recruiting -- South Sudan , Public service employment -- South Sudan , Civil service -- South Sudan , Manpower policy -- South Sudan , Human capital -- South Sudan
- Description: This document is a research report (Thesis) on the topic an Investigation in to the Recruitment Procedures in the Public Service a case study of the Ministry of Labour Public Service and Human Resource Development Republic of South Sudan. In line with the objectives, the study established a significant number of policies and legislations that guide recruitment in the ministry and in the South Sudan Public Service. The findings of the study revealed that recruitment procedures exist in the public service of South Sudan amidst challenges. The researcher provided recommendations to the challenges in the last chapter of this thesis. However, there will be a need for further research on some of the issues that affect recruitment in the ministry as provided by the respondents of this study. These issues are discussed in chapter four. Thus recruitment is very important to research on further in the Public Service of South Sudan so as to ensure efficient and effective service delivery through recruiting competent staff.
- Full Text:
- Date Issued: 2013
An investigation into the representations of environmental issues relating to Lake Victoria, Uganda, and their negotiation by the lakeside communities
- Lwanga, Margaret Jjuuko Nassuna
- Authors: Lwanga, Margaret Jjuuko Nassuna
- Date: 2013
- Subjects: Victoria Voice Victoria, Lake -- Environmental aspects -- Research Lakes -- Environmental aspects -- Research -- Uganda Environmental management -- Research -- Uganda Pollution -- Environmental aspects -- Uganda Radio broadcasting -- Uganda , Uganda CBS , Central Broadcasting Service , Mass media -- Environmental aspects -- Research -- Uganda
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3411 , http://hdl.handle.net/10962/d1001577
- Description: The state of the environment is increasingly present as an urgent concern for contemporary political, social, cultural and physical life. Yet the roles of the mass media (radio, television and newspapers) in shaping and influencing crucial public awareness, debates and environmental decision-making remain inadequately understood. Positioned as a critical studies inquiry into media representations and audience reception, this study forms part of a wider project amongst media scholars and culture critics on the relationship between media textual production and consumption. It explores how one radio station in Uganda, Central Broadcasting Service (CBS) radio, represents and constructs the environmental crises faced by Lake Victoria, especially pollution and overfishing. The focus is on the Victoria Voice radio documentaries aired on CBS radio in the year 2005. The study further explores how three lakeside communities negotiate these issues as radio broadcasts. It recognises that while the mass media contribute significantly to creating public awareness about such social concerns, their likelihood of having a direct and predictable impact on social behaviour is slight. The context and the lived experiences at the reception stage where the decisions are made on whether to adopt an innovation are ultimately the factors which impact on how they are negotiated. The thesis is informed by the theoretical and analytical framework of Cultural Studies as well as the Participatory Approach to Communication for Development perspectives. The study is specifically informed by the theories of ‘discourse’ (Foucault, 1980a, 1981) and the ‘circuit of culture’ (du Gay et al., 1997 and Johnson, 1987) and these provided the conceptual framework for investigating the representations, the production and the consumption of media texts. Predominantly qualitative methods have been employed in data collection and analysis. In the first place, a Critical Discourse Analysis (CDA) (Fairclough, 1995a, 1995c) of the radio texts has interrogated the discourses and discursive practices of CBS’ Victoria Voice environmental radio programmes in order to consider its representations of particular issues and consequently the discourses it privileged. Qualitative methods of participant observation, in-depth interviews and focus group discussions were deployed to investigate the negotiation of the texts by the lakeside communities. This research establishes that the Victoria Voice radio texts foreground three contesting types of discourses: the discourse of basic economic survival and livelihoods is articulated largely by the ordinary people, the lakeside communities; the discourse of sustainable development, particularly the protection and sustainability of Lake Victoria, by scientists and environmental experts; and the discourse of modernisation and corporate investment by politicians and/or policy makers and industrialists. The texts, to a large degree, reaffirm the hegemonic relations of power in Ugandan society, and thus contribute to the maintenance of the status quo. The selection of an elite category of informers (scientists, experts, politicians, policy makers) serves to marginalise the less powerful ordinary people (the fisher folk, farmers and other eyewitnesses). The construction of the elite as active and speaking subjects within the various debates introduced in these programmes, for example, works both to obscure and endorse the unequal power relations. At the reception side, while the lakeside communities attest to the relevance of the programmes in providing information on the issues concerning Lake Victoria and other aspects of their livelihood, they also recognise the power relations that underpin the sets of representations. Amongst these sets is government’s complicity with industry, in line with their economic policies and the global capitalist economy, while espousing the rhetoric of nature conservation. The study argues that sustainable solutions for the crises on Lake Victoria should take into account the socio-historical and cultural contexts of the lakeside communities. For the Ugandan media, particularly radio, there is a need to rethink the nature of the coverage, which tends to neglect the contextual factors, such as local socio-economic and cultural factors within which environmental issues and problems occur and which, as this thesis establishes, greatly influences the way people make sense of environmental issues and problems. I posit that the Participatory Approach that seeks to address the communities’ most pressing concerns should be adopted – to include more of the communities’ voices and involve them in the production of radio programmes.
