An e-learning environment for enterprise resource planning systems
- Authors: Whale, Alyssa Morgan
- Date: 2016
- Subjects: Blended learning Computer-assisted instruction Information storage and retrieval systems -- Business
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/13182 , vital:27159
- Description: Enterprise Resource Planning (ERP) education can positively impact the success of an ERP implementation. Incorporating new tools and technologies into the learning process can potentially alleviate the evident problems with ERP education. Blended learning and e-learning environments both offer opportunities for improvement in education. However, there are various factors and components that need to be in place for such an environment to be successful. The aim of this research is to provide an ERP e-Learning Environment (ERPeL) that can assist with ERP education in terms of creating an integrated and comprehensive learning environment for novice ERP users. In order to achieve this aim, this study followed the Design-Based Research (DBR) methodology which is specific to educational technology research and was applied in iterative cycles where various components of the environment were evaluated by different participants. Quantitative and qualitative data was collected by means of field studies (interviews, focus groups and questionnaires). The proposed ERPeL underwent several iterations of feedback and improvement. In order to determine the success of e-learning, various critical success factors and evaluation criteria were investigated. Field studies were conducted in order to validate the theory in a real-world context. An initial field study was conducted with third year Nelson Mandela Metropolitan University (NMMU) students who were enrolled in the 2014 ERP systems’ module in the Department of Computing Sciences. Many of the problems identified in theory were found to be prevalent in the real-world context. One of the DBR process cycles involved the implementation of specific components of the ERPeL at the Developing and Strengthening Industry-driven Knowledge-transfer between developing Countries (DASIK) introduction to ERP systems course. Participants were either NMMU students, academic staff or industry delegates. The components evaluated included videos, learning content, badges, assessment and the SYSPRO Latte m-learning application. Additional components of a leader board, live chats, peer reviewing, expert reviews, user generated content, consultancy with experts and SYSPRO ERP certification were implemented in the subsequent cycle where participants were 2015 third year NMMU ERP systems students. The criteria used to evaluate the success of the ERPeL and its e-learning components were adapted from literature and a new set of evaluation criteria for e-learning was proposed. The ERPeL is made up of Moodle, the SYSPRO ERP System, the SYSPRO e-Learning System, the SYSPRO Latte m-learning application, learning content and components. Overall the ERPeL was positively received by the various sample groups. The research results indicate that the use of an e-learning environment for ERP systems was positively received. The most positive aspects reported were the implementation of e-learning components such as the interactive videos, simulations and m-learning. In support of this Masters dissertation, the following three papers have been published and presented at two local conferences and one international conference: 1. SACLA 2014, Port Elizabeth (South Africa); 2. SAICSIT 2015, Stellenbosch (South Africa); and 3. IDIA 2015, Zanzibar (Tanzania).
- Full Text:
- Date Issued: 2016
- Authors: Whale, Alyssa Morgan
- Date: 2016
- Subjects: Blended learning Computer-assisted instruction Information storage and retrieval systems -- Business
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/13182 , vital:27159
- Description: Enterprise Resource Planning (ERP) education can positively impact the success of an ERP implementation. Incorporating new tools and technologies into the learning process can potentially alleviate the evident problems with ERP education. Blended learning and e-learning environments both offer opportunities for improvement in education. However, there are various factors and components that need to be in place for such an environment to be successful. The aim of this research is to provide an ERP e-Learning Environment (ERPeL) that can assist with ERP education in terms of creating an integrated and comprehensive learning environment for novice ERP users. In order to achieve this aim, this study followed the Design-Based Research (DBR) methodology which is specific to educational technology research and was applied in iterative cycles where various components of the environment were evaluated by different participants. Quantitative and qualitative data was collected by means of field studies (interviews, focus groups and questionnaires). The proposed ERPeL underwent several iterations of feedback and improvement. In order to determine the success of e-learning, various critical success factors and evaluation criteria were investigated. Field studies were conducted in order to validate the theory in a real-world context. An initial field study was conducted with third year Nelson Mandela Metropolitan University (NMMU) students who were enrolled in the 2014 ERP systems’ module in the Department of Computing Sciences. Many of the problems identified in theory were found to be prevalent in the real-world context. One of the DBR process cycles involved the implementation of specific components of the ERPeL at the Developing and Strengthening Industry-driven Knowledge-transfer between developing Countries (DASIK) introduction to ERP systems course. Participants were either NMMU students, academic staff or industry delegates. The components evaluated included videos, learning content, badges, assessment and the SYSPRO Latte m-learning application. Additional components of a leader board, live chats, peer reviewing, expert reviews, user generated content, consultancy with experts and SYSPRO ERP certification were implemented in the subsequent cycle where participants were 2015 third year NMMU ERP systems students. The criteria used to evaluate the success of the ERPeL and its e-learning components were adapted from literature and a new set of evaluation criteria for e-learning was proposed. The ERPeL is made up of Moodle, the SYSPRO ERP System, the SYSPRO e-Learning System, the SYSPRO Latte m-learning application, learning content and components. Overall the ERPeL was positively received by the various sample groups. The research results indicate that the use of an e-learning environment for ERP systems was positively received. The most positive aspects reported were the implementation of e-learning components such as the interactive videos, simulations and m-learning. In support of this Masters dissertation, the following three papers have been published and presented at two local conferences and one international conference: 1. SACLA 2014, Port Elizabeth (South Africa); 2. SAICSIT 2015, Stellenbosch (South Africa); and 3. IDIA 2015, Zanzibar (Tanzania).
- Full Text:
- Date Issued: 2016
An empirical investigation of the demand for money in South Africa within the inflation-targeting era
- Authors: Duah, Rachel
- Date: 2016
- Subjects: South Africa--Economic conditions http://id.loc.gov/authorities/subjects/sh85125465 , Inflation targeting--South Africa , Monetary policy--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19465 , vital:43127
- Description: The aim of the study is to empirically test the demand for money function in South Africa’s inflation-targeting era. This came from the fact that there have been a number of structural changes in the South African economy that have appeared to alter the relation between M3 and GDP and other macroeconomic variables. The study employed co-integration tests that showed one co-integrating equation which led to the application of the Vector-Error Correction Model (VECM) using the quarterly time series data covering the period from 2000-2015. The demand for money is investigated by estimating the real money balances as a function of Treasury Bills rate, income and total credit. Results showed that there is a negative relationship among Treasury Bills rate, income and real money balances. However, there is a positive relationship between real money balances and the total credit provided by the banking sector. The CUSUM and CUSUMQ tests are applied to examine the possibility of structural breaks in money demand functions, as well as parameter stability. The results of the study indicated that the estimated parameters for the short and long run dynamics of the real money demand function are stable. It was evident that Treasury bill rate, income and total credit can explain money balances and therefore can influence demand for money. The study recommends that the government ensures that there are economic activities such as employment creation which can then boost income levels so as to get a positive relationship between money balances and income. Through employment creation, there can be a reduction in borrowing. Treasury bill rates, being an effective monetary policy tool, can be used to direct monetary policy and also promote price stability. The study recommends that the South African Reserve Bank continue to improve the conditions in the financial sector. In this regard, the SARB and the government should strive to enact flexible policies that will boost financial credit and uplift business confidence. , Thesis (MCom)(Economics) -- University of Fort Hare, 2016
- Full Text:
- Date Issued: 2016
- Authors: Duah, Rachel
- Date: 2016
- Subjects: South Africa--Economic conditions http://id.loc.gov/authorities/subjects/sh85125465 , Inflation targeting--South Africa , Monetary policy--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19465 , vital:43127
- Description: The aim of the study is to empirically test the demand for money function in South Africa’s inflation-targeting era. This came from the fact that there have been a number of structural changes in the South African economy that have appeared to alter the relation between M3 and GDP and other macroeconomic variables. The study employed co-integration tests that showed one co-integrating equation which led to the application of the Vector-Error Correction Model (VECM) using the quarterly time series data covering the period from 2000-2015. The demand for money is investigated by estimating the real money balances as a function of Treasury Bills rate, income and total credit. Results showed that there is a negative relationship among Treasury Bills rate, income and real money balances. However, there is a positive relationship between real money balances and the total credit provided by the banking sector. The CUSUM and CUSUMQ tests are applied to examine the possibility of structural breaks in money demand functions, as well as parameter stability. The results of the study indicated that the estimated parameters for the short and long run dynamics of the real money demand function are stable. It was evident that Treasury bill rate, income and total credit can explain money balances and therefore can influence demand for money. The study recommends that the government ensures that there are economic activities such as employment creation which can then boost income levels so as to get a positive relationship between money balances and income. Through employment creation, there can be a reduction in borrowing. Treasury bill rates, being an effective monetary policy tool, can be used to direct monetary policy and also promote price stability. The study recommends that the South African Reserve Bank continue to improve the conditions in the financial sector. In this regard, the SARB and the government should strive to enact flexible policies that will boost financial credit and uplift business confidence. , Thesis (MCom)(Economics) -- University of Fort Hare, 2016
- Full Text:
- Date Issued: 2016
An entrepreneurial development framework for SMEs in South Africa
- Authors: Pyper, Regina Christina
- Date: 2016
- Subjects: Sustainable development -- South Africa , Entrepreneurship -- South Africa , Small business -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/5411 , vital:20838
- Description: Small and Medium Enterprises (SMEs) are engines of growth. It has been determined globally that these enterprises are the largest employers in economies. Small and Medium Enterprises fail fundamentally to succeed in South Africa. Many challenges and barriers were identified as the reason why the enterprise fails to survive or succeed for at least 42 months. Poor performance of the SMEs could be blamed on the lack of meaningful support including an over-regulated environment, red tape and the poor quality of education and training. A number of Small and Medium Enterprise owners in Turkey were interviewed to determine if the enterprise development support system contributed to success and economic growth. The government succeeded to improve the economy of Turkey profoundly by investing and supporting this very important sector. Turkey is positioned 17th in the world based on the Gross Domestic Product (GDP). The purpose of this study was to develop an entrepreneurial development framework for SMEs in South Africa. The government needs to support and implement this framework to stimulate economic growth, to address the poor quality of education and training and to establish a system to measure the performance of critical success factors. A case study research approach was employed to address five propositions that were investigated in this research project. Semi-structured interviews studied the perceptions and experiences of the SME owners in Turkey. The study found a positive relationship between economic growth, a meaningful enterprise development support system, education and training, critical success factors and entrepreneurship and the perceived success of entrepreneurial ventures in South Africa. The establishment and implementation of an entrepreneurial development framework will encourage the creation of new ventures. The government will be able to achieve the goal of economic growth as set out in the National Development Plan. The establishment of SMEs will result in employment, social stability, economic growth and the generation of tax revenues. The purpose of an entrepreneurial development framework is to ensure the sustainable economic development and prosperity of South Africa.
