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Undertaking to care and to protect : The experience of killing healthy homeless animals in South Africa

  • Authors: Van Zyl, Henriette Louise
  • Date: 2014
  • Subjects: Animal welfare -- Moral and ethical aspects -- South Africa , Euthanasia of animals -- South Africa , Euthanasia of animals -- Psychological aspects , Human-animal relationships -- South Africa , Animal rights -- South Africa
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3245 , http://hdl.handle.net/10962/d1013577
  • Description: Although animal welfare workers overwhelmingly describe themselves as animal lovers the exigencies of day to day animal welfare work often require that they perform euthanasia of healthy animals as part of welfare shelter management, and animal population control. In this research study, the particular burdens placed upon seven South Animal welfare workers who are required to rescue, care for, nurture and rehabilitate the animals in their care; while simultaneously being required to kill these same – often physically and behaviourally healthy - animals after a specific period of time, or in response to various logistical, procedural and practical intricacies, ranging from lack of space and resources to an unavailability of suitable homes; are explored from an interpretative phenomenological approach using the Interpretative Phenomenological Method (IPA), and from a South African perspective. It was found that animal-loving individuals engaged in the care and subsequent euthanasia of healthy animals report experiencing profound personal, interpersonal and professional and ideological (dis)stress related to guilt, sorrow, moral unease and horror. Four themes emerged from interview data, which are discussed in relation to relevant research and literature. Experiences in a South African context were found to be very much aligned with those reported in previous research and literature pertaining to this topic. In particular, it was found that there is a need to articulate specifically, and precisely the nature of the act. It is proposed that the term “Agapéthanasia” would be appropriate and useful in this field.
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  • Date Issued: 2014

Evaluation of the applicability of Lewin's force field analysis in the implementation of the Financial Sector Charter at Standard Bank

