Allosteric modulation of conformational dynamics in human Hsp90α: a computational study
- Penkler, David L, Atilgan, Canan, Tastan Bishop, Özlem
- Authors: Penkler, David L , Atilgan, Canan , Tastan Bishop, Özlem
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68531 , vital:29276 , http://dx.doi.org/10.1101/198341
- Description: Central to Hsp90’s biological function is its ability to interconvert between various conformational states. Drug targeting of Hsp90’s regulatory mechanisms, including its modulation by co-chaperone association, presents as an attractive therapeutic strategy for Hsp90 associated pathologies. Here, we utilize homology modeling techniques to calculate full-length structures of human Hsp90α in closed and partially-open conformations. Atomistic simulations of these structures demonstrated that bound ATP stabilizes the dimer by ‘tensing’ each protomer, while ADP and apo configurations ‘relax’ the complex by increasing global flexibility. Dynamic residue network analysis revealed regions of the protein involved in intra-protein communication, and identified several overlapping key communication hubs that correlate with known functional sites. Perturbation response scanning analysis identified several potential residue sites capable of modulating conformational change in favour of interstate conversion. For the ATP-bound open conformation, these sites were found to overlap with known Aha1 and client binding sites, demonstrating how naturally occurring forces associated with co-factor binding could allosterically modulate conformational dynamics.
- Full Text:
- Date Issued: 2017
- Authors: Penkler, David L , Atilgan, Canan , Tastan Bishop, Özlem
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68531 , vital:29276 , http://dx.doi.org/10.1101/198341
- Description: Central to Hsp90’s biological function is its ability to interconvert between various conformational states. Drug targeting of Hsp90’s regulatory mechanisms, including its modulation by co-chaperone association, presents as an attractive therapeutic strategy for Hsp90 associated pathologies. Here, we utilize homology modeling techniques to calculate full-length structures of human Hsp90α in closed and partially-open conformations. Atomistic simulations of these structures demonstrated that bound ATP stabilizes the dimer by ‘tensing’ each protomer, while ADP and apo configurations ‘relax’ the complex by increasing global flexibility. Dynamic residue network analysis revealed regions of the protein involved in intra-protein communication, and identified several overlapping key communication hubs that correlate with known functional sites. Perturbation response scanning analysis identified several potential residue sites capable of modulating conformational change in favour of interstate conversion. For the ATP-bound open conformation, these sites were found to overlap with known Aha1 and client binding sites, demonstrating how naturally occurring forces associated with co-factor binding could allosterically modulate conformational dynamics.
- Full Text:
- Date Issued: 2017
Alumni perception of the NMMU computing sciences department
- Authors: Glaum, Arthur Philip Martin
- Date: 2017
- Subjects: Consumers -- Research -- South Africa -- Port Elizabeth Customer services -- South Africa -- Port Elizabeth , Consumer satisfaction -- Education (Higher) Nelson Mandela Metropolitan University -- Alumni and alumnae Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/15644 , vital:28279
- Description: The success of a course offered by a university and the effectiveness of the instructors have commonly been measured by means of student evaluations. The feedback generated is typically used to identify instructors who need additional training, courses that need to be restructured or the need for financial rewards for those who excel. The principal objective of educating students is, knowledge, training and skills they can use and apply after graduating, regardless of the field of study. The perception of the Alumni about the extent of learning and the usefulness of the knowledge is a key measure for universities to assess their success. A service guarantee is defined as a formal promise made to customers about the service they will receive or it is a written promise made by the company through advertising or company literature that it will provide compensation if promises are broken. In order to ensure customer satisfaction in a service offering, the quality of service performance needs to be guaranteed. Many service industries promise a level of service performance, with or without conditions attached. Customer value is a complex concept as it is often interpreted with various meanings depending on the point of view adopted. A definition of customer value is the perceived value that the customer gains when purchasing a product or receiving a service. However, customer value can be used in a variety of contexts. The purpose of this research study is to measure the perception and satisfaction of Alumni of the Department of Computing Sciences and identify areas for improvement by performing a systematic analysis of the determinants of satisfaction. This research is an exploratory, quantitative study consisting of literature- and case-study components used to test proposed hypotheses. The literature study was performed on secondary sources to establish the key concepts related to the topics of Service Guarantee and Marketing, Stakeholder Theory, Customer-perceived Value and Alumni Perceptions. The empirical study consisted of surveys (questionnaires) completed by Alumni of the Department of Computing Sciences. The questionnaire used in this research consisted of questions regarding demographic data and questions regarding perceived perception of the Department of Computing Sciences and influencing factors. Descriptive statistics were used to summarise the data into a more compact form which could simplify the identification of patterns in the data. Inferential statistics were used to verify if conclusions made from the sample data could be inferred onto a larger population. Recommended university and teaching practices based on the statistical analysis of the survey results were identified. A model identified the following factors as having an influence on Alumni Satisfaction with the NMMU Department of Computing Sciences: Customer Satisfaction, Course Contents, Modern Technologies, Academic Staff, Admin. Staff, Departments, University Atmosphere and Perceived Value. The importance of each factor was identified to understand how to improve the Alumni perception. According to the inferential ranking of Alumni Satisfaction that ranks the factors on the average mean values, a factor that should be improved upon is the Alumni Network. Recommended improvements were suggested for the Department of Computing Sciences based on the statistical analysis of the survey results. Two sub-groups were defined by different levels of education and they were found to have different perceptions of the factors that were measured. It was shown that there are small and medium significant differences in only two of the factors of the proposed Alumni satisfaction model, distinguising through different levels of education. The Alumni Satisfaction model developed in this study specified the factors that influence Alumni Satisfaction with the Deptarment of Computing Sciences and the effect that each of these factors has on that satisfaction.
- Full Text:
- Date Issued: 2017
- Authors: Glaum, Arthur Philip Martin
- Date: 2017
- Subjects: Consumers -- Research -- South Africa -- Port Elizabeth Customer services -- South Africa -- Port Elizabeth , Consumer satisfaction -- Education (Higher) Nelson Mandela Metropolitan University -- Alumni and alumnae Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/15644 , vital:28279
- Description: The success of a course offered by a university and the effectiveness of the instructors have commonly been measured by means of student evaluations. The feedback generated is typically used to identify instructors who need additional training, courses that need to be restructured or the need for financial rewards for those who excel. The principal objective of educating students is, knowledge, training and skills they can use and apply after graduating, regardless of the field of study. The perception of the Alumni about the extent of learning and the usefulness of the knowledge is a key measure for universities to assess their success. A service guarantee is defined as a formal promise made to customers about the service they will receive or it is a written promise made by the company through advertising or company literature that it will provide compensation if promises are broken. In order to ensure customer satisfaction in a service offering, the quality of service performance needs to be guaranteed. Many service industries promise a level of service performance, with or without conditions attached. Customer value is a complex concept as it is often interpreted with various meanings depending on the point of view adopted. A definition of customer value is the perceived value that the customer gains when purchasing a product or receiving a service. However, customer value can be used in a variety of contexts. The purpose of this research study is to measure the perception and satisfaction of Alumni of the Department of Computing Sciences and identify areas for improvement by performing a systematic analysis of the determinants of satisfaction. This research is an exploratory, quantitative study consisting of literature- and case-study components used to test proposed hypotheses. The literature study was performed on secondary sources to establish the key concepts related to the topics of Service Guarantee and Marketing, Stakeholder Theory, Customer-perceived Value and Alumni Perceptions. The empirical study consisted of surveys (questionnaires) completed by Alumni of the Department of Computing Sciences. The questionnaire used in this research consisted of questions regarding demographic data and questions regarding perceived perception of the Department of Computing Sciences and influencing factors. Descriptive statistics were used to summarise the data into a more compact form which could simplify the identification of patterns in the data. Inferential statistics were used to verify if conclusions made from the sample data could be inferred onto a larger population. Recommended university and teaching practices based on the statistical analysis of the survey results were identified. A model identified the following factors as having an influence on Alumni Satisfaction with the NMMU Department of Computing Sciences: Customer Satisfaction, Course Contents, Modern Technologies, Academic Staff, Admin. Staff, Departments, University Atmosphere and Perceived Value. The importance of each factor was identified to understand how to improve the Alumni perception. According to the inferential ranking of Alumni Satisfaction that ranks the factors on the average mean values, a factor that should be improved upon is the Alumni Network. Recommended improvements were suggested for the Department of Computing Sciences based on the statistical analysis of the survey results. Two sub-groups were defined by different levels of education and they were found to have different perceptions of the factors that were measured. It was shown that there are small and medium significant differences in only two of the factors of the proposed Alumni satisfaction model, distinguising through different levels of education. The Alumni Satisfaction model developed in this study specified the factors that influence Alumni Satisfaction with the Deptarment of Computing Sciences and the effect that each of these factors has on that satisfaction.