- Full Text:
- Date Issued: 2013
- Authors: Lwanga, Margaret Jjuuko Nassuna
- Date: 2013
- Subjects: Victoria Voice Victoria, Lake -- Environmental aspects -- Research Lakes -- Environmental aspects -- Research -- Uganda Environmental management -- Research -- Uganda Pollution -- Environmental aspects -- Uganda Radio broadcasting -- Uganda , Uganda CBS , Central Broadcasting Service , Mass media -- Environmental aspects -- Research -- Uganda
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3411 , http://hdl.handle.net/10962/d1001577
- Description: The state of the environment is increasingly present as an urgent concern for contemporary political, social, cultural and physical life. Yet the roles of the mass media (radio, television and newspapers) in shaping and influencing crucial public awareness, debates and environmental decision-making remain inadequately understood. Positioned as a critical studies inquiry into media representations and audience reception, this study forms part of a wider project amongst media scholars and culture critics on the relationship between media textual production and consumption. It explores how one radio station in Uganda, Central Broadcasting Service (CBS) radio, represents and constructs the environmental crises faced by Lake Victoria, especially pollution and overfishing. The focus is on the Victoria Voice radio documentaries aired on CBS radio in the year 2005. The study further explores how three lakeside communities negotiate these issues as radio broadcasts. It recognises that while the mass media contribute significantly to creating public awareness about such social concerns, their likelihood of having a direct and predictable impact on social behaviour is slight. The context and the lived experiences at the reception stage where the decisions are made on whether to adopt an innovation are ultimately the factors which impact on how they are negotiated. The thesis is informed by the theoretical and analytical framework of Cultural Studies as well as the Participatory Approach to Communication for Development perspectives. The study is specifically informed by the theories of ‘discourse’ (Foucault, 1980a, 1981) and the ‘circuit of culture’ (du Gay et al., 1997 and Johnson, 1987) and these provided the conceptual framework for investigating the representations, the production and the consumption of media texts. Predominantly qualitative methods have been employed in data collection and analysis. In the first place, a Critical Discourse Analysis (CDA) (Fairclough, 1995a, 1995c) of the radio texts has interrogated the discourses and discursive practices of CBS’ Victoria Voice environmental radio programmes in order to consider its representations of particular issues and consequently the discourses it privileged. Qualitative methods of participant observation, in-depth interviews and focus group discussions were deployed to investigate the negotiation of the texts by the lakeside communities. This research establishes that the Victoria Voice radio texts foreground three contesting types of discourses: the discourse of basic economic survival and livelihoods is articulated largely by the ordinary people, the lakeside communities; the discourse of sustainable development, particularly the protection and sustainability of Lake Victoria, by scientists and environmental experts; and the discourse of modernisation and corporate investment by politicians and/or policy makers and industrialists. The texts, to a large degree, reaffirm the hegemonic relations of power in Ugandan society, and thus contribute to the maintenance of the status quo. The selection of an elite category of informers (scientists, experts, politicians, policy makers) serves to marginalise the less powerful ordinary people (the fisher folk, farmers and other eyewitnesses). The construction of the elite as active and speaking subjects within the various debates introduced in these programmes, for example, works both to obscure and endorse the unequal power relations. At the reception side, while the lakeside communities attest to the relevance of the programmes in providing information on the issues concerning Lake Victoria and other aspects of their livelihood, they also recognise the power relations that underpin the sets of representations. Amongst these sets is government’s complicity with industry, in line with their economic policies and the global capitalist economy, while espousing the rhetoric of nature conservation. The study argues that sustainable solutions for the crises on Lake Victoria should take into account the socio-historical and cultural contexts of the lakeside communities. For the Ugandan media, particularly radio, there is a need to rethink the nature of the coverage, which tends to neglect the contextual factors, such as local socio-economic and cultural factors within which environmental issues and problems occur and which, as this thesis establishes, greatly influences the way people make sense of environmental issues and problems. I posit that the Participatory Approach that seeks to address the communities’ most pressing concerns should be adopted – to include more of the communities’ voices and involve them in the production of radio programmes.
- Full Text:
- Date Issued: 2013
An investigation into the school experiences of HIV-positive secondary school learners on ARV treatment in Katutura, Windhoek
- Authors: Haipinge, Emilie
- Date: 2013
- Subjects: HIV-positive youth -- Namibia -- Katutura (Windhoek) HIV-positive youth -- Social conditions -- Namibia -- Katutura (Windhoek) HIV infections -- Social aspects -- Namibia -- Katutura (Windhoek) HIV infections -- Psychological aspects -- Namibia -- Katutura (Windhoek) AIDS phobia -- Namibia -- Katutura (Windhoek) Antiretroviral agents
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1837 , http://hdl.handle.net/10962/d1004334
- Description: What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.
- Full Text:
- Date Issued: 2013
- Authors: Haipinge, Emilie
- Date: 2013
- Subjects: HIV-positive youth -- Namibia -- Katutura (Windhoek) HIV-positive youth -- Social conditions -- Namibia -- Katutura (Windhoek) HIV infections -- Social aspects -- Namibia -- Katutura (Windhoek) HIV infections -- Psychological aspects -- Namibia -- Katutura (Windhoek) AIDS phobia -- Namibia -- Katutura (Windhoek) Antiretroviral agents
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1837 , http://hdl.handle.net/10962/d1004334
- Description: What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.
- Full Text:
- Date Issued: 2013
An investigation into understanding the experiences of the level 5-7 student teachers when teaching fractions in primary schools in Namibia: a case study
- Authors: Vatilifa, Ndamononghenda
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Fractions -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1398 , http://hdl.handle.net/10962/d1001792
- Description: The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
- Full Text:
- Date Issued: 2013
- Authors: Vatilifa, Ndamononghenda
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Fractions -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1398 , http://hdl.handle.net/10962/d1001792
- Description: The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
- Full Text:
- Date Issued: 2013
An investigation of a local government turnaround strategy : the case of Nkonkobe Local Municipality
- Authors: Hanabe, Lulamile Donacious
- Date: 2013
- Subjects: Corporate turnarounds -- South Africa -- Eastern Cape , Municipal government -- South Africa -- Eastern Cape , Business planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8331 , http://hdl.handle.net/10948/d1020568
- Description: The primary purpose of the study was to investigate the extent to which the Nkonkobe Local Municipality is able to meet its obligations in terms of the LGTAS - specifically as a rural municipality. Further to investigate what impact, if any, the Report on the State of Local Government in South Africa has had on the municipality. The study moved from the premise that municipalities are different, and that a rural municipality’s response to service delivery and the LGTAS, should be understood in the context of additional challenges, because of its remote locality. The study therefore is based on the assumption that the Nkonkobe Local Municipality has not been able to fully meet the objectives, as they are contained in the LGTAS that was approved by Cabinet in December 2009. The study proposed to give a background of the origin of municipalities and evolution and transformation of Developmental Local Government in South Africa. The in-depth literature review was undertaken on Developmental Local Government to achieve the objective of the study. Local Government Turnaround Strategy analysis with reference to Nkonkobe Local Municipality is also presented to test the proposed hypotheses. The empirical survey and research methodology used in the study is described and explained in-depths and followed by data collection in a form of a questionnaire. The research findings of the empirical survey are then analysed and reported in statistical form. In the final chapter; recommendations are presented based on the empirical survey findings through the respondent’s inputs in the questionnaire. Recommendations are also presented on how Nkonkobe Local Municipality can improve its business to achieve the objectives of LGTAS.