- Full Text:
- Date Issued: 2016
- Authors: Pyper, Regina Christina
- Date: 2016
- Subjects: Sustainable development -- South Africa , Entrepreneurship -- South Africa , Small business -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/5411 , vital:20838
- Description: Small and Medium Enterprises (SMEs) are engines of growth. It has been determined globally that these enterprises are the largest employers in economies. Small and Medium Enterprises fail fundamentally to succeed in South Africa. Many challenges and barriers were identified as the reason why the enterprise fails to survive or succeed for at least 42 months. Poor performance of the SMEs could be blamed on the lack of meaningful support including an over-regulated environment, red tape and the poor quality of education and training. A number of Small and Medium Enterprise owners in Turkey were interviewed to determine if the enterprise development support system contributed to success and economic growth. The government succeeded to improve the economy of Turkey profoundly by investing and supporting this very important sector. Turkey is positioned 17th in the world based on the Gross Domestic Product (GDP). The purpose of this study was to develop an entrepreneurial development framework for SMEs in South Africa. The government needs to support and implement this framework to stimulate economic growth, to address the poor quality of education and training and to establish a system to measure the performance of critical success factors. A case study research approach was employed to address five propositions that were investigated in this research project. Semi-structured interviews studied the perceptions and experiences of the SME owners in Turkey. The study found a positive relationship between economic growth, a meaningful enterprise development support system, education and training, critical success factors and entrepreneurship and the perceived success of entrepreneurial ventures in South Africa. The establishment and implementation of an entrepreneurial development framework will encourage the creation of new ventures. The government will be able to achieve the goal of economic growth as set out in the National Development Plan. The establishment of SMEs will result in employment, social stability, economic growth and the generation of tax revenues. The purpose of an entrepreneurial development framework is to ensure the sustainable economic development and prosperity of South Africa.
- Full Text:
- Date Issued: 2016
An erosion and sediment delivery model for semi-arid catchments
- Authors: Bryson, Louise Kay
- Date: 2016
- Subjects: Sedimentation and deposition , Erosion , Watershed management -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:6056 , http://hdl.handle.net/10962/d1020331
- Description: Sedimentation has become a significant environmental threat in South Africa as it intensifies water management problems in the water-scarce semi-arid regions of the country. As South Africa already allocates 98% of available water, the loss of storage capacity in reservoirs and degraded water quality has meant that a reliable water supply is compromised. The overall aim of this thesis was to develop a catchment scale model that represents the sediment dynamics of semi-arid regions of South Africa as a simple and practically applicable tool for water resource managers. Development of a conceptual framework for the model relied on an understanding of both the sediment dynamics of South African catchments and applicable modelling techniques. Scale was an issue in both cases as most of our understanding of the physical processes of runoff generation and sediment transport has been derived from plot scale studies. By identifying defining properties of semi-arid catchments it was possible to consider how temporal and spatial properties at higher levels emerged from properties at lower levels. These properties were effectively represented by using the Pitman rainfall-runoff model disaggregated to a daily timescale, the Modified Universal Soil Loss Equation (MUSLE) model incorporating probability function theory and through the representation of sediment storages across a semi-distributed catchment. The model was tested on two small and one large study catchment in the Karoo, South Africa, with limited observed data. Limitations to the model were found to be the large parameter data set and the dominance of structural constraints with an increase in catchment size. The next steps in model development will require a reduction of the parameter data set and an inclusion of an in-stream component for sub-catchments at a larger spatial scale. The model is applicable in areas such as South Africa where water resource managers need a simple model at the catchment scale in order to make decisions. This type of model provides a simple representation of the stochastic nature of erosion and sediment delivery over large spatial and temporal scales.
- Full Text:
- Date Issued: 2016
- Authors: Bryson, Louise Kay
- Date: 2016
- Subjects: Sedimentation and deposition , Erosion , Watershed management -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:6056 , http://hdl.handle.net/10962/d1020331
- Description: Sedimentation has become a significant environmental threat in South Africa as it intensifies water management problems in the water-scarce semi-arid regions of the country. As South Africa already allocates 98% of available water, the loss of storage capacity in reservoirs and degraded water quality has meant that a reliable water supply is compromised. The overall aim of this thesis was to develop a catchment scale model that represents the sediment dynamics of semi-arid regions of South Africa as a simple and practically applicable tool for water resource managers. Development of a conceptual framework for the model relied on an understanding of both the sediment dynamics of South African catchments and applicable modelling techniques. Scale was an issue in both cases as most of our understanding of the physical processes of runoff generation and sediment transport has been derived from plot scale studies. By identifying defining properties of semi-arid catchments it was possible to consider how temporal and spatial properties at higher levels emerged from properties at lower levels. These properties were effectively represented by using the Pitman rainfall-runoff model disaggregated to a daily timescale, the Modified Universal Soil Loss Equation (MUSLE) model incorporating probability function theory and through the representation of sediment storages across a semi-distributed catchment. The model was tested on two small and one large study catchment in the Karoo, South Africa, with limited observed data. Limitations to the model were found to be the large parameter data set and the dominance of structural constraints with an increase in catchment size. The next steps in model development will require a reduction of the parameter data set and an inclusion of an in-stream component for sub-catchments at a larger spatial scale. The model is applicable in areas such as South Africa where water resource managers need a simple model at the catchment scale in order to make decisions. This type of model provides a simple representation of the stochastic nature of erosion and sediment delivery over large spatial and temporal scales.
- Full Text:
- Date Issued: 2016
An ethnographic study of beginner mathematics teachers’ classroom practices in the first three years of their employment: Shaping of a Professional Identity
- Narayanan, Ajayagosh Ettappiriparambil
- Authors: Narayanan, Ajayagosh Ettappiriparambil
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2069 , http://hdl.handle.net/10962/d1020967
- Description: The main theme in this study examines how beginner mathematics teachers (BTs) shape their professional identity in their first three years of classroom practices in Lesotho. This study, which focuses particularly on BTs’ second and third year of employment, gathers data with an understanding that the notion of professional identity is multi-faceted. Professional identity embraces a host of other identities such as personal identity, teacher identity, mathematics identity and community of practice identity. This study is framed by social theories of learning. Learning occurs by active participation and practice. BTs’ peripheral participation assists them in making sense of the activities (situated learning) in which they are engaged, in the classrooms. The sense making processes eventually shape their professional identity. In line with situated meanings that BTs form, the key notion (professional identity) is further categorised into personal identity, teacher identity, mathematics identity and community of practice identity. These identities integrate to become the professional identity of a beginner mathematics teacher. Using a narrative ethnographic approach as the research method, I have made use of extensive classroom observations and interviews to gather data. In this study, six volunteer participant BTs were originally selected. These teachers were from two districts, Berea and Maseru in Lesotho. After being observed in the classrooms, these teachers were interviewed. In the third year of the study, one participant withdrew from the study. I used vertical (descriptive) analysis to narrate their classroom practice followed by horizontal analysis to understand how they shape their professional identity. The analytical model enables the researcher to analyse the data in order to establish how the BTs’ actions, their reflexive stories and their journey in becoming a mathematics teacher shape their professional identity. The recurring themes that emerged from the horizontal analysis are the ways BTs approach the classroom practice which is dominated by teacher-centred learning. This involves demonstrating an example and then students following this model to practice more examples. In this sense, their approach is the same though these BTs started understanding how their classroom approaches can bring changes in the learning of mathematics. I analysed the utterances from the BTs’ classroom activities by separating these into mathematizing and subjectifying. The subjectifying utterances were further analysed to understand how these created meaning. These, in my view, are also central features of a teacher’s practice that need interpretation in order to understand the shaping of a professional identity. The key finding is that their narrative helped them to understand how they shape their professional identity. The study highlights the importance of listening to BTs’ stories of how they become mathematics teachers. Their narratives can be the benchmark for stake-holders, policy makers and potential researchers as the study on BTs’ professional identity is relatively new in Lesotho.
- Full Text:
- Date Issued: 2016
- Authors: Narayanan, Ajayagosh Ettappiriparambil
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2069 , http://hdl.handle.net/10962/d1020967
- Description: The main theme in this study examines how beginner mathematics teachers (BTs) shape their professional identity in their first three years of classroom practices in Lesotho. This study, which focuses particularly on BTs’ second and third year of employment, gathers data with an understanding that the notion of professional identity is multi-faceted. Professional identity embraces a host of other identities such as personal identity, teacher identity, mathematics identity and community of practice identity. This study is framed by social theories of learning. Learning occurs by active participation and practice. BTs’ peripheral participation assists them in making sense of the activities (situated learning) in which they are engaged, in the classrooms. The sense making processes eventually shape their professional identity. In line with situated meanings that BTs form, the key notion (professional identity) is further categorised into personal identity, teacher identity, mathematics identity and community of practice identity. These identities integrate to become the professional identity of a beginner mathematics teacher. Using a narrative ethnographic approach as the research method, I have made use of extensive classroom observations and interviews to gather data. In this study, six volunteer participant BTs were originally selected. These teachers were from two districts, Berea and Maseru in Lesotho. After being observed in the classrooms, these teachers were interviewed. In the third year of the study, one participant withdrew from the study. I used vertical (descriptive) analysis to narrate their classroom practice followed by horizontal analysis to understand how they shape their professional identity. The analytical model enables the researcher to analyse the data in order to establish how the BTs’ actions, their reflexive stories and their journey in becoming a mathematics teacher shape their professional identity. The recurring themes that emerged from the horizontal analysis are the ways BTs approach the classroom practice which is dominated by teacher-centred learning. This involves demonstrating an example and then students following this model to practice more examples. In this sense, their approach is the same though these BTs started understanding how their classroom approaches can bring changes in the learning of mathematics. I analysed the utterances from the BTs’ classroom activities by separating these into mathematizing and subjectifying. The subjectifying utterances were further analysed to understand how these created meaning. These, in my view, are also central features of a teacher’s practice that need interpretation in order to understand the shaping of a professional identity. The key finding is that their narrative helped them to understand how they shape their professional identity. The study highlights the importance of listening to BTs’ stories of how they become mathematics teachers. Their narratives can be the benchmark for stake-holders, policy makers and potential researchers as the study on BTs’ professional identity is relatively new in Lesotho.
- Full Text:
- Date Issued: 2016
An evaluation of medicinal plants used in South Africa and Lesotho for uterotonic contractile purposes
- Authors: Smit, Inge
- Date: 2016
- Subjects: Traditional medicine -- South Africa Traditional medicine -- Lesotho
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/15232 , vital:40256
- Description: Background One of the leading cause of maternal mortality globally is postpartum haemorrhage (PPH), which mainly occur in developing countries. By identifying traditional medicinal plants that is used by Traditional birth attendants we can analysis the plants for cyclotides which contain uterotonic properties and a wide variety of other properties. The indigenous knowledge of traditional medicinal plants need to be preserved and scientifically proven to ensure future drug development and continued use of these plants. Cyclotides can be used as a backbone to develop novel drugs in that cyclotides are very stable proteins. Methods: Ten plants were identified that are commonly used to prevent or treat postpartum haemorrhage. The plant samples were collected, prepared and dried in South Africa. The plants were analysed in Austria. The plants underwent extraction of one gram of each plant was analysed using: Matrix-Assisted Laser desorption Ionization time-of-flight Mass Spectrometry (MALDI-TOF-MS); Tandem Mass Spectrometry and Analysis by High-performance Liquid Chromatography (HPLC). Results None of the ten plants analysed showed the presence of cyclotides. It is important to report negative results, because it informs the academic fraternity and could be entered in a global data base of results. The plants analysed is known to be used by Traditional Birth Attendants for the treatment or prevention of postpartum haemorrhage. Conclusion All the plants analysed are commonly used to prevent and treat PPH. The fact that no cyclotides were found do not dispute the practical use of these plants to prevent and treat PPH. There continue to be a gap in what uterotonic properties these plants contain and should be further investigated.