- Full Text:
- Date Issued: 2017
Am I my brother's keeper? learner leadership development in a secondary school in the Eastern Cape, South Africa
- Authors: Knott-Craig, Ian
- Date: 2017
- Subjects: Student government -- South Africa , Student participation in administration -- South Africa , High school students -- South Africa , Student government -- South Africa -- Case studies , Student participation in administration -- South Africa -- Case studies , High school students -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/54073 , vital:26387
- Description: Against the background of a re-emphasis of human rights, social justice and democracy, learner leadership has become a topic of interest and importance. An absence of any meaningful form of leadership development among learners in formerly disadvantaged schools in South Africa prompted this interest into exploring the development of learner leadership. A more recent approach to learner leadership in many countries, including South Africa, has been to look at providing the necessary platform for learners to experience a more shared, cooperative, transformative and service approach within schools in order for them to develop their capacity to lead. This is supported by theoretical developments in the field of leadership, such as Distributive Leadership and Servant Leadership, which emphasise shared leadership. These developments were based on dialogue and strong relationships, where learner leaders situated their practices in moral action, with signs of individual growth, social justice and democratic positioning. In spite of this, not much is known of learner leadership development in South Africa. There are very few studies, none using approaches which look at the context and situation holistically. Hence this study, using Cultural Historical Activity Theory and Critical Realism as under-labourer, for its stance on ontological, epistemological and principled expectations of reality and its understandings on agency and structure, is advanced. Transformational leadership theories, in particular Distributive and Servant Leadership, are used as lenses to help make sense of the nature of learner leaders’ practice and the development of leadership. The aim of the single case study was to discover and explore how and under what circumstances learner leadership could be developed. To this end the researcher established a leadership development group at a previously disadvantaged secondary school. This project provided the platform for leadership development initiatives and became the activity which is the focus of this research. The study examines how leadership is learned and practised, and how the participants interrelate and influence learning and practice in their activity system. It examines the challenges that the learner leaders faced within their communities and what the underlying causes of these challenges were. Qualitative semi-structured interviews, document analysis, direct observation and focus groups were used to collect data. Non-probability sampling, in particular purposive sampling, was used in selecting the sixteen learner leader volunteers who participated in the study. These learners represented various ages, gender and leadership positions that were held in the school. Using inductive, abductive and retroductive modes of inference, the data was abstracted and analysed. The Change Laboratory workshop was used to boost the growth of shared collective views of the learner leaders within the changing object and activity system, in order to build and develop new practices, tools and models. The study recognized that learner leadership was generated by numerous mechanisms, which included the need to overcome the calamitous scarcity of virtuous leadership within their communities; the need to address cultural and historical assumptions, prejudices, and values that existed which reinforced their existing perceptions and behaviour towards leadership; the need to create a space for learner leaders to share responsibilities, thoughts, and become reciprocally dependent on each other, developing together due to their cooperative efforts; the need to demonstrate a willingness and the necessary resilience to survive in an environment whose socioeconomic demands and effects are restrictive and disempowering; a need to respond to the demand for impartiality and access to leadership; and a need to know that one is able to transform the practice of leadership, without it necessarily affecting one’s culture, in such a way that the needs of the people are met. This thesis reports on encouraging signs of leadership growth within the activity, observed and documented over a period of three years. The intervention led to behaviour and attitudinal development that suggests transformative learning and agency. The study’s findings further clarify the many challenges the potential learner leaders faced. Chief among these was the lack of adequate and efficient structures and systems in their communities in order for effective leadership to be established and practised in their communities. These included weak social structures in homes that were unable to support and meet the needs of the learner leaders due to the breakdown of families. Negative forces included high levels of authoritarian leadership practised by a restrictive socialised patriarchy. The underlying causes of these challenges include the perceived threat to individual dignity and survival; the fear of change; the feeling of powerlessness; a lack of hope which fuelled an apathy, a low self-esteem and poor attitude to education; adverse socioeconomic conditions; poor communication skills; a lack of adult role models and willpower; the demand for impartiality and access to leadership knowledge. In order to encourage learner leaders to advance their practice of leadership, the study recommends that adolescents be made to feel valued and included in the development process of leadership so that their willingness to engage with the process becomes pre-emptive. Learner leaders prefer structure, so it becomes all the more important to ensure that any rules, policies and guidelines that are established exhibit a demonstration of transparency and accountability. The study also recommends that when developing an understanding of the learner leaders’ behaviour, using their socio-cultural and historical contexts, they are provided with a non-threatening platform. This enables them to become empowered to actively participate, debate and dialogue collaboratively. They have an opportunity to demonstrate a willingness to engage with each other over tensions that arise, breaking the bonds of socialized pathology.
- Full Text:
- Date Issued: 2017
- Authors: Knott-Craig, Ian
- Date: 2017
- Subjects: Student government -- South Africa , Student participation in administration -- South Africa , High school students -- South Africa , Student government -- South Africa -- Case studies , Student participation in administration -- South Africa -- Case studies , High school students -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/54073 , vital:26387
- Description: Against the background of a re-emphasis of human rights, social justice and democracy, learner leadership has become a topic of interest and importance. An absence of any meaningful form of leadership development among learners in formerly disadvantaged schools in South Africa prompted this interest into exploring the development of learner leadership. A more recent approach to learner leadership in many countries, including South Africa, has been to look at providing the necessary platform for learners to experience a more shared, cooperative, transformative and service approach within schools in order for them to develop their capacity to lead. This is supported by theoretical developments in the field of leadership, such as Distributive Leadership and Servant Leadership, which emphasise shared leadership. These developments were based on dialogue and strong relationships, where learner leaders situated their practices in moral action, with signs of individual growth, social justice and democratic positioning. In spite of this, not much is known of learner leadership development in South Africa. There are very few studies, none using approaches which look at the context and situation holistically. Hence this study, using Cultural Historical Activity Theory and Critical Realism as under-labourer, for its stance on ontological, epistemological and principled expectations of reality and its understandings on agency and structure, is advanced. Transformational leadership theories, in particular Distributive and Servant Leadership, are used as lenses to help make sense of the nature of learner leaders’ practice and the development of leadership. The aim of the single case study was to discover and explore how and under what circumstances learner leadership could be developed. To this end the researcher established a leadership development group at a previously disadvantaged secondary school. This project provided the platform for leadership development initiatives and became the activity which is the focus of this research. The study examines how leadership is learned and practised, and how the participants interrelate and influence learning and practice in their activity system. It examines the challenges that the learner leaders faced within their communities and what the underlying causes of these challenges were. Qualitative semi-structured interviews, document analysis, direct observation and focus groups were used to collect data. Non-probability sampling, in particular purposive sampling, was used in selecting the sixteen learner leader volunteers who participated in the study. These learners represented various ages, gender and leadership positions that were held in the school. Using inductive, abductive and retroductive modes of inference, the data was abstracted and analysed. The Change Laboratory workshop was used to boost the growth of shared collective views of the learner leaders within the changing object and activity system, in order to build and develop new practices, tools and models. The study recognized that learner leadership was generated by numerous mechanisms, which included the need to overcome the calamitous scarcity of virtuous leadership within their communities; the need to address cultural and historical assumptions, prejudices, and values that existed which reinforced their existing perceptions and behaviour towards leadership; the need to create a space for learner leaders to share responsibilities, thoughts, and become reciprocally dependent on each other, developing together due to their cooperative efforts; the need to demonstrate a willingness and the necessary resilience to survive in an environment whose socioeconomic demands and effects are restrictive and disempowering; a need to respond to the demand for impartiality and access to leadership; and a need to know that one is able to transform the practice of leadership, without it necessarily affecting one’s culture, in such a way that the needs of the people are met. This thesis reports on encouraging signs of leadership growth within the activity, observed and documented over a period of three years. The intervention led to behaviour and attitudinal development that suggests transformative learning and agency. The study’s findings further clarify the many challenges the potential learner leaders faced. Chief among these was the lack of adequate and efficient structures and systems in their communities in order for effective leadership to be established and practised in their communities. These included weak social structures in homes that were unable to support and meet the needs of the learner leaders due to the breakdown of families. Negative forces included high levels of authoritarian leadership practised by a restrictive socialised patriarchy. The underlying causes of these challenges include the perceived threat to individual dignity and survival; the fear of change; the feeling of powerlessness; a lack of hope which fuelled an apathy, a low self-esteem and poor attitude to education; adverse socioeconomic conditions; poor communication skills; a lack of adult role models and willpower; the demand for impartiality and access to leadership knowledge. In order to encourage learner leaders to advance their practice of leadership, the study recommends that adolescents be made to feel valued and included in the development process of leadership so that their willingness to engage with the process becomes pre-emptive. Learner leaders prefer structure, so it becomes all the more important to ensure that any rules, policies and guidelines that are established exhibit a demonstration of transparency and accountability. The study also recommends that when developing an understanding of the learner leaders’ behaviour, using their socio-cultural and historical contexts, they are provided with a non-threatening platform. This enables them to become empowered to actively participate, debate and dialogue collaboratively. They have an opportunity to demonstrate a willingness to engage with each other over tensions that arise, breaking the bonds of socialized pathology.
- Full Text:
- Date Issued: 2017
An analysis of corporate social responsibility (CSR) in the mining industry: selected JSE/SRI listed mining companies in South Africa
- Authors: Liphapang, Lebohang Irene
- Date: 2017
- Subjects: Social responsibility of business -- South Africa Corporate image -- South Africa , Business ethics -- South Africa Mineral industries -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18277 , vital:28612
- Description: The South African mining industry has been, and continues to be, the main contributor of the country’s GDP. The listed mining companies have a great contribution to the market capitalisation of the Johannesburg Stock Exchange (JSE, 2014). Pre-1994, the mining companies had been under scrutiny for a wide range of negative environmental and social impacts in their operational areas. The mining companies were accused of a lack of sustainability plans, carbon emissions, land rehabilitation plans, pollution and lack of community engagement (Buccasa, 2013). Corporate social responsibility (CSR) has become a platform for the mining industry to correct the errors of the past and to contribute towards socio-economic development and environmental concerns. Through the implementation of CSR initiatives, the mining companies have brought about a significant change in the lives of people affected by mining industry. In return, the mining companies have built a good reputation which had been tarnished in the past. The objective of the study was to explore the role of CSR in the mining industry and determine how CSR initiatives had impacted the lives of the beneficiaries in the mining sector. The research identified three sustainability dimensions, which are: environment, social aspects and economic aspects. The aim of the study was to establish whether CSR initiatives have contributed towards sustainable development. The study established how the JSE/SRI listed mining companies reported CSR and determined the types of initiatives implemented. The study identified the similarities and differences in the CSR initiatives being implemented by 10 selected mining companies listed in the JSE/SRI index. The study also identified sustainable development issues faced by the South African mining industry. The study reviewed how these mining companies reported their CSR and identified regulating bodies and codes that promoted CSR. The study also determined the role that the JSE/SRI index plays towards the development of CSR and sustainable development in the mining sector in South Africa. Integrated reports and sustainability reports of the mining companies were used for data collection to establish how these companies reported CSR and disclosed their CSR strategies on the internet. The mining companies which were analysed were mining companies listed in the JSE/SRI index from 2010 – 2014. The JSE/SRI index is aligned with global sustainability guidelines and locally relevant corporate responsibility standards. The study determined the significance of JSE/SRI listing towards the development of CSR; in relation to environmental, social and economic development in the mining industry.
