Negotiating family planning radio messages among Malawian rural men of traditional authority Kadewere, Chiradzulo district
- Authors: Ntaba, Jolly Maxwell
- Date: 2012
- Subjects: Family planning -- Malawi , Birth control -- Malawi , Radio advertising -- Campaigns -- Malawi , Men -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3548 , http://hdl.handle.net/10962/d1018258
- Description: Family planning campaigns, using the media among other advocacy interventions, are produced and disseminated by both government and nongovernment organizations in Malawi, with an aim of reducing fertility and promotion of reproductive health. This qualitative audience study looks specifically at the reception by rural men of radio broadcast Public Service Announcements produced by the NGO, Banja La Mtsogolo, a leading provider of family planning services and products based in Blantyre. The aim of the study is to understand how the appropriation of these messages relates to traditional concepts of gender, masculinity and kinship within an area that has not been spared the influences, values and accoutrements of modernity. Underpinned by Hall’s encoding and decoding model, the study reveals that at most men make an oppositional reading of the texts based on their lived and shared cultural experiences. The results show that while people understand and appreciate the importance of family planning, cultural and traditional influences play a major role in how these messages are appropriated by and incorporated into the everyday lives of their listeners. Given the above understandings, the research asks what are the implications for the success of family-planning media campaigns by government and other non-governmental organisations such as Banja La Mtsogolo
- Full Text:
- Date Issued: 2012
- Authors: Ntaba, Jolly Maxwell
- Date: 2012
- Subjects: Family planning -- Malawi , Birth control -- Malawi , Radio advertising -- Campaigns -- Malawi , Men -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3548 , http://hdl.handle.net/10962/d1018258
- Description: Family planning campaigns, using the media among other advocacy interventions, are produced and disseminated by both government and nongovernment organizations in Malawi, with an aim of reducing fertility and promotion of reproductive health. This qualitative audience study looks specifically at the reception by rural men of radio broadcast Public Service Announcements produced by the NGO, Banja La Mtsogolo, a leading provider of family planning services and products based in Blantyre. The aim of the study is to understand how the appropriation of these messages relates to traditional concepts of gender, masculinity and kinship within an area that has not been spared the influences, values and accoutrements of modernity. Underpinned by Hall’s encoding and decoding model, the study reveals that at most men make an oppositional reading of the texts based on their lived and shared cultural experiences. The results show that while people understand and appreciate the importance of family planning, cultural and traditional influences play a major role in how these messages are appropriated by and incorporated into the everyday lives of their listeners. Given the above understandings, the research asks what are the implications for the success of family-planning media campaigns by government and other non-governmental organisations such as Banja La Mtsogolo
- Full Text:
- Date Issued: 2012
Vocabulary development in a grade 7 class using dictionary skills: an action research project
- Authors: Wells, Stephanie Alice
- Date: 2011
- Subjects: English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Vocabulary -- Study and teaching (Elementary) -- South Africa -- Eastern Cape English language Dictionaries -- Polyglot -- Study and teaching (Elementary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1822 , http://hdl.handle.net/10962/d1003708
- Description: As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.
- Full Text:
- Date Issued: 2011
- Authors: Wells, Stephanie Alice
- Date: 2011
- Subjects: English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Vocabulary -- Study and teaching (Elementary) -- South Africa -- Eastern Cape English language Dictionaries -- Polyglot -- Study and teaching (Elementary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1822 , http://hdl.handle.net/10962/d1003708
- Description: As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.
- Full Text:
- Date Issued: 2011
A critical discourse analysis of the coverage of operation "Restore Order" (Operation Murambatsvina) by Zimbabwe's weekly newspapers, the state-owned The Sunday Mail and the privately owned The Standard, in the period 18 May to 30 June 2005
- Authors: Mukundu, Rashweat
- Date: 2010
- Subjects: Operation Murambatsvina, Zimbabwe, 2005- Political persecution -- Zimbabwe Mass media -- Political aspects -- Zimbabwe Press and politics -- Zimbabwe Freedom of the press -- Zimbabwe Newspapers -- Objectivity -- Zimbabwe Journalistic ethics -- Zimbabwe Critical discourse analysis Sunday Mail (Zimbabwe) The Standard (Zimbabwe)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3470 , http://hdl.handle.net/10962/d1002925
- Description: On May 16 2006 the government of Zimbabwe embarked on a clean-up programme of urban centres, destroying informal human settlements and informal businesses. This operation, which the government called operation "Restore Order", resulted in the displacement of nearly one million people and left thousands of families homeless. This study is a discussion and an analysis of the coverage of the clean-up operation by two of Zimbabwe's leading Sunday newspapers, The Sunday Mail and The Standard. The Sunday Mail is owned by the Zimbabwe government and The Standard is privately owned and perceived to be oppositional to the current Zimbabwe government. The two newspapers, therefore, covered the clean-up operation from different perspectives and often presented conflicting reports explaining why the clean-up operation was carried out and the extent of its impact on the lives of millions of Zimbabweans. The chosen research approach is the Critical Discourse Analysis (CDA) framework as developed by Fairclough (1995). Using CDA, this study seeks to find out and expose the underlying ideological struggles for hegemony between different social and political groups in Zimbabwe and how the newspapers became actors in this process. This process is made possible by looking at how news reporting is organised in the two newspapers, issues of language use, sourcing and external factors that influenced the coverage of the operation.
- Full Text:
- Date Issued: 2010
- Authors: Mukundu, Rashweat
- Date: 2010
- Subjects: Operation Murambatsvina, Zimbabwe, 2005- Political persecution -- Zimbabwe Mass media -- Political aspects -- Zimbabwe Press and politics -- Zimbabwe Freedom of the press -- Zimbabwe Newspapers -- Objectivity -- Zimbabwe Journalistic ethics -- Zimbabwe Critical discourse analysis Sunday Mail (Zimbabwe) The Standard (Zimbabwe)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3470 , http://hdl.handle.net/10962/d1002925
- Description: On May 16 2006 the government of Zimbabwe embarked on a clean-up programme of urban centres, destroying informal human settlements and informal businesses. This operation, which the government called operation "Restore Order", resulted in the displacement of nearly one million people and left thousands of families homeless. This study is a discussion and an analysis of the coverage of the clean-up operation by two of Zimbabwe's leading Sunday newspapers, The Sunday Mail and The Standard. The Sunday Mail is owned by the Zimbabwe government and The Standard is privately owned and perceived to be oppositional to the current Zimbabwe government. The two newspapers, therefore, covered the clean-up operation from different perspectives and often presented conflicting reports explaining why the clean-up operation was carried out and the extent of its impact on the lives of millions of Zimbabweans. The chosen research approach is the Critical Discourse Analysis (CDA) framework as developed by Fairclough (1995). Using CDA, this study seeks to find out and expose the underlying ideological struggles for hegemony between different social and political groups in Zimbabwe and how the newspapers became actors in this process. This process is made possible by looking at how news reporting is organised in the two newspapers, issues of language use, sourcing and external factors that influenced the coverage of the operation.