- Full Text:
- Date Issued: 2016
- Authors: Smit, Inge
- Date: 2016
- Subjects: Traditional medicine -- South Africa Traditional medicine -- Lesotho
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/15232 , vital:40256
- Description: Background One of the leading cause of maternal mortality globally is postpartum haemorrhage (PPH), which mainly occur in developing countries. By identifying traditional medicinal plants that is used by Traditional birth attendants we can analysis the plants for cyclotides which contain uterotonic properties and a wide variety of other properties. The indigenous knowledge of traditional medicinal plants need to be preserved and scientifically proven to ensure future drug development and continued use of these plants. Cyclotides can be used as a backbone to develop novel drugs in that cyclotides are very stable proteins. Methods: Ten plants were identified that are commonly used to prevent or treat postpartum haemorrhage. The plant samples were collected, prepared and dried in South Africa. The plants were analysed in Austria. The plants underwent extraction of one gram of each plant was analysed using: Matrix-Assisted Laser desorption Ionization time-of-flight Mass Spectrometry (MALDI-TOF-MS); Tandem Mass Spectrometry and Analysis by High-performance Liquid Chromatography (HPLC). Results None of the ten plants analysed showed the presence of cyclotides. It is important to report negative results, because it informs the academic fraternity and could be entered in a global data base of results. The plants analysed is known to be used by Traditional Birth Attendants for the treatment or prevention of postpartum haemorrhage. Conclusion All the plants analysed are commonly used to prevent and treat PPH. The fact that no cyclotides were found do not dispute the practical use of these plants to prevent and treat PPH. There continue to be a gap in what uterotonic properties these plants contain and should be further investigated.
- Full Text:
- Date Issued: 2016
An evaluation of sampling and statistical methods for long-term monitoring of subtidal reef fishes : a case study of Tsitsikamma National Park marine protected area
- Authors: Parker, Denham
- Date: 2016
- Subjects: Reef fishes -- South Africa -- Monitoring , Tsitsikamma National Park (South Africa)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5385 , http://hdl.handle.net/10962/d1019991
- Description: Tsitsikamma National Park (TNP) possesses the oldest (established 1954), and one of the largest (350 km2) ‘no-take’ marine protected areas (MPA) in South Africa. A long-term monitoring (LTM) programme to observe the subtidal reef fishes in the TNP MPA was established in 2007. To date, 243 angling replicates have been completed, and a total of 2,751 fish belonging to 41 different species have been caught and released. In an era of unprecedented global biodiversity loss, data that can be used to monitor ecosystems and gauge changes in biodiversity through time are essential. This thesis aims to improve the methodological and statistical processes currently available for LTM of subtidal reef fish by providing an evaluation of the TNP MPA LTM programme. Angling data revealed definitive spatial structuring, in the form of spatial autocorrelation, and a shift in viewing spatial dependency as a statistical obstacle to a source of ecological information created a new avenue of data inference. Species-specific distribution maps identified localized habitat as the main predictor variable for species abundance, emphasizing the need for accurate a priori bathymetric information for subtidal monitoring. ‘Random forest’ analyses confirmed spatial variables are more important than temporal variables in predicting species abundance. The effectiveness of Generalized Linear Mixed Models (GAMMs) to account for spatial autocorrelation was highlighted, and evidence that disregarding spatial dependencies in temporal analyses can produce erroneous results was illustrated in the case of dageraad (Chrysoblephus cristiceps). Correlograms indicated that the current sampling strategy produced spatially redundant data and the sampling unit size (150 m2) could be doubled to optimize sampling. Temporal analyses demonstrated that after 50 years of ‘no take’ protection the TNP MPA ichthyofauna exhibits a high level of stability. Species-specific size structure was also found to be highly stable. Dageraad was the only species to exhibit a definitive temporal trend in their size structure, which was attributed to recruitment variation and the possibility that large individuals may migrate out of the study area. The inadequacy of angling as a method for monitoring a broad spectrum of the fish species was highlighted, particularly due to its selectivity towards large predators. As a result, a new sampling technique known as Stereo Baited Remote Underwater Videos (stereo-BRUVs) was introduced to the LTM programme in 2013. Stereo-BRUVs enabled sampling of 2640 fish belonging to 52 different species, from 57 samples collected in less than two years. A comparison of the sampling methods concluded that, compared to angling, stereo-BRUVs provide a superior technique that can survey a significantly larger proportion of the ichthyofauna with minimal length-selectivity biases. In addition, stereo-BRUVs possess a higher statistical power to detect changes in population abundance. However, a potential bias in the form of ‘hyperstability’ in sites with unusually high fish densities was identified as a possible flaw when using stereo-BRUVs. In an attempt to provide a more rigorous method evaluation, simulation testing was employed to assess the ability of angling and stereo-BRUVs to accurately describe a decreasing population. The advantage of this approach is that the simulated population abundances are known, so that each sampling method can be tested in terms of how well it tracks known abundance trends. The study established that stereo- BRUVs provided more accurate data when describing a distinct population decline of roman (Chrysoblephus laticeps) over 10- and 20-year periods. In addition, spawner-biomass was found to be a more accurate population estimate than relative abundance estimates (CPUE and MaxN) due to the inclusion of population size structure information, highlighting the importance of length-frequency data. The study illustrated that an evaluation framework that utilizes simulation testing has the potential to optimize LTM sampling procedures by addressing a number of methodological questions. This includes developing a procedure that aligns data collected from different sampling methods by applying correction factors, thus ensuring LTM programmes are able to adapt sampling strategies without losing data continuity.
- Full Text:
- Date Issued: 2016
- Authors: Parker, Denham
- Date: 2016
- Subjects: Reef fishes -- South Africa -- Monitoring , Tsitsikamma National Park (South Africa)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5385 , http://hdl.handle.net/10962/d1019991
- Description: Tsitsikamma National Park (TNP) possesses the oldest (established 1954), and one of the largest (350 km2) ‘no-take’ marine protected areas (MPA) in South Africa. A long-term monitoring (LTM) programme to observe the subtidal reef fishes in the TNP MPA was established in 2007. To date, 243 angling replicates have been completed, and a total of 2,751 fish belonging to 41 different species have been caught and released. In an era of unprecedented global biodiversity loss, data that can be used to monitor ecosystems and gauge changes in biodiversity through time are essential. This thesis aims to improve the methodological and statistical processes currently available for LTM of subtidal reef fish by providing an evaluation of the TNP MPA LTM programme. Angling data revealed definitive spatial structuring, in the form of spatial autocorrelation, and a shift in viewing spatial dependency as a statistical obstacle to a source of ecological information created a new avenue of data inference. Species-specific distribution maps identified localized habitat as the main predictor variable for species abundance, emphasizing the need for accurate a priori bathymetric information for subtidal monitoring. ‘Random forest’ analyses confirmed spatial variables are more important than temporal variables in predicting species abundance. The effectiveness of Generalized Linear Mixed Models (GAMMs) to account for spatial autocorrelation was highlighted, and evidence that disregarding spatial dependencies in temporal analyses can produce erroneous results was illustrated in the case of dageraad (Chrysoblephus cristiceps). Correlograms indicated that the current sampling strategy produced spatially redundant data and the sampling unit size (150 m2) could be doubled to optimize sampling. Temporal analyses demonstrated that after 50 years of ‘no take’ protection the TNP MPA ichthyofauna exhibits a high level of stability. Species-specific size structure was also found to be highly stable. Dageraad was the only species to exhibit a definitive temporal trend in their size structure, which was attributed to recruitment variation and the possibility that large individuals may migrate out of the study area. The inadequacy of angling as a method for monitoring a broad spectrum of the fish species was highlighted, particularly due to its selectivity towards large predators. As a result, a new sampling technique known as Stereo Baited Remote Underwater Videos (stereo-BRUVs) was introduced to the LTM programme in 2013. Stereo-BRUVs enabled sampling of 2640 fish belonging to 52 different species, from 57 samples collected in less than two years. A comparison of the sampling methods concluded that, compared to angling, stereo-BRUVs provide a superior technique that can survey a significantly larger proportion of the ichthyofauna with minimal length-selectivity biases. In addition, stereo-BRUVs possess a higher statistical power to detect changes in population abundance. However, a potential bias in the form of ‘hyperstability’ in sites with unusually high fish densities was identified as a possible flaw when using stereo-BRUVs. In an attempt to provide a more rigorous method evaluation, simulation testing was employed to assess the ability of angling and stereo-BRUVs to accurately describe a decreasing population. The advantage of this approach is that the simulated population abundances are known, so that each sampling method can be tested in terms of how well it tracks known abundance trends. The study established that stereo- BRUVs provided more accurate data when describing a distinct population decline of roman (Chrysoblephus laticeps) over 10- and 20-year periods. In addition, spawner-biomass was found to be a more accurate population estimate than relative abundance estimates (CPUE and MaxN) due to the inclusion of population size structure information, highlighting the importance of length-frequency data. The study illustrated that an evaluation framework that utilizes simulation testing has the potential to optimize LTM sampling procedures by addressing a number of methodological questions. This includes developing a procedure that aligns data collected from different sampling methods by applying correction factors, thus ensuring LTM programmes are able to adapt sampling strategies without losing data continuity.
- Full Text:
- Date Issued: 2016
An evaluation of the approaches of the arbitrators to the promotion of disputes resolution in public education
- Authors: Dolopi, Nkosana
- Date: 2016
- Subjects: Dispute resolution (Law) Arbitrators
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10948/15378 , vital:28236
- Description: Public Education like other sectors such as Health, International Relations, Finance, Local Government and Environmental Affairs that fall under Public Administration as well as business in private, factory and industrial institutions are embraced or characterized by the concept of employer and employee relationships. These relationships are not always wholesome and harmonious but are overshadowed by disputes and strikes which bring about paralysis and polarization of the operation of business and educational stability in public service and administration sectors as well as at learning institutions. These disputes arise from inter alia, disagreements regarding wage negotiations, unfair dismissals, unfair labour practice involving appointments, promotions and transfers, mutual interest, severance pay, automatically dismissals, operational requirements dismissals (both single and multiple), disclosure of information disputes, organizational rights disputes, agency shop disputes, picketing disputes, unfair discrimination disputes in terms of the Employment Equity of Act as amended, and disputes involving the enforcement of collective agreements or the non-compliance with the Basic Conditions of Employment Act and others. Whilst there are similar trends and patterns of disputes in all these sectors, they are, however, not only differ in intensity and rapid occurrence but also in how they are negotiated and settled because the work environments are different at the level of operation, administration and management. What is common in all disputes is that they are all conciliated and arbitrated by arbitrators at the Commission for Conciliation, and Arbitration (hereafter referred to as the CCMA), Education Labour Relations Council (ELRC), Private Resolution Agencies and the Labour Court. The Apartheid era administration had labour laws which dealt with these disputes, but were not progressive and effective in handling them. This placed a heavy burden on the new ANC led government to change the laws of the previous regime. Most of these changes happened in the labour relations and the labour policies. In view of the above situation, the new political dispensation that came into existence and operation in 1994 developed a new labour legislative framework with specific focus on the review of the collective bargaining dispensation. Of significant importance was the entrenchment of labour rights in the Constitution of the Republic of South Africa, 1996. Section 23 of the Constitution is extensive in highlighting the importance to protect amongst others, the right of every trade union to organize and engage in collective bargaining, disclosure of information, restricted rights in domestic sector, rights to establish threshold of representativeness, organizational rights in collective agreements and disputes about organizational rights.