- Full Text:
- Date Issued: 2013
An investigation of a local government turnaround strategy : the case of Nkonkobe Local Municipality
- Authors: Hanabe, Lulamile Donacious
- Date: 2013
- Subjects: Corporate turnarounds -- South Africa -- Eastern Cape , Municipal government -- South Africa -- Eastern Cape , Business planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8331 , http://hdl.handle.net/10948/d1020568
- Description: The primary purpose of the study was to investigate the extent to which the Nkonkobe Local Municipality is able to meet its obligations in terms of the LGTAS - specifically as a rural municipality. Further to investigate what impact, if any, the Report on the State of Local Government in South Africa has had on the municipality. The study moved from the premise that municipalities are different, and that a rural municipality’s response to service delivery and the LGTAS, should be understood in the context of additional challenges, because of its remote locality. The study therefore is based on the assumption that the Nkonkobe Local Municipality has not been able to fully meet the objectives, as they are contained in the LGTAS that was approved by Cabinet in December 2009. The study proposed to give a background of the origin of municipalities and evolution and transformation of Developmental Local Government in South Africa. The in-depth literature review was undertaken on Developmental Local Government to achieve the objective of the study. Local Government Turnaround Strategy analysis with reference to Nkonkobe Local Municipality is also presented to test the proposed hypotheses. The empirical survey and research methodology used in the study is described and explained in-depths and followed by data collection in a form of a questionnaire. The research findings of the empirical survey are then analysed and reported in statistical form. In the final chapter; recommendations are presented based on the empirical survey findings through the respondent’s inputs in the questionnaire. Recommendations are also presented on how Nkonkobe Local Municipality can improve its business to achieve the objectives of LGTAS.
- Full Text:
- Date Issued: 2013
An investigation of community music in the Northern Areas of Port Elizabeth :a case study of five community bands
- Tobias, Michael Charles Peter
- Authors: Tobias, Michael Charles Peter
- Date: 2013
- Subjects: Community music -- South Africa -- Port Elizabeth , Bands (Music) -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8528 , http://hdl.handle.net/10948/d1020949
- Description: The Northern Areas of Port Elizabeth are mostly comprised of the so called “Coloured” community and is vibrant in tradition and musical activities. Community music in the form of marching bands, brigade bands, wind bands and brass bands form a central part of the music activities in this area. The non-availability of music education in schools combined with the multitude of social challenges creates a cultural and moral vacuum. Children are not exposed to the finer arts and music in particular and without these bands and groups probably never will. This study will explore five community bands/groups and the role they play in the lives of people and especially the children and the youth. The impact and influence music has on the social upliftment of under-privileged children in this area has never been studied. The study shows the big impact these bands/groups have on the children and the communities they serve and highlights the dedication and good work of those band managers working with these groups. The study concludes with a proposal that an art/music centre be established in the Northern Areas of Port Elizabeth.
- Full Text:
- Date Issued: 2013
- Authors: Tobias, Michael Charles Peter
- Date: 2013
- Subjects: Community music -- South Africa -- Port Elizabeth , Bands (Music) -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8528 , http://hdl.handle.net/10948/d1020949
- Description: The Northern Areas of Port Elizabeth are mostly comprised of the so called “Coloured” community and is vibrant in tradition and musical activities. Community music in the form of marching bands, brigade bands, wind bands and brass bands form a central part of the music activities in this area. The non-availability of music education in schools combined with the multitude of social challenges creates a cultural and moral vacuum. Children are not exposed to the finer arts and music in particular and without these bands and groups probably never will. This study will explore five community bands/groups and the role they play in the lives of people and especially the children and the youth. The impact and influence music has on the social upliftment of under-privileged children in this area has never been studied. The study shows the big impact these bands/groups have on the children and the communities they serve and highlights the dedication and good work of those band managers working with these groups. The study concludes with a proposal that an art/music centre be established in the Northern Areas of Port Elizabeth.
- Full Text:
- Date Issued: 2013
An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study
- Homateni, Rauha Kau Ndahalomwenyo
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
An investigation of online threat awareness and behaviour patterns amongst secondary school learners
- Authors: Irwin, Michael Padric
- Date: 2013 , 2013-04-29
- Subjects: Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4576 , http://hdl.handle.net/10962/d1002965 , Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Description: The research area of this work is online threat awareness within an information security context. The research was carried out on secondary school learners at boarding schools in Grahamstown. The participating learners were in Grades 8 to 12. The goals of the research included determining the actual levels of awareness, the difference between these and self-perceived levels of the participants, the assessment of risk in terms of online behaviour, and the determination of any gender differences in the answers provided by the respondents. A review of relevant literature and similar studies was carried out, and data was collected from the participating schools via an online questionnaire. This data was analysed and discussed within the frameworks of awareness of threats, online privacy social media, sexting, cyberbullying and password habits. The concepts of information security and online privacy are present throughout these discussion chapters, providing the themes for linking the discussion points together. The results of this research show that the respondents have a high level of risk. This is due to the gaps identified in actual awareness and perception, as well as the exhibition of online behaviour patterns that are considered high risk. A strong need for the construction and adoption of threat awareness programmes by these and other schools is identified, as are areas of particular need for inclusion in such programmes. Some gender differences are present, but not to the extent that, there is as significant difference between male and female respondents in terms of overall awareness, knowledge and behaviour.
- Full Text:
- Date Issued: 2013
An investigation of online threat awareness and behaviour patterns amongst secondary school learners
- Authors: Irwin, Michael Padric
- Date: 2013 , 2013-04-29
- Subjects: Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4576 , http://hdl.handle.net/10962/d1002965 , Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Description: The research area of this work is online threat awareness within an information security context. The research was carried out on secondary school learners at boarding schools in Grahamstown. The participating learners were in Grades 8 to 12. The goals of the research included determining the actual levels of awareness, the difference between these and self-perceived levels of the participants, the assessment of risk in terms of online behaviour, and the determination of any gender differences in the answers provided by the respondents. A review of relevant literature and similar studies was carried out, and data was collected from the participating schools via an online questionnaire. This data was analysed and discussed within the frameworks of awareness of threats, online privacy social media, sexting, cyberbullying and password habits. The concepts of information security and online privacy are present throughout these discussion chapters, providing the themes for linking the discussion points together. The results of this research show that the respondents have a high level of risk. This is due to the gaps identified in actual awareness and perception, as well as the exhibition of online behaviour patterns that are considered high risk. A strong need for the construction and adoption of threat awareness programmes by these and other schools is identified, as are areas of particular need for inclusion in such programmes. Some gender differences are present, but not to the extent that, there is as significant difference between male and female respondents in terms of overall awareness, knowledge and behaviour.