- Full Text:
- Date Issued: 2010
NMMU alumni as non-donors : why NMMU alumni do not become donors to the institution
- Authors: Knoesen, Evert Philip
- Date: 2010
- Subjects: Nelson Mandela Metropolitan University -- Alumni and alumnae , Universities and colleges -- Alumni and alumnae -- Charitable contributions
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8642 , http://hdl.handle.net/10948/1432 , Nelson Mandela Metropolitan University -- Alumni and alumnae , Universities and colleges -- Alumni and alumnae -- Charitable contributions
- Description: This project investigates why alumni do not become donors to the Nelson Mandela Metropolitan University. Interviews with non-donors created the opportunity for an in depth qualitative examination of the motivating process that led these non-donors to abstain from giving. This study used the Van Slyke and Brooks (Van Slyke & Brooks, 2005) model of alumni giving and the Schervish (Schervish, The spiritual horizon of philianthropy: New directors for money and motives, 2000) supply side theory of philanthropy, which has been successfully applied in similar studies (Wastyn, 2008), to provide the conceptual framework. This framework maintains that donors and non-donors differ in that the manner in which they socially construct their university experience in creating their own realities. This constructed reality becomes the filter through which non-donors pass requests for financial support (whether direct or indirect) from the institution. The study revealed that at NMMU factors including generic donor behaviour among alumni, the status of current non-donors as being mostly past donors to their respective constituent institution, attitudes toward the institutional reputation (or aspects thereof) of the NMMU, identified obstacles to engagement, pervasive negative attitudes to institutional giving and alumni support for commercialised but not tiered giving activities, can play a major role in restructuring the manner in which non-donor alumni should be approached. The study demonstrates the need to include non-donors in research that explores alumni giving to the university. It confirms the distinct impact of the abnormally distributed demographic characteristics of this university and confirms that examining the impact of these characteristics and experiences cannot be effectively done by simply relying on one or two simple variables. Being a management project, 13 (thirteen) distinct categories of management recommendations are made, ranging from strategy development, through accounting and budgeting practice, to proposing specific revenue generating initiatives. The study concludes with the view that Alumni can and should be able to make a notable contribution to the revenue of the university and in so doing, contribute to the sustainability of the pro-social transformation process of the Nelson Mandela Metropolitan University.
- Full Text:
- Date Issued: 2010
- Authors: Knoesen, Evert Philip
- Date: 2010
- Subjects: Nelson Mandela Metropolitan University -- Alumni and alumnae , Universities and colleges -- Alumni and alumnae -- Charitable contributions
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8642 , http://hdl.handle.net/10948/1432 , Nelson Mandela Metropolitan University -- Alumni and alumnae , Universities and colleges -- Alumni and alumnae -- Charitable contributions
- Description: This project investigates why alumni do not become donors to the Nelson Mandela Metropolitan University. Interviews with non-donors created the opportunity for an in depth qualitative examination of the motivating process that led these non-donors to abstain from giving. This study used the Van Slyke and Brooks (Van Slyke & Brooks, 2005) model of alumni giving and the Schervish (Schervish, The spiritual horizon of philianthropy: New directors for money and motives, 2000) supply side theory of philanthropy, which has been successfully applied in similar studies (Wastyn, 2008), to provide the conceptual framework. This framework maintains that donors and non-donors differ in that the manner in which they socially construct their university experience in creating their own realities. This constructed reality becomes the filter through which non-donors pass requests for financial support (whether direct or indirect) from the institution. The study revealed that at NMMU factors including generic donor behaviour among alumni, the status of current non-donors as being mostly past donors to their respective constituent institution, attitudes toward the institutional reputation (or aspects thereof) of the NMMU, identified obstacles to engagement, pervasive negative attitudes to institutional giving and alumni support for commercialised but not tiered giving activities, can play a major role in restructuring the manner in which non-donor alumni should be approached. The study demonstrates the need to include non-donors in research that explores alumni giving to the university. It confirms the distinct impact of the abnormally distributed demographic characteristics of this university and confirms that examining the impact of these characteristics and experiences cannot be effectively done by simply relying on one or two simple variables. Being a management project, 13 (thirteen) distinct categories of management recommendations are made, ranging from strategy development, through accounting and budgeting practice, to proposing specific revenue generating initiatives. The study concludes with the view that Alumni can and should be able to make a notable contribution to the revenue of the university and in so doing, contribute to the sustainability of the pro-social transformation process of the Nelson Mandela Metropolitan University.
- Full Text:
- Date Issued: 2010
A case study of strategy implementation at a major Eastern Cape component supplier company in the automotive industry
- Authors: Koyana, Gwyneth Puseletso
- Date: 2009
- Subjects: Automobile industry and trade -- South Africa -- Eastern Cape Automobile industry workers -- South Africa -- Eastern Cape Industrial organization -- South Africa -- Eastern Cape -- Case studies Strategic planning -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:735 , http://hdl.handle.net/10962/d1003855
- Description: A review of the literature on strategy implementation reveals that there is limited knowledge on how strategies should be implemented. This thesis focuses on a case study of strategy implementation at a major Eastern Cape component supplier company in the automotive industry, for purposes of establishing how the company implemented its strategies to become one of the best cost leaders in the manufacture of automotive pressed metal body components in South Africa. Data collated from the company is analysed and discussed with a resultant description of how the research participants understood the process of strategy implementation within the research company during the period January 2006 to December 2007. Interviews were undertaken within the levels of top management, middle management and the operational employees. Interpretations were made of the constructs made by the research participants in their understanding of how the research company implemented its strategy to become one of the best cost leaders in the manufacture of automotive pressed metal body components. It transpired from the findings of the research that the research company manufactured 70% of its products for one major client. During the manufacture of its products, the research company had to conform to the quality standards required by the main client. The main client was therefore offered the desired service at the best price. The strategy of the research company was to strive to be one of the best cost leaders in the manufacture of its products. It sought to do this by producing high quality products. Analysis is made of the strategic content, strategic context, operational processes and outcomes for the research company after the implementation of its strategy. It emerges in the case study that the strategy implementation factors cannot be considered separately in linear models but holistically, since one implementation factor may influence the others, resulting in a context and process based approach.
- Full Text:
- Date Issued: 2009
- Authors: Koyana, Gwyneth Puseletso
- Date: 2009
- Subjects: Automobile industry and trade -- South Africa -- Eastern Cape Automobile industry workers -- South Africa -- Eastern Cape Industrial organization -- South Africa -- Eastern Cape -- Case studies Strategic planning -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:735 , http://hdl.handle.net/10962/d1003855
- Description: A review of the literature on strategy implementation reveals that there is limited knowledge on how strategies should be implemented. This thesis focuses on a case study of strategy implementation at a major Eastern Cape component supplier company in the automotive industry, for purposes of establishing how the company implemented its strategies to become one of the best cost leaders in the manufacture of automotive pressed metal body components in South Africa. Data collated from the company is analysed and discussed with a resultant description of how the research participants understood the process of strategy implementation within the research company during the period January 2006 to December 2007. Interviews were undertaken within the levels of top management, middle management and the operational employees. Interpretations were made of the constructs made by the research participants in their understanding of how the research company implemented its strategy to become one of the best cost leaders in the manufacture of automotive pressed metal body components. It transpired from the findings of the research that the research company manufactured 70% of its products for one major client. During the manufacture of its products, the research company had to conform to the quality standards required by the main client. The main client was therefore offered the desired service at the best price. The strategy of the research company was to strive to be one of the best cost leaders in the manufacture of its products. It sought to do this by producing high quality products. Analysis is made of the strategic content, strategic context, operational processes and outcomes for the research company after the implementation of its strategy. It emerges in the case study that the strategy implementation factors cannot be considered separately in linear models but holistically, since one implementation factor may influence the others, resulting in a context and process based approach.
- Full Text:
- Date Issued: 2009
Namibian school principals' perceptions of their management needs
- Authors: Kapapero, Fanuel
- Date: 2008
- Subjects: School principals -- Self-rating of -- Namibia School principals -- Rating of -- Namibia School principals -- Management -- Namibia School principals -- Development -- Namibia School management and organization -- Namibia Educational leadership -- Namibia School supervision -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1674 , http://hdl.handle.net/10962/d1003557
- Description: The Namibian education system is at the crossroads as a result of the demands of the Education and Training Sector Improvement Programme (ETSIP), a programme initiated by the Government to address shortcomings in the education and training sector. ETSIP requires that school principals play a much more significant role to realize the goal of quality education, which is one of the major goals of education reform. In view of the ever-increasing responsibilities of the principals for ensuring the quality of education, the need for management development has become more apparent. Although management development for principals in the African context is a recent phenomenon, it has been a subject of extensive research over the years in many developed countries. The findings of these studies suggest that it has the potential to improve the quality of school leadership and ultimately lead to school improvement. In Namibia, literature suggests that little has been done to determine the needs of school principals with regards to their management development. This study therefore seeks to address that need. The study is situated in the interpretive research paradigm whose central purpose is to interpret and understand the phenomenon through the perceptions and experience of the participants. Data were collected by means of semi-structured interviews and document analysis. The findings generally suggest that principals perceive management development as vehicle to empowerment and capacity building. The findings further suggest that principals would prefer management programmes that are more experienced-based and offer opportunities for reflection. The findings also brought to light the aspect of monitoring and support as a critical element in the success of management development programmes. As far as the management development needs of school principals are concerned, the findings highlighted the following needs: the need to be trained on how to manage change which include the new curriculum and policies, training in information communication and technology and training in the management of human and financial resources which include instructional leadership and budgeting.