- Full Text:
- Date Issued: 2016
- Authors: Dolopi, Nkosana
- Date: 2016
- Subjects: Dispute resolution (Law) Arbitrators
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10948/15378 , vital:28236
- Description: Public Education like other sectors such as Health, International Relations, Finance, Local Government and Environmental Affairs that fall under Public Administration as well as business in private, factory and industrial institutions are embraced or characterized by the concept of employer and employee relationships. These relationships are not always wholesome and harmonious but are overshadowed by disputes and strikes which bring about paralysis and polarization of the operation of business and educational stability in public service and administration sectors as well as at learning institutions. These disputes arise from inter alia, disagreements regarding wage negotiations, unfair dismissals, unfair labour practice involving appointments, promotions and transfers, mutual interest, severance pay, automatically dismissals, operational requirements dismissals (both single and multiple), disclosure of information disputes, organizational rights disputes, agency shop disputes, picketing disputes, unfair discrimination disputes in terms of the Employment Equity of Act as amended, and disputes involving the enforcement of collective agreements or the non-compliance with the Basic Conditions of Employment Act and others. Whilst there are similar trends and patterns of disputes in all these sectors, they are, however, not only differ in intensity and rapid occurrence but also in how they are negotiated and settled because the work environments are different at the level of operation, administration and management. What is common in all disputes is that they are all conciliated and arbitrated by arbitrators at the Commission for Conciliation, and Arbitration (hereafter referred to as the CCMA), Education Labour Relations Council (ELRC), Private Resolution Agencies and the Labour Court. The Apartheid era administration had labour laws which dealt with these disputes, but were not progressive and effective in handling them. This placed a heavy burden on the new ANC led government to change the laws of the previous regime. Most of these changes happened in the labour relations and the labour policies. In view of the above situation, the new political dispensation that came into existence and operation in 1994 developed a new labour legislative framework with specific focus on the review of the collective bargaining dispensation. Of significant importance was the entrenchment of labour rights in the Constitution of the Republic of South Africa, 1996. Section 23 of the Constitution is extensive in highlighting the importance to protect amongst others, the right of every trade union to organize and engage in collective bargaining, disclosure of information, restricted rights in domestic sector, rights to establish threshold of representativeness, organizational rights in collective agreements and disputes about organizational rights.
- Full Text:
- Date Issued: 2016
An Evaluation of the effectiveness of public libraries in providing information to school children :A Case study of the Queenstown public library , Eastern Cape Province
- Authors: Ndlovu, Sheron
- Date: 2016
- Subjects: Information services -- South Africa -- Eastern Cape Information resources -- South Africa --Eastern Cape Public libraries -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/6528 , vital:30484
- Description: This study took the form of an evaluative study of the effectiveness of public libraries as a means of providing information to school children, and was conducted at the Queenstown Public Library in the province of the Eastern Cape in South Africa. The research endeavoured to evaluate the effectiveness of public libraries in the role which they play to provide information to school children, despite the widespread belief that the role of libraries is now being replaced by Information and Communication Technologies, or ICTs. This study is also significant for the factors which contribute towards school children being prevented from receiving the full range of benefits which libraries have to offer and the recommendations which it makes to improve the effectiveness of the role played by libraries in this respect. The study could also be of benefit to the staff of libraries, as it could serve to inform them with respect to what needs to be done in order to improve the ways in which libraries make information available to school children. In this respect the research could also provide valuable insights into the strategies which need to be developed and adopted in order to make public libraries more effective providers of various types and forms of information to school children. It is to be hoped that the study will also make a valuable contribution to the existing body of knowledge concerning public libraries as a means of providing information to school children. It is the fervent wish of this researcher to make a credible and articulate case for the great value which public libraries have for school children, despite the fact that general perceptions no longer accord libraries the value which they were once commonly held to possess.
- Full Text:
- Date Issued: 2016
- Authors: Ndlovu, Sheron
- Date: 2016
- Subjects: Information services -- South Africa -- Eastern Cape Information resources -- South Africa --Eastern Cape Public libraries -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/6528 , vital:30484
- Description: This study took the form of an evaluative study of the effectiveness of public libraries as a means of providing information to school children, and was conducted at the Queenstown Public Library in the province of the Eastern Cape in South Africa. The research endeavoured to evaluate the effectiveness of public libraries in the role which they play to provide information to school children, despite the widespread belief that the role of libraries is now being replaced by Information and Communication Technologies, or ICTs. This study is also significant for the factors which contribute towards school children being prevented from receiving the full range of benefits which libraries have to offer and the recommendations which it makes to improve the effectiveness of the role played by libraries in this respect. The study could also be of benefit to the staff of libraries, as it could serve to inform them with respect to what needs to be done in order to improve the ways in which libraries make information available to school children. In this respect the research could also provide valuable insights into the strategies which need to be developed and adopted in order to make public libraries more effective providers of various types and forms of information to school children. It is to be hoped that the study will also make a valuable contribution to the existing body of knowledge concerning public libraries as a means of providing information to school children. It is the fervent wish of this researcher to make a credible and articulate case for the great value which public libraries have for school children, despite the fact that general perceptions no longer accord libraries the value which they were once commonly held to possess.
- Full Text:
- Date Issued: 2016
An evaluation of the integrated coordination role of the District Intergovernmental Forum in service delivery : a case of Alfred Nzo District Municipality in the Eastern Cape (2010-2015)
- Authors: Ngxenge, Daphne Nomthandazo
- Date: 2016
- Subjects: Local government -- South Africa -- Eastern Cape Intergovernmental cooperation -- South Africa -- Eastern Cape Intergovernmental fiscal relations -- South Africa
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/9079 , vital:34226
- Description: Intergovernmental relation is a prerequisite for effective performance of the contemporary governments. This research evaluates the roles and functions of intergovernmental forums towards enhancing the improvement of service delivery in the Alfred Nzo District Municipality. The motive of the study was to identify the major inhibitors and the integrated remedial measures that can be suggested. In a bid to accomplish this, the entire research process was guided by the four critical research questions for the study entail the evaluation of: What are the edifiers of the roles and functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM)? What so far are the effects of intergovernmental forums on the performance of Alfred Nzo District Municipality (ANDM)? Which are the inhibitors of the effectiveness of the roles or functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM)? Which hybrid model or recommendation can be suggested for improving the effectiveness of the roles or functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM)? The analysis of the qualitative data that was obtained from 25 sampled participants drawn from Alfred Nzo District Municipality revealed that the edifiers of the roles and functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM) are often linked to the legislations and regulations on intergovernmental relations, information system, and the policy on intergovernmental relations. In response to the question that probed what so far are the effects of intergovernmental forums on the performance of Alfred Nzo District Municipality (ANDM), the participants revealed that the effects of the roles and functions performed by the intergovernmental relations and forums have so far been manifested in the improvement of resource optimisation and service delivery. However, further analysis of the interview findings indicated that as much as Alfred Nzo District municipality has been able to realise some of the positive impacts of intergovernmental relations and forums, there are also still challenges that limit the realisation of the full positive impacts of the implementation of the intergovernmental relation programmes. The thematic content analysis of the interview findings revealed that the major inhibitors of the effectiveness of the roles or functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM) are often linked to the three sets of challenges that include: operational challenges, financial challenges and policy issues. In response to the findings of this research, it is argued that the managers and directors at Alfred Nzo District Municipality must consider using the following strategies if they are to ensure that their established intergovernmental forums influence the successful implementation of joint projects and service delivery of the municipalities within the jurisdiction of intergovernmental relations: Practicalise the Legislative Provisions on Intergovernmental Relations by Developing a Vision and Mission that must be achieved through Intergovernmental Forums, Create a Structure and Framework of Intergovernmental Relation, Allocation of Sufficient Resources for the Implementation of the Joint Projects, and Evaluation of Joint Projects. Future studies can explore the roles of information system towards enhancing the effectiveness of intergovernmental relations.
- Full Text:
- Date Issued: 2016
- Authors: Ngxenge, Daphne Nomthandazo
- Date: 2016
- Subjects: Local government -- South Africa -- Eastern Cape Intergovernmental cooperation -- South Africa -- Eastern Cape Intergovernmental fiscal relations -- South Africa
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/9079 , vital:34226
- Description: Intergovernmental relation is a prerequisite for effective performance of the contemporary governments. This research evaluates the roles and functions of intergovernmental forums towards enhancing the improvement of service delivery in the Alfred Nzo District Municipality. The motive of the study was to identify the major inhibitors and the integrated remedial measures that can be suggested. In a bid to accomplish this, the entire research process was guided by the four critical research questions for the study entail the evaluation of: What are the edifiers of the roles and functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM)? What so far are the effects of intergovernmental forums on the performance of Alfred Nzo District Municipality (ANDM)? Which are the inhibitors of the effectiveness of the roles or functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM)? Which hybrid model or recommendation can be suggested for improving the effectiveness of the roles or functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM)? The analysis of the qualitative data that was obtained from 25 sampled participants drawn from Alfred Nzo District Municipality revealed that the edifiers of the roles and functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM) are often linked to the legislations and regulations on intergovernmental relations, information system, and the policy on intergovernmental relations. In response to the question that probed what so far are the effects of intergovernmental forums on the performance of Alfred Nzo District Municipality (ANDM), the participants revealed that the effects of the roles and functions performed by the intergovernmental relations and forums have so far been manifested in the improvement of resource optimisation and service delivery. However, further analysis of the interview findings indicated that as much as Alfred Nzo District municipality has been able to realise some of the positive impacts of intergovernmental relations and forums, there are also still challenges that limit the realisation of the full positive impacts of the implementation of the intergovernmental relation programmes. The thematic content analysis of the interview findings revealed that the major inhibitors of the effectiveness of the roles or functions of intergovernmental forums in service delivery within the Alfred Nzo District Municipality (ANDM) are often linked to the three sets of challenges that include: operational challenges, financial challenges and policy issues. In response to the findings of this research, it is argued that the managers and directors at Alfred Nzo District Municipality must consider using the following strategies if they are to ensure that their established intergovernmental forums influence the successful implementation of joint projects and service delivery of the municipalities within the jurisdiction of intergovernmental relations: Practicalise the Legislative Provisions on Intergovernmental Relations by Developing a Vision and Mission that must be achieved through Intergovernmental Forums, Create a Structure and Framework of Intergovernmental Relation, Allocation of Sufficient Resources for the Implementation of the Joint Projects, and Evaluation of Joint Projects. Future studies can explore the roles of information system towards enhancing the effectiveness of intergovernmental relations.
- Full Text:
- Date Issued: 2016
An evaluation of the morphological and genetic diversity of Eurydice occurring on South African sandy beaches
- Hawkins, Magdalena Johanna, Hauser, Lorenz
- Authors: Hawkins, Magdalena Johanna , Hauser, Lorenz
- Date: 2016
- Subjects: Morphology , Beaches -- Morphology
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/6708 , vital:21128
- Description: This study evaluated the diversity of the genus Eurydice on sandy beaches in South Africa by analysis of morphological as well as genetic data. Type specimens of the three Eurydice species currently known from South Africa, E. longicornis, E. kensleyi and E. barnardi were obtained from the Museum für Naturkunde in Berlin and the Iziko Museum in Cape Town, South Africa. These specimens were studied in order to become familiar with their morphology. Eurydice individuals obtained from 30 sites spanning the South African coast, from Port Nolloth on the north-west coast to Bhanga Nek on the north-east coast were then examined. The two species E. kensleyi and E. barnardi, as well as four new morphospecies (A, B, C and D) were discriminated from these individuals by suites of morphological character types. Morphospecies A, B, C and D were therefore delimited according to the Phenetic Species Concept. None of the Eurydice individuals examined exhibited the same suite of characters as E. longicornis. Molecular sequences of two mitochondrial markers, cytochrome c oxidase 1 and 16S rRNA were analysed using both distance- and monophyly based methods. Uncorrected p-distances, a Minimum Spanning Haplotype Network and Maximum Likelihood phylogenetic trees were investigated to determine genetic diversity and phylogenetic relationships in the six Eurydice morphospecies. Results from the genetic analysis made it possible to delimit morphospecies A B, C and D as phylospecies A, B, C and D according to the Phylogenetic Species Concept, thereby validating the species status of four new Eurydice species, provisionally called Eurydice A, Eurydice B, Eurydice C and Eurydice D. This increases the total number of Eurydice species from South Africa to seven, of which six form part of the macrofauna of sandy beaches. The outcomes of this study represent an important step in the resolution of the taxonomy of the genus Eurydice in South Africa and enhance current knowledge of the biodiversity of sandy beach macrofauna, thus facilitating better-informed decisions on conservation policies and management to the benefit of conservation of biodiversity on sandy beaches in South Africa.