- Full Text:
- Date Issued: 2017
- Authors: Liphapang, Lebohang Irene
- Date: 2017
- Subjects: Social responsibility of business -- South Africa Corporate image -- South Africa , Business ethics -- South Africa Mineral industries -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18277 , vital:28612
- Description: The South African mining industry has been, and continues to be, the main contributor of the country’s GDP. The listed mining companies have a great contribution to the market capitalisation of the Johannesburg Stock Exchange (JSE, 2014). Pre-1994, the mining companies had been under scrutiny for a wide range of negative environmental and social impacts in their operational areas. The mining companies were accused of a lack of sustainability plans, carbon emissions, land rehabilitation plans, pollution and lack of community engagement (Buccasa, 2013). Corporate social responsibility (CSR) has become a platform for the mining industry to correct the errors of the past and to contribute towards socio-economic development and environmental concerns. Through the implementation of CSR initiatives, the mining companies have brought about a significant change in the lives of people affected by mining industry. In return, the mining companies have built a good reputation which had been tarnished in the past. The objective of the study was to explore the role of CSR in the mining industry and determine how CSR initiatives had impacted the lives of the beneficiaries in the mining sector. The research identified three sustainability dimensions, which are: environment, social aspects and economic aspects. The aim of the study was to establish whether CSR initiatives have contributed towards sustainable development. The study established how the JSE/SRI listed mining companies reported CSR and determined the types of initiatives implemented. The study identified the similarities and differences in the CSR initiatives being implemented by 10 selected mining companies listed in the JSE/SRI index. The study also identified sustainable development issues faced by the South African mining industry. The study reviewed how these mining companies reported their CSR and identified regulating bodies and codes that promoted CSR. The study also determined the role that the JSE/SRI index plays towards the development of CSR and sustainable development in the mining sector in South Africa. Integrated reports and sustainability reports of the mining companies were used for data collection to establish how these companies reported CSR and disclosed their CSR strategies on the internet. The mining companies which were analysed were mining companies listed in the JSE/SRI index from 2010 – 2014. The JSE/SRI index is aligned with global sustainability guidelines and locally relevant corporate responsibility standards. The study determined the significance of JSE/SRI listing towards the development of CSR; in relation to environmental, social and economic development in the mining industry.
- Full Text:
- Date Issued: 2017
An analysis of flood activity over the past century based on the sedimentary deposits in the Mfolozi floodplain
- Authors: Mbao, Chabala
- Date: 2017
- Subjects: Floodplain morphology -- South Africa -- Mfolozi River , Floodplains -- South Africa -- Kwazulu-Natal , Sedimentation and deposition -- South Africa -- Kwazulu-Natal , Floods -- South Africa -- Kwazulu-Natal -- Measurement , Hydrology -- Research -- South Africa -- Kwazulu-Natal , Stream measurements -- South Africa -- Kwazulu-Natal
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/53711 , vital:26312
- Description: Floods are natural phenomena that are of widespread interest to the scientific community, particularly in the context of understanding the impact of climate change as well as changing land use patterns and the security of infrastructure such as towns and roads. In northern KwaZulu-Natal, large flood events have been a reoccurring feature over the past century. The geographical position and extent of the region means that is affected by both inland and coastal weather phenomena, each with the potential to cause large flood events. While information pertaining to large floods in the region in the form of flow data is readily available, flow data is often incomplete and limited in terms of how far back in time the records extend. The Mfolozi River floodplain itself also houses a record of flood activity in the region in the form of sedimentary deposits, which have the potential to reveal flood activity over a much longer timescale, even when monitoring of flood activity in the region was not present. Establishing a link between the hydrological and sedimentary features of floods may be useful in establishing a record of flood activity extending beyond the limits of historical records. The aim of this project was to construct a record of major flood events on the Mfolozi River floodplain over the last century and determine their source. The first objective involved establishing the history of flood events in the Mfolozi River catchment utilising hydrological data recorded throughout the catchment. Thirty nine different large floods (defined as being over 800 m3.s-1) were recorded on the floodplain over the past century. The data also highlighted differences in the extent of known coastal and inland systems (tropical cyclones and cut-off lows respectively), allowing for inferences to be made about the area of the catchment most likely affected by each event; some flood events were identified as having mostly affected the upper reaches of the catchment, while others mostly affected the lower reaches, closer to the coast. The second objective was to identify the various physical, mineralogical and geochemical features of the sediment deposited on the Mfolozi floodplain. Multiple individual flood deposits were identified in the sedimentary record, with sediment tracing analysis providing insight into the source of the deposits within the catchment; no traces of igneous or metamorphic material could be found within the sediment. The source rocks were identified as mostly quartzite, with minor shale and sandstone deposits as well. This put the source of the sediment in the upper to middle reaches of the catchment. The sedimentary analysis was combined with the hydrological records to establish a chronology of flood events extending back to the 1960's. Unfortunately, this record could not be extended further due to the limited amount of sediment collected as well the limits of readily available analytical techniques; radionuclide dating methods were unsuccessful due to the low amounts of fallout radionuclides present in the sediment. The study has however successfully established a history of flood events in the region, as well as providing a link between the hydrological and sedimentary features of flood events that could potentially be useful for current and future research.
- Full Text:
- Date Issued: 2017
- Authors: Mbao, Chabala
- Date: 2017
- Subjects: Floodplain morphology -- South Africa -- Mfolozi River , Floodplains -- South Africa -- Kwazulu-Natal , Sedimentation and deposition -- South Africa -- Kwazulu-Natal , Floods -- South Africa -- Kwazulu-Natal -- Measurement , Hydrology -- Research -- South Africa -- Kwazulu-Natal , Stream measurements -- South Africa -- Kwazulu-Natal
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/53711 , vital:26312
- Description: Floods are natural phenomena that are of widespread interest to the scientific community, particularly in the context of understanding the impact of climate change as well as changing land use patterns and the security of infrastructure such as towns and roads. In northern KwaZulu-Natal, large flood events have been a reoccurring feature over the past century. The geographical position and extent of the region means that is affected by both inland and coastal weather phenomena, each with the potential to cause large flood events. While information pertaining to large floods in the region in the form of flow data is readily available, flow data is often incomplete and limited in terms of how far back in time the records extend. The Mfolozi River floodplain itself also houses a record of flood activity in the region in the form of sedimentary deposits, which have the potential to reveal flood activity over a much longer timescale, even when monitoring of flood activity in the region was not present. Establishing a link between the hydrological and sedimentary features of floods may be useful in establishing a record of flood activity extending beyond the limits of historical records. The aim of this project was to construct a record of major flood events on the Mfolozi River floodplain over the last century and determine their source. The first objective involved establishing the history of flood events in the Mfolozi River catchment utilising hydrological data recorded throughout the catchment. Thirty nine different large floods (defined as being over 800 m3.s-1) were recorded on the floodplain over the past century. The data also highlighted differences in the extent of known coastal and inland systems (tropical cyclones and cut-off lows respectively), allowing for inferences to be made about the area of the catchment most likely affected by each event; some flood events were identified as having mostly affected the upper reaches of the catchment, while others mostly affected the lower reaches, closer to the coast. The second objective was to identify the various physical, mineralogical and geochemical features of the sediment deposited on the Mfolozi floodplain. Multiple individual flood deposits were identified in the sedimentary record, with sediment tracing analysis providing insight into the source of the deposits within the catchment; no traces of igneous or metamorphic material could be found within the sediment. The source rocks were identified as mostly quartzite, with minor shale and sandstone deposits as well. This put the source of the sediment in the upper to middle reaches of the catchment. The sedimentary analysis was combined with the hydrological records to establish a chronology of flood events extending back to the 1960's. Unfortunately, this record could not be extended further due to the limited amount of sediment collected as well the limits of readily available analytical techniques; radionuclide dating methods were unsuccessful due to the low amounts of fallout radionuclides present in the sediment. The study has however successfully established a history of flood events in the region, as well as providing a link between the hydrological and sedimentary features of flood events that could potentially be useful for current and future research.
- Full Text:
- Date Issued: 2017
An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools
- Authors: Mawuye, Enock Panganayi
- Date: 2017
- Subjects: English language -- Study and teaching -- Foreign speakers Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/5058 , vital:29028
- Description: The purpose of this study was to analyse formative assessment challenges facing English Language (L2) Secondary school teachers in the Makoni District of Zimbabwe. Data were collected from 25 English Language secondary school teachers pooled from 5 secondary schools in the Makoni District. The study utilised the pragmatic paradigm which allowed the use of the mixed methods approach. The study used the survey research design. Quantitative data were collected through questionnaires while qualitative data were collected through follow-up interviews, documents and non-participant observations. Cross-tabulations were used to present data which were then reported mainly in percentages. While most of the qualitative data were used to buttress findings established through the questionnaires, the other data were categorised into themes and analysed accordingly. Major challenges that were revealed by this study were that teachers used the teacher – centred approach, feedback given to pupils was not detailed, there was less time to assess appropriately and that teachers were not motivated to assess effectively. Remedial activities were not being carried out and that teachers’ training in assessment was not thorough. Shortage of teaching and learning resources and high teacher – pupil ratios were some of the challenges that teachers faced. There was lack of coordination of agencies involved in assessment and that assessment was examinations – oriented. Assessment policy formulation did not involve teachers and that most pupils were not motivated to learn. On the basis of these findings, the study recommended the provision of adequate teaching and learning resources, provision of appropriate pre-service and in – service training programs as well as involving the teachers in the formulation of assessment policies.