  • Authors: Skepe, Siphelo
  • Date: 2013
  • Subjects: Standard Bank of South Africa Limited (1962- ) Banks and banking -- South Africa Financial services industry -- Law and legislation -- South Africa Black people -- South Africa -- Economic conditions Business enterprises, Black -- South Africa Organizational change -- South Africa
  • Language: English
  • Type: Thesis , Masters , MBA
  • Identifier: vital:804 , http://hdl.handle.net/10962/d1006775
  • Description: According to the Financial Sector (FS) Charter, in August 2002, at the NEDLAC Financial Sector Summit, "the financial sector committed itself to the development of a Black Economic Empowerment (BEE) charter. It made this commitment, noting that: "Despite significant progress since the establishment of a democratic government in 1994, South African society remains characterised by racially based income and social services inequalities. This is not only unjust, but inhibits the country's ability to achieve its full economic potential. BEE is a mechanism aimed at addressing inequalities and mobilising the energies of all South Africans. It will contribute towards sustained economic growth, development and social transformation in South Africa. Inequalities also manifest themselves in the country's financial sector. A positive and proactive response from the sector through the implementation of BEE will further unlock the sector's potential, promote its global competitiveness, and enhance its world class status". Parties of the Financial Sector Charter agreed on the seven pillars below: 1) Human resource management - provide resources to develop skills of black people with the aim of increasing black participation in all levels of management in the sector. 2) Procurement policies - implement a targeted procurement strategy to enhance BEE. 3) Enterprise development - improve the level of support provided to BEE companies in all sectors of the economy. This would be achieved through skills transfer, administration and technical support. 4) Access to financial services - provide affordable financial services to the previously disadvantaged groups and making sure financial services are accessible to these groups. 5) Empowerment financing - work closely with government and government financial institutions to increase resources for empowerment financing. 6) Ownership in the financial sector - 25% of shares in each party of the FS Charter should be owned by black people by 2010. 7) Corporate social investrnent (CSI) - Each financial institution will have to spend 0.5% of their after-tax profit on corporate social investment projects. The projects should be targeted at black groups with a strong focus on transformation. The research evaluates the applicability of Lewin's Force Field Analysis (a change management model) in the implementation of the Financial Sector Charter at Standard Bank of South Africa. It attempts to achieve this by looking at how the Financial Sector Charter is being implemented at Standard Bank. The research looks at three main areas: 1) The "context" of the research problem, by seeking to understand Standard Bank's understanding of the FS Charter, the importance of implementing the FS Charter by the bank, the progress made thus far in the FS Charter implementation and comparison to the BEE scorecards of the other three main bank. 2) The "process", i.e. how the FS Charter is implemented in the bank, the driving and restraining forces of successful implementation of the FS Charter and the lessons learnt. 3) The "outcome" , i.e. benefits of implementing the FS Charter and what could be done to ensure that change management processes are successfully implemented. Personal interviews were used to discover other valuable information which was not available on the bank's published documents, and other related sources such as the Financial Sector Charter document. The sample size for the study was ten Standard Bank employees from different areas of the bank who are either senior managers or directors, in the bank. Internal publications available on the Standard Bank intranet such as the bank's employment equity plans, and the bank's sustainability reports from 2004 to 2011 (Standard Bank, 2004-2011) were analysed for the purpose of the study. The researcher also analysed public documents such as the bank's annual financial reports, bank's equity reports and internal publications on related topics of the research question. Lewin's Forces Field Analysis (FFA) points out that in any environment where change is required; there are both driving and restraining forces that influence the implementation of a change programme. The FFA is a valuable change management tool at trying to transform the behaviour of an individual, and this will lead to transformation of groups and, ultimately the organisation. It also helps to establish the balance between the driving and restraining forces of the change programme. Lewin's (1951) theory put forward the idea that change occurs in three stages: the first stage of change is unfreezing; the second stage is moving and lastly, the third stage is refreezing. In the unfreezing stage, the bank's change management initiatives would need to be directed at giving the individuals a desire and motivation to be ready and open about a planned change initiative. This could be achieved by clearly communicating why change is important, benefits of change and the compelling reasons for change. In moving, the bank would need to give support and confidence to the people affected by change in order to start accepting and buying-in to new perspectives, which enable them to realise that change will improve the current situation. In the refreezing stage, the bank would need to ensure that new patterns of behaviour are reinforced. This will ensure that the changes are applied in everyday business, and this helps create a sense of stability, where those affected by change feel comfortable and confident with the new approach of doing things. The research concludes that managers should recognise the sensitivity around transformation, and should always try to ensure that change management initiatives directed at transformation are unifying, fair and transparent. This should be done to avoid a situation where an employee (or prospective employees) and other stakeholders feel under-appreciated or overlooked because of their gender or race. This demands a carefully crafted and implemented change management programme, whose results will not only unify the bank's employees, but also create a competitive edge for the bank. Lewin's Force Field Analysis (FFA) model is a change management tool that could be used to produce such results.
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  • Date Issued: 2013

Examining the nature of learning within an afterschool mathematics club : a case study of four learners

  • Authors: Kaulinge, Penehafo Olivia
  • Date: 2013
  • Subjects: Stott, Debbie Mathematics -- Study and teaching (Elementary) -- South Africa After-school programs -- Research -- South Africa Learning -- Research -- South Africa Education, Elementary -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1401 , http://hdl.handle.net/10962/d1001835
  • Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research.
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  • Date Issued: 2013

An integrated management system for quality and information security in healthcare