- Full Text:
- Date Issued: 2016
- Authors: Hawkins, Magdalena Johanna , Hauser, Lorenz
- Date: 2016
- Subjects: Morphology , Beaches -- Morphology
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/6708 , vital:21128
- Description: This study evaluated the diversity of the genus Eurydice on sandy beaches in South Africa by analysis of morphological as well as genetic data. Type specimens of the three Eurydice species currently known from South Africa, E. longicornis, E. kensleyi and E. barnardi were obtained from the Museum für Naturkunde in Berlin and the Iziko Museum in Cape Town, South Africa. These specimens were studied in order to become familiar with their morphology. Eurydice individuals obtained from 30 sites spanning the South African coast, from Port Nolloth on the north-west coast to Bhanga Nek on the north-east coast were then examined. The two species E. kensleyi and E. barnardi, as well as four new morphospecies (A, B, C and D) were discriminated from these individuals by suites of morphological character types. Morphospecies A, B, C and D were therefore delimited according to the Phenetic Species Concept. None of the Eurydice individuals examined exhibited the same suite of characters as E. longicornis. Molecular sequences of two mitochondrial markers, cytochrome c oxidase 1 and 16S rRNA were analysed using both distance- and monophyly based methods. Uncorrected p-distances, a Minimum Spanning Haplotype Network and Maximum Likelihood phylogenetic trees were investigated to determine genetic diversity and phylogenetic relationships in the six Eurydice morphospecies. Results from the genetic analysis made it possible to delimit morphospecies A B, C and D as phylospecies A, B, C and D according to the Phylogenetic Species Concept, thereby validating the species status of four new Eurydice species, provisionally called Eurydice A, Eurydice B, Eurydice C and Eurydice D. This increases the total number of Eurydice species from South Africa to seven, of which six form part of the macrofauna of sandy beaches. The outcomes of this study represent an important step in the resolution of the taxonomy of the genus Eurydice in South Africa and enhance current knowledge of the biodiversity of sandy beach macrofauna, thus facilitating better-informed decisions on conservation policies and management to the benefit of conservation of biodiversity on sandy beaches in South Africa.
- Full Text:
- Date Issued: 2016
An examination of teaching strategies for mediating the construction of environmental content knowledge: a case of Grade 11 Life Sciences teaching in two Eastern Cape schools
- Authors: Chitsiga, Christina
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/361 , vital:19953
- Description: In South Africa the new Curriculum Assessment and Policy Statement (CAPS) introduced a more strongly content referenced curriculum which has commitments to active and critical approaches to learning, and to environment and sustainability content. Successful implementation of CAPS requires that teachers attain the requisite knowledge and pedagogical content knowledge for working with environmental and sustainability content. The study examined teachers’ knowledge of environmental content as well as how teachers are mediating learning, through exploring the classroom techniques used by teachers working with environmental content. This was to examine how teachers are through their teaching bridging the gap in the understanding, investigation and application of environmental content in the curriculum. The study used a number of approaches from the field of environmental education which offer different lenses (or pedagogical sensitizing constructs) for viewing mediation processes as a relational process of knowledge construction. These pedagogical constructs were: knowledge co-construction where perspectives and understandings are shared in the process of social relations (deliberation); relating environmental content knowledge to cultural historical context (situated learning); relating environmental content knowledge to everyday and intergenerational knowledge through hands on experience (proximity experience) and developing an iterative relationship between environmental content knowledge and sustainability practices (practical reasoning). Practice theory as suggested by Schatzki (2005) and a theory of practice architectures elaborating on Schatzki’s practice theory (Kemmis & Heikkinen, 2011) was used as the ontological lens to help in understanding the mediation of environmental content knowledge. Practice theory was used for exploring pedagogical practice in terms of sayings, doings and relatings by teachers, and practice architectures that represent enabling or constraining factors of teachers practice. This research was an interpretive case study drawing on findings from lesson observations, semi structured interviews, stimulated recall interviews and document analysis. The research found that teachers used different strategies to enhance their environmental content and pedagogical content knowledge to present the mediation. Teachers are supporting situated learning and deliberation in environmental learning. Another finding was that teachers could be enabled to enhance proximity experiences and practical reason in their mediating approaches in environmental learning. The research further showed that teachers could benefit from teacher professional development programmes that explicitly develop pedagogical content knowledge to support critical deliberation, proximity encounters, situated learning and practical reasoning in order to work with the diverse complex places-based, socio-cultural-historical nature of environmental curriculum content in the context of sustainability practices. Findings also showed that there were constraining factors to mediation of environmental learning. These constraining factors from the research were firstly in material economic arrangements of timetable compliance in CAPS, ability to find internet resources and availability of resources. Secondly, present were constraining factors of socio-political arrangements of CAPS curriculum document prescriptiveness, multiculturalism, learning institution management and governance. Thirdly, cultural discursive arrangements of teacher learner language, knowledge of the language of the field affected mediation. Teachers passion for environmental content topics, the ability of teachers’ to improvise resources in mediating environmental content lessons and the ability of teachers’ to navigate a stringent CAPS timetable were found in this research to be enabling mediation. Recommendations from the research are ongoing teacher refresher workshops on the environmental content in the CAPS curriculum, teachers’ need more input on strategies to mediate environmental content, teachers’ prior knowledge of new knowledge can be used to strengthen teacher professional development processes, teachers’ prior knowledge needs to be deepened and reinforced, there is need to develop quality educational resources encompassing a variety of pedagogical sensitizing constructs and support needs to be given for familiarising teachers with teaching materials and their appropriate use . These could help to strengthen mediation of environmental content knowledge in the Grade 11 CAPS Life Sciences and inform South African teacher professional development programmes seeking to understand classroom practices in relation to environmental content.
- Full Text:
- Date Issued: 2016
- Authors: Chitsiga, Christina
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/361 , vital:19953
- Description: In South Africa the new Curriculum Assessment and Policy Statement (CAPS) introduced a more strongly content referenced curriculum which has commitments to active and critical approaches to learning, and to environment and sustainability content. Successful implementation of CAPS requires that teachers attain the requisite knowledge and pedagogical content knowledge for working with environmental and sustainability content. The study examined teachers’ knowledge of environmental content as well as how teachers are mediating learning, through exploring the classroom techniques used by teachers working with environmental content. This was to examine how teachers are through their teaching bridging the gap in the understanding, investigation and application of environmental content in the curriculum. The study used a number of approaches from the field of environmental education which offer different lenses (or pedagogical sensitizing constructs) for viewing mediation processes as a relational process of knowledge construction. These pedagogical constructs were: knowledge co-construction where perspectives and understandings are shared in the process of social relations (deliberation); relating environmental content knowledge to cultural historical context (situated learning); relating environmental content knowledge to everyday and intergenerational knowledge through hands on experience (proximity experience) and developing an iterative relationship between environmental content knowledge and sustainability practices (practical reasoning). Practice theory as suggested by Schatzki (2005) and a theory of practice architectures elaborating on Schatzki’s practice theory (Kemmis & Heikkinen, 2011) was used as the ontological lens to help in understanding the mediation of environmental content knowledge. Practice theory was used for exploring pedagogical practice in terms of sayings, doings and relatings by teachers, and practice architectures that represent enabling or constraining factors of teachers practice. This research was an interpretive case study drawing on findings from lesson observations, semi structured interviews, stimulated recall interviews and document analysis. The research found that teachers used different strategies to enhance their environmental content and pedagogical content knowledge to present the mediation. Teachers are supporting situated learning and deliberation in environmental learning. Another finding was that teachers could be enabled to enhance proximity experiences and practical reason in their mediating approaches in environmental learning. The research further showed that teachers could benefit from teacher professional development programmes that explicitly develop pedagogical content knowledge to support critical deliberation, proximity encounters, situated learning and practical reasoning in order to work with the diverse complex places-based, socio-cultural-historical nature of environmental curriculum content in the context of sustainability practices. Findings also showed that there were constraining factors to mediation of environmental learning. These constraining factors from the research were firstly in material economic arrangements of timetable compliance in CAPS, ability to find internet resources and availability of resources. Secondly, present were constraining factors of socio-political arrangements of CAPS curriculum document prescriptiveness, multiculturalism, learning institution management and governance. Thirdly, cultural discursive arrangements of teacher learner language, knowledge of the language of the field affected mediation. Teachers passion for environmental content topics, the ability of teachers’ to improvise resources in mediating environmental content lessons and the ability of teachers’ to navigate a stringent CAPS timetable were found in this research to be enabling mediation. Recommendations from the research are ongoing teacher refresher workshops on the environmental content in the CAPS curriculum, teachers’ need more input on strategies to mediate environmental content, teachers’ prior knowledge of new knowledge can be used to strengthen teacher professional development processes, teachers’ prior knowledge needs to be deepened and reinforced, there is need to develop quality educational resources encompassing a variety of pedagogical sensitizing constructs and support needs to be given for familiarising teachers with teaching materials and their appropriate use . These could help to strengthen mediation of environmental content knowledge in the Grade 11 CAPS Life Sciences and inform South African teacher professional development programmes seeking to understand classroom practices in relation to environmental content.
- Full Text:
- Date Issued: 2016
An examination of the nexus between school management and governance : a case of selected schools in the Eastern Cape Province
- Ntsimango, Ncedile Stewart Lungisa
- Authors: Ntsimango, Ncedile Stewart Lungisa
- Date: 2016
- Subjects: School management and organization -- South Africa -- Eastern Cape School boards -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/1885 , vital:27573
- Description: School management and governance has become essential in improving quality of education in public schools (Caldwell, 2012). Furthermore, the existence of a well-established partnership between school governors and school managers is vital to ensure that students receive quality education. On this regard, the study sought to broaden an understanding the thin line between School Management Teams (SMT) and School Governing Bodies (SGB) which is frequently crossed by both parties while executing their roles and responsibilities. The population for the study was SGB members, SMT members and general staff members of public schools in the Eastern Cape Province. The study unit was Willowvale (KwaGcaleka kuGatyane) a circuit named after a great amaXhosa king Zwelidumile, King Zwelidumile Circuit. Purposive sampling method was used because collection of data required that respondents be familiar with the concepts of school management and school governance. A mixed method research methodology was used which include a combination of qualitative and quantitative research approaches. A self-administered questionnaire was used to collect quantitative data and an interview guide was used to facilitate focus group interviews. Qualitative and quantitative data was analysed separately. Quantitative data analysis was done and presented as descriptive statistics, Analysis of variance (ANOVA) Pearson’s correlation and T-test. For the purpose of testing the reliability of the scales of questions included in the questionnaire, the Cronbach’s alpha was used. Qualitative data analysis was done through the researcher`s critical reasoning and analysis of focus group discussions of interviewees. The research found out that lack teamwork, transparency and ineffective leadership are the root cause of failure to recognise strategic and operational boundaries that exist between SGBs and SMTs. Also understanding of the distinction and overlaps between School governance and school management is important to ensure strong relationships, trust and respect between the SGBs and the SMTs. More so, the research observed lack of strategic and operational synergy between SGBs and SMTs. Consequently, the research recommends the importance of training and development to both SGBs and SMTs so that they understand their roles and responsibilities as stated in the SASA Act. SGBs and the SMTs should strive to forge strategic and operational synergy. Trust and respect must prevail from the SGB since they are the major stakeholders of the schools. Effective communication was seen as crucial to building partnerships and ensuring collaboration. Finally, the research recommends that research should be conducted regularly in order to keep track of the state of school management and governments in public schools.