- Full Text:
- Date Issued: 2013
An investigation of public participation in municipal planning and performance evaluation: a case study of Mnquma Local Municipality
- Authors: Mkentane, Benjamin Zolile
- Date: 2013
- Subjects: Municipal government -- South Africa -- Eastern Cape , Municipal services -- South Africa -- Eastern Cape , Local government -- South Africa -- Eastern Cape , Political leadership -- South Africa -- Eastern Cape , Municipal officials and employees -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Performance -- Evaluation , Community development -- South Africa -- Eastern Cape , Political participation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11671 , http://hdl.handle.net/10353/d1007119 , Municipal government -- South Africa -- Eastern Cape , Municipal services -- South Africa -- Eastern Cape , Local government -- South Africa -- Eastern Cape , Political leadership -- South Africa -- Eastern Cape , Municipal officials and employees -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Performance -- Evaluation , Community development -- South Africa -- Eastern Cape , Political participation -- South Africa -- Eastern Cape
- Description: The participation of communities and community organizations in Municipal governance is set in terms of the law as a mechanism to deepen democracy. Municipalities are required to develop a culture of governance that complements representative democracy with community participation. However the participation of communities in local governance has not translated to the strengthening of governance and the deepening of democracy as municipalities have not done enough to involve communities in municipal affaires. Lack of human resources, and financial capacity have been cited as some of the reasons that beset municipalities and undermine citizen participation. Municipalities have taken steps to encourage community participation and these include establishment of structures to enable participation, however without the guidance and financial support of the municipalities these structures are not able to perform their functions. In spite of all the efforts made by municipalities to encourage participation, a culture of community participation has not yet taken root in local government. While the legislative framework provides for communities to participate, practice shows that the implementation of legislation is complex and requires dedicated capacities within the councils to be effective. This can be achieved when municipalities develop their own community participation policies which address their special circumstances, which must be reviewed on a regular basis. Unless communities are empowered with knowledge on the available participation mechanisms, the dream of a culture of participation will remain just that, a dream. Thus civic education coupled with capacity building of officials will assist in ensuring the development of a culture of participation. Council must also develop mechanisms to evaluate the effectiveness of community participation processes and procedures, to avoid a one size fits all approach. It is imperative that councils as the legislative arm of municipalities must lead the process and not leave everything to the executive arm.
- Full Text:
- Date Issued: 2013
- Authors: Mkentane, Benjamin Zolile
- Date: 2013
- Subjects: Municipal government -- South Africa -- Eastern Cape , Municipal services -- South Africa -- Eastern Cape , Local government -- South Africa -- Eastern Cape , Political leadership -- South Africa -- Eastern Cape , Municipal officials and employees -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Performance -- Evaluation , Community development -- South Africa -- Eastern Cape , Political participation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11671 , http://hdl.handle.net/10353/d1007119 , Municipal government -- South Africa -- Eastern Cape , Municipal services -- South Africa -- Eastern Cape , Local government -- South Africa -- Eastern Cape , Political leadership -- South Africa -- Eastern Cape , Municipal officials and employees -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Performance -- Evaluation , Community development -- South Africa -- Eastern Cape , Political participation -- South Africa -- Eastern Cape
- Description: The participation of communities and community organizations in Municipal governance is set in terms of the law as a mechanism to deepen democracy. Municipalities are required to develop a culture of governance that complements representative democracy with community participation. However the participation of communities in local governance has not translated to the strengthening of governance and the deepening of democracy as municipalities have not done enough to involve communities in municipal affaires. Lack of human resources, and financial capacity have been cited as some of the reasons that beset municipalities and undermine citizen participation. Municipalities have taken steps to encourage community participation and these include establishment of structures to enable participation, however without the guidance and financial support of the municipalities these structures are not able to perform their functions. In spite of all the efforts made by municipalities to encourage participation, a culture of community participation has not yet taken root in local government. While the legislative framework provides for communities to participate, practice shows that the implementation of legislation is complex and requires dedicated capacities within the councils to be effective. This can be achieved when municipalities develop their own community participation policies which address their special circumstances, which must be reviewed on a regular basis. Unless communities are empowered with knowledge on the available participation mechanisms, the dream of a culture of participation will remain just that, a dream. Thus civic education coupled with capacity building of officials will assist in ensuring the development of a culture of participation. Council must also develop mechanisms to evaluate the effectiveness of community participation processes and procedures, to avoid a one size fits all approach. It is imperative that councils as the legislative arm of municipalities must lead the process and not leave everything to the executive arm.
- Full Text:
- Date Issued: 2013
An investigation of short-chain fatty acid profiles and influential gastrointenstinal microbiota associated with irritable bowel syndrome
- Authors: Theunissen, Reza
- Date: 2013
- Subjects: Fatty acids in human nutrition , Gastrointestinal system
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:10352 , http://hdl.handle.net/10948/d1020943
- Description: Microbiota are present in large numbers and as a diverse population within the gastrointestinal tract. There are approximately 400 different species of microbiota which may be beneficial, harmful or both, but each play an important role in the regulation and modulation of the hosts’ bowel processes (McOrist et al. 2008; Dethlefsen et al. 2008). Many of these colon microbiota allow for saccharolytic fermentation of non-digestible dietary fibres and carbohydrates into by-products and intermediates, followed by a subsequent conversion into short chain fatty acids (SCFAs) (mainly n-butyric acid, propionic acid and acetic acid) each of which play an important role in maintaining colon homeostasis (Topping & Clifton 2001). A balance of ‘good’ microbiota (e.g., Bacteroides spp./ Bifidobacteria spp.) and ‘bad’ microbiota (e.g., Veilonellae) and the optimal production of various SCFAs within the gut could possibly allow for proper functioning of the large intestine and assist in decreasing the onset of various colonic disorders such as Irritable Bowel Syndrome (IBS). The sample group for the study consists of male and female patients, with an average age of 40 to 50 years old, whom of which have been diagnosed with either constipation IBS (C-IBS) or diarrhoea IBS (D-IBS) via the Rome III criteria system for IBS diagnosis. DNA and SCFA extractions were optimised for human stool, colonic fluid and tissue biopsy sample obtained from the aforementioned patients. Optimization steps allowed for starting material with high analysis integrity. Different methods of microbiota analysis, such as ARISA, were investigated; however, real-time qPCR was selected as the best method to identify and quantify specific microbiota. Extracted SCFAs were separated via gas chromatography and identified and quantified via Mass Spectrometry. Significant changes in microbial content and SCFA profiles were found to be associated with healthy and IBS patients. Results obtained would however be influenced by external factors typical of clinical studies of this nature. This study allows for opportunities for future research into understanding IBS.
