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Principles of Computer Architecture

  • Authors: Machanick, Philip
  • Date: 2022
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/439184 , vital:73553 , https://homes.cs.ru.ac.za/philip/Courses/CSHonsArch/HonsArchNotes2022.pdf
  • Description: Last week, Control Data ... announced the 6600 system. I understand that in the laboratory developing the system there are only 34 people including the janitor. Of these, 14 are engineers and 4 are programmers... Contrasting this modest effort with our vast development activities, I fail to understand why we have lost our industry leadership position by letting someone else offer the world’s most powerful computer – Thomas Watson Jr., IBM CEO, August 1963 It seems like Mr. Watson has answered his own question – Seymour Cray
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  • Date Issued: 2022

The extent and impact of variation in ADME genes in sub-Saharan African populations

An investigation of how selected Namibian grade 9 geography textbooks are reorienting school geography to education for sustainable development

  • Authors: Uusiku, Naftal Amutenya
  • Date: 2020
  • Subjects: Geography -- Study and teaching -- Namibia , Geography -- Study and teaching -- Namibia -- Textbooks , Sustainable development -- Study and teaching -- Namibia , Environmental education -- Namibia
  • Language: English
  • Type: text , Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/145524 , vital:38446
  • Description: The World Social Science Report (UNESCO, 2013) describes environmental issues and challenges, many of which are driven by human activities. These include: changing consumption patterns, climate change, deforestation, desertification, water, population growth, poverty, food security, waste products and cultural diversity and globalization. Education for sustainable development [ESD], a vital tool for achieving the Sustainable Development Goals, requires a rethinking and reorienting of education to address sustainability (UNESCO, 2016). The International Geographical Union Commission on Geographical Education (2007, 2016) acknowledges the importance of reorienting of school geography to ESD. In Namibia, ESD has been embedded in the national curriculum. However, teachers play a critical role in reorienting school geography to ESD at the level of the classroom. They need appropriate resources to do so, the most widely used of which is the textbook. This study addresses the need for empirical research on how Namibian textbooks are reorienting geography to ESD. Using a qualitative interpretive research design, the study had the goals of understanding how selected Grade 9 textbooks are reorienting geography to ESD in what is taught (content) and how it is taught and learned (pedagogy), and how textbook authors perceive the reorienting of geography to ESD. Data were gathered through an online questionnaire of authors’ perceptions of their educational goals, important ESD content, the teaching strategies they use and the challenges they face. Document analysis was done on two causes of environmental deterioration — deforestation and population explosion in the theme Ecology — in three approved Grade 9 textbooks. The study provides evidence of how the selected textbooks are helping to reorientate school geography to the ESD content prescribed by the Namibian geography syllabus in a way that emphasizes knowing about, as opposed to critically engaging with the environmental challenges and issues at hand. With the exception of one textbook, the textbooks generally do not help to reorientate pedagogy to the transformative, change-oriented, futures-focused pedagogy advocated by the literature. Furthermore, the authors’ responses do not contain evidence that suggests their thinking is informed by contemporary perspectives on ESD or geography education. The findings provide insights for understanding how textbooks are helping to reorient Namibian school geography that may be of value to textbook authors and curriculum developers. Furthermore, it illuminates the need for theoretically informed curriculum and textbook writing workshops.
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  • Date Issued: 2020

The effect of age and maturation on anthropometric characteristics and physical abilities of youth South African footballers

  • Authors: De Beer, Ashley
  • Date: 2020
  • Subjects: Soccer -- Physiologial aspects , Soccer players -- South Africa -- Makhanda -- Physiology , Soccer players -- South Africa -- Makhanda -- Psychophysiology , Makana Local Football Association (South Africa)
  • Language: English
  • Type: text , Thesis , Masters , MSc
  • Identifier: http://hdl.handle.net/10962/141222 , vital:37954
  • Description: Currently there is limited research investigating the football related abilities of youth South African individuals. Populations from North and South America, Europe and Asia have been extensively covered in terms of their anthropometric characteristics, physical abilities, technical competency, tactical understanding as well as various personality traits. In describing these details, and especially how each is affected during the ageing and pubertal process, a more informed understanding of the talent development systems is created. A holistic approach to talent development is required to effectively and efficiently produce elite level footballers. An important consideration is the unique socio-economic environment many youth footballers experience which may impact on the talent development process. The present study therefore sought to quantify the anthropometric characteristics and the physical ability level of youth South African footballers from Local Football Association in Makhanda in the Sarah Baartman Region of the Eastern Cape province. In order to achieve this a two-factorial design was used with age and maturity status as independent variables. Anthropometric characteristics were tested by finding the height, weight, body mass index and total fat percentage of participants. Physical ability was determined by results for aerobic capacity, power, acceleration, speed and agility. All tests were football specific and had been widely used in a variety of footballing studies. Additional demographic and socio-economic information was also recorded. A total of 136 participants were placed in their respective Under 11, 13, 15 or Under 19 age groups, while the maturity status of 96 participants were stratified into five distinct categories. Statistical analyses was conducted using p-value significance, with appropriate Tukey post-hoc tests administered when necessary, while effect sizes were calculated using Cohen’s d. Significant changes and practical effect sizes were present for nearly all dependent variables when either stratified by age or by maturity. Total fat percentage was the only dependent variable which was not influenced by either age or maturity. Age and maturity effect sizes for total body fat percentage indicated practical changes present which did not occur during statistical analysis. The present results indicate poor values when compared to normative data or that of other football playing study populations. Further longitudinal research is required to better understand individual growth rates for youth South African footballers, particularly from the Makana region. Implications of the thesis may determine long term development pathways, while the delayed maturity rate is a critical finding which needs to be further researched.
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  • Date Issued: 2020