  • Authors: Tyali, Sinovuyo
  • Date: 2012
  • Subjects: Health services administration -- Quality control.
  • Language: English
  • Type: Thesis , Masters , MTech
  • Identifier: vital:9745 , http://hdl.handle.net/10948/d1006670 , Health services administration -- Quality control.
  • Description: Health service organizations are increasingly required to deliver quality healthcare services without increasing costs. The adoption of health information technologies can assist these organizations to deliver a quality service; however, this again exposes the health information to threats. The protection of personal health information is critical to ensure the privacy of patients in the care of health service organizations. Therefore both quality and information security are of importance in healthcare. Organisations commonly use management system standards to assist them to improve a particular function (e.g. quality or security) through structured organizational processes to establish, maintain and optimise a management system for the particular function. In the healthcare sector, the ISO 9001, ISO 9004 and IWA 1 standards may be used for the purpose of improving quality management through the establishment of a quality management system. Similarly, the ISO 27001 and ISO 27799 standards may be used to improve information security management through the establishment of an information security management system. However, the concurrent implementation of multiple standards brings confusion and complexity within organisations. A possible solution to the confusion is to introduce an integrated management system that addresses the requirements of multiple management systems. In this research, various standards relevant to the establishment of management systems for quality and security are studied. Additionally, literature on integrated management systems is reviewed to determine a possible approach to establishing an IMS for quality and information security in healthcare. It will be shown that the quality management and information security management standards contain commonalities that an integration approach can be based on. A detailed investigation of these commonalities is done in order to present the final proposal of the IMSQS, the Integrated Management System for Quality and Information Security in healthcare.
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  • Date Issued: 2012

An integrated management system for quality and information security in healthcare

  • Authors: Tyali, Sinovuyo
  • Date: 2012
  • Subjects: Health services administration -- Quality control
  • Language: English
  • Type: Thesis , Masters , MTech
  • Identifier: vital:9800 , http://hdl.handle.net/10948/d1012134 , Health services administration -- Quality control
  • Description: Health service organizations are increasingly required to deliver quality healthcare services without increasing costs. The adoption of health information technologies can assist these organizations to deliver a quality service; however, this again exposes the health information to threats. The protection of personal health information is critical to ensure the privacy of patients in the care of health service organizations. Therefore both quality and information security are of importance in healthcare. Organisations commonly use management system standards to assist them to improve a particular function (e.g. quality or security) through structured organizational processes to establish, maintain and optimise a management system for the particular function. In the healthcare sector, the ISO 9001, ISO 9004 and IWA 1 standards may be used for the purpose of improving quality management through the establishment of a quality management system. Similarly, the ISO 27001 and ISO 27799 standards may be used to improve information security management through the establishment of an information security management system. However, the concurrent implementation of multiple standards brings confusion and complexity within organisations. A possible solution to the confusion is to introduce an integrated management system that addresses the requirements of multiple management systems. In this research, various standards relevant to the establishment of management systems for quality and security are studied. Additionally, literature on integrated management systems is reviewed to determine a possible approach to establishing an IMS for quality and information security in healthcare. It will be shown that the quality management and information security management standards contain commonalities that an integration approach can be based on. A detailed investigation of these commonalities is done in order to present the final proposal of the IMSQS, the Integrated Management System for Quality and Information Security in healthcare.
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  • Date Issued: 2012

Professional women balancing work and motherhood : a study of coping strategies used in balancing this dual role

  • Authors: Gunton, Andrea
  • Date: 2012
  • Subjects: Working mothers -- South Africa -- Grahamstown Work and family -- South Africa -- Grahamstown Role conflict Stress (Psychology) Working mothers -- Psychology
  • Language: English
  • Type: Thesis , Masters , MSocSc
  • Identifier: vital:3143 , http://hdl.handle.net/10962/d1007242
  • Description: The aim of this qualitative research study is to develop insights into the dynamics involved in work- family conflict, balance and coping strategies. The study explores the experiences of seven professional women, who are also mothers, employed in professional work positions in Grahamstown. The research is interpretive in nature as it aims to explore the conflicts experienced by the professional mothers in balancing their competing roles. The study focused on the demands that these women face and the coping strategies that these working mothers develop and use, in order to balance their career aspirations as well as their family responsibilities. It set out to explore the women’s perceptions of work- family conflict and the extent to which they experience it, further examining the compromises that the women have had to make and possible feelings of guilt or regret that they may have experienced. The findings indicated that this balance is sensitive to many facilitating and hindering factors. The participants revealed that they experience work- family conflict, and that the experience of it has largely to do with the guilt of not spending enough time with their family. Another significant finding was that the women expressed their coping strategies as being organised; forming a line between work and family life as well as employing domestic workers. The women further stated that there are constant compromises that have to be made to fit in the multiple roles, and that feelings of guilt and/or regret do set in at times.
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  • Date Issued: 2012