- Full Text:
- Date Issued: 2017
- Authors: Mawuye, Enock Panganayi
- Date: 2017
- Subjects: English language -- Study and teaching -- Foreign speakers Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/5058 , vital:29028
- Description: The purpose of this study was to analyse formative assessment challenges facing English Language (L2) Secondary school teachers in the Makoni District of Zimbabwe. Data were collected from 25 English Language secondary school teachers pooled from 5 secondary schools in the Makoni District. The study utilised the pragmatic paradigm which allowed the use of the mixed methods approach. The study used the survey research design. Quantitative data were collected through questionnaires while qualitative data were collected through follow-up interviews, documents and non-participant observations. Cross-tabulations were used to present data which were then reported mainly in percentages. While most of the qualitative data were used to buttress findings established through the questionnaires, the other data were categorised into themes and analysed accordingly. Major challenges that were revealed by this study were that teachers used the teacher – centred approach, feedback given to pupils was not detailed, there was less time to assess appropriately and that teachers were not motivated to assess effectively. Remedial activities were not being carried out and that teachers’ training in assessment was not thorough. Shortage of teaching and learning resources and high teacher – pupil ratios were some of the challenges that teachers faced. There was lack of coordination of agencies involved in assessment and that assessment was examinations – oriented. Assessment policy formulation did not involve teachers and that most pupils were not motivated to learn. On the basis of these findings, the study recommended the provision of adequate teaching and learning resources, provision of appropriate pre-service and in – service training programs as well as involving the teachers in the formulation of assessment policies.
- Full Text:
- Date Issued: 2017
An analysis of gender transformations in the sleeping beauty fairy tale
- Authors: Banks, Monique
- Date: 2017
- Subjects: Fairy tales Gender identity in literature Children's stories--History and criticism
- Language: English
- Type: Thesis , Masters , English
- Identifier: http://hdl.handle.net/10353/16346 , vital:40712
- Description: The fairy tale genre has an extremely complex, yet interesting history and development. Originally created and used for the entertainment of adults, these tales traditionally included a wide range of themes, characters and gender dynamics than more recent, modern tales. This is because the original tales spoke to and included themes, characters and gender roles evident in the societal structure and time period in which each was written. Thus, traditionally patriarchal, gender-unequal societies generated tales which embodied this patriarchy and inequality. As society developed and gender relationship dynamics changed, writers of fairy tales began to alter the traditional tales, as they no longer suited the society’s outlook on life and gender. In addition to this, as the original tales were remade, the dynamic views of the society in which each was recreated, was then reflected. Therefore, this study’s primary focus is to investigate the development of the fairy tale genre, specifically the Sleeping Beauty tale, over the years and analyse the changes of the tale, with regards to patriarchal traditions, character traits and gender relationships. Within this work, the original tales of Charles Perrault and the Grimm Brothers, as well as the Sleeping Beauty remakes of Anne Thackeray Ritchie, Angela Carter, Robert Coover and Neil Gaiman will be analysed through the lens of feminism. Thus, each tale will be examined for their characters’ traits and gender relationships, and how these traits and relationships support and continue patriarchy and gender inequality, or question, challenge and provide alternatives for this patriarchy and inequality. In addition, the historical context of each author will be investigated in order to determine how each tale fits into the social context in which it was written and published. To conclude, through studying each Sleeping Beauty remake, this study has highlighted an interesting movement in fairy tale literature. As tales are published in more recent times, so their characters become altered from the typical and patriarchally expected gender roles and character traits. More and more, writers are creating characters that challenge the ‘norm’ of patriarchy. Therefore, this shows that in more modern times, societies’ structures are becoming more diverse and accepting of alternatives to traditional gender roles. Importantly, there is a wide sector of fairy tale literature which has not yet been examined in this way. The traditional fairy tales and their remakes include a number of interesting points that, as this study has proved in its analysis of Sleeping Beauty, can have a major impact on the study of the fairy tale genre as well as highlight developments in social structure and feminist thought.
- Full Text:
- Date Issued: 2017
- Authors: Banks, Monique
- Date: 2017
- Subjects: Fairy tales Gender identity in literature Children's stories--History and criticism
- Language: English
- Type: Thesis , Masters , English
- Identifier: http://hdl.handle.net/10353/16346 , vital:40712
- Description: The fairy tale genre has an extremely complex, yet interesting history and development. Originally created and used for the entertainment of adults, these tales traditionally included a wide range of themes, characters and gender dynamics than more recent, modern tales. This is because the original tales spoke to and included themes, characters and gender roles evident in the societal structure and time period in which each was written. Thus, traditionally patriarchal, gender-unequal societies generated tales which embodied this patriarchy and inequality. As society developed and gender relationship dynamics changed, writers of fairy tales began to alter the traditional tales, as they no longer suited the society’s outlook on life and gender. In addition to this, as the original tales were remade, the dynamic views of the society in which each was recreated, was then reflected. Therefore, this study’s primary focus is to investigate the development of the fairy tale genre, specifically the Sleeping Beauty tale, over the years and analyse the changes of the tale, with regards to patriarchal traditions, character traits and gender relationships. Within this work, the original tales of Charles Perrault and the Grimm Brothers, as well as the Sleeping Beauty remakes of Anne Thackeray Ritchie, Angela Carter, Robert Coover and Neil Gaiman will be analysed through the lens of feminism. Thus, each tale will be examined for their characters’ traits and gender relationships, and how these traits and relationships support and continue patriarchy and gender inequality, or question, challenge and provide alternatives for this patriarchy and inequality. In addition, the historical context of each author will be investigated in order to determine how each tale fits into the social context in which it was written and published. To conclude, through studying each Sleeping Beauty remake, this study has highlighted an interesting movement in fairy tale literature. As tales are published in more recent times, so their characters become altered from the typical and patriarchally expected gender roles and character traits. More and more, writers are creating characters that challenge the ‘norm’ of patriarchy. Therefore, this shows that in more modern times, societies’ structures are becoming more diverse and accepting of alternatives to traditional gender roles. Importantly, there is a wide sector of fairy tale literature which has not yet been examined in this way. The traditional fairy tales and their remakes include a number of interesting points that, as this study has proved in its analysis of Sleeping Beauty, can have a major impact on the study of the fairy tale genre as well as highlight developments in social structure and feminist thought.
- Full Text:
- Date Issued: 2017
An analysis of government’s facilitation in attracting original equipment manufacturer foreign direct investments in Port Elizabeth
- Authors: Shogole, Nomkhitha Samantha
- Date: 2017
- Subjects: Automobile industry and trade -- South Africa -- Port Elizabeth , Investments, Foreign -- South Africa -- Port Elizabeth , Economic development -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/20319 , vital:29260
- Description: The South African automotive industry has experienced significant growth since its first inception in 1995. South Africa’s trade relations with other countries has facilitated the growth of this sector. Government introduced programmes that encouraged growth in the sector, namely the Motor Industry Development Programme (MIDP) and the Automotive Production and Development Programme (APDP). South Africa as the catalyst for development in Africa needs to continuously strive to integrate with other developed countries to and promote Foreign Direct Investments into the continent. The development of the industry requires organic growth to ensure that it remains sustainable. The research problem addressed in this study is to establish the role government plays in ensuring a sustained growth of Foreign Direct Investment (FDI) in the automotive sector. The establishment of this statement is imperative to the growth of automotive investments by multinationals in South Africa. Original Equipment Manufacturers (OEM) are positioned in three of the country’s eleven provinces. The Eastern Cape region has been known to be the automotive-hub of South Africa with a GDP that is driven by the secondary automotive sector consisting of multinational OEM giants such as Volkswagen South Africa (VWSA), General Motors South Africa (GMSA), Ford Motor Company, FAW and Daimler. South African OEMs are required to lobby at the principal companies before a new model can be built in the country. Lobbying involves offering competitive logistics costs to build models in South Africa. Stakeholders led by government are required to actively participate in these negotiations to sustain the industry in the country. One of the ways this can be achieved is through formulation, integration and alignment of strategies between all stakeholders. Stakeholders involve private sector and public sector working together. South Africa has achieved an open-country perception to foreign investors through the APDP. The problem statement was accurately explained and expressed clearly and sub-problems were identified from areas in the main problem that required further analysis. Literature has revealed that South African ports are considered to be the most expensive in the world and that there is a lack of port and rail integrated infrastructure. Providing a complete supply chain for logistics will result in increased FDI for South Africa. The governmental entities’ support will allow the OEMs an opportunity to increase investment in South Africa thus creating employment and adding value to the GDP of South Africa. The South African component manufacturer’s sector has grown intensively creating sustainable jobs for South Africans. The industry is structured in such a way that there is a multiplier-effect reaction to macro-economic conditions. A comprehensive literature review was executed to understand the nature and extent of the global automotive industry, the South African automotive industry, the regions that host OEMs, the Motor Industry Development Programme and the Automotive Production and Development Programme. A primary research instrument was constructed, in the form of a questionnaire, to test themes which were highlighted in the literature review which can influence the sector’s competitive advantage. A questionnaire was distributed with the assistance of industry representatives in the Transport and Logistics sector. There was consensus on many issues regarding the current structure of the South African automotive industry. Specifically, the importance of rail, efficiencies, prices and value-added services needed in the industry to attract FDIs as well as the readiness of the Port of Port Elizabeth with regards to being positioned as an automotive-hub for Sub-Saharan Africa.