An analysis of how the use of geoboards as visualisation tools can be utilised in the teaching of quadrilaterals

  • Authors: Matengu, Given Kahale
  • Date: 2019
  • Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
  • Language: English
  • Type: text , Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/96724 , vital:31312
  • Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
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  • Date Issued: 2019

Selected Namibian secondary school geography teachers’ pedagogical thinking and practices: the case of mapwork

  • Authors: Naxweka, Johanna Ndamononghenda
  • Date: 2019
  • Subjects: Geography -- Study and teaching (Secondary) -- Namibia , Cartography -- Study and teaching (Secondary) -- Namibia , Maps -- Study and teaching (Secondary) -- Namibia
  • Language: English
  • Type: text , Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/76969 , vital:30651
  • Description: Learner performance in mapwork in secondary school geography in Namibia has been consistently poor. Examiners’ reports provide detailed feedback on the difficulties learners demonstrate with little, if any, attention paid to teachers’ perceptions, experiences and pedagogical practices of mapwork. This qualitative study generated insights to understand selected geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty geography teachers in fifteen secondary schools in the Ohangwena Circuit in the Ohangwena Region of Namibia. The teachers’ responses were coded and analyzed and patterns and trends identified. Based on what emerged, a purposive sample of three teachers was chosen for in-depth interviews to probe their responses and to observe their classroom practices. The study draws on learner centred pedagogy (LCP), the official educational policy in Namibia, and Shulman’s perspectives of teachers’ content and pedagogical content knowledge (PCK) (1986, 1987) to interpret what teachers say about the teaching of mapwork and how they teach it. The qualities of teachers’ PCK that support student learning in mapwork are not yet fully understood because there has been little research on teachers’ PCK for teaching mapwork and spatial thinking in geography classrooms (Jo & Bednarz, 2014). The study sheds light on the teachers’ qualifications and experience, their perceptions and attitudes towards the teaching of mapwork, their teaching strategies and the resources they use. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. The study illuminated a disjuncture between the rhetoric and practice of learner centred pedagogy. There is evidence which suggests that the teachers’ knowledge of the curriculum is superficial and limited to content. Their practices are focused on teaching map skills and procedural knowledge with little, if any, attention given to spatial and map conceptual understanding and application of knowledge to solve problems. The study concludes that teachers’ map and spatial conceptual understanding and pedagogical content knowledge should be strengthened if the persistent problem of poor learner attainment is to be resolved. It provides insights that may be of value to Namibian teachers, teacher educators, curriculum policy developers and Senior Education Officers when addressing this problem.
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  • Date Issued: 2019

Practising Adaptive IWRM (Integrated Water Resources Management) in South Africa

  • Authors: Palmer, Carolyn G , Munnik, Victor , du Toit, Derick , Rogers, Kevin H , Pollard, Sharon , Hamer, Nick , Weaver, Matthew J T , Retief, Hugo , Sahula, Asiphe , O’Keeffe, Jay H
  • Date: 2018
  • Subjects: To be catalogued
  • Language: English
  • Type: text , report
  • Identifier: http://hdl.handle.net/10962/438005 , vital:73428 , ISBN 978-1-4312-0983-5 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2248-1-18.pdf
  • Description: This chapter serves as a general introduction to the TPNP case stud-ies, with feedback from the progress of the RESILIM-O project. We draw attention here, and note clearly, that each case is set in a different context and scale, and proceeded in different ways, as well as combin-ing in use different discourses/practices and methodologies. To ensure a basis for comparability, each case study was required to use the Adaptive IWRM approach and methodologies, while not being required to record results in the same format. Case studies were designed to enable an exploration of scale effects–a core theoretical concept in complex social-ecological systems. We will be in a position to write a scholarly paper on a scale-comparison of practice-based Adaptive IWRM learning at different spatial and governance (institutional and social) scales, as a result of these findings.
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  • Date Issued: 2018