- Full Text:
- Date Issued: 2016
- Authors: Ntsimango, Ncedile Stewart Lungisa
- Date: 2016
- Subjects: School management and organization -- South Africa -- Eastern Cape School boards -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/1885 , vital:27573
- Description: School management and governance has become essential in improving quality of education in public schools (Caldwell, 2012). Furthermore, the existence of a well-established partnership between school governors and school managers is vital to ensure that students receive quality education. On this regard, the study sought to broaden an understanding the thin line between School Management Teams (SMT) and School Governing Bodies (SGB) which is frequently crossed by both parties while executing their roles and responsibilities. The population for the study was SGB members, SMT members and general staff members of public schools in the Eastern Cape Province. The study unit was Willowvale (KwaGcaleka kuGatyane) a circuit named after a great amaXhosa king Zwelidumile, King Zwelidumile Circuit. Purposive sampling method was used because collection of data required that respondents be familiar with the concepts of school management and school governance. A mixed method research methodology was used which include a combination of qualitative and quantitative research approaches. A self-administered questionnaire was used to collect quantitative data and an interview guide was used to facilitate focus group interviews. Qualitative and quantitative data was analysed separately. Quantitative data analysis was done and presented as descriptive statistics, Analysis of variance (ANOVA) Pearson’s correlation and T-test. For the purpose of testing the reliability of the scales of questions included in the questionnaire, the Cronbach’s alpha was used. Qualitative data analysis was done through the researcher`s critical reasoning and analysis of focus group discussions of interviewees. The research found out that lack teamwork, transparency and ineffective leadership are the root cause of failure to recognise strategic and operational boundaries that exist between SGBs and SMTs. Also understanding of the distinction and overlaps between School governance and school management is important to ensure strong relationships, trust and respect between the SGBs and the SMTs. More so, the research observed lack of strategic and operational synergy between SGBs and SMTs. Consequently, the research recommends the importance of training and development to both SGBs and SMTs so that they understand their roles and responsibilities as stated in the SASA Act. SGBs and the SMTs should strive to forge strategic and operational synergy. Trust and respect must prevail from the SGB since they are the major stakeholders of the schools. Effective communication was seen as crucial to building partnerships and ensuring collaboration. Finally, the research recommends that research should be conducted regularly in order to keep track of the state of school management and governments in public schools.
- Full Text:
- Date Issued: 2016
An exploration of challenges in leadership development within Eskom's distribution division operating unit : a case-study of Limpopo Province
- Authors: Mashau, Mbangiseni Adam
- Date: 2016
- Subjects: Eskom (Firm) Leadership -- South Africa Government business enterprises -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8198 , vital:31965
- Description: Although the issue of leadership is a sensitive subject especially when dealt with it in the context of State Owned Entities operations, avoiding the need to highlight the seriousness of plights and challenges hampering adequate development of current and prospective leaders may be regarded as an act of ignorance. It is certainly better to have the knowledge and not use it than to want to use critical information but you do not have it at all. As South Africans, we are currently more than lucky to be living in the democratic era where a thirst and hunger of knowledge is entirely one’s choice. The South African communities and Sate Owned Enterprises leaders deserve to be informed about issues regarding the performance of these entities in order for them to partake positively. State Owned Entities are undoubtedly the face of the country and consequently, their leadership is expected to play exemplary role of the highest order because their acts and/or omissions may not go unnoticed. Although all State Owned Entities are essential, Eskom is known to be the blood and oxygen for the country’s competitiveness and driving force behind the economy. Adequate leadership development within Eskom’s Limpopo Operating Unit can only positively impact on the major operations in the province and the country in particular. Although Eskom Distribution Division is found throughout South Africa, Limpopo province was selected to be a case to be studied. The study used a qualitative research methodology with the aim of eliciting narrated data from participants. Through this research methodology, a focus group approach was applied in order to narrow down the scope of the study. The study revealed that factors such as lack of self-confidence, fear of possible positional take-over by new comers, lack of succession planning and failure to implement the contents of Individual Development Plans are amongst a barrage of hindrances of adequate leadership development in the Business Unit. Despite the fact that the aforementioned impediments are seemingly known by the Business Unit’s senior management, it has also been revealed that officials are obscured by the need to focus on results whilst neglecting development of human capital. Due to the critical role that is played by Eskom in the country, the study has potential of positively contributing to the body of knowledge, other SOEs and professional practices in general.
- Full Text:
- Date Issued: 2016
- Authors: Mashau, Mbangiseni Adam
- Date: 2016
- Subjects: Eskom (Firm) Leadership -- South Africa Government business enterprises -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8198 , vital:31965
- Description: Although the issue of leadership is a sensitive subject especially when dealt with it in the context of State Owned Entities operations, avoiding the need to highlight the seriousness of plights and challenges hampering adequate development of current and prospective leaders may be regarded as an act of ignorance. It is certainly better to have the knowledge and not use it than to want to use critical information but you do not have it at all. As South Africans, we are currently more than lucky to be living in the democratic era where a thirst and hunger of knowledge is entirely one’s choice. The South African communities and Sate Owned Enterprises leaders deserve to be informed about issues regarding the performance of these entities in order for them to partake positively. State Owned Entities are undoubtedly the face of the country and consequently, their leadership is expected to play exemplary role of the highest order because their acts and/or omissions may not go unnoticed. Although all State Owned Entities are essential, Eskom is known to be the blood and oxygen for the country’s competitiveness and driving force behind the economy. Adequate leadership development within Eskom’s Limpopo Operating Unit can only positively impact on the major operations in the province and the country in particular. Although Eskom Distribution Division is found throughout South Africa, Limpopo province was selected to be a case to be studied. The study used a qualitative research methodology with the aim of eliciting narrated data from participants. Through this research methodology, a focus group approach was applied in order to narrow down the scope of the study. The study revealed that factors such as lack of self-confidence, fear of possible positional take-over by new comers, lack of succession planning and failure to implement the contents of Individual Development Plans are amongst a barrage of hindrances of adequate leadership development in the Business Unit. Despite the fact that the aforementioned impediments are seemingly known by the Business Unit’s senior management, it has also been revealed that officials are obscured by the need to focus on results whilst neglecting development of human capital. Due to the critical role that is played by Eskom in the country, the study has potential of positively contributing to the body of knowledge, other SOEs and professional practices in general.
- Full Text:
- Date Issued: 2016
An exploration of financial conscientiousness among School Governing Bodies and School Management Teams and its impact on Boundary Spanning Management on selected Section 21 High Schools in the Eastern Cape Province
- Authors: Sifuba, Mpilo
- Date: 2016
- Subjects: Financial conscientiousness Finacial statements -- Standards -- School governing bodies and school management teams Charter Schools -- Finance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/878 , vital:29940
- Description: The study investigated the underlying factors which induce the School Governing Bodies (SGBs) and School Management Teams (SMTs) to boundary cross into each other’s finance functional domain despite the fact that their responsibilities are demarcated in the South African Schools Act No. 84 of 1996. The study also intended to examine financial conscientiousness as a critical strategy, which was aimed at achieving the following: restricting the boundary spanning management among School Governing Bodies and School Management Teams, giving direction and strengthening the relationship between the two structures in section 21 high schools. Pragmatism was used as a paradigm for this study as it has been hailed as one of the best paradigms for justifying the use of mixed methods research. The researcher located the study within mixed methods research and employed the convergent parallel design characterised by collecting concurrently both qualitative and quantitative data. The study used a nonprobability sampling strategy – a purposive sampling technique. The study focused on 147 participants. The sample consisted of the following participant sub-groups: (a) 138 questionnaires participants (46 school principals, 46 SGB chairpersons and 46 school finance officers) sampled from 46 high schools, and (b) 9 face-to-face interviews participants (3 school principals, 3 SGB chairpersons) and purposively sampled from 3 different section 21 high schools located in rural, semi-urban and urban areas of the Butterworth District, and 3 Departmental Officials (The District Director, An Education Development Officer, and District National Norms and Standards for School funding coordinator) sampled from the Butterworth Education District. The study was guided by the following research question: What ideas of consciousness raising strategies could help alleviate the crossing over of boundaries between SGBs and SMTs on financial matters of the section 21 high schools? The financial conscientiousness conceptual framework for this study hinged on the conscious raising concept of Paulo Freire supported by philosophical ideas of theorists of school-based management concept, school-based participative partnership concept, school-based participative management concept and teamwork concept. These theories are expected to encourage the inclusive participation when finances are handled in section 21 high schools. The study used a survey questionnaire to collect quantitative dataset and interviews for the qualitative dataset to find answers to the research question and also to enhance the reliability and validity of the research findings. The quantitative data were presented in tables with frequencies and percentages as well as pie charts. Themes and Natural Meaning Units (NMUs) were used to analyse the qualitative data. The overall findings backed by the extant literature and research data indicated that there was lack of trust among SGBs and SMTs. Owing to this mistrust the day to day activities of the school were compromised. There were power struggles between SGBs and SMTs in schools for the control of school finances. There were corrupt practices by both SGBs and SMTs in the management of school finances. The findings also revealed lack of capacity building by the department of education. Furthermore, the SGBs parent component was characterised by high illiteracy level – a systemic weakness worsened by the manipulation perpetrated by both school governing bodies and school management teams during school finance management processes. Resulting from the data analysis, the study recommended the utilisation and application of Sifuba’s School Finance Management Awareness Model (SSFMA) as a new model that could be adopted and adapted by the Department of Education for the school finance management. This will create educational sound atmosphere and realities at school level – a model that is capable of inducing the participative and inclusive behaviour of the SGBs and SMTs when they perform their financial responsibilities
- Full Text:
- Date Issued: 2016
- Authors: Sifuba, Mpilo
- Date: 2016
- Subjects: Financial conscientiousness Finacial statements -- Standards -- School governing bodies and school management teams Charter Schools -- Finance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/878 , vital:29940