- Full Text:
- Date Issued: 2017
- Authors: Shogole, Nomkhitha Samantha
- Date: 2017
- Subjects: Automobile industry and trade -- South Africa -- Port Elizabeth , Investments, Foreign -- South Africa -- Port Elizabeth , Economic development -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/20319 , vital:29260
- Description: The South African automotive industry has experienced significant growth since its first inception in 1995. South Africa’s trade relations with other countries has facilitated the growth of this sector. Government introduced programmes that encouraged growth in the sector, namely the Motor Industry Development Programme (MIDP) and the Automotive Production and Development Programme (APDP). South Africa as the catalyst for development in Africa needs to continuously strive to integrate with other developed countries to and promote Foreign Direct Investments into the continent. The development of the industry requires organic growth to ensure that it remains sustainable. The research problem addressed in this study is to establish the role government plays in ensuring a sustained growth of Foreign Direct Investment (FDI) in the automotive sector. The establishment of this statement is imperative to the growth of automotive investments by multinationals in South Africa. Original Equipment Manufacturers (OEM) are positioned in three of the country’s eleven provinces. The Eastern Cape region has been known to be the automotive-hub of South Africa with a GDP that is driven by the secondary automotive sector consisting of multinational OEM giants such as Volkswagen South Africa (VWSA), General Motors South Africa (GMSA), Ford Motor Company, FAW and Daimler. South African OEMs are required to lobby at the principal companies before a new model can be built in the country. Lobbying involves offering competitive logistics costs to build models in South Africa. Stakeholders led by government are required to actively participate in these negotiations to sustain the industry in the country. One of the ways this can be achieved is through formulation, integration and alignment of strategies between all stakeholders. Stakeholders involve private sector and public sector working together. South Africa has achieved an open-country perception to foreign investors through the APDP. The problem statement was accurately explained and expressed clearly and sub-problems were identified from areas in the main problem that required further analysis. Literature has revealed that South African ports are considered to be the most expensive in the world and that there is a lack of port and rail integrated infrastructure. Providing a complete supply chain for logistics will result in increased FDI for South Africa. The governmental entities’ support will allow the OEMs an opportunity to increase investment in South Africa thus creating employment and adding value to the GDP of South Africa. The South African component manufacturer’s sector has grown intensively creating sustainable jobs for South Africans. The industry is structured in such a way that there is a multiplier-effect reaction to macro-economic conditions. A comprehensive literature review was executed to understand the nature and extent of the global automotive industry, the South African automotive industry, the regions that host OEMs, the Motor Industry Development Programme and the Automotive Production and Development Programme. A primary research instrument was constructed, in the form of a questionnaire, to test themes which were highlighted in the literature review which can influence the sector’s competitive advantage. A questionnaire was distributed with the assistance of industry representatives in the Transport and Logistics sector. There was consensus on many issues regarding the current structure of the South African automotive industry. Specifically, the importance of rail, efficiencies, prices and value-added services needed in the industry to attract FDIs as well as the readiness of the Port of Port Elizabeth with regards to being positioned as an automotive-hub for Sub-Saharan Africa.
- Full Text:
- Date Issued: 2017
An analysis of how geogebra can be used as a visualisation tool by selected teachers to develop conceptual understanding of the properties of geometric shapes in grade 9 learners: a case study in Namibia
- Authors: Mwiikeni, Eramus
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6989 , vital:21207
- Description: According to Rosken & Rolka (2006), learning mathematics through visualisations can be a powerful tool to explore mathematical problems and give meaning to mathematical concepts and relationships between them. “Visualisation can reduce the complexity of mathematical problems when dealing with a multitude of information” (p.458). This case study focused on using GeoGebra as a visualisation tool to teach angle properties in Grade 9 geometry. This study set out to analyse how GeoGebra visualisations can be used by selected teachers to teach for conceptual understanding. The research is based on a constructivist view of learning and is oriented within an interpretive paradigm. The methodology used is a qualitative case study. The study was conducted in one school and involved 3 mathematics teachers who were purposefully selected because they showed willingness to use technology in their teaching. I used classroom observations and interviews to collect the data. The study identified a number of factors from the participants that related to using GeoGebra in teaching for conceptual understanding. These include the effective use of dynamic visuals to build on prior knowledge, using multiple representations through image generation and image transformation to make connections and using visuals to justify mathematics ideas. The results from this study indicated that GeoGebra can indeed be used effectively as a teaching tool to teach for conceptual understanding in mathematics.
- Full Text:
- Date Issued: 2017
- Authors: Mwiikeni, Eramus
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6989 , vital:21207
- Description: According to Rosken & Rolka (2006), learning mathematics through visualisations can be a powerful tool to explore mathematical problems and give meaning to mathematical concepts and relationships between them. “Visualisation can reduce the complexity of mathematical problems when dealing with a multitude of information” (p.458). This case study focused on using GeoGebra as a visualisation tool to teach angle properties in Grade 9 geometry. This study set out to analyse how GeoGebra visualisations can be used by selected teachers to teach for conceptual understanding. The research is based on a constructivist view of learning and is oriented within an interpretive paradigm. The methodology used is a qualitative case study. The study was conducted in one school and involved 3 mathematics teachers who were purposefully selected because they showed willingness to use technology in their teaching. I used classroom observations and interviews to collect the data. The study identified a number of factors from the participants that related to using GeoGebra in teaching for conceptual understanding. These include the effective use of dynamic visuals to build on prior knowledge, using multiple representations through image generation and image transformation to make connections and using visuals to justify mathematics ideas. The results from this study indicated that GeoGebra can indeed be used effectively as a teaching tool to teach for conceptual understanding in mathematics.
- Full Text:
- Date Issued: 2017
An analysis of military power sharing in Mozambique: a conflict management perspective
- Molefhe, Ishmael Rapula Moagi
- Authors: Molefhe, Ishmael Rapula Moagi
- Date: 2017
- Subjects: Conflict management -- Armed Forces -- Mozambique Armed Forces , Civil service -- Mozambique Mozambique -- Armed Forces -- Management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/19212 , vital:28788
- Description: This study is a conceptual analysis of power-sharing. It applies power-sharing in the context of Mozambique. The study is informed on the premise that components of power sharing contribute to the duration of peace. However, findings from empirical investigations show that certain types of power sharing are associated with more durable peace than others, primarily through their positive effects on governance and public service delivery. The specific objectives of the study were to contextualize the concept of military power sharing arrangement; to explore the challenges faced in implementing the military power sharing arrangement in Mozambique; to explore the strategies used to manage the Mozambique peace process; to ascertain the challenges faced by the BDF during the reintegration standardized training of FRELIMO and RENAMO forces; and to propose recommendations for future interventions. In order to achieve these objectives, the study used a purposive sampling technique to assemble participants that provided useful data for the study. The target population was made up of members of the Botswana Defence Force (BDF) who participated in the United Nations Peace Mission in Mozambique dubbed UNOMOZ; and those who conducted the reintegration standardized training of FRELIMO and RENAMO military personnel Thematic analysis of the participants’ responses from the interviews was used to address the objectives of the study. The findings of the study reveal that poorly trained military personnel were a challenge to the implementation of power sharing deal in Mozambique. Also, there was a lack of trust and confidence between constituent parties, and a lack of transitional authority in holding forth power until the power sharing deal was fully implemented. In addition, the study found out that there was the problem of language barrier, and that very little counselling was offered to those who were traumatized by the conflict. Also, there was a kind of unwillingness by civilians to accept former combatants in their midst and a lack of logistics for both the peace keepers and the combatants. Among others, the study recommended that NGOs, civil society organizations, and churches should be more pro-active in engaging the government and not only ensuring that every party involved in the power-sharing deal fulfills its role, but also organizing and carrying out counselling sessions for ex-combatants as part of reintegration process.
- Full Text:
- Date Issued: 2017
- Authors: Molefhe, Ishmael Rapula Moagi
- Date: 2017
- Subjects: Conflict management -- Armed Forces -- Mozambique Armed Forces , Civil service -- Mozambique Mozambique -- Armed Forces -- Management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/19212 , vital:28788
- Description: This study is a conceptual analysis of power-sharing. It applies power-sharing in the context of Mozambique. The study is informed on the premise that components of power sharing contribute to the duration of peace. However, findings from empirical investigations show that certain types of power sharing are associated with more durable peace than others, primarily through their positive effects on governance and public service delivery. The specific objectives of the study were to contextualize the concept of military power sharing arrangement; to explore the challenges faced in implementing the military power sharing arrangement in Mozambique; to explore the strategies used to manage the Mozambique peace process; to ascertain the challenges faced by the BDF during the reintegration standardized training of FRELIMO and RENAMO forces; and to propose recommendations for future interventions. In order to achieve these objectives, the study used a purposive sampling technique to assemble participants that provided useful data for the study. The target population was made up of members of the Botswana Defence Force (BDF) who participated in the United Nations Peace Mission in Mozambique dubbed UNOMOZ; and those who conducted the reintegration standardized training of FRELIMO and RENAMO military personnel Thematic analysis of the participants’ responses from the interviews was used to address the objectives of the study. The findings of the study reveal that poorly trained military personnel were a challenge to the implementation of power sharing deal in Mozambique. Also, there was a lack of trust and confidence between constituent parties, and a lack of transitional authority in holding forth power until the power sharing deal was fully implemented. In addition, the study found out that there was the problem of language barrier, and that very little counselling was offered to those who were traumatized by the conflict. Also, there was a kind of unwillingness by civilians to accept former combatants in their midst and a lack of logistics for both the peace keepers and the combatants. Among others, the study recommended that NGOs, civil society organizations, and churches should be more pro-active in engaging the government and not only ensuring that every party involved in the power-sharing deal fulfills its role, but also organizing and carrying out counselling sessions for ex-combatants as part of reintegration process.