Fictional representations of trauma in Elias Canetti’s novel Auto-da-Fé

  • Authors: Buczynski, Jennifer Ann
  • Date: 2011
  • Subjects: Violence in literature , Literature and society , Fictitious characters
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:8447 , http://hdl.handle.net/10948/d1008062 , Violence in literature , Literature and society , Fictitious characters
  • Description: This dissertation examines Elias Canetti‟s novel, Auto-da Fé, in an attempt to show how it depicts the manifestations of violence and the effects of traumaon the individual and on modernist society. This analysis of Auto-da Fé concentrates on the representation of trauma on a fictional level at a time when Europe was experiencing political, social and economic upheaval after the First World War. Auto-da Fé provides an intense emphasis on the psychological effects of trauma on the characters; thereby reflecting the turmoil of this period. An analysis of Canetti‟s novel, in the light of trauma, reveals an enigmatic testimony not only to the nature of violent events, but of the way trauma resists simple comprehension. I argue that this gives rise to complexities within the narration by tracing the insistently recurring words and symbols which point to an interpretation beyond the thematic content of the text, namely one which repetitively bears witness to hidden wounds within individual consciousness. The titles of the three parts of Auto-da-Fé reflect a condition of somatic and sychosomatic dislocation: “A Head without a World”, “Headless World”, and “The World in the Head”. My argument is that the fictional trauma in Canetti‟s novel contains several characters who suffer from a breach of the self and the inability to comprehend society. The inability to fit into society results in the protagonist creating an isolated refuge in order to protect himself from the outer world. However, his alienation exacerbates his physical and emotional dislocations and ultimately leads to his destruction.
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  • Date Issued: 2011

An investigation into the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu : a case study

  • Authors: Ausiku, Charity M
  • Date: 2009
  • Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1852 , http://hdl.handle.net/10962/d1004461
  • Description: I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
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  • Date Issued: 2009

Within- and between-beach variation in intertidal macrofaunal communities inhabiting two Transkei sandy beaches

  • Authors: Dreyer, Nicolaas Burger
  • Date: 2008
  • Subjects: Intertidal animals -- Ecology -- South Africa
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:10700 , http://hdl.handle.net/10948/1070 , Intertidal animals -- Ecology -- South Africa
  • Description: Until recently most sandy beach studies have made use of snapshot samples but the validity of this approach has been widely questioned. In this study we attempt to resolve this issue by repeatedly sampling two beaches using a stratified random design. Three sampling sessions took place, each approximately six months apart. The three sites on the first beach were selected according to the type of beach (reflective, intermediate and dissipative) with each morphological type duplicated on the second beach. Many of the physical variables measured had significant differences between the sampling sessions but only a few were significantly different between the Sites. Very few of the individual physical variables had significant relationships with the sandy beach macrofaunal abundance and density. However, composite indices had a greater number of significant relationships with the macrofaunal abundance and density. Also very few significant relationships were seen between the species richness and the physical variables of the beaches studied. Effluent line crossing frequency was the only physical variable that could predict species richness but it was considered a weak predictor. Changes in the zonation patterns within and between beaches were also investigated. The highest concentration of taxa and individuals was found near the low-water mark with a gradual reduction of both towards the high-water mark. Some of the sandy beach community variables (abundance, density and species richness) showed significant difference between the sampling sessions but no significant differences were seen between the two beaches. The presence of three zones was noted using MDS plots and Cluster diagrams. However, using a SIMPER analyses, four zones with the possibility of a fifth was noted.
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  • Date Issued: 2008

Exploring opportunities and challenges for achieving the integration of indigenous knowledge systems into environmental education processes: a case study of the Sebakwe Environmental Education programme (SEEP) in Zimbabwe

