Implementation of strategies used to manage conflict between students and staff in secondary schools in Malawi : towards a comprehensive framework
- Authors: Zimpita, Valentino Tipitana
- Date: 2018
- Subjects: Conflict management Conflict management -- Study and teaching Violence -- Prevention
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9412 , vital:34348
- Description: The study aimed at examining how strategies used to manage conflict between students and staff in secondary schools in Malawi were implemented. This was after it had been noted that conflicts in secondary schools in Malawi usually ended in violence. The study employed a pragmatic research paradigm. In this paradigm, a researcher employs mixed methods approach which collects both quantitative and qualitative data. Using a concurrent triangulation mixed method design, the two types of data were collected concurrently and analysed simultaneously. Study participants were head teachers, teachers, students, education officials and parents. Most of the teachers were randomly sampled while a few other teachers, the head teachers, the education officials and the parents were purposefully sampled. The study found that there were various causes of conflict in secondary schools in Malawi which included misunderstanding of human rights, poor communication between students and staff, poor school management by head teachers and lack of students‘ involvement in decisions that concerned them. The study further found that conflict was in a way beneficial to schools as it was a learning point for both students and staff. However, such benefits were overshadowed by the many evils that violence brought such as disturbing teaching and learning. The study also found that there were two approaches in the way schools managed conflict; engagement of students and calling for police intervention. It transpired that on the overall, stakeholders were aware of different conflict management skills but they did not know how best to use them. In addition, it transpired that stakeholders were not comfortable with win-win approaches to conflict management. This was against a background that the stakeholders were involved in conflict management in different ways. It also came out clear that support to secondary schools in the management of conflict was at two levels; school level and system level. On the part of monitoring, it transpired that the mechanism which were there were ad hoc and they included inspection visits and the requirement that head teachers should always submit reports which could carry issues related to conflict. The study concluded that poorly managed conflicts which turned into violence were a menace to secondary schools in Malawi. In this regard, there was need to ensure effective conflict management in order to avoid violence. To achieve this, the study has made a number of recommendations. Among them, it has been recommended that schools should from time to time take stork of the likely causes of conflict and address them accordingly. It has also been recommended that schools should put in place mechanisms for ensuring two way communication so that students feel free to air out their concerns. At Ministry level, it has been recommended that the MoEST should take guidance and counselling seriously by among other things training teacher councillors and making the post an established one. It has also been recommended that the MoEST should make sure that head teachers, deputy head teachers, teachers, parents and even education officials are inducted in conflict management.
- Full Text:
- Date Issued: 2018
- Authors: Zimpita, Valentino Tipitana
- Date: 2018
- Subjects: Conflict management Conflict management -- Study and teaching Violence -- Prevention
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9412 , vital:34348
- Description: The study aimed at examining how strategies used to manage conflict between students and staff in secondary schools in Malawi were implemented. This was after it had been noted that conflicts in secondary schools in Malawi usually ended in violence. The study employed a pragmatic research paradigm. In this paradigm, a researcher employs mixed methods approach which collects both quantitative and qualitative data. Using a concurrent triangulation mixed method design, the two types of data were collected concurrently and analysed simultaneously. Study participants were head teachers, teachers, students, education officials and parents. Most of the teachers were randomly sampled while a few other teachers, the head teachers, the education officials and the parents were purposefully sampled. The study found that there were various causes of conflict in secondary schools in Malawi which included misunderstanding of human rights, poor communication between students and staff, poor school management by head teachers and lack of students‘ involvement in decisions that concerned them. The study further found that conflict was in a way beneficial to schools as it was a learning point for both students and staff. However, such benefits were overshadowed by the many evils that violence brought such as disturbing teaching and learning. The study also found that there were two approaches in the way schools managed conflict; engagement of students and calling for police intervention. It transpired that on the overall, stakeholders were aware of different conflict management skills but they did not know how best to use them. In addition, it transpired that stakeholders were not comfortable with win-win approaches to conflict management. This was against a background that the stakeholders were involved in conflict management in different ways. It also came out clear that support to secondary schools in the management of conflict was at two levels; school level and system level. On the part of monitoring, it transpired that the mechanism which were there were ad hoc and they included inspection visits and the requirement that head teachers should always submit reports which could carry issues related to conflict. The study concluded that poorly managed conflicts which turned into violence were a menace to secondary schools in Malawi. In this regard, there was need to ensure effective conflict management in order to avoid violence. To achieve this, the study has made a number of recommendations. Among them, it has been recommended that schools should from time to time take stork of the likely causes of conflict and address them accordingly. It has also been recommended that schools should put in place mechanisms for ensuring two way communication so that students feel free to air out their concerns. At Ministry level, it has been recommended that the MoEST should take guidance and counselling seriously by among other things training teacher councillors and making the post an established one. It has also been recommended that the MoEST should make sure that head teachers, deputy head teachers, teachers, parents and even education officials are inducted in conflict management.