- Full Text:
- Date Issued: 2013
- Authors: Theunissen, Reza
- Date: 2013
- Subjects: Fatty acids in human nutrition , Gastrointestinal system
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:10352 , http://hdl.handle.net/10948/d1020943
- Description: Microbiota are present in large numbers and as a diverse population within the gastrointestinal tract. There are approximately 400 different species of microbiota which may be beneficial, harmful or both, but each play an important role in the regulation and modulation of the hosts’ bowel processes (McOrist et al. 2008; Dethlefsen et al. 2008). Many of these colon microbiota allow for saccharolytic fermentation of non-digestible dietary fibres and carbohydrates into by-products and intermediates, followed by a subsequent conversion into short chain fatty acids (SCFAs) (mainly n-butyric acid, propionic acid and acetic acid) each of which play an important role in maintaining colon homeostasis (Topping & Clifton 2001). A balance of ‘good’ microbiota (e.g., Bacteroides spp./ Bifidobacteria spp.) and ‘bad’ microbiota (e.g., Veilonellae) and the optimal production of various SCFAs within the gut could possibly allow for proper functioning of the large intestine and assist in decreasing the onset of various colonic disorders such as Irritable Bowel Syndrome (IBS). The sample group for the study consists of male and female patients, with an average age of 40 to 50 years old, whom of which have been diagnosed with either constipation IBS (C-IBS) or diarrhoea IBS (D-IBS) via the Rome III criteria system for IBS diagnosis. DNA and SCFA extractions were optimised for human stool, colonic fluid and tissue biopsy sample obtained from the aforementioned patients. Optimization steps allowed for starting material with high analysis integrity. Different methods of microbiota analysis, such as ARISA, were investigated; however, real-time qPCR was selected as the best method to identify and quantify specific microbiota. Extracted SCFAs were separated via gas chromatography and identified and quantified via Mass Spectrometry. Significant changes in microbial content and SCFA profiles were found to be associated with healthy and IBS patients. Results obtained would however be influenced by external factors typical of clinical studies of this nature. This study allows for opportunities for future research into understanding IBS.
- Full Text:
- Date Issued: 2013
An investigation of skills, knowledge and farmer support programmes of land reform beneficiaries :a case study of Forest Hill farmers in Kenton-on-Sea in the Ndlambe Local Municipality
- Authors: Tshuma, Mengezi Chancellor
- Date: 2013
- Subjects: Land reforms -- South Africa -- Eastern Cape , Agricultural development projects -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Farms, Small -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Agricultural Economics)
- Identifier: vital:11205 , http://hdl.handle.net/10353/d1013109 , Land reforms -- South Africa -- Eastern Cape , Agricultural development projects -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Farms, Small -- South Africa -- Eastern Cape
- Description: black owners by white colonialists. Even though whites made up less than 20% of the nation‟s population, they took more than 80% of the agriculturally productive land and drove the original owners to the unproductive reserves where they were cramped and could not practice agriculture at all. Various acts such as the Black Land Act of 1913, Development Trust Act of 1936 and the Native Laws Amendment Act of 1937 were introduced which further frustrated the displaced black population thereby plunging it deeper and deeper into poverty. The main objective behind the introduction of these acts was to restrain the black population from earning livelihoods through agriculture thus forcing them to offer their labour to white farmers for low wages just to earn some form of livelihood. Such unfair practices and distribution of land prompted the first democratically elected government of South Africa to embark on a drive to redistribute the nation‟s land equitably amongst its citizens to foster national reconciliation, stimulate economic growth and compensate those that were forced out or lost their land during the apartheid era. This initiative was called the Land Reform Programme (LRP) and was implemented with three prongs namely (i) land redistribution; (ii) restitution; and (iii) land tenure. Among the beneficiaries of the LRP were farmers from a community called Marselle in Kenton-on-sea. In addition to getting land for farming purposes, the Marselle farmers also obtained financial support from the government‟s Land Bank to help them kick-start their farming activities. However, in spite of such interventions, they have struggled to turn their activities into sustainable livelihood sources. One most likely cause for this is the lack of farming knowledge and skills needed to make them more efficient and productive. This study was thus geared towards evaluating the knowledge and skills gap in Marselle which, when addressed, could make the Marselle farmers more productive. Its focus was limited to the 32 livestock and 8 chicory farmers that are recognized members of their respective projects. Focus was limited only to these farmers since the next phase of this study will involve building their capacity based on the skills gaps identified through this study. The findings showed that the two projects benefited at least 130 individuals belonging to the farming households, with 67.5% of these households headed by males. The age of these farmers was equally shared at 40% each between those above 65 years and those that only went as far as fourth grade. No one went to tertiary at all. At least 75% of the investigated farmers were unemployed and 42% of this population was pensioners. In terms of income though, 64.98% of it was from external sources. The Masakhane Silime (Chicory) project was implemented to generate income and provide job opportunities for the locals but neither of these objectives had been met at the time the data for this study was collected due to various challenges like lack of funds and infrastructure to enhance productivity. Just like the chicory project, the livestock project had its own objectives, namely; to remove animals from the residential areas, provide the animals with a safe place, reduce road accidents and also to provide a livelihood source for local farmers. Due to overgrazing the pastures, lack of proper camps and other challenges, some effort still needs to be put to achieve these objectives. Even though the livestock project was formed with these objectives in mind, the farmers themselves reared livestock either for personal consumption, selling, ritual purposes, store of wealth or all these combined. Regarding technical skills, livestock farmers were found to rely mostly on indigenous knowledge sources to attain farming knowledge. Only animal healthcare knowledge was popular to more than half the respondents. This was said to be due to the focus group meetings held on the farm every other Wednesday to share information with local extension officers. In spite of these information sharing events, livestock farmers identified training on how to feed; market; handle; and treat their livestock as key intervention knowledge areas. Attendance to these focus group meetings was limited to livestock farmers only. Various socio-economic factors were also found to have some form of influence on the acquisition of livestock knowledge. Education was the most dominant factor, with a significant association with the farmers‟ feeding (p=0.033); animal healthcare (P=0.038); marketing (p=0.009); veld management (p=0.036); and cattle slaughtering (p=0.027) knowledge. Other variables most influential include the gender and age of the household head. The former was significant at 95% confidence level for farmers‟ feeding knowledge (p=0.021); animal healthcare (p=0.039); marketing (p=0.043); livestock housing and handling (p=0.023); veld management (p=0.018); and cattle slaughtering (p=0.043). The dominance of males in acquiring these skills could be explained by the fact that the majority of the livestock project members were males. The majority of the few female members became members by default after the passing on of their husbands but their participation in the project was done through other project members who looked after their animals on their behalf. The number of farming years also had some positive and significant influence on other knowledge areas such as feeding (p=0.021) and livestock housing and handling (p=0.013). The logic supporting this association is that farmers tend to accumulate new and more skills the longer they stay in the same enterprise. In addition, most of the interviewed farmers were farm labourers prior to relocating to Marselle hence they acquired the necessary knowledge long before the project started. Concerning the chicory project, its members also relied heavily on indigenous knowledge sources for farming knowledge. Soil preparation (24.1%); planting (20.7%); land care (24.1%); and mechanical weed control (48.3%) were the knowledge areas lacked by more than half the respondents. The farmers identified land preparation (75%); communication skills (25%); marketing (100%); financial management (62%); and harvesting (88%) as the key crucial intervention areas they needed prioritized. As a study meant to inform the capacity building phase of the Land Bank project, this study identified the existing skills gaps in the two projects implemented in Forest Hill. When implementing the Capacity Building (CB) phase, various socio-economic factors will have to be considered. For example, the proposed intervention should not discriminate against anyone on the grounds of gender or physical abilities. The skills introduced should also be simple enough to be accepted and acquired even by the illiterate, especially when one considers the high illiteracy levels amongst the respondents. Efforts should also be made to create partnerships with the right organizations or groups of people so that they provide the required expertise and resources for the benefit of the farmers as and when required.