- Full Text:
- Date Issued: 2008
- Authors: Kapapero, Fanuel
- Date: 2008
- Subjects: School principals -- Self-rating of -- Namibia School principals -- Rating of -- Namibia School principals -- Management -- Namibia School principals -- Development -- Namibia School management and organization -- Namibia Educational leadership -- Namibia School supervision -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1674 , http://hdl.handle.net/10962/d1003557
- Description: The Namibian education system is at the crossroads as a result of the demands of the Education and Training Sector Improvement Programme (ETSIP), a programme initiated by the Government to address shortcomings in the education and training sector. ETSIP requires that school principals play a much more significant role to realize the goal of quality education, which is one of the major goals of education reform. In view of the ever-increasing responsibilities of the principals for ensuring the quality of education, the need for management development has become more apparent. Although management development for principals in the African context is a recent phenomenon, it has been a subject of extensive research over the years in many developed countries. The findings of these studies suggest that it has the potential to improve the quality of school leadership and ultimately lead to school improvement. In Namibia, literature suggests that little has been done to determine the needs of school principals with regards to their management development. This study therefore seeks to address that need. The study is situated in the interpretive research paradigm whose central purpose is to interpret and understand the phenomenon through the perceptions and experience of the participants. Data were collected by means of semi-structured interviews and document analysis. The findings generally suggest that principals perceive management development as vehicle to empowerment and capacity building. The findings further suggest that principals would prefer management programmes that are more experienced-based and offer opportunities for reflection. The findings also brought to light the aspect of monitoring and support as a critical element in the success of management development programmes. As far as the management development needs of school principals are concerned, the findings highlighted the following needs: the need to be trained on how to manage change which include the new curriculum and policies, training in information communication and technology and training in the management of human and financial resources which include instructional leadership and budgeting.
- Full Text:
- Date Issued: 2008
Past trauma, anxious future a case-based evaluation of the Ehlers and Clark model for PTSD applied in Africa
- Authors: Van der Linde, Francois
- Date: 2007
- Subjects: Cognitive therapy Post-traumatic stress disorder -- Africa Rape trauma syndrome -- Treatment -- Africa Rape victims -- Africa Anxiety -- Treatment Depression, Mental -- Treatment Post-traumatic stress disorder -- Patients Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3075 , http://hdl.handle.net/10962/d1002584
- Description: This research report documents the therapeutic intervention undertaken with a 23-year-old Swazi rape victim. The format of this research report takes the form of a case study that follows the principles proposed by Fishman (2005). Its aim is to document the treatment process of an individual of African decent in order to establish whether the treatment model can be effective in clinical settings and in contexts and cultural settings different from that in which it was developed. The Ehlers and Clark (2000) cognitive therapy model for post-traumatic stress disorder (PTSD) was utilised to assess, conceptualise, and treat the case. The client entered therapy three years after being raped for a third time. The case formulation identified factors maintaining the disorder as well as how other traumatic and abusive events earlier in her life influenced her response to the rapes. Data consisted off audio-tape recordings and detailed written synopses of each assessment and therapy session, psychometric measurement instruments and self-report scales completed throughout the intervention, material written by the client, and a research interview conducted by an independent party. She was treated for PTSD and comorbid depression over a period of five months in accordance with the principles described by Ehlers and Clark and a narrative of the treatment process was written. The case narrative in conjunction with quantitative data suggested that this model assisted the client in initiating a healing process. As such the model was found to be both effective and transportable to an African context. Various points of discussion are highlighted, including the challenges of working with PTSD and comorbid major depression, the client-therapist relationship, and that a client and therapist from different cultures, backgrounds, and with different home languages can work together effectively using the Ehlers and Clark model.
- Full Text:
- Date Issued: 2007
- Authors: Van der Linde, Francois
- Date: 2007
- Subjects: Cognitive therapy Post-traumatic stress disorder -- Africa Rape trauma syndrome -- Treatment -- Africa Rape victims -- Africa Anxiety -- Treatment Depression, Mental -- Treatment Post-traumatic stress disorder -- Patients Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3075 , http://hdl.handle.net/10962/d1002584
- Description: This research report documents the therapeutic intervention undertaken with a 23-year-old Swazi rape victim. The format of this research report takes the form of a case study that follows the principles proposed by Fishman (2005). Its aim is to document the treatment process of an individual of African decent in order to establish whether the treatment model can be effective in clinical settings and in contexts and cultural settings different from that in which it was developed. The Ehlers and Clark (2000) cognitive therapy model for post-traumatic stress disorder (PTSD) was utilised to assess, conceptualise, and treat the case. The client entered therapy three years after being raped for a third time. The case formulation identified factors maintaining the disorder as well as how other traumatic and abusive events earlier in her life influenced her response to the rapes. Data consisted off audio-tape recordings and detailed written synopses of each assessment and therapy session, psychometric measurement instruments and self-report scales completed throughout the intervention, material written by the client, and a research interview conducted by an independent party. She was treated for PTSD and comorbid depression over a period of five months in accordance with the principles described by Ehlers and Clark and a narrative of the treatment process was written. The case narrative in conjunction with quantitative data suggested that this model assisted the client in initiating a healing process. As such the model was found to be both effective and transportable to an African context. Various points of discussion are highlighted, including the challenges of working with PTSD and comorbid major depression, the client-therapist relationship, and that a client and therapist from different cultures, backgrounds, and with different home languages can work together effectively using the Ehlers and Clark model.
- Full Text:
- Date Issued: 2007
Engaging sense of place in an environment of change: youth, identity and place-based learning activities in environmental education
- Authors: Farrington, Katie
- Date: 2006
- Subjects: Environmental education -- South Africa -- Grahamstown Place-based education -- South Africa -- Grahamstown Educational change -- South Africa Youth -- South Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1942 , http://hdl.handle.net/10962/d1007931
- Description: This case study investigates sense of place of youth amidst a background of change in postapartheid South Africa. As used in this study, sense of place refers to the attachments made to both physical and social places, and the social and cultural interactions and meanings associated with such places. The research was conducted with a group of 13 young adults at Mary Waters Senior Secondary School in Grahamstown. The literature suggests that the changes that occur in the lives of the participants at school-leaving age such as new opportunities to identify with global aspirations, tend to influence their sense of place in local contexts. Social change that occurs due to globalising forces such as access to new technologies and improved personal mobility, also influences sense of place in this context. Another integral factor is the structural influence of changing cultural and educational norms. These notions form part of the backdrop of this study. The research project was developed in response to calls for learning approaches that are situated more in local contexts and which include the youth as intrinsic participants informing environmental education approaches. This research draws attention to the significance of finding sustainable ways that enhance opportunities for agency on the part of the youth in future local and global environmental care-taking. The study took place over a period of 15 months in which time the participants undertook place-based activities in their communities around self-identified environmental concerns. The study was intentionally generative in approach as this allowed the voices of the participants and their environmental perspectives to be considered in developing methods and activities that were suitable to their particular contexts and interests. The study highlights the relevance of particular social contexts, through the perspectives of people and in this case learners, as key to environmental education enquiries. The combination of approaches that consider: a) knowledge about social context, b) the educational intervention (place-based activities) and, c) the situated social capital of the participants, all form the basis of meaningful pedagogical engagements and serve to address my research question: How is learners' sense of place developed and articulated through place-based activities, and what are the implications for environmental education amidst a contemporary landscape of change in South Africa?