  • Authors: Zazu, Cryton
  • Date: 2007
  • Subjects: Sebekwane Environmental Education programme Ethnoscience -- Study and teaching -- Zimbabwe Environmental education -- Zimbabwe Mainstreaming in education -- Zimbabwe
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1540 , http://hdl.handle.net/10962/d1003422
  • Description: The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.
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  • Date Issued: 2007

The implementation of formative assessment policies in two Grade 10 life science classrooms in the Keetmanshoop district

  • Authors: Van Neel, Adrian Richerd
  • Date: 2007
  • Subjects: Life sciences -- Study and teaching -- Namibia Education -- Namibia Educational change -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1841 , http://hdl.handle.net/10962/d1004371
  • Description: This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.
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  • Date Issued: 2007

An analysis of how Zimbabwean women negotiate the meaning of HIV/AIDS prevention television advertisements

  • Authors: Hungwe, Caroline
  • Date: 2006
  • Subjects: Mass media and women -- Zimbabwe AIDS (Disease) in mass media -- Zimbabwe Mass media -- Audiences Women -- Zimbabwe -- Social conditions
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3435 , http://hdl.handle.net/10962/d1002889
  • Description: Within the context of debates concerning the impact of media on audiences, this study takes the form of a qualitative audience reception analysis; to investigate how a particular group of female audiences situated in Zimbabwe interprets televised HIV/AIDS prevention advertisements. It examines the extent to which the social context influences the audiences’ acceptance or rejection of preferred readings encoded in the texts. The study is situated within the broad theoretical and methodological framework of both the communication for development and the cultural studies approaches to the study of the media. Data for the investigation was collected through the focus group and in-depth interview methods as well as through the websites and organisational documents produced by the encoders of the advertisements. The findings indicate that the female audiences’ interpretative strategies were informed by their lived experience as well as pre-existing knowledge. Based on the findings it can be deduced that, contrary to earlier beliefs and media theories such as that of the “hypodermic needle” theory the audience of public communication is not a passive homogenous mass that easily succumbs to media influences, rather the audience is active in the production of meaning, but under determinate conditions in particular contexts. The texts, the producing institutions and the social history of the audiences supply these conditions.
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  • Date Issued: 2006

Secondary school principals' perceptions and experience of management development programmes

  • Authors: Madasi, Vuyelwa
  • Date: 2005
  • Subjects: Educational change -- South Africa School management and organization -- South Africa Educational leadership -- South Africa Educational planning -- South Africa School improvement programs -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1763 , http://hdl.handle.net/10962/d1003648
  • Description: Management development in educational contexts is a relatively recent development in South Africa. The Task Team Report on Education Management Development of 1996 drew pertinent attention to the need for education management development in South Africa, and set an agenda for such development. Since then many management development programmes have been launched by both National and Provincial government. However, very little research seems to have been conducted on these programmes, especially on how they have been received. This study seeks to address that need. The study is a qualitative phenomenological investigation of how four secondary school principals experienced and perceived the management development programmes they have attended. In line with a phenomenological approach, the study sets aside preconceived ideas and attempts to describe the phenomenon through the eyes of the participants. Findings suggest that management development programmes are perceived as having a big role to play in the development of school managers, but that the programmes on offer suffer from various shortcomings. These include poor planning, lack of organisational and facilitating skills in presenters, lack of commitment, monitoring and support from the bodies offering the courses, and especially the failure of training programmes to bring about increased confidence and self-awareness among participants. Increased selfawareness can help in personal and organisational renewal and growth, and help to minimise the dependency syndrome among principals. Particular needs highlighted by the findings include training in the new curriculum (Outcomes Based Education), holistic development by experts in all facets of school management, training of School Governing Bodies and development of all educators in management as future managers. These findings may prove helpful to education departments and other bodies in the planning and delivery of programmes for new and incumbent school managers.
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  • Date Issued: 2005

An appraisal of the Department of Provincial and Local Government's management and coordination of Donor Assistance Programs to local government in South Africa