- Description: The study investigated the underlying factors which induce the School Governing Bodies (SGBs) and School Management Teams (SMTs) to boundary cross into each other’s finance functional domain despite the fact that their responsibilities are demarcated in the South African Schools Act No. 84 of 1996. The study also intended to examine financial conscientiousness as a critical strategy, which was aimed at achieving the following: restricting the boundary spanning management among School Governing Bodies and School Management Teams, giving direction and strengthening the relationship between the two structures in section 21 high schools. Pragmatism was used as a paradigm for this study as it has been hailed as one of the best paradigms for justifying the use of mixed methods research. The researcher located the study within mixed methods research and employed the convergent parallel design characterised by collecting concurrently both qualitative and quantitative data. The study used a nonprobability sampling strategy – a purposive sampling technique. The study focused on 147 participants. The sample consisted of the following participant sub-groups: (a) 138 questionnaires participants (46 school principals, 46 SGB chairpersons and 46 school finance officers) sampled from 46 high schools, and (b) 9 face-to-face interviews participants (3 school principals, 3 SGB chairpersons) and purposively sampled from 3 different section 21 high schools located in rural, semi-urban and urban areas of the Butterworth District, and 3 Departmental Officials (The District Director, An Education Development Officer, and District National Norms and Standards for School funding coordinator) sampled from the Butterworth Education District. The study was guided by the following research question: What ideas of consciousness raising strategies could help alleviate the crossing over of boundaries between SGBs and SMTs on financial matters of the section 21 high schools? The financial conscientiousness conceptual framework for this study hinged on the conscious raising concept of Paulo Freire supported by philosophical ideas of theorists of school-based management concept, school-based participative partnership concept, school-based participative management concept and teamwork concept. These theories are expected to encourage the inclusive participation when finances are handled in section 21 high schools. The study used a survey questionnaire to collect quantitative dataset and interviews for the qualitative dataset to find answers to the research question and also to enhance the reliability and validity of the research findings. The quantitative data were presented in tables with frequencies and percentages as well as pie charts. Themes and Natural Meaning Units (NMUs) were used to analyse the qualitative data. The overall findings backed by the extant literature and research data indicated that there was lack of trust among SGBs and SMTs. Owing to this mistrust the day to day activities of the school were compromised. There were power struggles between SGBs and SMTs in schools for the control of school finances. There were corrupt practices by both SGBs and SMTs in the management of school finances. The findings also revealed lack of capacity building by the department of education. Furthermore, the SGBs parent component was characterised by high illiteracy level – a systemic weakness worsened by the manipulation perpetrated by both school governing bodies and school management teams during school finance management processes. Resulting from the data analysis, the study recommended the utilisation and application of Sifuba’s School Finance Management Awareness Model (SSFMA) as a new model that could be adopted and adapted by the Department of Education for the school finance management. This will create educational sound atmosphere and realities at school level – a model that is capable of inducing the participative and inclusive behaviour of the SGBs and SMTs when they perform their financial responsibilities
- Full Text:
- Date Issued: 2016
An exploration of how consistently and precisely mathematics teachers code-switch in multilingual classrooms
- Authors: Chikiwa, Clemence
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2076 , http://hdl.handle.net/10962/d1021304
- Description: Many education research studies conducted in and outside South Africa encourage teachers to take advantage of the presence of multilingualism in their classrooms and to use it to the advancement of students’ conceptual learning. This study adopts the notion that code switching is a potential resource that teachers can use when teaching multilingual mathematics classes. The aim of this study is to determine how precisely and consistently selected teachers of multilingual mathematics classes code switched during teaching of trigonometry and geometry at secondary school. This study is informed by socio-cultural theory in general and Vygotsky’s work in particular. It focussed specifically on the critical role that language plays in the teaching and cognitive development of mathematics. My study situated within an interpretivist paradigm, used a case study research design and a mixed method research approach. Data were obtained through document collection, observing and interviewing three Grade 11 Mathematics teachers purposively selected from three secondary schools in Grahamstown and King Williamstown education districts of the Eastern Cape Province, South Africa. Data were quantitatively and qualitatively analysed. Findings from this study revealed that the frequency of code switching was not consistent across teachers, topics and lessons. Teachers taught predominantly in the public domain exposing students to compromised mathematical content through their code switching practices. Borrowing code switching was prevalently employed consistently across the participating teachers. Very little transparent code switching, from mainly those mathematical terms commonly used in the foundation and the intermediate phases, was evident in teacher language. No Grade 11 trigonometry and geometry terms in isiXhosa were transparently and consistently code switched. The data suggested that while precision was observed in some cases, it was not consistent. Inconsistencies were caused by lack of planning for code switching, lack of teaching materials in indigenous languages, selective code switching, and ‘safe mode’ code switching strategies which affected teachers’ pedagogical practices. Overall results in this study illustrate that the lack of planning for code switching and the lack of explicit policies and clear-cut official positions on code switching for teaching has contributed to inconsistent and imprecise code switching by the participating teachers. This study concludes that the development of supporting mechanisms, identifying and documenting best practices to encourage transparent, meaningful and beneficial code switching is urgently required to aid and promote conceptual understanding of strongly bounded sub-registers of secondary school mathematics such as trigonometry and geometry. It is anticipated that this study will contribute significantly to the ongoing debate on language use in education and to the institution of best practices for judicious, consistent and precise use of students’ home language during the teaching of mathematics in South Africa.
- Full Text:
- Date Issued: 2016
- Authors: Chikiwa, Clemence
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2076 , http://hdl.handle.net/10962/d1021304
- Description: Many education research studies conducted in and outside South Africa encourage teachers to take advantage of the presence of multilingualism in their classrooms and to use it to the advancement of students’ conceptual learning. This study adopts the notion that code switching is a potential resource that teachers can use when teaching multilingual mathematics classes. The aim of this study is to determine how precisely and consistently selected teachers of multilingual mathematics classes code switched during teaching of trigonometry and geometry at secondary school. This study is informed by socio-cultural theory in general and Vygotsky’s work in particular. It focussed specifically on the critical role that language plays in the teaching and cognitive development of mathematics. My study situated within an interpretivist paradigm, used a case study research design and a mixed method research approach. Data were obtained through document collection, observing and interviewing three Grade 11 Mathematics teachers purposively selected from three secondary schools in Grahamstown and King Williamstown education districts of the Eastern Cape Province, South Africa. Data were quantitatively and qualitatively analysed. Findings from this study revealed that the frequency of code switching was not consistent across teachers, topics and lessons. Teachers taught predominantly in the public domain exposing students to compromised mathematical content through their code switching practices. Borrowing code switching was prevalently employed consistently across the participating teachers. Very little transparent code switching, from mainly those mathematical terms commonly used in the foundation and the intermediate phases, was evident in teacher language. No Grade 11 trigonometry and geometry terms in isiXhosa were transparently and consistently code switched. The data suggested that while precision was observed in some cases, it was not consistent. Inconsistencies were caused by lack of planning for code switching, lack of teaching materials in indigenous languages, selective code switching, and ‘safe mode’ code switching strategies which affected teachers’ pedagogical practices. Overall results in this study illustrate that the lack of planning for code switching and the lack of explicit policies and clear-cut official positions on code switching for teaching has contributed to inconsistent and imprecise code switching by the participating teachers. This study concludes that the development of supporting mechanisms, identifying and documenting best practices to encourage transparent, meaningful and beneficial code switching is urgently required to aid and promote conceptual understanding of strongly bounded sub-registers of secondary school mathematics such as trigonometry and geometry. It is anticipated that this study will contribute significantly to the ongoing debate on language use in education and to the institution of best practices for judicious, consistent and precise use of students’ home language during the teaching of mathematics in South Africa.
- Full Text:
- Date Issued: 2016
An exploration of learners’ autonomous learning of mathematics by using selected Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips: A case study
- Authors: Haywood, Thomas
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2071 , http://hdl.handle.net/10962/d1021155
- Description: One of the major problems in the achievements of learners in mathematics is the difficulty they experience in performing tasks involving higher level thinking skills which are developed through autonomous learning behaviours (Karp, 1991). Thus, to engage meaningfully in high level mathematical tasks, one should be able to work independently (Karp, 1991). Teachers therefore should support learners in developing the skills that will afford them the opportunity to manage their own learning outside the sheltered surroundings of the classroom, when the teacher is no longer there for support (St. Louis, 2003). A study was undertaken with 11 Grade-10 learners to ascertain how their engagement with the VITALmaths video clips support and improve the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions autonomously. The VITALmaths database of video clips, which consists of short video clips (1 - 3 minutes long) was developed collaboratively by students and researchers at the School of Teacher Education at the University of Applied Sciences North-Western Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer & Samson, 2010). The video clips, which are freely available, can be downloaded on mobile phones. The study was structured into four different phases during which data was collected and analysed using both quantitative and qualitative methods. I specifically looked at the learners’ use of manipulatives during their learning of the Pythagorean Theorem and the addition and subtraction of fractions, whether there was a growth of a discourse-for-oneself and whether or not their engagement with the video clips enhanced the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions. While the theoretical framework provided a sound basis for researching autonomous learning, it required a considerable effort to determine whether the participants showed growth in terms of moving from a discourse-for-others to a discourse-for-oneself. The study revealed that the learners’ engagement with the VITALmaths video clip encouraged the use of manipulatives in their learning of the Pythagorean Theorem and the addition and subtraction of fractions. The majority of the learners involved in the study showed a growth of a discourse-for-oneself. A number of the learners showed an enhancement in their understanding of the Pythagorean Theorem and the knowledge involved in the addition and subtraction of fractions. The overall findings showed that mobile technology can easily be incorporated in the learners’ learning of mathematics. The VITALmaths video clips can play a significant role in the learners’ autonomous learning and understanding of certain mathematical concepts.
- Full Text:
- Date Issued: 2016
- Authors: Haywood, Thomas
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2071 , http://hdl.handle.net/10962/d1021155
- Description: One of the major problems in the achievements of learners in mathematics is the difficulty they experience in performing tasks involving higher level thinking skills which are developed through autonomous learning behaviours (Karp, 1991). Thus, to engage meaningfully in high level mathematical tasks, one should be able to work independently (Karp, 1991). Teachers therefore should support learners in developing the skills that will afford them the opportunity to manage their own learning outside the sheltered surroundings of the classroom, when the teacher is no longer there for support (St. Louis, 2003). A study was undertaken with 11 Grade-10 learners to ascertain how their engagement with the VITALmaths video clips support and improve the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions autonomously. The VITALmaths database of video clips, which consists of short video clips (1 - 3 minutes long) was developed collaboratively by students and researchers at the School of Teacher Education at the University of Applied Sciences North-Western Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer & Samson, 2010). The video clips, which are freely available, can be downloaded on mobile phones. The study was structured into four different phases during which data was collected and analysed using both quantitative and qualitative methods. I specifically looked at the learners’ use of manipulatives during their learning of the Pythagorean Theorem and the addition and subtraction of fractions, whether there was a growth of a discourse-for-oneself and whether or not their engagement with the video clips enhanced the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions. While the theoretical framework provided a sound basis for researching autonomous learning, it required a considerable effort to determine whether the participants showed growth in terms of moving from a discourse-for-others to a discourse-for-oneself. The study revealed that the learners’ engagement with the VITALmaths video clip encouraged the use of manipulatives in their learning of the Pythagorean Theorem and the addition and subtraction of fractions. The majority of the learners involved in the study showed a growth of a discourse-for-oneself. A number of the learners showed an enhancement in their understanding of the Pythagorean Theorem and the knowledge involved in the addition and subtraction of fractions. The overall findings showed that mobile technology can easily be incorporated in the learners’ learning of mathematics. The VITALmaths video clips can play a significant role in the learners’ autonomous learning and understanding of certain mathematical concepts.