- Full Text:
- Date Issued: 2018
The influence of introduced forest management practices on transformative social learning in a selected social-ecological forest community : a case of PFM and REDD projects at Pugu and Kazimzumbwi Forest Reserves in Tanzania
- Authors: Ferdinand, Victoria Ugulumu
- Date: 2016
- Subjects: Forest management -- Tanzania , Forest reserves -- Tanzania , Transformative learning , Social ecology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2064 , http://hdl.handle.net/10962/d1020333
- Description: This research investigates the influence of introduced forest management approaches on transformative social learning in the community surrounding the Pugu and Kazimzumbwi forest reserves in Tanzania from 2000 to 2015. The term transformative social learning reflects an understanding of learning processes that emerge through conscious changes in the perspectives of individuals or communities while interacting with forest management practices. The investigation explores the learning (if any) that occurred in the community and how and why the learning occurred. It also explores whether the learning was social and transformative and examines the conditions that enable or constrain transformative social learning at the Pugu and Kazimzumbwi community. Thus, the three concepts of social learning, transformative learning, and social practices are central to the research. Participatory Forest Management (PFM) emerged globally in the early 1980s to mobilise rural capabilities and resources in development and environmental stewardship. The Pugu and Kazimzumbwi community was introduced to Participatory Forest Management (PFM) projects by the late 1990s. The recent global focus on empowering communities around forests has drawn attention towards transformational adaptation to climate change impacts and building resilience capacities. As a result, in 2011 the Pugu and Kazimzumbwi community started working with a project for Reduction of Emissions through Deforestation and forest Degradation (REDD), which forms a key focus in this study as the most recently introduced PFM with embedded social learning assumptions. This research is designed and conducted as a qualitative case study. The research seeks to study the complex object of socially and contextually constructed learning through a systemic exploration of learning,using semi-structured interviews, focus group discussions, analysis of documents and archival records as well as observations and a reflexive workshop. Supportive information throughfield notes and audio voice and video recording was also generated. A contextual profile of the research site was conducted in March 2012, prior to the actual data collection in 2013 and 2014. Field explorations during the contextual profile helped to describe the research site and promote initial understanding of the context. During data collection, field inquiries based on interactive relationships between a researcher and participants stimulated practice memories and people’s living experiences with forestry and the introduced PFM projects under examination. Analysis of data employed analytical modes of induction, abduction and retroduction. Thick descriptions of learning obtained from fieldi based interactionswere produced before re-contextualising data through theoretical lenses. The research employed realist social theory by Archer (1995), under-laboured by critical realism, and practice theory advanced by Schatzki (2012) and Kemmis et al. (2014). The research process as a whole was underlaboured by the layered ontology of critical realism which proposes emergence of phenomena in open systems as shaped by interacting mechanisms which in this study were both material / ecological and social /political /economic /cultural. And more...