Population assessments of priority plant species used by local communities in and around three Wild Coast reserves, Eastern Cape, South Africa

  • Authors: Fearon, Joclyn Joe
  • Date: 2011
  • Subjects: Plant diversity conservation -- South Africa -- Eastern Cape , Rare plants -- South Africa -- Eastern Cape -- Population viability analysis , Biodiversity -- South Africa -- Eastern Cape , Plant conservation -- South Africa -- Eastern Cape , Conservation of natural resources -- South Africa -- Eastern Cape , Human-plant relationships -- South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:4751 , http://hdl.handle.net/10962/d1007059 , Plant diversity conservation -- South Africa -- Eastern Cape , Rare plants -- South Africa -- Eastern Cape -- Population viability analysis , Biodiversity -- South Africa -- Eastern Cape , Plant conservation -- South Africa -- Eastern Cape , Conservation of natural resources -- South Africa -- Eastern Cape , Human-plant relationships -- South Africa -- Eastern Cape
  • Description: The project was initiated by Eastern Cape Parks (ECP) as a request for the construction of inventories of priority species and their population levels inside three nature reserves on the Eastern Cape Wild Coast, South Africa, and to develop a strategic management plan to manage these natural resources in each reserve. Thirty key species were identified by local communities in and around Dwesa-Cwebe, Silaka and Mkambati Nature Reserves through community workshops. For forested areas belt transects of 100 m x 6 m where used. The basal circumference of key tree species within the belt transect was measured as well as the height of saplings (height < 150 m). Tree species were categorized based on densities, size class distribution (SCD) curves and values, and spatial grain. For grassland areas straight transects of 200 m long were used, along which ten 3 m x 3 m quadrates were placed at 20 m intervals. Within each grassland transect the height of herbs or tuft diameter of grasses was recorded and percentage cover estimated. Grassland species were categorized based on density, SCD curves and percentage cover. All species were placed into harvesting categories based on analysed ecological data that was collected in the field. Category 1 species were very rare or not found in the reserve and it was recommended that species be conserved and monitored. Category 2 species had low densities in the reserve indicating declining populations and was suggested that these be monitored and not harvested. Category 3 species had high densities and have potential for harvesting with strict limitations. Category 4 species were most abundant with very high densities and can be harvested within management guidelines. These categories were grouped further using social and ecological data such as harvesting risk, frequency of collection, use value and number of uses. This highlighted which species have conservation priority within each category and a decision can be made as to how intense or limited extraction should be. By incorporating GIS the distribution of each species was looked at and harvesting and non-harvesting zones established to determine where species can be extracted. Monitoring plans must consider the quantity of plant material collected, fire regimes, optimal harvesting rates and harvesting zones, and be able to pick up changes in populations. Also, it is important that the community be involved in conserving and monitoring these species. Adaptive monitoring and management must be used to steer harvesting practices in the Wild Coast reserves. This allows for the development of harvesting practices through ‘learning by doing’, and the evolution of good questions to guide monitoring decisions
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  • Date Issued: 2011

Economic sanctions and South Africa

  • Authors: Cooper, John Howard
  • Date: 1983
  • Subjects: Economic sanctions -- South Africa
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:1045 , http://hdl.handle.net/10962/d1006137 , Economic sanctions -- South Africa
  • Description: From Introduction: There are few more emotive and contentious contemporary issues of enduring nature than the subject of economic sanctions and South Africa. The controversy surrounding this issue has implications for the structure of international social, political and economic order. The threads of the debate are woven into the historical fabric of the past two decades, during which the acrimony of arguments both for and against sanctions on South Africa has increased. Indeed, for each argument in the debate can be found a counter-argument and "lies, damned lies and statistics" abound. The complex and widespread nature of the question has elevated a practical issue into the realm of theoretical analysis. This thesis is neither purely descriptive nor purely theoretical. It has essentially two focal points, firstly, an attempt at a systematic and reasoned investigation of the many claims and counter-claims, designed to put these arguments into a broad economic framework. There is generally a greater volume of pro-sanctions literature than anti-sanctions literature, some of which is freely available in South Africa, while some is restricted and some not available at all. However, this partial lack of accessibility would seem to pose no material problem of omission: as much of the literature is repetitive, the unavailable material is usually adequately "represented" by material which is available. Also a great part of the literature contains little or no economic analysis since it focuses more on political issues. In this respect the thesis tries to represent the main points of the broad arguments concerned rather than individual nuances and personal viewpoints. It is concerned with sanctions of an economic nature rather than wider sanctions that may affect South African citizens more generally, for example, sport and diplomatic boycotts, bans and restrictions on international travel, etc.
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  • Date Issued: 1983
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