- Full Text:
- Date Issued: 2006
- Authors: Farrington, Katie
- Date: 2006
- Subjects: Environmental education -- South Africa -- Grahamstown Place-based education -- South Africa -- Grahamstown Educational change -- South Africa Youth -- South Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1942 , http://hdl.handle.net/10962/d1007931
- Description: This case study investigates sense of place of youth amidst a background of change in postapartheid South Africa. As used in this study, sense of place refers to the attachments made to both physical and social places, and the social and cultural interactions and meanings associated with such places. The research was conducted with a group of 13 young adults at Mary Waters Senior Secondary School in Grahamstown. The literature suggests that the changes that occur in the lives of the participants at school-leaving age such as new opportunities to identify with global aspirations, tend to influence their sense of place in local contexts. Social change that occurs due to globalising forces such as access to new technologies and improved personal mobility, also influences sense of place in this context. Another integral factor is the structural influence of changing cultural and educational norms. These notions form part of the backdrop of this study. The research project was developed in response to calls for learning approaches that are situated more in local contexts and which include the youth as intrinsic participants informing environmental education approaches. This research draws attention to the significance of finding sustainable ways that enhance opportunities for agency on the part of the youth in future local and global environmental care-taking. The study took place over a period of 15 months in which time the participants undertook place-based activities in their communities around self-identified environmental concerns. The study was intentionally generative in approach as this allowed the voices of the participants and their environmental perspectives to be considered in developing methods and activities that were suitable to their particular contexts and interests. The study highlights the relevance of particular social contexts, through the perspectives of people and in this case learners, as key to environmental education enquiries. The combination of approaches that consider: a) knowledge about social context, b) the educational intervention (place-based activities) and, c) the situated social capital of the participants, all form the basis of meaningful pedagogical engagements and serve to address my research question: How is learners' sense of place developed and articulated through place-based activities, and what are the implications for environmental education amidst a contemporary landscape of change in South Africa?
- Full Text:
- Date Issued: 2006
A case study of stakeholders' perceptions of the management implications of the discipline provisions of the 1996 Schools Act in a rural Eastern Cape high school
- Authors: Luggya, Daniel
- Date: 2005
- Subjects: High school students -- Discipline -- South Africa -- Eastern Cape Discipline of children -- South Africa -- Eastern Cape School discipline -- South Africa -- Eastern Cape Corporal punishment -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape School discipline -- Law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1897 , http://hdl.handle.net/10962/d1006156
- Description: South Africa's education management system has undergone a long history of transformation from the promulgation of the Bantu Education Act of 1953 to the realisation of democracy, and in this context, the South Mrican Schools Act (SASA) of l996. Apartheid legislation and the new democratic legislation have had a profound impact on the education leadership and management of schools, in which authoritarian management practices have been replaced by democratic management practices. However, democratic management practices have not yet had a significant effect in the leadership and management of schools, especially in the schools of previously disadvantaged areas. This thesis seeks to examine perceptions held by education stakeholders in the light of the rights of students as stipulated in the discipline provisions of the Schools Act of 1996, in one of the rural high schools in the Northern Region of the Eastern Cape Province. One of the most important discipline provisions is the ban on corporal punishment in schools. My intention in carrying out this research was not to generalise my findings but to understand the experiences and perceptions of the stakeholders in this school regarding the discipline provisions of the SASA. The data suggest that authoritarian education practices, especially corporal punishment, are still a factor in the maintenance of student discipline in this rural school. Stakeholders still believe in the use of corporal punishment as the only way of maintaining discipline and an orderly environment for teaching and learning. Such beliefs, assumptions and values concerning the use of corporal punishment are held by the principal, teachers, students and parents and have not changed since 1996. Beliefs, assumptions and values on the exclusive use of power by the principal on issues of suspension and expulsion are still being held by the above stakeholders in the school. The vision of the SASA that schools become autonomous institutions with democratic leadership and management practices does not seem to be practical because of the centralisation of power in the hands of the Provincial Head of the Education Department. This centralisation of power denies the principal and other stakeholders of the school the power to decide on crucial matters like the expulsion of misbehaving students, because it is the provincial Head who decides on the seriousness of offences committed by misbehaving students and subsequent expulsions. Apart from the location of power in the Provincial Head of the Education Department, the stakeholders of this school are also powerless on expulsion of students, or any other form of punishment because of the implication of the "right" to education in the Bill of Rights in the Constitution of the Republic of South Africa. The education department has to devise programmes that change the beliefs and assumptions of stakeholders on corporal punishment and decision-making on expulsions and suspensions. Unfortunately corporal punishment persists because parents use it in the home and support its use in school. Programmes on alternatives to corporal punishment are required for the smooth implementation of the SASA.
- Full Text:
- Date Issued: 2005
- Authors: Luggya, Daniel
- Date: 2005
- Subjects: High school students -- Discipline -- South Africa -- Eastern Cape Discipline of children -- South Africa -- Eastern Cape School discipline -- South Africa -- Eastern Cape Corporal punishment -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape School discipline -- Law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1897 , http://hdl.handle.net/10962/d1006156
- Description: South Africa's education management system has undergone a long history of transformation from the promulgation of the Bantu Education Act of 1953 to the realisation of democracy, and in this context, the South Mrican Schools Act (SASA) of l996. Apartheid legislation and the new democratic legislation have had a profound impact on the education leadership and management of schools, in which authoritarian management practices have been replaced by democratic management practices. However, democratic management practices have not yet had a significant effect in the leadership and management of schools, especially in the schools of previously disadvantaged areas. This thesis seeks to examine perceptions held by education stakeholders in the light of the rights of students as stipulated in the discipline provisions of the Schools Act of 1996, in one of the rural high schools in the Northern Region of the Eastern Cape Province. One of the most important discipline provisions is the ban on corporal punishment in schools. My intention in carrying out this research was not to generalise my findings but to understand the experiences and perceptions of the stakeholders in this school regarding the discipline provisions of the SASA. The data suggest that authoritarian education practices, especially corporal punishment, are still a factor in the maintenance of student discipline in this rural school. Stakeholders still believe in the use of corporal punishment as the only way of maintaining discipline and an orderly environment for teaching and learning. Such beliefs, assumptions and values concerning the use of corporal punishment are held by the principal, teachers, students and parents and have not changed since 1996. Beliefs, assumptions and values on the exclusive use of power by the principal on issues of suspension and expulsion are still being held by the above stakeholders in the school. The vision of the SASA that schools become autonomous institutions with democratic leadership and management practices does not seem to be practical because of the centralisation of power in the hands of the Provincial Head of the Education Department. This centralisation of power denies the principal and other stakeholders of the school the power to decide on crucial matters like the expulsion of misbehaving students, because it is the provincial Head who decides on the seriousness of offences committed by misbehaving students and subsequent expulsions. Apart from the location of power in the Provincial Head of the Education Department, the stakeholders of this school are also powerless on expulsion of students, or any other form of punishment because of the implication of the "right" to education in the Bill of Rights in the Constitution of the Republic of South Africa. The education department has to devise programmes that change the beliefs and assumptions of stakeholders on corporal punishment and decision-making on expulsions and suspensions. Unfortunately corporal punishment persists because parents use it in the home and support its use in school. Programmes on alternatives to corporal punishment are required for the smooth implementation of the SASA.