- Full Text:
- Date Issued: 2016
- Authors: Ferdinand, Victoria Ugulumu
- Date: 2016
- Subjects: Forest management -- Tanzania , Forest reserves -- Tanzania , Transformative learning , Social ecology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2064 , http://hdl.handle.net/10962/d1020333
- Description: This research investigates the influence of introduced forest management approaches on transformative social learning in the community surrounding the Pugu and Kazimzumbwi forest reserves in Tanzania from 2000 to 2015. The term transformative social learning reflects an understanding of learning processes that emerge through conscious changes in the perspectives of individuals or communities while interacting with forest management practices. The investigation explores the learning (if any) that occurred in the community and how and why the learning occurred. It also explores whether the learning was social and transformative and examines the conditions that enable or constrain transformative social learning at the Pugu and Kazimzumbwi community. Thus, the three concepts of social learning, transformative learning, and social practices are central to the research. Participatory Forest Management (PFM) emerged globally in the early 1980s to mobilise rural capabilities and resources in development and environmental stewardship. The Pugu and Kazimzumbwi community was introduced to Participatory Forest Management (PFM) projects by the late 1990s. The recent global focus on empowering communities around forests has drawn attention towards transformational adaptation to climate change impacts and building resilience capacities. As a result, in 2011 the Pugu and Kazimzumbwi community started working with a project for Reduction of Emissions through Deforestation and forest Degradation (REDD), which forms a key focus in this study as the most recently introduced PFM with embedded social learning assumptions. This research is designed and conducted as a qualitative case study. The research seeks to study the complex object of socially and contextually constructed learning through a systemic exploration of learning,using semi-structured interviews, focus group discussions, analysis of documents and archival records as well as observations and a reflexive workshop. Supportive information throughfield notes and audio voice and video recording was also generated. A contextual profile of the research site was conducted in March 2012, prior to the actual data collection in 2013 and 2014. Field explorations during the contextual profile helped to describe the research site and promote initial understanding of the context. During data collection, field inquiries based on interactive relationships between a researcher and participants stimulated practice memories and people’s living experiences with forestry and the introduced PFM projects under examination. Analysis of data employed analytical modes of induction, abduction and retroduction. Thick descriptions of learning obtained from fieldi based interactionswere produced before re-contextualising data through theoretical lenses. The research employed realist social theory by Archer (1995), under-laboured by critical realism, and practice theory advanced by Schatzki (2012) and Kemmis et al. (2014). The research process as a whole was underlaboured by the layered ontology of critical realism which proposes emergence of phenomena in open systems as shaped by interacting mechanisms which in this study were both material / ecological and social /political /economic /cultural. And more...
- Full Text:
- Date Issued: 2016
English language teaching and learning in the African preschool and educational achievement at grade 1: a case study
- Authors: Rendel, Philip Boudewijn
- Date: 2004
- Subjects: Education, Preschool -- South Africa -- Case studies , English language -- Study and teaching (Preschool) -- South Africa Case studies , English language -- Study and teaching (Elementary) -- South Africa -- Case studies , Children -- South Africa -- Language -- Case studies , Language acquisition -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2360 , http://hdl.handle.net/10962/d1002643 , Education, Preschool -- South Africa -- Case studies , English language -- Study and teaching (Preschool) -- South Africa Case studies , English language -- Study and teaching (Elementary) -- South Africa -- Case studies , Children -- South Africa -- Language -- Case studies , Language acquisition -- Case studies
- Description: In 1998, seventy per cent of children in South Africa failed and had to repeat the Grade 1 year. This is the result of a number of factors, among them academic and cultural readiness for school. Many primary schools in South Africa teach through English, a language that is not the home language of the majority of learners. Despite recent legislation aimed at improving preschool facilities and teacher capacity, there has been insufficient consideration of which languages are taught and how they should be taught to children before they arrive at Grade 1. This study sets out to explore whether there is a relational link between preschool English language teaching and learning and subsequent educational achievement at Grade 1. It also sketches out possible recommendations for improving the teaching and learning of English in the sample schools. The study does not attempt to enter the debate over choice of language of teaching and learning (LoLT). In this longitudinal case study, four children from two different preschools, (one mainly isiXhosa medium and one English medium), were observed in their classroom environments over a period of four months. The following year, the same children were observed in their respective Grade 1 classrooms, all of which were English medium either entirely or to a degree. The parents of all four children were interviewed in their home environment, as were their teachers. The study found that there is a significant communication gap between preschool teachers and Grade 1 teachers. This was combined with a self-confessed need amongst some teachers for increased training in teaching through English. Low motivation and limited professional experience in some cases contributed to a preschool language-learning environment that lacked many of the factors identified as being essential for a positive learning environment in early childhood There was in addition a clear bias in many sites towards universality of ECD prinCiples with little regard for the hegemony of Western pedagogy, particularly in the area of literacy acquisition. The study concludes by suggesting some ways in which this situation could be improved in order to enable preschool children to cope better with the demands of Grade 1.