  • Authors: Dzengwa, Simphiwe
  • Date: 2004
  • Subjects: South Africa. Dept. of Provincial & Local Government , Local government -- South Africa , Municipal government -- South Africa , Economic assistance -- South Africa , South Africa -- Politics and government , South Africa -- Foreign relations
  • Language: English
  • Type: Thesis , Masters , MBA
  • Identifier: vital:816 , http://hdl.handle.net/10962/d1007923
  • Description: This study is a contribution to the ongoing debate concerning the role and involvement of foreign donor entities in the processes of transforming and creating viable and sustainable municipal entities in South Africa. The discussion particularly focuses on the relationship between the donor community and the Department of Provincial and Local Government (DPLG) and how this relationship has been nurtured, coordinated and managed. The study acknowledges the challenges pertaining to local government transformation and the role and mandate assigned to the DPLG by the South African Constitution and the Presidential Coordinating Council (PCC) for it to facilitate the creation of developmental local government. In discussing this, consideration is given to capacity and resource constraints within the Department, which necessitate that it collaborates closely with other stakeholders, particularly donors, in seeking to augment its resource base and capacity. The Department's lack of capacity is further complicated by the various pieces of legislation, which have a serious bearing on how municipalities have to work - irrespective of their capacity and resources limitations. The research also focuses on how this relationship, between the DPLG and foreign aid donors working in the local government sector, is coordinated and managed. From evidence gathered and interviews conducted, the conclusion is drawn that there is much room for the DPLG to improve and strategically focus its interaction with donors as informed by its mandate and strategic priorities. Proposals, which entail development of donor management guidelines, setting up of a donor coordination unit within DPLG, the improvement of the understanding of donor work politics and modalities among DPLG officials, etc., are made.
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  • Date Issued: 2004

Research portfolio

  • Authors: Haingura, Paulinus
  • Date: 2004
  • Subjects: Education -- Namibia Education and state -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1732 , http://hdl.handle.net/10962/d1003615
  • Description: The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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  • Date Issued: 2004

The Dance Factory, Newtown, Johannesburg a site of resistance

  • Authors: Ginslov, Jeannette
  • Date: 1998
  • Subjects: Dance factory , Dance -- Political aspects -- South Africa
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2139 , http://hdl.handle.net/10962/d1002371 , Dance factory , Dance -- Political aspects -- South Africa
  • Description: This mini thesis proposes that the Dance Factory in Ne'Ntown, Johannesburg, is a site of resistance. Its source and motivation are the personal, artistic and socio-poIiticaI sites ofresistance to mainstream forms of dance with nationalistic tendencies and to dominant ideological hegemonies that enforced apartheid or nationalism. Therefore, these sites or resistance are examined prior to and after the democratisation of South African culture. An analysis of the dances choreographed in this period of transition and changing hegemonies reveal shifts of resistance. These are traced within the development of the Dance Factory. Chapter one explores the notion of resistance as a form of power and the notion of site, where the operations of power evoke resistance. Three sites of resistance within South African dance culture are identified and examined. These are the Dance Factory, the artistic site of dance and the site of the dancing body. The chapter reveals the development of these sites in a changed culture and notes a re-orientation of resistance within dance, namely Afro-fusion, and the subsequent development and emergence of 'alternative' sites of resistance. These reveal new expressionistic tendencies, body politics and the feminist strategies of 'new poetics' and 'ecriture feminine'. The codified mainstream forms of dance, subject to nationalistic strategies of dassicism and its inherent Iogocentricity are challenged and destabilised by the emergence of these altemative resistant forms of dance. Chapter two examines the artistic policies of the Nationalist Govemment, the African National Congress and the Dance Factory from 1983-1997. It notes the effects of the changes in the artistic policies on sites of resistance in dance, performed at the Dance Factory. The chapter desaibes the development of the Dance Factory, its policies of diversification as a strategy of resistance, its promotion of praxis, its resistance to nationalism and the ramifications thereof. It also explores the effects of a governmentalisation of culture and the role of the organic intellectual within the Dance Factory. An analysis of the alternative dance work 'Torso-Tongue" in chapter three furthers the argument that the Dance Factory maintains and encourages the changing sites of resistance in dance. This analysis demonstrates the resistant aspects of dance as discussed in chapter one and thereby confirms the aims and missions of the Dance Factory. The thesis examines the role of the Dance Factory as it develops, nurtures and responds to the shifts in resistance and changes in culture and dance. Most importantly the thesis exposes the resistance to and the effects of an imposition of a nationalistic ideology on dance. The resultant resistance to this form of domination is explored in dance within the site of the Dance Factory, thus supporting the premise that the Dance Factory is a site of resistance.
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  • Date Issued: 1998