- Full Text:
- Date Issued: 2005
Synthesis, photochemical and photophysical properties of phthalocyanine derivatives
- Authors: Maqanda, Weziwe Theorine
- Date: 2005 , 2013-06-18
- Subjects: Photochemotherapy , Phthalocyanines , Zinc , Magnesium
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4436 , http://hdl.handle.net/10962/d1007472 , Photochemotherapy , Phthalocyanines , Zinc , Magnesium
- Description: Substituted zinc and magnesium phthalocyanine and porphyrazine derivatives were synthesized according to the reported procedures. The magnesium and zinc phthalocyanine and porphyrazine derivatives were synthesized by ring enlargement of subphthalocyanine and statistical condensation of the two phthalonitrile derivatives. Characterization of the complexes involved the use of infrared spectroscopy, nuclear magnetic resonance spectroscopy, ultraviolet and visible spectroscopy, and Maldi-TOF spectroscopy (for selected compounds) and elemental analysis. Photochemical and photophysical properties of the complexes in non-aqueous solution was then investigated. Photobleaching quantum yields are in order of 10⁻⁵ indicating their relative photostability. Complexes containing more electron-donating substituents were more easily oxidized. For complexes 66 and 69 (as these complexes have the same number of substituents but differ in the metal center) photobleaching quantum yield for the ZincPc complex 69 was slightly less than that of the MgPc complex 66. Singlet oxygen quantum yields of the various complexes in DMSO using diphenylisobenzofuran (DPBF) as a quencher in organic solvents were determined. Singlet oxygen quantum yields of the complexes range from 0.23 to 0.67. High values of Φ[subscript]Δ ZnPc complexes was observed compared to the corresponding MgPc, complexes. This was evidenced by complexes 66 and 69 with Φ[subscript]Δ values of Φ[subscript]Δ = 0.26 and 0.40, respectively. Varying number of phenoxy substituents, complex 71 gave significantly large value of Φ[subscript]Δ compared to 70 (that is, the presence of more electron-donating substituted group, gave higher singlet oxygen quantum yields (0 .67 and 0.25 for 71 and 70 repectively). The triplet quantum yields and triplet lifetimes were determined by laser flash photolysis for selected compounds. The triplet quantum yields increase as the number of substituents increases e.g 68 > 67 > 66. Comparing porphyrazine complexes (63, 64 and 65), 63 with benzene attached to the ring, has higher triplet state lifetime (420 μs) compared to 64 and 65 containing long alkyl chain and tertbutyl substituents, 350 and 360 μs,respectively). The observed Φ[subscript]f values for 68 and 63 were quiet suprising, since low values are observed compared to the rest of the complexes (e.g 0.03 and 0.02 respectively). Although these values seem so low, they are sufficient for fluorescence imaging applications. The Φ[subscript]f values for the complexes under study are within the range reported for complexes currently used for PDT. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2005
- Authors: Maqanda, Weziwe Theorine
- Date: 2005 , 2013-06-18
- Subjects: Photochemotherapy , Phthalocyanines , Zinc , Magnesium
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4436 , http://hdl.handle.net/10962/d1007472 , Photochemotherapy , Phthalocyanines , Zinc , Magnesium
- Description: Substituted zinc and magnesium phthalocyanine and porphyrazine derivatives were synthesized according to the reported procedures. The magnesium and zinc phthalocyanine and porphyrazine derivatives were synthesized by ring enlargement of subphthalocyanine and statistical condensation of the two phthalonitrile derivatives. Characterization of the complexes involved the use of infrared spectroscopy, nuclear magnetic resonance spectroscopy, ultraviolet and visible spectroscopy, and Maldi-TOF spectroscopy (for selected compounds) and elemental analysis. Photochemical and photophysical properties of the complexes in non-aqueous solution was then investigated. Photobleaching quantum yields are in order of 10⁻⁵ indicating their relative photostability. Complexes containing more electron-donating substituents were more easily oxidized. For complexes 66 and 69 (as these complexes have the same number of substituents but differ in the metal center) photobleaching quantum yield for the ZincPc complex 69 was slightly less than that of the MgPc complex 66. Singlet oxygen quantum yields of the various complexes in DMSO using diphenylisobenzofuran (DPBF) as a quencher in organic solvents were determined. Singlet oxygen quantum yields of the complexes range from 0.23 to 0.67. High values of Φ[subscript]Δ ZnPc complexes was observed compared to the corresponding MgPc, complexes. This was evidenced by complexes 66 and 69 with Φ[subscript]Δ values of Φ[subscript]Δ = 0.26 and 0.40, respectively. Varying number of phenoxy substituents, complex 71 gave significantly large value of Φ[subscript]Δ compared to 70 (that is, the presence of more electron-donating substituted group, gave higher singlet oxygen quantum yields (0 .67 and 0.25 for 71 and 70 repectively). The triplet quantum yields and triplet lifetimes were determined by laser flash photolysis for selected compounds. The triplet quantum yields increase as the number of substituents increases e.g 68 > 67 > 66. Comparing porphyrazine complexes (63, 64 and 65), 63 with benzene attached to the ring, has higher triplet state lifetime (420 μs) compared to 64 and 65 containing long alkyl chain and tertbutyl substituents, 350 and 360 μs,respectively). The observed Φ[subscript]f values for 68 and 63 were quiet suprising, since low values are observed compared to the rest of the complexes (e.g 0.03 and 0.02 respectively). Although these values seem so low, they are sufficient for fluorescence imaging applications. The Φ[subscript]f values for the complexes under study are within the range reported for complexes currently used for PDT. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2005
The implementation of multigrade teaching in rural schools in the Keetmanshoop education region: leadership and management challenges
- Authors: Titus, David Petrus
- Date: 2004
- Subjects: Education -- Namibia Education, Rural -- Namibia Education and state -- Namibia Educational change -- Namibia School management and organization -- Namibia Rural schools -- Namibia Educational leadership -- Namibia School principals -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1566 , http://hdl.handle.net/10962/d1003448
- Description: Leadership has received much attention in both the business world and education. My thesis explores effective educational leadership through examining the management and leadership challenges that face principals in a multi-grade school. Schools in sparsely populated rural areas in Namibia have had to resort to multi-grade teaching to be able to be economically viable. Hard economic realities force people to move to bigger towns and cities. The constant demand for better schools, effective principals, qualified teachers and an improved service to the communities coupled with the demand for better working conditions and salaries for teachers drained the education budget even further. To keep in line with the four major policies of education namely equity, access, quality and democracy, the operation of smaller, rural multi-grade schools has become a necessity. The alternative – which is to close smaller schools and operate fewer, bigger schools at an affordable and reasonable cost - would deny rural communities access to schooling. This thesis is a case study of the leadership and management challenges of multigrade schooling in a single school. The goal was to understand how education managers and leaders perceived their role in making it possible for teachers and learners to cope with multi-grade teaching. I worked in the interpretive paradigm to be able to interpret the social and cultural context of a rural, multi-grade school in the Karas region. The methods included questionnaires, interviews and observation. One of the leadership models universally considered to be available to principals of multi-grade schools is instructional leadership. My study revealed that the concept was unknown to teaching staff, although there were indications that the model had been encountered. My findings also revealed that the communication between colleges of education and the regional education department staff was very limited. One of the major issues that arose was that principals were so occupied with teaching that important issues about training/evaluation and supervision of teachers, the ‘visibility’ of the principal, setting and implementation of the aims and goals of the school and regular communication with parents and community leaders were neglected. Probably the most significant finding was that head teachers are not trained in the management of a multi-grade school, hence most if not all of the head teachers run multi-grade schools like a single-graded school. The single most important problem was that the importance of multi-grade teaching had never been highlighted, particularly in light of new staffing norms, in spite of the fact that it was a phenomenon that was likely to be a permanent arrangement.