- Full Text:
- Date Issued: 2004
- Authors: Rendel, Philip Boudewijn
- Date: 2004
- Subjects: Education, Preschool -- South Africa -- Case studies , English language -- Study and teaching (Preschool) -- South Africa Case studies , English language -- Study and teaching (Elementary) -- South Africa -- Case studies , Children -- South Africa -- Language -- Case studies , Language acquisition -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2360 , http://hdl.handle.net/10962/d1002643 , Education, Preschool -- South Africa -- Case studies , English language -- Study and teaching (Preschool) -- South Africa Case studies , English language -- Study and teaching (Elementary) -- South Africa -- Case studies , Children -- South Africa -- Language -- Case studies , Language acquisition -- Case studies
- Description: In 1998, seventy per cent of children in South Africa failed and had to repeat the Grade 1 year. This is the result of a number of factors, among them academic and cultural readiness for school. Many primary schools in South Africa teach through English, a language that is not the home language of the majority of learners. Despite recent legislation aimed at improving preschool facilities and teacher capacity, there has been insufficient consideration of which languages are taught and how they should be taught to children before they arrive at Grade 1. This study sets out to explore whether there is a relational link between preschool English language teaching and learning and subsequent educational achievement at Grade 1. It also sketches out possible recommendations for improving the teaching and learning of English in the sample schools. The study does not attempt to enter the debate over choice of language of teaching and learning (LoLT). In this longitudinal case study, four children from two different preschools, (one mainly isiXhosa medium and one English medium), were observed in their classroom environments over a period of four months. The following year, the same children were observed in their respective Grade 1 classrooms, all of which were English medium either entirely or to a degree. The parents of all four children were interviewed in their home environment, as were their teachers. The study found that there is a significant communication gap between preschool teachers and Grade 1 teachers. This was combined with a self-confessed need amongst some teachers for increased training in teaching through English. Low motivation and limited professional experience in some cases contributed to a preschool language-learning environment that lacked many of the factors identified as being essential for a positive learning environment in early childhood There was in addition a clear bias in many sites towards universality of ECD prinCiples with little regard for the hegemony of Western pedagogy, particularly in the area of literacy acquisition. The study concludes by suggesting some ways in which this situation could be improved in order to enable preschool children to cope better with the demands of Grade 1.
- Full Text:
- Date Issued: 2004
The geology of the Proterozoic Haveri Au-Cu deposit, Southern Finland
- Strauss, Toby Anthony Lavery
- Authors: Strauss, Toby Anthony Lavery
- Date: 2004
- Subjects: Geology, Stratigraphic -- Precambrian , Geology, Stratigraphic -- Proterozoic , Ore deposits -- Finland , Geology -- Finland
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5081 , http://hdl.handle.net/10962/d1015978
- Description: The Haveri Au-Cu deposit is located in southern Finland about 175 km north of Helsinki. It occurs on the northern edge of the continental island arc-type, volcano-sedimentary Tampere Schist Belt (TSB) within the Palaeoproterozoic Svecofennian Domain (2.0 – 1.75 Ga) of the Fennoscandian Shield. The 1.99 Ga Haveri Formation forms the base of the supracrustal stratigraphy consisting of metavolcanic pillow lavas and breccias passing upwards into intercalated metatuffs and metatuffites. There is a continuous gradation upwards from the predominantly volcaniclastic Haveri Formation into the overlying epiclastic meta-greywackes of the Osara Formation. The Haveri deposit is hosted in this contact zone. This supracrustal sequence has been intruded concordantly by quartz-feldspar porphyries. Approximately 1.89 Ga ago, high crustal heat flow led to the generation and emplacement of voluminous synkinematic, I-type, magnetite-series granitoids of the Central Finland Granitoid Complex (CFGC), resulting in coeval high-T/low-P metamorphism (hornfelsic textures), and D₁ deformation. During the