- Full Text:
- Date Issued: 2017
An analysis of organisational culture in a restaurant in Grahamstown, South Africa
- Authors: Kamona, Oabona Bonnie
- Date: 2017
- Subjects: Corporate culture -- Case studies , Corporate culture -- South Africa -- Makhanda -- Case studies , Restaurants-- South Africa -- Makhanda -- Management , Saints Bistro (Makhanda, South Africa)
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/8178 , vital:21363
- Description: This study investigates organisational culture and shared values that currently exist at Saint’s Bistro in Grahamstown along with the desired organisational culture and desired values. In particular it explores possible discrepancies between the two using the reliable and valid Competing Values Framework (CVF) and its matched scale, the Organisational Culture Assessment Instrument (OCAI) and the Shared Values Survey. McDonald and Gandz (1992: 64-67) discovered 24 shared values that correlate with modern business and where each value ties in with one of the four quadrants of the CVF. The researcher found a study conducted by Burchell and Saele (2011: 512) which is a cultural study based on the CVF working in conjunction with shared values survey to analyse a situation and it presented an improved means of investigating culture and values related facets within an organisation. The aim of this study is to examine the existing culture and subsequently make recommendations that can create alignment between what is currently experienced and what is desired in the organisation, if it is found that misalignment exists. This research presents a study using a paper based survey conducted in a restaurant in Grahamstown, South Africa. The results are based on the use of the OCAI in conjunction with organisational shared values profiles. The study revealed that there is no significant gap between the current organisational culture and the desired organisational culture within the organisation. Due to these findings, the research established that a structured strategy for maintaining the organisational culture should be developed in order to sustain the existing organisational culture that can be used when recruiting and on-boarding new employees in the future. The research is significant in that it highlighted a link between the competing values framework and the shared values survey and this will contribute to the effective analysis of organisational culture in future culture research.
- Full Text:
- Date Issued: 2017
- Authors: Kamona, Oabona Bonnie
- Date: 2017
- Subjects: Corporate culture -- Case studies , Corporate culture -- South Africa -- Makhanda -- Case studies , Restaurants-- South Africa -- Makhanda -- Management , Saints Bistro (Makhanda, South Africa)
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/8178 , vital:21363
- Description: This study investigates organisational culture and shared values that currently exist at Saint’s Bistro in Grahamstown along with the desired organisational culture and desired values. In particular it explores possible discrepancies between the two using the reliable and valid Competing Values Framework (CVF) and its matched scale, the Organisational Culture Assessment Instrument (OCAI) and the Shared Values Survey. McDonald and Gandz (1992: 64-67) discovered 24 shared values that correlate with modern business and where each value ties in with one of the four quadrants of the CVF. The researcher found a study conducted by Burchell and Saele (2011: 512) which is a cultural study based on the CVF working in conjunction with shared values survey to analyse a situation and it presented an improved means of investigating culture and values related facets within an organisation. The aim of this study is to examine the existing culture and subsequently make recommendations that can create alignment between what is currently experienced and what is desired in the organisation, if it is found that misalignment exists. This research presents a study using a paper based survey conducted in a restaurant in Grahamstown, South Africa. The results are based on the use of the OCAI in conjunction with organisational shared values profiles. The study revealed that there is no significant gap between the current organisational culture and the desired organisational culture within the organisation. Due to these findings, the research established that a structured strategy for maintaining the organisational culture should be developed in order to sustain the existing organisational culture that can be used when recruiting and on-boarding new employees in the future. The research is significant in that it highlighted a link between the competing values framework and the shared values survey and this will contribute to the effective analysis of organisational culture in future culture research.
- Full Text:
- Date Issued: 2017
An analysis of quota conflicts in the fishing industry of the Western Cape: the plight of the small scale fisher sector from 1994 to the present day
- Authors: Green, Michael Anthony
- Date: 2017
- Subjects: Small-scale fisheries -- South Africa Fishery policy -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: http://hdl.handle.net/10948/18838 , vital:28736
- Description: This treatise tracks the sequence of events that took place within the South African Fishing Industry post 1994, and focuses specifically on the plight of the small scale artisanal fisher sector, which operates in the in-shore and near-shore coastal waters of the Western and Southern Cape. In exploring this area of conflict, it focuses on the attempts of this sector to gain official recognition, sanction and inclusion in the country’s statutory framework. It is an intensive investigation into the activities of the various role players, being this fisher sector, various fishing bodies, the government and business, and through personal interactions with these stakeholders, a diverse set of perceptions and perspectives is detailed. Through the use of Participlan methodology, utilised in one-on-one interactions as well as focus group workshops, issues relating to the past, present and future are surfaced, leading to what the different entities believe to be a collective way forward. The dissertation concludes that there is a need for the three entities as defined, to communicate on a formalised basis in order to progress issues relating to the management, protection and sustainability of the in-shore and near-shore fish resources. It shows further that there is a desire and willingness across all these sectors to share ideas and thoughts in a structured environment to establish a common ground and to create a solution to resolve this conflict scenario. Specifically, the study illustrates that the small-scale artisanal fisher sector is a justifiable participant in the fishing industry, warranting recognition and inclusion as a distinct entity in the country’s Marine Living Resources Act.
- Full Text:
- Date Issued: 2017
- Authors: Green, Michael Anthony
- Date: 2017
- Subjects: Small-scale fisheries -- South Africa Fishery policy -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: http://hdl.handle.net/10948/18838 , vital:28736
- Description: This treatise tracks the sequence of events that took place within the South African Fishing Industry post 1994, and focuses specifically on the plight of the small scale artisanal fisher sector, which operates in the in-shore and near-shore coastal waters of the Western and Southern Cape. In exploring this area of conflict, it focuses on the attempts of this sector to gain official recognition, sanction and inclusion in the country’s statutory framework. It is an intensive investigation into the activities of the various role players, being this fisher sector, various fishing bodies, the government and business, and through personal interactions with these stakeholders, a diverse set of perceptions and perspectives is detailed. Through the use of Participlan methodology, utilised in one-on-one interactions as well as focus group workshops, issues relating to the past, present and future are surfaced, leading to what the different entities believe to be a collective way forward. The dissertation concludes that there is a need for the three entities as defined, to communicate on a formalised basis in order to progress issues relating to the management, protection and sustainability of the in-shore and near-shore fish resources. It shows further that there is a desire and willingness across all these sectors to share ideas and thoughts in a structured environment to establish a common ground and to create a solution to resolve this conflict scenario. Specifically, the study illustrates that the small-scale artisanal fisher sector is a justifiable participant in the fishing industry, warranting recognition and inclusion as a distinct entity in the country’s Marine Living Resources Act.
- Full Text:
- Date Issued: 2017
An analysis of selected grade 11 learners’ interactions with geometry tasks using visualization processes: a case study in Namibia
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
- Full Text:
- Date Issued: 2017
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
- Full Text:
- Date Issued: 2017
An analysis of teachers' experiences in using English as medium of instruction among grade 4 learners in Maluti district
- Authors: Rabelemane, Tsielo Aron
- Date: 2017
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/8221 , vital:32058
- Description: The issue of medium of instruction has been a growing concern for most researchers, especially in contexts where English is used as medium of instruction at the expense of the learner’s mother tongue. In a South African context, the problem is being aggravated by the fact that English becomes a language of learning and teaching in Grade 4 whereas the learners’ medium of instruction in the lower grades has been their mother tongue and therefore did not have a firm grasp of the English language. Subsequently, there is a general outcry in South Africa that the shift from mother tongue to English as language of learning and teaching happens too early. The objectives in this thesis were to examine the experiences faced by Grade 4 teachers in using English as language of learning and teaching; to determine how these experiences impinge on learning and teaching in Grade 4 and to determine whether the teachers’ perceptions of English as the language of learning and teaching impinges on the success of the Grade 4 learners. The theoretical framework of this study is based on bilingualism and multilingualism theories. Qualitative and quantitative approaches were used in the study. The study followed a survey design and both purposive and convenience sampling techniques were used. A sample of 100 teachers from 30 selected schools was chosen. The researcher collected data using individual interviews, questionnaires and observation. The qualitative data was analysed thematically whereas SPSS was used for the quantitative data. The findings of the study revealed that learners lacked confidence in expressing themselves in English in front of their peers and as a result the majority of learners did not participate in class when teachers were teaching in English. The results further showed that learners were passive due to poor understanding of the English language which sometimes resulted in communication breakdown between the teacher and the learner. The researcher recommended that the Government should provide the teachers with workshops that will unpack the strategies of teaching Grade 4 learners in using English as a medium of instruction.
- Full Text:
- Date Issued: 2017
- Authors: Rabelemane, Tsielo Aron
- Date: 2017
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/8221 , vital:32058
- Description: The issue of medium of instruction has been a growing concern for most researchers, especially in contexts where English is used as medium of instruction at the expense of the learner’s mother tongue. In a South African context, the problem is being aggravated by the fact that English becomes a language of learning and teaching in Grade 4 whereas the learners’ medium of instruction in the lower grades has been their mother tongue and therefore did not have a firm grasp of the English language. Subsequently, there is a general outcry in South Africa that the shift from mother tongue to English as language of learning and teaching happens too early. The objectives in this thesis were to examine the experiences faced by Grade 4 teachers in using English as language of learning and teaching; to determine how these experiences impinge on learning and teaching in Grade 4 and to determine whether the teachers’ perceptions of English as the language of learning and teaching impinges on the success of the Grade 4 learners. The theoretical framework of this study is based on bilingualism and multilingualism theories. Qualitative and quantitative approaches were used in the study. The study followed a survey design and both purposive and convenience sampling techniques were used. A sample of 100 teachers from 30 selected schools was chosen. The researcher collected data using individual interviews, questionnaires and observation. The qualitative data was analysed thematically whereas SPSS was used for the quantitative data. The findings of the study revealed that learners lacked confidence in expressing themselves in English in front of their peers and as a result the majority of learners did not participate in class when teachers were teaching in English. The results further showed that learners were passive due to poor understanding of the English language which sometimes resulted in communication breakdown between the teacher and the learner. The researcher recommended that the Government should provide the teachers with workshops that will unpack the strategies of teaching Grade 4 learners in using English as a medium of instruction.