- Full Text:
- Date Issued: 2004
- Authors: Titus, David Petrus
- Date: 2004
- Subjects: Education -- Namibia Education, Rural -- Namibia Education and state -- Namibia Educational change -- Namibia School management and organization -- Namibia Rural schools -- Namibia Educational leadership -- Namibia School principals -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1566 , http://hdl.handle.net/10962/d1003448
- Description: Leadership has received much attention in both the business world and education. My thesis explores effective educational leadership through examining the management and leadership challenges that face principals in a multi-grade school. Schools in sparsely populated rural areas in Namibia have had to resort to multi-grade teaching to be able to be economically viable. Hard economic realities force people to move to bigger towns and cities. The constant demand for better schools, effective principals, qualified teachers and an improved service to the communities coupled with the demand for better working conditions and salaries for teachers drained the education budget even further. To keep in line with the four major policies of education namely equity, access, quality and democracy, the operation of smaller, rural multi-grade schools has become a necessity. The alternative – which is to close smaller schools and operate fewer, bigger schools at an affordable and reasonable cost - would deny rural communities access to schooling. This thesis is a case study of the leadership and management challenges of multigrade schooling in a single school. The goal was to understand how education managers and leaders perceived their role in making it possible for teachers and learners to cope with multi-grade teaching. I worked in the interpretive paradigm to be able to interpret the social and cultural context of a rural, multi-grade school in the Karas region. The methods included questionnaires, interviews and observation. One of the leadership models universally considered to be available to principals of multi-grade schools is instructional leadership. My study revealed that the concept was unknown to teaching staff, although there were indications that the model had been encountered. My findings also revealed that the communication between colleges of education and the regional education department staff was very limited. One of the major issues that arose was that principals were so occupied with teaching that important issues about training/evaluation and supervision of teachers, the ‘visibility’ of the principal, setting and implementation of the aims and goals of the school and regular communication with parents and community leaders were neglected. Probably the most significant finding was that head teachers are not trained in the management of a multi-grade school, hence most if not all of the head teachers run multi-grade schools like a single-graded school. The single most important problem was that the importance of multi-grade teaching had never been highlighted, particularly in light of new staffing norms, in spite of the fact that it was a phenomenon that was likely to be a permanent arrangement.
- Full Text:
- Date Issued: 2004
Putting participatory communication into practice through community radio: a case study of how policies on programming and production are formulated and implemented at Radio Graaff-Reinet
- Kanyegirire, Andrew Steve Tumuhirwe
- Authors: Kanyegirire, Andrew Steve Tumuhirwe
- Date: 2003
- Subjects: Radio broadcasting -- South Africa -- Graaff-Reinet , Radio in community development , Radio stations -- South Africa -- Graaff-Reinet -- Management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3442 , http://hdl.handle.net/10962/d1002896 , Radio broadcasting -- South Africa -- Graaff-Reinet , Radio in community development , Radio stations -- South Africa -- Graaff-Reinet -- Management
- Description: In the South African (SA) model of community radio, listeners are expected to be in charge of the management and programming operations of stations. This study tests the SA model against the actual conditions at an existing station. For this purpose, the study focuses on Radio Graaff-Reinet, a community radio station in the Eastern Cape. Emphasis is on examining the extent to which members of the station’s target community are involved in its operations. The study first assesses the nature of this involvement, keeping in mind the principles of, ‘community ownership’ and ‘participatory programming’ on which the SA model of community radio is based. It is argued that the station does provide a valuable ‘public sphere’ for its listeners. The potential of this sphere remains limited, however, due to the impact of ongoing power struggles around the ownership of the station. The lack of proper systems for managing these struggles has contributed to the fact that the station continues to be in a constant state of flux, with a high turnover of staff and regular changes in its policies and strategies. The study argues that, until such systems are put in place, the principles of community ownership will not be fully realizable. Areas in which the struggle over ownership plays itself out can be identified in the relationship between the station’s Board of Directors and its managing staff, between one particular station manager and her staff and between the station and its target community. These struggles often take place in context of a debate about the financial sustainability of the station versus its developmental aims. It is argued that this opposition needs to be questioned since, until the station is financially stable, it will remain vulnerable to interference by powerful individuals and groups in its attempts to establish such developmental aims. The study then goes on to identify key weaknesses in the station’s approach to community ownership and participation. In particular, it is pointed out that various stakeholders in the station have contradictory understandings of what is meant by ‘community’, using the term to include or exclude sections of the Graaff-Reinet society in very different ways. There are also very different understandings at play about the concept of community radio itself. These contradictions have an impact on the station’s ability to implement participatory programming. This situation is exacerbated by the fact that the station does not have a consistent forum in which shared decision-making can take place. Consequently, the station also remains unable to draw effectively on its own volunteer staff and on its community as resources for programming content. Finally, the study explores the broader significance of the weaknesses that exist in the case of Graaff-Reinet, arguing that these are problems that repeat themselves throughout the South African community radio sector. Possible strategies for addressing these problems are suggested, including approaches to monitoring and research, training, organizational development and advocacy.
- Full Text:
- Date Issued: 2003
- Authors: Kanyegirire, Andrew Steve Tumuhirwe
- Date: 2003
- Subjects: Radio broadcasting -- South Africa -- Graaff-Reinet , Radio in community development , Radio stations -- South Africa -- Graaff-Reinet -- Management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3442 , http://hdl.handle.net/10962/d1002896 , Radio broadcasting -- South Africa -- Graaff-Reinet , Radio in community development , Radio stations -- South Africa -- Graaff-Reinet -- Management
- Description: In the South African (SA) model of community radio, listeners are expected to be in charge of the management and programming operations of stations. This study tests the SA model against the actual conditions at an existing station. For this purpose, the study focuses on Radio Graaff-Reinet, a community radio station in the Eastern Cape. Emphasis is on examining the extent to which members of the station’s target community are involved in its operations. The study first assesses the nature of this involvement, keeping in mind the principles of, ‘community ownership’ and ‘participatory programming’ on which the SA model of community radio is based. It is argued that the station does provide a valuable ‘public sphere’ for its listeners. The potential of this sphere remains limited, however, due to the impact of ongoing power struggles around the ownership of the station. The lack of proper systems for managing these struggles has contributed to the fact that the station continues to be in a constant state of flux, with a high turnover of staff and regular changes in its policies and strategies. The study argues that, until such systems are put in place, the principles of community ownership will not be fully realizable. Areas in which the struggle over ownership plays itself out can be identified in the relationship between the station’s Board of Directors and its managing staff, between one particular station manager and her staff and between the station and its target community. These struggles often take place in context of a debate about the financial sustainability of the station versus its developmental aims. It is argued that this opposition needs to be questioned since, until the station is financially stable, it will remain vulnerable to interference by powerful individuals and groups in its attempts to establish such developmental aims. The study then goes on to identify key weaknesses in the station’s approach to community ownership and participation. In particular, it is pointed out that various stakeholders in the station have contradictory understandings of what is meant by ‘community’, using the term to include or exclude sections of the Graaff-Reinet society in very different ways. There are also very different understandings at play about the concept of community radio itself. These contradictions have an impact on the station’s ability to implement participatory programming. This situation is exacerbated by the fact that the station does not have a consistent forum in which shared decision-making can take place. Consequently, the station also remains unable to draw effectively on its own volunteer staff and on its community as resources for programming content. Finally, the study explores the broader significance of the weaknesses that exist in the case of Graaff-Reinet, arguing that these are problems that repeat themselves throughout the South African community radio sector. Possible strategies for addressing these problems are suggested, including approaches to monitoring and research, training, organizational development and advocacy.
- Full Text:
- Date Issued: 2003
The evolution of a security community through a process of integration: problems and prospects for the SADC region
- Authors: Šebek, Vita
- Date: 2002
- Subjects: Political stability -- Africa, Southern , Southern African Development Community , National security -- Africa, Southern , Africa, Southern -- Economic integration
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2831 , http://hdl.handle.net/10962/d1003041
- Description: This thesis examines the security problematic of African states and focuses more particularly on the SADC region. It links the security problematic with the transactionalist approach to (supra)national integration and the concept of a security community, introduced into internatIonal relations theory by Karl Deutsch and his colleagues. In relation to the (in)security of SADC member states, the thesis attempts to demonstrate that national integration of these states (i.e. the establishment of an amalgamated security community) has at least to accompany if not precede the establishment of a security community at the regional level (i.e. a pluralistic security community). Since threats to the security of SADC member states are mainly nonmilitary in nature, the 'realist' concept of security is broadened to include political, economic, societal and environmental aspects of security at different levels. Furthermore, Deutsch's concept of a security community is redefined in line with the 'new security thinking' and adapted to the situation in African states. Moreover, this thesis attempts to demonstrate that it is essential for SADC member states to become strong and socio-economically cohesive in order to improve their competitiveness in relation to developed states, especially in their ability to deal with internal and ransnational/regional threats to their security, which are (in)directly caused and perpetuated by the lack of national integration, inefficient state-making and underdevelopment - the sources of their weakness.