crystallisation and cooling of the granitoids, a magmatic-dominated hydrothermal system caused extensive hydrothermal alteration and Cu-Au mineralisation through the late-D₁ to early-D₂ deformation. Initially, a pre-ore Na-Ca alteration phase caused albitisation of the host rock. This was closely followed by strong Ca-Fe alteration, responsible for widespread amphibolitisation and quartz veining and associated with abundant pyrrhotite, magnetite, chalcopyrite and gold mineralisation. More localised calcic-skarn alteration is also present as zoned garnetpyroxene- epidote skarn assemblages with associated pyrrhotite and minor sphalerite, centred on quartzcalcite± scapolite veinlets. Post-ore alteration includes an evolution to more K-rich alteration (biotitisation). Late D₂-retrograde chlorite began to replace the earlier high-T assemblage. Late emanations (post-D₂ and pre-D₃) from the cooling granitoids, under lower temperatures and oxidising conditions, are represented by carbonate-barite veins and epidote veinlets. Later, narrow dolerite dykes were emplaced followed by a weak D₃ deformation, resulting in shearing and structural reactivation along the carbonate-barite bands. This phase was accompanied by pyrite deposition. Both sulphides and oxides are common at Haveri, with ore types varying from massive sulphide and/or magnetite, to networks of veinlets and disseminations of oxides and/or sulphides. Cataclastites, consisting of deformed, brecciated bands of sulphide, with rounded and angular clasts of quartz vein material and altered host-rock are an economically important ore type. Ore minerals are principally pyrrhotite, magnetite and chalcopyrite with lesser amounts of pyrite, molybdenite and sphalerite. There is a general progression from early magnetite, through pyrrhotite to pyrite indicating increasing sulphidation with time. Gold is typically found as free gold within quartz veins and within intense zones of amphibolitisation. Considerable gold is also found in the cataclastite ore type either as invisible gold within the sulphides and/or as free gold within the breccia fragments. The unaltered amphibolites of the Haveri Formation can be classified as medium-K basalts of the tholeiitic trend. Trace and REE support an interpretation of formation in a back-arc basin setting. The unaltered porphyritic rocks are calc-alkaline dacites, and are interpreted, along with the granitoids as having an arc-type origin. This is consistent with the evolution from an initial back-arc basin, through a period of passive margin and/or fore-arc deposition represented by the Osara Formation greywackes and the basal stratigraphy of the TSB, prior to the onset of arc-related volcanic activity characteristic of the TSB and the Svecofennian proper. Using a combination of petrogenetic grids, mineral compositions (garnet-biotite and hornblendeplagioclase thermometers) and oxygen isotope thermometry, peak metamorphism can be constrained to a maximum of approximately 600 °C and 1.5 kbars pressure. Furthermore, the petrogenetic grids indicate that the REDOX conditions can be constrained at 600°C to log f(O₂) values of approximately - 21.0 to -26.0 and -14.5 to -17.5 for the metasedimentary rocks and mafic metavolcanic rocks respectively, thus indicating the presence of a significant REDOX boundary. Amphibole compositions from the Ca-Fe alteration phase (amphibolitisation) indicate iron enrichment with increasing alteration corresponding to higher temperatures of formation. Oxygen isotope studies combined with limited fluid inclusion studies indicate that the Ca-Fe alteration and associated quartz veins formed at high temperatures (530 – 610°C) from low CO₂, low- to moderately saline (<10 eq. wt% NaCl), magmatic-dominated fluids. Fluid inclusion decrepitation textures in the quartz veins suggest isobaric decompression. This is compatible with formation in high-T/low-P environments such as contact aureoles and island arcs. The calcic-skarn assemblage, combined with phase equilibria and sphalerite geothermometry, are indicative of formation at high temperatures (500 – 600 °C) from fluids with higher CO₂ contents and more saline compositions than those responsible for the Fe-Ca alteration. Limited fluid inclusion studies have identified hypersaline inclusions in secondary inclusion trails within quartz. The presence of calcite and scapolite also support formation from CO₂-rich saline fluids. It is suggested that the calcic-skarn alteration and the amphibolitisation evolved from the same fluids, and that P-T changes led to fluid unmixing resulting in two fluid