Case studies of tutors' responses to student writing and the way in which students interpret these

  • Authors: Paxton, Moragh Isobel Jane
  • Date: 1994
  • Subjects: Written communication -- Study and teaching -- South Africa Written communication -- South Africa -- Case studies Grading and marking (Students) -- Case studies
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1430 , http://hdl.handle.net/10962/d1003311
  • Description: This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.
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  • Date Issued: 1994

Immunolocalisation of, and ultrastructural changes in the LH gonadotropes of Miniopterus schreibersii and Rhinolophus capensis (Mammalia: Chiroptera) in relation to their reproductive cycles

  • Authors: Bojarski, Christina
  • Date: 1990
  • Subjects: Bats -- Reproduction
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:5589 , http://hdl.handle.net/10962/d1002039
  • Description: LH gonadotropes are successfully identified in the anterior pituitary of Minioptems schreibersii and Rhinolophus capensis, using immunogold labelling at the light and electron microscopy level. The gonadotropes are oval to polygonal in shape and possess numerous small secretory granules, which contain LH throughout the year. Their distribution is similar in both species, although the abundance varies slightly between species and sexes. Seasonal changes are detected in gonadotrope ultrastructure, pituitary LH levels, and plasma hormone levels, and activity pattern of LH gonadotropes generally coincide with reproductive activity in both bat species. In female M. schreibersii gonadotrope activity, pituitary LH, and plasma LH levels coincide with development, implantation and gestation. During the delayed implantation gonadotropes are inactive and and high follicular period of plasma LH levels are low, coinciding with corpus luteum inactivity and low plasma progesterone levels. Implantation coincides with increased activity of the gonadotrope activity, increased plasma LH levels, reactivation of the corpus luteum and elevated plasma progesterone levels. Activation of LH gonadotropes towards the end of hibernation may be initiated by the winter solstice, which marks the change to increasing daylength. In female R capensis gonadotrope activity and high pituitary and plasma LH levels occur towards the end of follicular development. During hibernation gonadotrope activity and plasma LH levels decrease. Ovulation coincides with increasing gonadotrope activity (which follows the winter solstice), although a preovulatory peak in plasma LH is not detected. In male M. schreibersii and R. capensis, gonadotrope activity and high plasma LH and testosterone levels coincide with spermatogenesis, except during a period of reproductive inactivity in spring in male M. schreibersii, where gonadotropes appear active and plasma LH and testosterone levels are high. The reason for this apparent activity is not known. Male sperm storage during hibernation in male R. capensis coincides with low gonadotrope activity and low plasma LH and testosterone levels. Factors initiating gonadotrope activity and hence spermatogenesis are probably decreasing daylength (summer solstice) in M. schreibersii and increasing ambient temperatures and food abundance (following the hibernation period) in R.capensis.
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  • Date Issued: 1990