- Full Text:
- Date Issued: 2013
- Authors: Tshuma, Mengezi Chancellor
- Date: 2013
- Subjects: Land reforms -- South Africa -- Eastern Cape , Agricultural development projects -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Farms, Small -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Agricultural Economics)
- Identifier: vital:11205 , http://hdl.handle.net/10353/d1013109 , Land reforms -- South Africa -- Eastern Cape , Agricultural development projects -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Farms, Small -- South Africa -- Eastern Cape
- Description: black owners by white colonialists. Even though whites made up less than 20% of the nation‟s population, they took more than 80% of the agriculturally productive land and drove the original owners to the unproductive reserves where they were cramped and could not practice agriculture at all. Various acts such as the Black Land Act of 1913, Development Trust Act of 1936 and the Native Laws Amendment Act of 1937 were introduced which further frustrated the displaced black population thereby plunging it deeper and deeper into poverty. The main objective behind the introduction of these acts was to restrain the black population from earning livelihoods through agriculture thus forcing them to offer their labour to white farmers for low wages just to earn some form of livelihood. Such unfair practices and distribution of land prompted the first democratically elected government of South Africa to embark on a drive to redistribute the nation‟s land equitably amongst its citizens to foster national reconciliation, stimulate economic growth and compensate those that were forced out or lost their land during the apartheid era. This initiative was called the Land Reform Programme (LRP) and was implemented with three prongs namely (i) land redistribution; (ii) restitution; and (iii) land tenure. Among the beneficiaries of the LRP were farmers from a community called Marselle in Kenton-on-sea. In addition to getting land for farming purposes, the Marselle farmers also obtained financial support from the government‟s Land Bank to help them kick-start their farming activities. However, in spite of such interventions, they have struggled to turn their activities into sustainable livelihood sources. One most likely cause for this is the lack of farming knowledge and skills needed to make them more efficient and productive. This study was thus geared towards evaluating the knowledge and skills gap in Marselle which, when addressed, could make the Marselle farmers more productive. Its focus was limited to the 32 livestock and 8 chicory farmers that are recognized members of their respective projects. Focus was limited only to these farmers since the next phase of this study will involve building their capacity based on the skills gaps identified through this study. The findings showed that the two projects benefited at least 130 individuals belonging to the farming households, with 67.5% of these households headed by males. The age of these farmers was equally shared at 40% each between those above 65 years and those that only went as far as fourth grade. No one went to tertiary at all. At least 75% of the investigated farmers were unemployed and 42% of this population was pensioners. In terms of income though, 64.98% of it was from external sources. The Masakhane Silime (Chicory) project was implemented to generate income and provide job opportunities for the locals but neither of these objectives had been met at the time the data for this study was collected due to various challenges like lack of funds and infrastructure to enhance productivity. Just like the chicory project, the livestock project had its own objectives, namely; to remove animals from the residential areas, provide the animals with a safe place, reduce road accidents and also to provide a livelihood source for local farmers. Due to overgrazing the pastures, lack of proper camps and other challenges, some effort still needs to be put to achieve these objectives. Even though the livestock project was formed with these objectives in mind, the farmers themselves reared livestock either for personal consumption, selling, ritual purposes, store of wealth or all these combined. Regarding technical skills, livestock farmers were found to rely mostly on indigenous knowledge sources to attain farming knowledge. Only animal healthcare knowledge was popular to more than half the respondents. This was said to be due to the focus group meetings held on the farm every other Wednesday to share information with local extension officers. In spite of these information sharing events, livestock farmers identified training on how to feed; market; handle; and treat their livestock as key intervention knowledge areas. Attendance to these focus group meetings was limited to livestock farmers only. Various socio-economic factors were also found to have some form of influence on the acquisition of livestock knowledge. Education was the most dominant factor, with a significant association with the farmers‟ feeding (p=0.033); animal healthcare (P=0.038); marketing (p=0.009); veld management (p=0.036); and cattle slaughtering (p=0.027) knowledge. Other variables most influential include the gender and age of the household head. The former was significant at 95% confidence level for farmers‟ feeding knowledge (p=0.021); animal healthcare (p=0.039); marketing (p=0.043); livestock housing and handling (p=0.023); veld management (p=0.018); and cattle slaughtering (p=0.043). The dominance of males in acquiring these skills could be explained by the fact that the majority of the livestock project members were males. The majority of the few female members became members by default after the passing on of their husbands but their participation in the project was done through other project members who looked after their animals on their behalf. The number of farming years also had some positive and significant influence on other knowledge areas such as feeding (p=0.021) and livestock housing and handling (p=0.013). The logic supporting this association is that farmers tend to accumulate new and more skills the longer they stay in the same enterprise. In addition, most of the interviewed farmers were farm labourers prior to relocating to Marselle hence they acquired the necessary knowledge long before the project started. Concerning the chicory project, its members also relied heavily on indigenous knowledge sources for farming knowledge. Soil preparation (24.1%); planting (20.7%); land care (24.1%); and mechanical weed control (48.3%) were the knowledge areas lacked by more than half the respondents. The farmers identified land preparation (75%); communication skills (25%); marketing (100%); financial management (62%); and harvesting (88%) as the key crucial intervention areas they needed prioritized. As a study meant to inform the capacity building phase of the Land Bank project, this study identified the existing skills gaps in the two projects implemented in Forest Hill. When implementing the Capacity Building (CB) phase, various socio-economic factors will have to be considered. For example, the proposed intervention should not discriminate against anyone on the grounds of gender or physical abilities. The skills introduced should also be simple enough to be accepted and acquired even by the illiterate, especially when one considers the high illiteracy levels amongst the respondents. Efforts should also be made to create partnerships with the right organizations or groups of people so that they provide the required expertise and resources for the benefit of the farmers as and when required.