types responsible for the observed alteration variations. Chlorite geothermometry on retrograde chlorite indicates temperatures of 309 – 368 °C. As chlorite represents the latest hydrothermal event, this can be taken as a lower temperature limit for hydrothermal alteration and mineralisation at Haveri.The gold mineralisation at Haveri is related primarily to the Ca-Fe alteration. Under such P-T-X conditions gold was transported as chloride complexes. Ore was localised by a combination of structural controls (shears and folds) and REDOX reactions along the boundary between the oxidised metavolcanics and the reduced metasediments. In addition, fluid unmixing caused an increase in pH, and thus further augmented the precipitation of Cu and Au. During the late D₂-event, temperatures fell below 400 °C, and fluids may have remobilised Au and Cu as bisulphide complexes into the shearcontrolled cataclastites and massive sulphides. The Haveri deposit has many similarities with ore deposit models that include orogenic lode-gold deposits, certain Au-skarn deposits and Fe-oxide Cu-Au deposits. However, many characteristics of the Haveri deposit, including tectonic setting, host lithologies, alteration types, proximity to I-type granitoids and P-T-X conditions of formation, compare favourably with other Early Proterozoic deposits within the TSB and Fennoscandia, as well as many of the deposits in the Cloncurry district of Australia. Consequently, the Haveri deposit can be seen to represent a high-T, Ca-rich member of the recently recognised Fe-oxide Cu-Au group of deposits.
- Full Text:
- Date Issued: 2004
- Authors: Strauss, Toby Anthony Lavery
- Date: 2004
- Subjects: Geology, Stratigraphic -- Precambrian , Geology, Stratigraphic -- Proterozoic , Ore deposits -- Finland , Geology -- Finland
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5081 , http://hdl.handle.net/10962/d1015978
- Description: The Haveri Au-Cu deposit is located in southern Finland about 175 km north of Helsinki. It occurs on the northern edge of the continental island arc-type, volcano-sedimentary Tampere Schist Belt (TSB) within the Palaeoproterozoic Svecofennian Domain (2.0 – 1.75 Ga) of the Fennoscandian Shield. The 1.99 Ga Haveri Formation forms the base of the supracrustal stratigraphy consisting of metavolcanic pillow lavas and breccias passing upwards into intercalated metatuffs and metatuffites. There is a continuous gradation upwards from the predominantly volcaniclastic Haveri Formation into the overlying epiclastic meta-greywackes of the Osara Formation. The Haveri deposit is hosted in this contact zone. This supracrustal sequence has been intruded concordantly by quartz-feldspar porphyries. Approximately 1.89 Ga ago, high crustal heat flow led to the generation and emplacement of voluminous synkinematic, I-type, magnetite-series granitoids of the Central Finland Granitoid Complex (CFGC), resulting in coeval high-T/low-P metamorphism (hornfelsic textures), and D₁ deformation. During the crystallisation and cooling of the granitoids, a magmatic-dominated hydrothermal system caused extensive hydrothermal alteration and Cu-Au mineralisation through the late-D₁ to early-D₂ deformation. Initially, a pre-ore Na-Ca alteration phase caused albitisation of the host rock. This was closely followed by strong Ca-Fe alteration, responsible for widespread amphibolitisation and quartz veining and associated with abundant pyrrhotite, magnetite, chalcopyrite and gold mineralisation. More localised calcic-skarn alteration is also present as zoned garnetpyroxene- epidote skarn assemblages with associated pyrrhotite and minor sphalerite, centred on quartzcalcite± scapolite veinlets. Post-ore alteration includes an evolution to more K-rich alteration (biotitisation). Late D₂-retrograde chlorite began to replace the earlier high-T assemblage. Late emanations (post-D₂ and pre-D₃) from the cooling granitoids, under lower temperatures and oxidising conditions, are represented by carbonate-barite veins and epidote veinlets. Later, narrow dolerite dykes were emplaced followed by a weak D₃ deformation, resulting in shearing and structural reactivation along the carbonate-barite bands. This phase was accompanied by pyrite deposition. Both sulphides and oxides are common at Haveri, with ore types varying from massive sulphide and/or magnetite, to networks of veinlets and disseminations of oxides and/or sulphides. Cataclastites, consisting of deformed, brecciated bands of sulphide, with rounded and angular clasts of quartz vein material and altered host-rock are an economically