Synthetic and spectrometric investigation of 1,4-benzoxazepines

  • Authors: Whittal, R D
  • Date: 1990
  • Subjects: Spectrum analysis , Benzodiazepines
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:4381 , http://hdl.handle.net/10962/d1005046
  • Description: Flavanone (2,3-dihydro-2-phenyl-4H-benzopyran-4-one) and a series of 4'- and 7-halogeno derivatives were prepared from the corresponding 2'-hydroxychalcones [1-(2-hydroxyphenyl)-3-phenyl-2-propen-l-ones], which, in turn, were synthesized by aldol condensation of substituted 2'-hydroxacetophenones with various benzaldehydes. A series of 2,3-dihydro-2-phenyl-l,4-benzoxazepin-5(4H)-ones were prepared by ring expansion of the corresponding flavanones, via the Schmidt reaction, using trimethylsilylazide and trifluoroacetic acid. A series of tetrazoles {2,3-dihydro-2-phenyl-tetrazolo[1,5-d]-1,4-benzoxazepines} were also isolated as by-products of the Schmidt reaction. Flavanone oxime was synthesized for use in Beckmann reactions, and its molecular structure was determined by x-ray crystallography. Attempts to prepare 1,4-benzoxazepinone or its 1,5-analogue via Beckmann rearrangement of flavanone oxime, with polyphosphoric acid or phosphorus pentachloride catalysts, however, were unsuccessful. Several methods for introducing Δ²-unsaturation into the benzoxazepinone system were also examined. High resolution ¹H n.m.r., computer modelling, and molecular mechanics techniques were used to determine the conformations of the heterocycles of the benzoxazepinones and tetrazoles and results are compared with earlier studies in this field. Certain trends in the fragmentation patterns were observed in the low resolution mass spectra of the benzoxazepinones and tetrazoles, and high resolution mass spectrometric data were used to explore the major fragmentation patterns of these compounds.
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  • Date Issued: 1990

An investigation into the role of attitudes towards mathematics as a motivation for choosing vocational-technical secondary education

  • Authors: Venter, Petrus Albertus
  • Date: 1986
  • Subjects: School children -- South Africa -- East London -- Attitudes Technical education -- South Africa -- East London Mathematical ability
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1831 , http://hdl.handle.net/10962/d1003813
  • Description: From Introduction: As headmaster of a technical high school it is my responsibility to admit standard six pupils to this school. Often the refrain from parents is heard: "My son is weak in mathematics but good with his hands." These parents desperately seek a secondary education for their non-academic children. To what extent has the vicious circle of low achievement - negative attitude - lower achievement - despair already been established in these pupils as far as mathematics is concerned? How does this low self-concept in mathematics ability serve as a factor in deciding upon which career to follow, which type of high school to attend? Parents and the public at large seem to be ill-informed about the subjects offered at technical high schools. The mathematical character of these schools is especially undervalued. People often seem to think that the mathematics at a technical high school is easier than at other high schools. Furthermore, people do not realize that mathematics forms the cornerstone of any technical field of study. Failure in mathematics will inevitably lead to low marks or failure in technical subjects. It seems that many pupils who have already developed a defeatist attitude towards mathematics, seek entry into this type of high school. If so, then why? This study aims to elucidate the mathematical cognitive demands made by mathematically related subjects in a technical high school. At the same time possible relationships will be investigated between choice of type of high school (technical vs non-technical) and : i) attitudes to mathematics; ii) achievement in mathematics; iii) general academic achievement; iv) attitude to school. Pupils at standard five level have already established their attitudes towards subjects. For this study standard five boys from East London English and Afrikaans-speaking primary schools were involved. The reason why girls were not considered was to eliminate the variables of sex-related behaviours. Also, girls do not report in any large numbers for technical education as yet. The results of this study should be of use to those advising standard five pupils on their choice of type of high school. If satisfactory relationships are found between affective-cognitive variables and choice of high school, future researchers may use this towards the construction of a required profile for prospective pupils of technical high schools. There are of course, many other factors in the issue. Variables like social status, parents' own experiences, vested interests of academic high schools and many more are not considered in this study. It is conceded that any in-depth study into attitudes towards mathematics or into choice of type of high school is a many-faceted problem, the scope of which lies beyond this thesis. Suffice to admit that attitudes are complex dispositions resulting from the interactions between a number of affective, cognitive and psychomotor variables.
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  • Date Issued: 1986
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