- Full Text:
- Date Issued: 2013
An investigation of teachers' mathematical task selection in the Zambia context
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text:
- Date Issued: 2013
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text:
- Date Issued: 2013
An investigation of the criteria that create optimum tenant mix synergy in shopping centres
- Authors: De Villiers, Garth Elroy
- Date: 2013
- Subjects: Retail trade , Shopping centers , Marketing
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8756 , http://hdl.handle.net/10948/d1011658 , Retail trade , Shopping centers , Marketing
- Description: The shopping centre has evolved into an integral part of modern day society. New generations especially are unable to imagine a world without shopping centres. In 2008 a world wide economic down turn emphasized the competition to attract a buying market to shopping centres, some centres thrived and some centres struggled. The need to understand what creates these different responses to highly competitive scenarios is discussed in this study, with particular attention given to the tenant mix that exists in different shopping centres. Criteria that determine an optimum tenant mix are examined and the constraining factors are discussed. A literature review of shopping centres is discussed and the evolution of the shopping centre to our current day understanding of the term shopping centre is examined. Accepted definitions and categorisations of shopping centres along with a brief history of the shopping centre, as revealed by the literature, is presented. To create a tenant mix the body of tenants needs to be divided into sub- categories and various ways to achieve this are examined. The objectives of this study are to determine what strategic approaches to managing the tenant mix exists in the literature and what factors determine the formulation of this mix. Furthermore the study examines to what extent these or other strategic approaches are used in practice and finally makes recommendations to promote the optimum tenant mix in shopping centres. A literature review was conducted to determine what the theory reveals about the shopping centre industry. This was followed by an empirical survey conducted in the Port Elizabeth area of the Nelson Mandela Metropole. Finally the findings and theory were compared to make conclusions and suggest recommendation to achieve synergy in shopping centres through a optimum tenant mix.
- Full Text:
- Date Issued: 2013
- Authors: De Villiers, Garth Elroy
- Date: 2013
- Subjects: Retail trade , Shopping centers , Marketing
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8756 , http://hdl.handle.net/10948/d1011658 , Retail trade , Shopping centers , Marketing
- Description: The shopping centre has evolved into an integral part of modern day society. New generations especially are unable to imagine a world without shopping centres. In 2008 a world wide economic down turn emphasized the competition to attract a buying market to shopping centres, some centres thrived and some centres struggled. The need to understand what creates these different responses to highly competitive scenarios is discussed in this study, with particular attention given to the tenant mix that exists in different shopping centres. Criteria that determine an optimum tenant mix are examined and the constraining factors are discussed. A literature review of shopping centres is discussed and the evolution of the shopping centre to our current day understanding of the term shopping centre is examined. Accepted definitions and categorisations of shopping centres along with a brief history of the shopping centre, as revealed by the literature, is presented. To create a tenant mix the body of tenants needs to be divided into sub- categories and various ways to achieve this are examined. The objectives of this study are to determine what strategic approaches to managing the tenant mix exists in the literature and what factors determine the formulation of this mix. Furthermore the study examines to what extent these or other strategic approaches are used in practice and finally makes recommendations to promote the optimum tenant mix in shopping centres. A literature review was conducted to determine what the theory reveals about the shopping centre industry. This was followed by an empirical survey conducted in the Port Elizabeth area of the Nelson Mandela Metropole. Finally the findings and theory were compared to make conclusions and suggest recommendation to achieve synergy in shopping centres through a optimum tenant mix.
- Full Text:
- Date Issued: 2013
An investigation of the discursive construction of the Tanganyika-Zanzibar Union as nation in the Union Day coverage in The Citizen and Daily News newspapers from 2005 to 2011
- Authors: Dotto, Paul Casmir Kuhenga
- Date: 2013
- Subjects: Newspapers -- Research -- Tanzania , Press and politics -- Tanzania , Tanzania -- Politics and government -- 1964- , Zanzibar -- Politics and government -- 1964- , Press , Daily News , The Citizen , Union Day , Nation building
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3412 , http://hdl.handle.net/10962/d1001843
- Description: This study is concerned with the constructions of the Tanzanian nation in the press. It has confined its focus, first, to the coverage from 2005 to 2011 on Union Day that marks the Union between Tanganyika and Zanzibar and the formation of the United Republic of Tanzania and, second, to two prominent Tanzanian newspapers, namely the state-owned Daily News, and the privately-owned The Citizen on Union Day. As the Union remains a contentious issue, the relevance of this research relates to the press’s considerable power to shape understandings and influence attitudes. The study works within a broad cultural and media studies framework and is informed by a constructionist approach to representation and to culture, and to nation in particular. It also draws of journalistic theories of agenda-setting and the normative roles of the press to probe the agendas set by the press on Union Day and to interrogate how the two newspapers construct and frame the Union of Tanganyika and Zanzibar as nation. The research responds to the question: ‘How has the Tanganyika-Zanzibar Union been represented in The Citizen and Daily News newspapers from 2005 to 2011?’ It employs quantitative and qualitative (thematic) content analysis to investigate the coverage in the editorials and feature articles of The Citizen and Daily News newspapers on Union Day (26 April) of 2005 to 2011. This study finds that the government-owned newspaper, Daily News, publishes more articles related to Union on Union Day than the privately-owned, The Citizen and collaborates more determinedly with the state in the process of constructing the nation. However, both newspapers adopt a collaborative role consistent with the development journalism tradition that endorses an informal partnership between media and the state in the process of development (Christians et al, 2009:201). Both publications tend to emphasise the hegemonic ideology pertaining to Union while giving limited attention to challenges to such constructions. While both newspapers do identify certain problems of the Union and thus exercise a monitorial role to varying extents, it is apparent that the press in Tanzania tends to be largely acritical, perhaps attributable to a long period under single party rule
- Full Text:
- Date Issued: 2013
- Authors: Dotto, Paul Casmir Kuhenga
- Date: 2013
- Subjects: Newspapers -- Research -- Tanzania , Press and politics -- Tanzania , Tanzania -- Politics and government -- 1964- , Zanzibar -- Politics and government -- 1964- , Press , Daily News , The Citizen , Union Day , Nation building
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3412 , http://hdl.handle.net/10962/d1001843
- Description: This study is concerned with the constructions of the Tanzanian nation in the press. It has confined its focus, first, to the coverage from 2005 to 2011 on Union Day that marks the Union between Tanganyika and Zanzibar and the formation of the United Republic of Tanzania and, second, to two prominent Tanzanian newspapers, namely the state-owned Daily News, and the privately-owned The Citizen on Union Day. As the Union remains a contentious issue, the relevance of this research relates to the press’s considerable power to shape understandings and influence attitudes. The study works within a broad cultural and media studies framework and is informed by a constructionist approach to representation and to culture, and to nation in particular. It also draws of journalistic theories of agenda-setting and the normative roles of the press to probe the agendas set by the press on Union Day and to interrogate how the two newspapers construct and frame the Union of Tanganyika and Zanzibar as nation. The research responds to the question: ‘How has the Tanganyika-Zanzibar Union been represented in The Citizen and Daily News newspapers from 2005 to 2011?’ It employs quantitative and qualitative (thematic) content analysis to investigate the coverage in the editorials and feature articles of The Citizen and Daily News newspapers on Union Day (26 April) of 2005 to 2011. This study finds that the government-owned newspaper, Daily News, publishes more articles related to Union on Union Day than the privately-owned, The Citizen and collaborates more determinedly with the state in the process of constructing the nation. However, both newspapers adopt a collaborative role consistent with the development journalism tradition that endorses an informal partnership between media and the state in the process of development (Christians et al, 2009:201). Both publications tend to emphasise the hegemonic ideology pertaining to Union while giving limited attention to challenges to such constructions. While both newspapers do identify certain problems of the Union and thus exercise a monitorial role to varying extents, it is apparent that the press in Tanzania tends to be largely acritical, perhaps attributable to a long period under single party rule