important ore type. Ore minerals are principally pyrrhotite, magnetite and chalcopyrite with lesser amounts of pyrite, molybdenite and sphalerite. There is a general progression from early magnetite, through pyrrhotite to pyrite indicating increasing sulphidation with time. Gold is typically found as free gold within quartz veins and within intense zones of amphibolitisation. Considerable gold is also found in the cataclastite ore type either as invisible gold within the sulphides and/or as free gold within the breccia fragments. The unaltered amphibolites of the Haveri Formation can be classified as medium-K basalts of the tholeiitic trend. Trace and REE support an interpretation of formation in a back-arc basin setting. The unaltered porphyritic rocks are calc-alkaline dacites, and are interpreted, along with the granitoids as having an arc-type origin. This is consistent with the evolution from an initial back-arc basin, through a period of passive margin and/or fore-arc deposition represented by the Osara Formation greywackes and the basal stratigraphy of the TSB, prior to the onset of arc-related volcanic activity characteristic of the TSB and the Svecofennian proper. Using a combination of petrogenetic grids, mineral compositions (garnet-biotite and hornblendeplagioclase thermometers) and oxygen isotope thermometry, peak metamorphism can be constrained to a maximum of approximately 600 °C and 1.5 kbars pressure. Furthermore, the petrogenetic grids indicate that the REDOX conditions can be constrained at 600°C to log f(O₂) values of approximately - 21.0 to -26.0 and -14.5 to -17.5 for the metasedimentary rocks and mafic metavolcanic rocks respectively, thus indicating the presence of a significant REDOX boundary. Amphibole compositions from the Ca-Fe alteration phase (amphibolitisation) indicate iron enrichment with increasing alteration corresponding to higher temperatures of formation. Oxygen isotope studies combined with limited fluid inclusion studies indicate that the Ca-Fe alteration and associated quartz veins formed at high temperatures (530 – 610°C) from low CO₂, low- to moderately saline (<10 eq. wt% NaCl), magmatic-dominated fluids. Fluid inclusion decrepitation textures in the quartz veins suggest isobaric decompression. This is compatible with formation in high-T/low-P environments such as contact aureoles and island arcs. The calcic-skarn assemblage, combined with phase equilibria and sphalerite geothermometry, are indicative of formation at high temperatures (500 – 600 °C) from fluids with higher CO₂ contents and more saline compositions than those responsible for the Fe-Ca alteration. Limited fluid inclusion studies have identified hypersaline inclusions in secondary inclusion trails within quartz. The presence of calcite and scapolite also support formation from CO₂-rich saline fluids. It is suggested that the calcic-skarn alteration and the amphibolitisation evolved from the same fluids, and that P-T changes led to fluid unmixing resulting in two fluid types responsible for the observed alteration variations. Chlorite geothermometry on retrograde chlorite indicates temperatures of 309 – 368 °C. As chlorite represents the latest hydrothermal event, this can be taken as a lower temperature limit for hydrothermal alteration and mineralisation at Haveri.The gold mineralisation at Haveri is related primarily to the Ca-Fe alteration. Under such P-T-X conditions gold was transported as chloride complexes. Ore was localised by a combination of structural controls (shears and folds) and REDOX reactions along the boundary between the oxidised metavolcanics and the reduced metasediments. In addition, fluid unmixing caused an increase in pH, and thus further augmented the precipitation of Cu and Au. During the late D₂-event, temperatures fell below 400 °C, and fluids may have remobilised Au and Cu as bisulphide complexes into the shearcontrolled cataclastites and massive sulphides. The Haveri deposit has many similarities with ore deposit models that include orogenic lode-gold deposits, certain Au-skarn deposits and Fe-oxide Cu-Au deposits. However, many characteristics of the Haveri deposit, including tectonic setting, host lithologies, alteration types, proximity to I-type granitoids and P-T-X conditions of formation, compare favourably with other Early Proterozoic deposits within the TSB and Fennoscandia, as well as many of the deposits in the Cloncurry district of Australia. Consequently, the Haveri deposit can be seen to represent a high-T, Ca-rich member of the recently recognised Fe-oxide Cu-Au group of deposits.