- Full Text:
- Date Issued: 2002
- Authors: Šebek, Vita
- Date: 2002
- Subjects: Political stability -- Africa, Southern , Southern African Development Community , National security -- Africa, Southern , Africa, Southern -- Economic integration
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2831 , http://hdl.handle.net/10962/d1003041
- Description: This thesis examines the security problematic of African states and focuses more particularly on the SADC region. It links the security problematic with the transactionalist approach to (supra)national integration and the concept of a security community, introduced into internatIonal relations theory by Karl Deutsch and his colleagues. In relation to the (in)security of SADC member states, the thesis attempts to demonstrate that national integration of these states (i.e. the establishment of an amalgamated security community) has at least to accompany if not precede the establishment of a security community at the regional level (i.e. a pluralistic security community). Since threats to the security of SADC member states are mainly nonmilitary in nature, the 'realist' concept of security is broadened to include political, economic, societal and environmental aspects of security at different levels. Furthermore, Deutsch's concept of a security community is redefined in line with the 'new security thinking' and adapted to the situation in African states. Moreover, this thesis attempts to demonstrate that it is essential for SADC member states to become strong and socio-economically cohesive in order to improve their competitiveness in relation to developed states, especially in their ability to deal with internal and ransnational/regional threats to their security, which are (in)directly caused and perpetuated by the lack of national integration, inefficient state-making and underdevelopment - the sources of their weakness.
- Full Text:
- Date Issued: 2002
An investigation of students' role within the governing structures of educational institutions
- Authors: Ngaso, Khayalethu Edward
- Date: 1999
- Subjects: Student participation in administration -- South Africa School management and organization -- South Africa Student government -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1644 , http://hdl.handle.net/10962/d1003526
- Description: The question of the role of students in the governance of educational institutions has been an issue for decades in South Africa. It arose out of the desire and struggle by black students for a better sociopolitical environment in general and in education in particular. This demand gained momentum in the years 1976,1980 and 1985. The result was the establishment of Student Representative Councils, Parent-teacher-Student's Associations at schools, Broad Transformation Forums and Governing Councils at tertiary institutions. After 1994 the government of South Africa started the major task of reconstructing the country particularly education and its governance. Democratic governance was accepted as one of the fundamentals of education by the new department of education. The Schools' Act and the Higher Education Act were passed to give effect to this new spirit in 1996 and 1997 respectively. Students had a statutory right to be involved in all matters of governance in educational institutions. However, in the past two years i.e. 1997 and 1998 the issue of student participation has become controversial with tensions erupting amongst stakeholders particularly management and students. The bone of contention this time has not been whether students have to participate or not but how far should they be involved. The National Education Policy Investigation task team had recommended as early as 1992 for the systematic analysis of the roles of the various stakeholders within the governing structures to avoid the present situation to no avail. The aim of this study therefore was to investigate students' perceptions of their role within the governing structures and to assess the implications of such a role for the management of educational institutions. Central to this largely fact finding mission was an attempt to make a contribution engaging students in this debate and get to know them afresh, thereby understand their position, what their perception is about their role in the governance of their institutions. For this purpose the study used phenomenology as the method of research. The reason for that I wanted a methodology which will enable me to produce a report which would not be contaminated with my preconceived ideas about the phenomenon. The tool used for data-gathering was the interview. In-depth interviews were conducted with four student leaders. They were selected purposely due to the fact that they were involved in the governance of their various institutions. The study revealed the complexity of this phenomenon. It indicates that student involvement is crucial for harmonious relations to prevail and the creation of a climate of learning and teaching at educational institutions. Students saw their role as that of legitimising the process of decision-making. This is coupled with enforcing the management to be transparent, bringing back the rule of law, making sure that educational institutions are transformed, that students are empowered and capacitated and looking at the welfare of students. A recommendation that emerge from the study is that much investigation is needed on student participation. Areas which needed much attention are specified in the study.
- Full Text:
- Date Issued: 1999
- Authors: Ngaso, Khayalethu Edward
- Date: 1999
- Subjects: Student participation in administration -- South Africa School management and organization -- South Africa Student government -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1644 , http://hdl.handle.net/10962/d1003526
- Description: The question of the role of students in the governance of educational institutions has been an issue for decades in South Africa. It arose out of the desire and struggle by black students for a better sociopolitical environment in general and in education in particular. This demand gained momentum in the years 1976,1980 and 1985. The result was the establishment of Student Representative Councils, Parent-teacher-Student's Associations at schools, Broad Transformation Forums and Governing Councils at tertiary institutions. After 1994 the government of South Africa started the major task of reconstructing the country particularly education and its governance. Democratic governance was accepted as one of the fundamentals of education by the new department of education. The Schools' Act and the Higher Education Act were passed to give effect to this new spirit in 1996 and 1997 respectively. Students had a statutory right to be involved in all matters of governance in educational institutions. However, in the past two years i.e. 1997 and 1998 the issue of student participation has become controversial with tensions erupting amongst stakeholders particularly management and students. The bone of contention this time has not been whether students have to participate or not but how far should they be involved. The National Education Policy Investigation task team had recommended as early as 1992 for the systematic analysis of the roles of the various stakeholders within the governing structures to avoid the present situation to no avail. The aim of this study therefore was to investigate students' perceptions of their role within the governing structures and to assess the implications of such a role for the management of educational institutions. Central to this largely fact finding mission was an attempt to make a contribution engaging students in this debate and get to know them afresh, thereby understand their position, what their perception is about their role in the governance of their institutions. For this purpose the study used phenomenology as the method of research. The reason for that I wanted a methodology which will enable me to produce a report which would not be contaminated with my preconceived ideas about the phenomenon. The tool used for data-gathering was the interview. In-depth interviews were conducted with four student leaders. They were selected purposely due to the fact that they were involved in the governance of their various institutions. The study revealed the complexity of this phenomenon. It indicates that student involvement is crucial for harmonious relations to prevail and the creation of a climate of learning and teaching at educational institutions. Students saw their role as that of legitimising the process of decision-making. This is coupled with enforcing the management to be transparent, bringing back the rule of law, making sure that educational institutions are transformed, that students are empowered and capacitated and looking at the welfare of students. A recommendation that emerge from the study is that much investigation is needed on student participation. Areas which needed much attention are specified in the study.
- Full Text:
- Date Issued: 1999
Finite element modelling of magma convection and attendant groundwater flow
- Authors: Harrison, Keith
- Date: 1998
- Subjects: Groundwater flow , Magmas
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5467 , http://hdl.handle.net/10962/d1005252 , Groundwater flow , Magmas
- Description: This thesis describes preliminary two- and three-dimensional modelling of mass and heat transport of hot, molten magma in crustal intrusions and of the associated thermally induced flow of groundwater contained in the surrounding country rock. The aim of such modelling is to create a tool with which to predict the location of mineral deposits formed by the transport and subsequent precipitation of minerals dissolved in the convecting groundwater. The momentum equations (Navier-Stokes equations), continuity equation and energy equation are used in conjunction with specially constructed density and viscosity relationships to govern the mass and heat transport processes of magma and groundwater. Finite element methods are used to solve the equations numerically for some simple model geometries. These methods are implemented by a commercial computer software code which is manipulated with a control program constructed by the author for the purpose. The models are of simple two- or three-dimensional geometries which all have an enclosed magma chamber surrounded completely by a shell of country rock through which groundwater is free to move. Modelling begins immediately after the intrusive event when the magma (in most cases rhyolitic) is at its greatest temperature. Heat is allowed to flow from the magma into the country rock causing thermal convection of the groundwater contained therein. The effect of the country rock as a porous medium on the flow of groundwater is modelled by including a distributed resistance term in the momentum equation. The computer code that controls the modelling is such that adaptions made to the models to represent real physical intrusive systems are trivial. Results of the research at this stage allow approximate prediction of the location of mineral deposits. Enhanced predictions can be made by effecting improvements to the models such as a more detailed representation of chemical processes, adaption of the computer code to allow multiple injections of magma and the modelling of frozen magma as a porous medium which admits the flow of groundwater.