- Full Text:
- Date Issued: 2013
An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study
- Nanghonga, Ottilie Mwanyenenange
- Authors: Nanghonga, Ottilie Mwanyenenange
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Electrostatics -- Study and teaching (Secondary) -- Namibia Lightning -- Study and teaching (Secondary) -- Namibia , Static electricity , Cultural beliefs , Science -- Study and teaching (Secondary) -- Namibia , Electrostatics -- Study and teaching (Secondary) -- Namibia , Lightning -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1387 , http://hdl.handle.net/10962/d1001537
- Description: Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
- Full Text:
- Date Issued: 2013
- Authors: Nanghonga, Ottilie Mwanyenenange
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Electrostatics -- Study and teaching (Secondary) -- Namibia Lightning -- Study and teaching (Secondary) -- Namibia , Static electricity , Cultural beliefs , Science -- Study and teaching (Secondary) -- Namibia , Electrostatics -- Study and teaching (Secondary) -- Namibia , Lightning -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1387 , http://hdl.handle.net/10962/d1001537
- Description: Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
- Full Text:
- Date Issued: 2013
An investigation on how learners may use multiple representations in a social interaction to promote learning of percentages and fractions: a case study
- Authors: Ngola-Kazumba, Maria
- Date: 2013
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia -- Case studies Percentage -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematical notation -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Experiential learning -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1890 , http://hdl.handle.net/10962/d1006057
- Description: The study examined the use of multiple representations such as the real world, written symbols, spoken symbols, diagrams and manipulatives by learners to promote the learning of percentages and fractions through social interaction. This investigation was carried out through a teaching and learning programme which was developed and implemented by me, the researcher. The effect of the implemented programme was the main focus of the research. The qualitative study was oriented in the interpretive paradigm – a paradigm that seeks to understand the meaning attached to human actions. Twenty learners participated in the implementation of the programme and 9 learners were selected for focus group interviews. The purpose of the interviews was to explore learners' understanding and feelings about the use of multiple representations in the learning of percentages and fractions through social interactions. The other tools employed in this study were pre-and-post diagnostic tests, observations, learners' work and a journal. The pre-test was used to determine learners' prior knowledge for the program design and implementation, while the post-test and learners' work were used to analyze the effect of the programme. Observations were used to investigate how multiple representations promoted or did not promote the learning of percentages and fractions. The teacher's journal was to record and reflect on any relevant information gathered on each lesson observed. The data shows that the effective use of multiple representations helped learners learn the concept of percentages and fractions better. Learners were able to look at representations in useful ways; multiple representations made some aspects of the concept clear; and multiple representations enabled learners to correct errors. Through the interaction between the teacher and learners, the following was found: all the learners changed words to change focus; learners made links between multiple representations; the learners deepened their concepts of percentages and fractions; learners could convert between fractions using multiple representations; learners could work out percentages of a quantity; and learners could express one quantity as a percentage of another. Furthermore, through the interaction between learners and learners all learners could identify more equivalent fractions of an initial fraction which was given to them; and they could increase and decrease a quantity by a given percentage. On the basis of this research, it can be concluded that the programme promoted the learning of percentages and fractions through three effective methodologies. The first methodology consisted of the effective use of multiple representations; the second methodology concerned the interaction between the teacher and learner during the learning process and the last methodology related to the interaction between the learners - interactions that were not strongly mediated by the teacher. I would recommend that teachers use these three effective approaches when teaching percentages and fractions to promote the learning of the concepts.
- Full Text:
- Date Issued: 2013
- Authors: Ngola-Kazumba, Maria
- Date: 2013
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia -- Case studies Percentage -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematical notation -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Experiential learning -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1890 , http://hdl.handle.net/10962/d1006057
- Description: The study examined the use of multiple representations such as the real world, written symbols, spoken symbols, diagrams and manipulatives by learners to promote the learning of percentages and fractions through social interaction. This investigation was carried out through a teaching and learning programme which was developed and implemented by me, the researcher. The effect of the implemented programme was the main focus of the research. The qualitative study was oriented in the interpretive paradigm – a paradigm that seeks to understand the meaning attached to human actions. Twenty learners participated in the implementation of the programme and 9 learners were selected for focus group interviews. The purpose of the interviews was to explore learners' understanding and feelings about the use of multiple representations in the learning of percentages and fractions through social interactions. The other tools employed in this study were pre-and-post diagnostic tests, observations, learners' work and a journal. The pre-test was used to determine learners' prior knowledge for the program design and implementation, while the post-test and learners' work were used to analyze the effect of the programme. Observations were used to investigate how multiple representations promoted or did not promote the learning of percentages and fractions. The teacher's journal was to record and reflect on any relevant information gathered on each lesson observed. The data shows that the effective use of multiple representations helped learners learn the concept of percentages and fractions better. Learners were able to look at representations in useful ways; multiple representations made some aspects of the concept clear; and multiple representations enabled learners to correct errors. Through the interaction between the teacher and learners, the following was found: all the learners changed words to change focus; learners made links between multiple representations; the learners deepened their concepts of percentages and fractions; learners could convert between fractions using multiple representations; learners could work out percentages of a quantity; and learners could express one quantity as a percentage of another. Furthermore, through the interaction between learners and learners all learners could identify more equivalent fractions of an initial fraction which was given to them; and they could increase and decrease a quantity by a given percentage. On the basis of this research, it can be concluded that the programme promoted the learning of percentages and fractions through three effective methodologies. The first methodology consisted of the effective use of multiple representations; the second methodology concerned the interaction between the teacher and learner during the learning process and the last methodology related to the interaction between the learners - interactions that were not strongly mediated by the teacher. I would recommend that teachers use these three effective approaches when teaching percentages and fractions to promote the learning of the concepts.
- Full Text:
- Date Issued: 2013