- Full Text:
- Date Issued: 2017
An analysis of the academic support policies and strategies for underperforming students at Limpopo universities
- Lavhelani, Nyawasedza Phellecy
- Authors: Lavhelani, Nyawasedza Phellecy
- Date: 2017
- Subjects: Compensatory education--South Africa--Limpopo Universities and colleges--South Africa--Limpopo Support services (Management)--South Africa--Limpopo
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/11784 , vital:39106
- Description: The study sought to investigate academic support policies and strategies for underperforming students at Limpopo universities. By focusing on the University of Venda and that of Limpopo (which are located in rural settings), this study will contribute to the body of knowledge addressing the learning needs of underperforming students in resource constrained universities in South Africa. Qualitative research methodology was considered most appropriate in the present study. The researcher used various research instruments as the fact finding strategies. These comprised tools for data collection. The researcher used questionnaires and the survey of secondary sources for data collection. The researcher chose these instruments because this also means discussing the advantages of using questionnaires and reading, for example gaining an in-depth perspective regarding the actual experiences of students who underperform in their studies. The study focused on first year underperforming students, academic support policies and academic support programmes. Permission was sought from the two universities’ Research Departments to conduct this study. Once permission was granted, the questionnaire was sent out to prospective participants. In addition, the researcher involved intra-group despondence analysis. Since the bulk of the data from the questionnaires was qualitative, thematic analysis was utilised. This involved identifying patterns and emerging themes out of the differences and similarities from the despondences’ views. This study was conducted in the Limpopo Province, South Africa, where the two universities are situated.The study population were students, academics, Information Management Officer, CHETL staff and relevant personnel at the Limpopo. Universities. As envisaged, a total of 136 participants were chosen to participate in the study.
- Full Text:
- Date Issued: 2017
- Authors: Lavhelani, Nyawasedza Phellecy
- Date: 2017
- Subjects: Compensatory education--South Africa--Limpopo Universities and colleges--South Africa--Limpopo Support services (Management)--South Africa--Limpopo
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/11784 , vital:39106
- Description: The study sought to investigate academic support policies and strategies for underperforming students at Limpopo universities. By focusing on the University of Venda and that of Limpopo (which are located in rural settings), this study will contribute to the body of knowledge addressing the learning needs of underperforming students in resource constrained universities in South Africa. Qualitative research methodology was considered most appropriate in the present study. The researcher used various research instruments as the fact finding strategies. These comprised tools for data collection. The researcher used questionnaires and the survey of secondary sources for data collection. The researcher chose these instruments because this also means discussing the advantages of using questionnaires and reading, for example gaining an in-depth perspective regarding the actual experiences of students who underperform in their studies. The study focused on first year underperforming students, academic support policies and academic support programmes. Permission was sought from the two universities’ Research Departments to conduct this study. Once permission was granted, the questionnaire was sent out to prospective participants. In addition, the researcher involved intra-group despondence analysis. Since the bulk of the data from the questionnaires was qualitative, thematic analysis was utilised. This involved identifying patterns and emerging themes out of the differences and similarities from the despondences’ views. This study was conducted in the Limpopo Province, South Africa, where the two universities are situated.The study population were students, academics, Information Management Officer, CHETL staff and relevant personnel at the Limpopo. Universities. As envisaged, a total of 136 participants were chosen to participate in the study.
- Full Text:
- Date Issued: 2017
An analysis of the effect that integrated reporting has had on the description of the strategy and strategic planning process in the banking sector in South Africa
- Authors: Musuwo, Getrude Tafadzwa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/40990 , vital:25045
- Description: The study was carried out in order to analyse the effect which the requirement for integrated reporting has had on the description of strategy and strategic planning processes of three South African Banks during the three-year period between 2012 and 2014. The study was conducted in three Johannesburg Stock Exchange listed Banks namely Barclays Bank, Capitec Bank and Standard Bank and focused on their integrated reports for 2012 to 2014. The objectives of the study were to analyse the change in the scope of the depth of reporting on strategy, analyse the evolution of the strategic planning process, compare and contrast the banks’ nature, scope and depth of reporting and establish how the requirement for integrated reporting has impacted on the strategic planning processes in the banks. The study was carried out as a content analysis of the integrated reports of the three banks. The sample for the study consisted for the 9 integrated reports issued by the three banks in the period from 2012 to 2014. There was an increasing trend in the prominence of reporting on strategy by the C.E.Os and chairmen of the companies in the integrated reports. All the companies exhibited an increase in the depth of their reporting on strategy in their overall integrated reports. There is a general increase in the depth of reporting on value creation in the integrated reports. From discussing their business models to some extent in 2012 and 2013, all integrated reports reported on strategy to a large extent in 2014. The study concluded that the scope and depth of reporting on strategy was growing. The study also concluded that strategic planning processes had been transformed due to the requirement for integrated reporting. It was also concluded that Standard Bank had the greatest focus on strategy. Further studies may focus beyond strategy and explore the extent to which companies are implementing non-financial measures in their integrated reporting.
- Full Text:
- Date Issued: 2017
- Authors: Musuwo, Getrude Tafadzwa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/40990 , vital:25045
- Description: The study was carried out in order to analyse the effect which the requirement for integrated reporting has had on the description of strategy and strategic planning processes of three South African Banks during the three-year period between 2012 and 2014. The study was conducted in three Johannesburg Stock Exchange listed Banks namely Barclays Bank, Capitec Bank and Standard Bank and focused on their integrated reports for 2012 to 2014. The objectives of the study were to analyse the change in the scope of the depth of reporting on strategy, analyse the evolution of the strategic planning process, compare and contrast the banks’ nature, scope and depth of reporting and establish how the requirement for integrated reporting has impacted on the strategic planning processes in the banks. The study was carried out as a content analysis of the integrated reports of the three banks. The sample for the study consisted for the 9 integrated reports issued by the three banks in the period from 2012 to 2014. There was an increasing trend in the prominence of reporting on strategy by the C.E.Os and chairmen of the companies in the integrated reports. All the companies exhibited an increase in the depth of their reporting on strategy in their overall integrated reports. There is a general increase in the depth of reporting on value creation in the integrated reports. From discussing their business models to some extent in 2012 and 2013, all integrated reports reported on strategy to a large extent in 2014. The study concluded that the scope and depth of reporting on strategy was growing. The study also concluded that strategic planning processes had been transformed due to the requirement for integrated reporting. It was also concluded that Standard Bank had the greatest focus on strategy. Further studies may focus beyond strategy and explore the extent to which companies are implementing non-financial measures in their integrated reporting.
- Full Text:
- Date Issued: 2017
An analysis of the impact of financialization on commodity markets
- Authors: Ndawona, Takudzwa Maitaishe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/7113 , vital:21218
- Description: An unprecedented increase in real commodity prices from 2002-2011 fuelled an intense debate as to the causes of the steep rise in prices and its possible implications for producers and consumers. On the one hand, the prolonged and dramatic rise in almost all commodity prices is attributed to growing demand from emerging market economies, supply shocks such as adverse weather conditions, export bans as well as other macroeconomic factors. Collectively these are known as the fundamental (demand and supply) factors. On the other hand, there is a growing body of evidence that suggests these fundamental factors alone are not sufficient enough to explain recent commodity price developments. It is noted that alongside changes in the fundamental factors, there was a major shift in trading activities on commodity derivative markets related to the increasing presence of financial investors, institutional investors and hedge funds. This had important effects, it is argued, on the microstructure of these markets and on price dynamics in a process termed “fmancialization”. Most of the empirical literature covers the period of rising commodity prices from 20022011. This study seeks to add to the existing literature by examining, in addition, the impact of financialization when commodity prices were falling from 2011-2015. Whereas the literature focuses mainly on the rise of agricultural commodity prices, the focus of this study is on metals, oil and bulk commodities (coal and iron ore). Two techniques are employed, namely the calculation of rolling correlations for futures and spot returns. Granger causality tests are then performed to examine the relationships between futures and spot prices. Rolling return correlations are calculated for i) different exchange- traded commodities and ii) exchange-traded commodities and bulk commodities not traded on exchanges. This is done to establish whether the increased correlations between different commodities found in the literature still hold now that commodity prices across all categories are falling. Granger causality tests are used in order to establish the link between the futures prices and spot prices both during the upswing period (2002-2011) and downswing period (2011-2015). It is found that rapidly growing indexed-based investment in commodity markets (financialization) during the upswing period is concurrent with increasingly correlated returns on the prices of unrelated commodities in both the futures and spot markets. These correlations decline during the period of falling commodity prices (2011-2015). This was a period in which the total amount of commodity assets under management fell sharply. This supports the a priori expectation that if the increased correlations of previously seemingly correlated and unrelated commodities during the upswing had been driven by financialization, the correlation would decline in the downturn. Granger causality results reveal statistically significant evidence of futures prices (returns) driving spot prices (returns) during the financialization period. However, post-financialization there is a shift to more bidirectional relationships. The study therefore concludes that, in addition to changing fundamental and macroeconomic factors, the financialization of commodity markets further drove the excessive and volatile price levels in commodity markets from 2002 to 2011.
- Full Text:
- Date Issued: 2017
- Authors: Ndawona, Takudzwa Maitaishe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/7113 , vital:21218
- Description: An unprecedented increase in real commodity prices from 2002-2011 fuelled an intense debate as to the causes of the steep rise in prices and its possible implications for producers and consumers. On the one hand, the prolonged and dramatic rise in almost all commodity prices is attributed to growing demand from emerging market economies, supply shocks such as adverse weather conditions, export bans as well as other macroeconomic factors. Collectively these are known as the fundamental (demand and supply) factors. On the other hand, there is a growing body of evidence that suggests these fundamental factors alone are not sufficient enough to explain recent commodity price developments. It is noted that alongside changes in the fundamental factors, there was a major shift in trading activities on commodity derivative markets related to the increasing presence of financial investors, institutional investors and hedge funds. This had important effects, it is argued, on the microstructure of these markets and on price dynamics in a process termed “fmancialization”. Most of the empirical literature covers the period of rising commodity prices from 20022011. This study seeks to add to the existing literature by examining, in addition, the impact of financialization when commodity prices were falling from 2011-2015. Whereas the literature focuses mainly on the rise of agricultural commodity prices, the focus of this study is on metals, oil and bulk commodities (coal and iron ore). Two techniques are employed, namely the calculation of rolling correlations for futures and spot returns. Granger causality tests are then performed to examine the relationships between futures and spot prices. Rolling return correlations are calculated for i) different exchange- traded commodities and ii) exchange-traded commodities and bulk commodities not traded on exchanges. This is done to establish whether the increased correlations between different commodities found in the literature still hold now that commodity prices across all categories are falling. Granger causality tests are used in order to establish the link between the futures prices and spot prices both during the upswing period (2002-2011) and downswing period (2011-2015). It is found that rapidly growing indexed-based investment in commodity markets (financialization) during the upswing period is concurrent with increasingly correlated returns on the prices of unrelated commodities in both the futures and spot markets. These correlations decline during the period of falling commodity prices (2011-2015). This was a period in which the total amount of commodity assets under management fell sharply. This supports the a priori expectation that if the increased correlations of previously seemingly correlated and unrelated commodities during the upswing had been driven by financialization, the correlation would decline in the downturn. Granger causality results reveal statistically significant evidence of futures prices (returns) driving spot prices (returns) during the financialization period. However, post-financialization there is a shift to more bidirectional relationships. The study therefore concludes that, in addition to changing fundamental and macroeconomic factors, the financialization of commodity markets further drove the excessive and volatile price levels in commodity markets from 2002 to 2011.