- Full Text:
- Date Issued: 1998
- Authors: Harrison, Keith
- Date: 1998
- Subjects: Groundwater flow , Magmas
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5467 , http://hdl.handle.net/10962/d1005252 , Groundwater flow , Magmas
- Description: This thesis describes preliminary two- and three-dimensional modelling of mass and heat transport of hot, molten magma in crustal intrusions and of the associated thermally induced flow of groundwater contained in the surrounding country rock. The aim of such modelling is to create a tool with which to predict the location of mineral deposits formed by the transport and subsequent precipitation of minerals dissolved in the convecting groundwater. The momentum equations (Navier-Stokes equations), continuity equation and energy equation are used in conjunction with specially constructed density and viscosity relationships to govern the mass and heat transport processes of magma and groundwater. Finite element methods are used to solve the equations numerically for some simple model geometries. These methods are implemented by a commercial computer software code which is manipulated with a control program constructed by the author for the purpose. The models are of simple two- or three-dimensional geometries which all have an enclosed magma chamber surrounded completely by a shell of country rock through which groundwater is free to move. Modelling begins immediately after the intrusive event when the magma (in most cases rhyolitic) is at its greatest temperature. Heat is allowed to flow from the magma into the country rock causing thermal convection of the groundwater contained therein. The effect of the country rock as a porous medium on the flow of groundwater is modelled by including a distributed resistance term in the momentum equation. The computer code that controls the modelling is such that adaptions made to the models to represent real physical intrusive systems are trivial. Results of the research at this stage allow approximate prediction of the location of mineral deposits. Enhanced predictions can be made by effecting improvements to the models such as a more detailed representation of chemical processes, adaption of the computer code to allow multiple injections of magma and the modelling of frozen magma as a porous medium which admits the flow of groundwater.
- Full Text:
- Date Issued: 1998
Computer-based remediation in Cape Senior Certificate standard grade mathematics
- Authors: Elgie, Brian James
- Date: 1991
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching -- Audio-visual aids Mathematics -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1458 , http://hdl.handle.net/10962/d1003339
- Description: This dissertation begins by reviewing the difficulties experienced in teaching mathematics to pupiis, weak in mathematics, in the Senior Secondary phase of Cape Education Department schools. The possible use of computer-aided instruction (CAl) in improving the examination performance of such pupils is considered. A suitable CAl software program, viz. the SERGO system, is identified and its operation is described in detail. The researcher investigates, both from a quantitative and a qualitative aspect, the change in mathematics examination performance of a number of weak in mathematics pupils, as a result of receiving an extended period of extra tuition on the SERGO system. It needs to be noted that these pupils are passing candidates in other subjects, and have above average intelligence. They are not slow learners. The researcher identifies three categories of pupils who are weak in mathematics. Different programmes of remediation are recommended for each category. The possible use of the SERGO system as a stand-alone instrument of remediation , for pupils working in pairs, and the possible use by H.G. pupils in combined H.G./S.G. classes are also investigated.
- Full Text:
- Date Issued: 1991
- Authors: Elgie, Brian James
- Date: 1991
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching -- Audio-visual aids Mathematics -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1458 , http://hdl.handle.net/10962/d1003339
- Description: This dissertation begins by reviewing the difficulties experienced in teaching mathematics to pupiis, weak in mathematics, in the Senior Secondary phase of Cape Education Department schools. The possible use of computer-aided instruction (CAl) in improving the examination performance of such pupils is considered. A suitable CAl software program, viz. the SERGO system, is identified and its operation is described in detail. The researcher investigates, both from a quantitative and a qualitative aspect, the change in mathematics examination performance of a number of weak in mathematics pupils, as a result of receiving an extended period of extra tuition on the SERGO system. It needs to be noted that these pupils are passing candidates in other subjects, and have above average intelligence. They are not slow learners. The researcher identifies three categories of pupils who are weak in mathematics. Different programmes of remediation are recommended for each category. The possible use of the SERGO system as a stand-alone instrument of remediation , for pupils working in pairs, and the possible use by H.G. pupils in combined H.G./S.G. classes are also investigated.
- Full Text:
- Date Issued: 1991
La femme dans l'oeuvre litteraire de Jean-Paul Sartre
- Authors: Seiler, Miriam Zimet
- Date: 1977
- Subjects: Sartre, Jean-Paul, 1905-1980 -- Criticism and interpretation
- Language: French
- Type: Thesis , Masters , MA
- Identifier: vital:3641 , http://hdl.handle.net/10962/d1014302
- Description: [From introduction]. Pourquoi examiner Ie rôle de la femme dans l' oeuvre de Sartre? Jean-Paul Sartre est l'un des philosophes les plus importants de ce siècle, un philosophe qui s'est consacré ấ un examen de l'homme et de ses rapports avec l'existence par la liberté conscienter; un penseur qui a montré son individualisme dans le domaine de la politique, n'acceptant que ce qu'il trouve défendable; un romancier et un dramaturge dont l'oeuvre a connu un succès mondial.
- Full Text:
- Date Issued: 1977
- Authors: Seiler, Miriam Zimet
- Date: 1977
- Subjects: Sartre, Jean-Paul, 1905-1980 -- Criticism and interpretation
- Language: French
- Type: Thesis , Masters , MA
- Identifier: vital:3641 , http://hdl.handle.net/10962/d1014302
- Description: [From introduction]. Pourquoi examiner Ie rôle de la femme dans l' oeuvre de Sartre? Jean-Paul Sartre est l'un des philosophes les plus importants de ce siècle, un philosophe qui s'est consacré ấ un examen de l'homme et de ses rapports avec l'existence par la liberté conscienter; un penseur qui a montré son individualisme dans le domaine de la politique, n'acceptant que ce qu'il trouve défendable; un romancier et un dramaturge dont l'oeuvre a connu un succès mondial.
- Full Text:
- Date Issued: 1977
The economics of state assistance to agriculture with special reference to future policy in South Africa
- Authors: Threlfell, R L
- Date: 1948
- Subjects: Agriculture and state -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1107 , http://hdl.handle.net/10962/d1013399
- Description: [From the Introduction] The argument by which it is shown that, under a system of open competition, prices are determined in a way which secures to consumers a maximum aggregate of satisfaction consonant with the relative security of the means of production is the familiar material of many treatises on economics, and does not need to be repeated here. In Economics (as distinct from Politics) this argument provided in a simple form the logical justification for the advocacy of laissez faire in State policy during the early 19th century even though "it was the actual success of private enterprise and the inefficiency and corruption of Government control that caused laissez faire to be an acceptable policy". No-one, of course, contended that pure competition did in fact characterize the economic relations of the time. Quite the reverse. It was argued that if the hindrances to competition were removed, society as a whole would reap the benefits indicated by the theory.
- Full Text:
- Date Issued: 1948
- Authors: Threlfell, R L
- Date: 1948
- Subjects: Agriculture and state -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1107 , http://hdl.handle.net/10962/d1013399
- Description: [From the Introduction] The argument by which it is shown that, under a system of open competition, prices are determined in a way which secures to consumers a maximum aggregate of satisfaction consonant with the relative security of the means of production is the familiar material of many treatises on economics, and does not need to be repeated here. In Economics (as distinct from Politics) this argument provided in a simple form the logical justification for the advocacy of laissez faire in State policy during the early 19th century even though "it was the actual success of private enterprise and the inefficiency and corruption of Government control that caused laissez faire to be an acceptable policy". No-one, of course, contended that pure competition did in fact characterize the economic relations of the time. Quite the reverse. It was argued that if the hindrances to competition were removed, society as a whole would reap the benefits indicated by the theory.
- Full Text:
- Date Issued: 1948