- Full Text:
- Date Issued: 2016
An exploration of offenders' experiences and social workers' perceptions of standardised anger management programme:|ba case study at St Albans Correctional Centre
- Authors: Van Rooyen, Yolande
- Date: 2016
- Subjects: Social work with criminals Criminals -- Rehabilitation
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/6391 , vital:29602
- Description: The purpose of this research is to explore offenders’ experiences and social workers’ perceptions of the Standardised Anger Management Programme as facilitated by social workers at the Department of Correctional Services. The offender population in South Africa is diverse in terms of culture, language, religion, education and socio economic status. The Department of Correctional Services is committed to providing needs-based programmes for offenders to address their offending behaviour in ways that are appropriate for each. The research design was based on a case study. Thirteen offenders from St Albans Correctional Centre who had completed the Standardised Anger Management Programme, together with three social workers at the centre, participated in the evaluation of the effectiveness of the programme. Evaluations were conducted by means of questionnaires and semi-structured interviews with the thirteen offenders, and a focus group discussion with the three social workers facilitating the programme. Together, these three methods yielded useful and insightful ideas on the areas where the programme’s challenges lie, and led to the formulation of several general and specific recommendations, which are presented in chapter five of this thesis. The thesis bases its critique of the programme on insights gained from the literature; expanding on all aspects of the ecological approach to the individual. A detailed presentation of the ecological approach is given in chapter three. The various individual, micro-, exo- and macrosystems that make up the totality of influences on a person’s life are reviewed, and are referred to again in chapter four, which presents the finding of the study. The findings and discussion thereof are, of course, presented in the context of the Department of Correctional Service’s legislative and legal framework, which takes its direction from the 2005 White Paper on Corrections. This White Paper firmly set the Department of Correctional Services on a path towards rehabilitative, rather than purely punitive, treatment of offenders. Its publication was followed soon after by the introduction of the Standardised Anger Management Programme which, as the name suggests, was an attempt to standardise all the hitherto piecemeal rehabilitative efforts of various centres around the country. The study found that facilitators and the participants of the Standardised Anger Management Programme had areas of commonality regarding their views on the programme. The findings suggest that while participants in the programme gained anger management skills, much needs to be done to revise and improve the programme, so that it better addresses the needs of the unique offender population of South Africa. Among many recommendations made in chapter five, the researcher recommends that social workers are adequately trained and equipped to present the programme. In addition, the issues of course content and cultural assumptions, offender motivation and centre officials’ attitudes also need to be addressed.
- Full Text:
- Date Issued: 2016
- Authors: Van Rooyen, Yolande
- Date: 2016
- Subjects: Social work with criminals Criminals -- Rehabilitation
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/6391 , vital:29602
- Description: The purpose of this research is to explore offenders’ experiences and social workers’ perceptions of the Standardised Anger Management Programme as facilitated by social workers at the Department of Correctional Services. The offender population in South Africa is diverse in terms of culture, language, religion, education and socio economic status. The Department of Correctional Services is committed to providing needs-based programmes for offenders to address their offending behaviour in ways that are appropriate for each. The research design was based on a case study. Thirteen offenders from St Albans Correctional Centre who had completed the Standardised Anger Management Programme, together with three social workers at the centre, participated in the evaluation of the effectiveness of the programme. Evaluations were conducted by means of questionnaires and semi-structured interviews with the thirteen offenders, and a focus group discussion with the three social workers facilitating the programme. Together, these three methods yielded useful and insightful ideas on the areas where the programme’s challenges lie, and led to the formulation of several general and specific recommendations, which are presented in chapter five of this thesis. The thesis bases its critique of the programme on insights gained from the literature; expanding on all aspects of the ecological approach to the individual. A detailed presentation of the ecological approach is given in chapter three. The various individual, micro-, exo- and macrosystems that make up the totality of influences on a person’s life are reviewed, and are referred to again in chapter four, which presents the finding of the study. The findings and discussion thereof are, of course, presented in the context of the Department of Correctional Service’s legislative and legal framework, which takes its direction from the 2005 White Paper on Corrections. This White Paper firmly set the Department of Correctional Services on a path towards rehabilitative, rather than purely punitive, treatment of offenders. Its publication was followed soon after by the introduction of the Standardised Anger Management Programme which, as the name suggests, was an attempt to standardise all the hitherto piecemeal rehabilitative efforts of various centres around the country. The study found that facilitators and the participants of the Standardised Anger Management Programme had areas of commonality regarding their views on the programme. The findings suggest that while participants in the programme gained anger management skills, much needs to be done to revise and improve the programme, so that it better addresses the needs of the unique offender population of South Africa. Among many recommendations made in chapter five, the researcher recommends that social workers are adequately trained and equipped to present the programme. In addition, the issues of course content and cultural assumptions, offender motivation and centre officials’ attitudes also need to be addressed.
- Full Text:
- Date Issued: 2016
An exploration of the use of the transformational leadership style in enhancing public service delivery : the case of Buffalo City Metropolitan Municipality
- Authors: Dlamkile, Phumlani
- Date: 2016
- Subjects: Leadership Organizational change Organizational effectiveness
- Language: English
- Type: Thesis , Masters , MAdmin
- Identifier: http://hdl.handle.net/10353/8245 , vital:32095
- Description: A clear vision and understanding of the leadership roles by the leaders of the municipality under study are questionable, the low rate of the public service delivery and the lack of accountability by municipality officials also rises some concerns. The aim of this research is therefore to establish a level of understanding of the transformational leadership style in enhancing public service delivery. The study used a qualitative research design that involves a desktop research. Data was collected through the review of available published or existing documents. Data analysis included using documents analysis which consist of the existing information reviewed from literature or document containing information about various municipalities issues, journals and books as well as reviewed of various data analysis done in relation to an exploration of the use of transformational leadership style in enhancing public service delivery with the aim of analysing the organisation structure of the municipality. The findings from previous literature revealed that there are constraints faced in delivering services. The study confirmed some of the municipal leaders’ lack skills, competencies and a lack of clear understand of transformational leadership style as well as training. The findings also identified the search for solutions to the hurdles or challenges faced by the municipal leadership both political and administrative in Buffalo City Metropolitan Municipality by providing an insight for further research regarding the institutional weakness and policy issues in this part of the world. The implications of the findings are that unless the challenges are resolved, municipalities will continue to experience poor service delivery, poor economic growth and development. Recommendations to overcome these are suggested.
- Full Text:
- Date Issued: 2016
- Authors: Dlamkile, Phumlani
- Date: 2016
- Subjects: Leadership Organizational change Organizational effectiveness
- Language: English
- Type: Thesis , Masters , MAdmin
- Identifier: http://hdl.handle.net/10353/8245 , vital:32095
- Description: A clear vision and understanding of the leadership roles by the leaders of the municipality under study are questionable, the low rate of the public service delivery and the lack of accountability by municipality officials also rises some concerns. The aim of this research is therefore to establish a level of understanding of the transformational leadership style in enhancing public service delivery. The study used a qualitative research design that involves a desktop research. Data was collected through the review of available published or existing documents. Data analysis included using documents analysis which consist of the existing information reviewed from literature or document containing information about various municipalities issues, journals and books as well as reviewed of various data analysis done in relation to an exploration of the use of transformational leadership style in enhancing public service delivery with the aim of analysing the organisation structure of the municipality. The findings from previous literature revealed that there are constraints faced in delivering services. The study confirmed some of the municipal leaders’ lack skills, competencies and a lack of clear understand of transformational leadership style as well as training. The findings also identified the search for solutions to the hurdles or challenges faced by the municipal leadership both political and administrative in Buffalo City Metropolitan Municipality by providing an insight for further research regarding the institutional weakness and policy issues in this part of the world. The implications of the findings are that unless the challenges are resolved, municipalities will continue to experience poor service delivery, poor economic growth and development. Recommendations to overcome these are suggested.
- Full Text:
- Date Issued: 2016
An exploration of what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity
- Authors: Isaacs, Dorelle
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1309 , vital:20045
- Description: In the context of the newly implemented Curriculum and Assessment Policy Statements (CAPS) for Natural Science, this study explores what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity. Despite its significance to environmental sustainability, biodiversity loss is accelerating in South Africa and internationally, driven by unsustainable economic development models, population growth and associated problems of habitat loss and widespread pollution. Against the backdrop of these challenges, this study shares insights into how teachers’ biodiversity knowledge relates to the CAPS and to international agreements and policies on biodiversity. The study seeks to inform teacher education and support programmes and future curriculum implementation decisions, especially those associated with the Fundisa for Change programme. The study is designed as a qualitative case study inquiry that has used classroom observation, semistructured interviews and document (textbook) analysis to generate data. Theories of teacher cognition (after Shulman, 1987) were used to gain an understanding of teachers’ biodiversity knowledge. Different environmental and biodiversity metaphors and narratives were reviewed to gain an understanding of how teachers represented biodiversity and Kronlid & Öhman’s work on environmental ethics (2012) provided a framework for considering teachers’ values and ethical responses to biodiversity. The study found that the biodiversity knowledge of the teachers in these three case studies was mostly limited to what they access in the curriculum and textbooks. Secondly, there appears to be the assumption that if teachers teach from certain textbooks, they will meet the Specific Aims for Natural Science, as well as implement the process skills which are the ‘new’ knowledge according to the Senior Education Specialist. It was found that teachers’ close adherence to activities prescribed in the textbook seems to limit the depth, scope and criticality of their biodiversity teaching. The study also revealed that all three teachers expressed a pragmatic view of the value of biodiversity. The study recommends that the Natural Science CAPS as well as textbook authors should reflect a more systemic approach to biodiversity knowledge, recognising the interrelations and interdependence of the ecological systems that make up biodiversity – including relationships with humans – and convey a sense of the changeability of biodiversity. Natural Science teachers should be supported in broadening their understanding of biodiversity and biodiversity loss. They should be encouraged and supported to develop or adapt textbook material where necessary and develop learner activities that will encourage their learners to question, deliberate, look for cause and effect, and seek solutions. This may help to realise the final recommendation, that learners and teachers become citizen scientists who will access and contribute to the various biodiversity databases and so join scientists in generating biodiversity knowledge.
- Full Text:
- Date Issued: 2016
- Authors: Isaacs, Dorelle
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1309 , vital:20045
- Description: In the context of the newly implemented Curriculum and Assessment Policy Statements (CAPS) for Natural Science, this study explores what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity. Despite its significance to environmental sustainability, biodiversity loss is accelerating in South Africa and internationally, driven by unsustainable economic development models, population growth and associated problems of habitat loss and widespread pollution. Against the backdrop of these challenges, this study shares insights into how teachers’ biodiversity knowledge relates to the CAPS and to international agreements and policies on biodiversity. The study seeks to inform teacher education and support programmes and future curriculum implementation decisions, especially those associated with the Fundisa for Change programme. The study is designed as a qualitative case study inquiry that has used classroom observation, semistructured interviews and document (textbook) analysis to generate data. Theories of teacher cognition (after Shulman, 1987) were used to gain an understanding of teachers’ biodiversity knowledge. Different environmental and biodiversity metaphors and narratives were reviewed to gain an understanding of how teachers represented biodiversity and Kronlid & Öhman’s work on environmental ethics (2012) provided a framework for considering teachers’ values and ethical responses to biodiversity. The study found that the biodiversity knowledge of the teachers in these three case studies was mostly limited to what they access in the curriculum and textbooks. Secondly, there appears to be the assumption that if teachers teach from certain textbooks, they will meet the Specific Aims for Natural Science, as well as implement the process skills which are the ‘new’ knowledge according to the Senior Education Specialist. It was found that teachers’ close adherence to activities prescribed in the textbook seems to limit the depth, scope and criticality of their biodiversity teaching. The study also revealed that all three teachers expressed a pragmatic view of the value of biodiversity. The study recommends that the Natural Science CAPS as well as textbook authors should reflect a more systemic approach to biodiversity knowledge, recognising the interrelations and interdependence of the ecological systems that make up biodiversity – including relationships with humans – and convey a sense of the changeability of biodiversity. Natural Science teachers should be supported in broadening their understanding of biodiversity and biodiversity loss. They should be encouraged and supported to develop or adapt textbook material where necessary and develop learner activities that will encourage their learners to question, deliberate, look for cause and effect, and seek solutions. This may help to realise the final recommendation, that learners and teachers become citizen scientists who will access and contribute to the various biodiversity databases and so join scientists in generating biodiversity knowledge.
- Full Text:
- Date Issued: 2016