- Full Text:
- Date Issued: 2017
An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda
- Authors: Ssembatya, Henry Hollan
- Date: 2017
- Subjects: Ganda language -- Study and teaching -- Uganda African languages -- Study and teaching , Language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14422 , vital:27590
- Description: This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom.
- Full Text:
- Date Issued: 2017
- Authors: Ssembatya, Henry Hollan
- Date: 2017
- Subjects: Ganda language -- Study and teaching -- Uganda African languages -- Study and teaching , Language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14422 , vital:27590
- Description: This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom.
- Full Text:
- Date Issued: 2017
An analysis of the nature of visualisation objects in three Namibian grade 9 mathematics textbooks: a case study in Namibia
- Nghifimule, Selma Ndilipomwene
- Authors: Nghifimule, Selma Ndilipomwene
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6334 , vital:21090
- Description: Textbooks are a universal and central element of teaching and learning mathematics (Namibia. Ministry of Education [MoE], 2008). Steenpaß and Steinbring (2014) state that diagrams in mathematics textbooks are often used as Visualisation Objects (VOs) to enhance learning of mathematical concepts. VOs in textbooks are thus important teaching and learning tools (Fotakopoulou and Spiliotopoulou, 2008). This Namibian interpretive case study analysed the nature of VOs used in the three approved grade 9 Namibian mathematics textbooks namely: y=mx+c to success, Maths for Life 9 and Discover Mathematics 9. The VOs were analysed by using an analytical framework adapted from Fotakopoulou and Spiliotopoulou (2008). This analytic tool was specifically used to interrogate the following categories: the type of VOs, the roles of VOs, the relation of VOs to mathematical content, the relation of VOs to reality, and their properties. The 266 VOs under study were collected from the Algebra and Geometry chapters of each book. This study also included survey questionnaires with the 50 selected mathematics teachers, which sought their views and perceptions on the use of the identified VOs. In addition, the authors’ rationale in selecting the identified VOs used in their textbooks was sought through interviews. This research study is part of the “Visualisation in Namibia and Zambia” (VISNAMZA) project which seeks to research the effective use of visualisation processes in the mathematics classroom in Namibia and Zambia (Schäfer, 2015). It is hoped that this study contributes towards improving the quality of textbook evaluations, and design of suitable and more comprehensive assessment procedures in Namibia. It is also hoped that it creates a critical awareness of the roles of VOs in textbooks amongst teachers, inspiring them to help their learners interpret VOs effectively. It should also inspire potential authors to use suitable and appropriate VOs that enhance conceptual teaching and learning of mathematics. The study discovered that most of the VOs used in the selected textbooks align well with the mathematical content. The VOs can help make abstract ideas concrete, stimulate learning, simplify and clarify written texts. In addition, VOs can also be used as a tool for reasoning and an instrument for problem solving. The findings however also indicate that some of the VOs used are not self-explanatory; they are vague, unfamiliar and confusing, leading to misinterpretations by some learners. Another interesting finding was that some of the learners found it difficult to interpret VOs on their own without the help of the teacher.
- Full Text:
- Date Issued: 2017
- Authors: Nghifimule, Selma Ndilipomwene
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6334 , vital:21090
- Description: Textbooks are a universal and central element of teaching and learning mathematics (Namibia. Ministry of Education [MoE], 2008). Steenpaß and Steinbring (2014) state that diagrams in mathematics textbooks are often used as Visualisation Objects (VOs) to enhance learning of mathematical concepts. VOs in textbooks are thus important teaching and learning tools (Fotakopoulou and Spiliotopoulou, 2008). This Namibian interpretive case study analysed the nature of VOs used in the three approved grade 9 Namibian mathematics textbooks namely: y=mx+c to success, Maths for Life 9 and Discover Mathematics 9. The VOs were analysed by using an analytical framework adapted from Fotakopoulou and Spiliotopoulou (2008). This analytic tool was specifically used to interrogate the following categories: the type of VOs, the roles of VOs, the relation of VOs to mathematical content, the relation of VOs to reality, and their properties. The 266 VOs under study were collected from the Algebra and Geometry chapters of each book. This study also included survey questionnaires with the 50 selected mathematics teachers, which sought their views and perceptions on the use of the identified VOs. In addition, the authors’ rationale in selecting the identified VOs used in their textbooks was sought through interviews. This research study is part of the “Visualisation in Namibia and Zambia” (VISNAMZA) project which seeks to research the effective use of visualisation processes in the mathematics classroom in Namibia and Zambia (Schäfer, 2015). It is hoped that this study contributes towards improving the quality of textbook evaluations, and design of suitable and more comprehensive assessment procedures in Namibia. It is also hoped that it creates a critical awareness of the roles of VOs in textbooks amongst teachers, inspiring them to help their learners interpret VOs effectively. It should also inspire potential authors to use suitable and appropriate VOs that enhance conceptual teaching and learning of mathematics. The study discovered that most of the VOs used in the selected textbooks align well with the mathematical content. The VOs can help make abstract ideas concrete, stimulate learning, simplify and clarify written texts. In addition, VOs can also be used as a tool for reasoning and an instrument for problem solving. The findings however also indicate that some of the VOs used are not self-explanatory; they are vague, unfamiliar and confusing, leading to misinterpretations by some learners. Another interesting finding was that some of the learners found it difficult to interpret VOs on their own without the help of the teacher.
- Full Text:
- Date Issued: 2017
An analysis of visualization processes used by selected Grade 11 and 12 learners when solving algebraic problems: a Namibian case study
- Authors: Josef, Joseane
- Date: 2017
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia -- Case studies , Mathematics -- Study and teaching (Secondary) -- Activity programs , Algebra -- Study and teaching (Secondary) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7843 , vital:21309
- Description: Visualisation is gaining visibility in mathematics education research. It is a powerful tool for solving different types of problems in many areas of mathematics, including Algebra - the mathematical domain of this study. The aim of this case study was to analyse the visualisation processes that selected senior secondary school learners used to solve a set of ten algebraic problems.The research was conducted at a secondary school in the Erongo region of Namibia. This is the school where the researcher is teaching. The sample consisted of six selected learners, three from Grade 11 and three from Grade 12. The learners were purposefully selected to participate in this study based on their mathematics performance in class and their willingness to participate. The participants were video recorded as they worked through the ten items of an Algebraic Visualisation Tasks (AVT) worksheet. They were also interviewed about the visualisation processes they employed when solving each of the tasks. The AVT, the videos and the interviews were analysed with the aid of an adapted visualisation template. The findings of the study show that learners used visualisations in all their problem-solving processes. These visualisations were used for different purposes such as starting points, for illustrative purposes, as organizational tools and as simplification tools. Visualisations as starting points were used when the problem was wordy and had lengthy descriptions and explanations. Illustrative visualisations enabled learners to articulate in their own way mathematical notations, mathematical equations and expressions that they then used to solve the problem. Organizational pictures provided a useful structural framework for solving the problems.This research suggests that the selected participants indeed used visualisation processes to solve algebraic problems. It is thus important for teachers to harness this aid and make the most use of these visualisation processes when teaching Algebra.
- Full Text:
- Date Issued: 2017
- Authors: Josef, Joseane
- Date: 2017
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia -- Case studies , Mathematics -- Study and teaching (Secondary) -- Activity programs , Algebra -- Study and teaching (Secondary) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7843 , vital:21309
- Description: Visualisation is gaining visibility in mathematics education research. It is a powerful tool for solving different types of problems in many areas of mathematics, including Algebra - the mathematical domain of this study. The aim of this case study was to analyse the visualisation processes that selected senior secondary school learners used to solve a set of ten algebraic problems.The research was conducted at a secondary school in the Erongo region of Namibia. This is the school where the researcher is teaching. The sample consisted of six selected learners, three from Grade 11 and three from Grade 12. The learners were purposefully selected to participate in this study based on their mathematics performance in class and their willingness to participate. The participants were video recorded as they worked through the ten items of an Algebraic Visualisation Tasks (AVT) worksheet. They were also interviewed about the visualisation processes they employed when solving each of the tasks. The AVT, the videos and the interviews were analysed with the aid of an adapted visualisation template. The findings of the study show that learners used visualisations in all their problem-solving processes. These visualisations were used for different purposes such as starting points, for illustrative purposes, as organizational tools and as simplification tools. Visualisations as starting points were used when the problem was wordy and had lengthy descriptions and explanations. Illustrative visualisations enabled learners to articulate in their own way mathematical notations, mathematical equations and expressions that they then used to solve the problem. Organizational pictures provided a useful structural framework for solving the problems.This research suggests that the selected participants indeed used visualisation processes to solve algebraic problems. It is thus important for teachers to harness this aid and make the most use of these visualisation processes when teaching Algebra.
- Full Text:
- Date Issued: 2017