- Full Text:
- Date Issued: 2004
An exploratory field study into schoolgirl pregnancies, with emphasis on the role the school can play in their prevention
- Authors: Kooverjee, Ishwar
- Date: 1992
- Subjects: Teenage pregnancy -- South Africa Sex instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1537 , http://hdl.handle.net/10962/d1003419
- Description: This piece of research explores the problem of schoolgirl pregnancies and suggests a role which the school might play in their prevention. Concern over the growing number of unplanned pregnancies under the age of eighteen years at the author's school, culminated in the .present study. Experts on the subject often perceive the problem to be self-defeating to the young girls, medically contra-indicated and socially disruptive. The purpose of this investigation was to determine attitudes towards the description of the problem, to identify causative factors predisposing to pregnancy, and to obtain views on how the school can reconcile efforts to address the problem. The relevant research data was obtained through a comprehensive 64 item attitudinal and knowledge-base questionnaire which was administered to a sample of 187 subjects. The sample comprised seven different occupational groups namely, senior schoolgirls, parents of senior schoolgirls, ex-schoolgirl primigravidae, parents of ex-schoolgirl primigravidae, school teachers, members of the clergy and various health care professionals. The appendices contain full statistical tables as well as full responses to the open-ended essay based on the research questionnaire so that the reader is free to check the reasonableness of the conclusions drawn. In the final chapter the author provides a brief summary of findings, offers justification why the teaching of sex education should be a priority in public schools, and makes recommendations, in the main, for the inclusion of school-based sex education as a component of Guidance in terms of rationale and implementation. In addition, suggestions are made with regard to school policy formulation and networking with parents and other community resources. Finally, a choice of four current model programmes for sex education are proposed in an effort to improve and build upon existing programmes in the present South African curriculum. It is the author's belief that this investigation may contribute to course design and perhaps provide hypotheses for more specific studies in the future.
- Full Text:
- Date Issued: 1992
- Authors: Kooverjee, Ishwar
- Date: 1992
- Subjects: Teenage pregnancy -- South Africa Sex instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1537 , http://hdl.handle.net/10962/d1003419
- Description: This piece of research explores the problem of schoolgirl pregnancies and suggests a role which the school might play in their prevention. Concern over the growing number of unplanned pregnancies under the age of eighteen years at the author's school, culminated in the .present study. Experts on the subject often perceive the problem to be self-defeating to the young girls, medically contra-indicated and socially disruptive. The purpose of this investigation was to determine attitudes towards the description of the problem, to identify causative factors predisposing to pregnancy, and to obtain views on how the school can reconcile efforts to address the problem. The relevant research data was obtained through a comprehensive 64 item attitudinal and knowledge-base questionnaire which was administered to a sample of 187 subjects. The sample comprised seven different occupational groups namely, senior schoolgirls, parents of senior schoolgirls, ex-schoolgirl primigravidae, parents of ex-schoolgirl primigravidae, school teachers, members of the clergy and various health care professionals. The appendices contain full statistical tables as well as full responses to the open-ended essay based on the research questionnaire so that the reader is free to check the reasonableness of the conclusions drawn. In the final chapter the author provides a brief summary of findings, offers justification why the teaching of sex education should be a priority in public schools, and makes recommendations, in the main, for the inclusion of school-based sex education as a component of Guidance in terms of rationale and implementation. In addition, suggestions are made with regard to school policy formulation and networking with parents and other community resources. Finally, a choice of four current model programmes for sex education are proposed in an effort to improve and build upon existing programmes in the present South African curriculum. It is the author's belief that this investigation may contribute to course design and perhaps provide hypotheses for more specific studies in the future.
- Full Text:
- Date Issued: 1992
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