An investigation into how journalists experience economic and political pressures on their ethical decisions at the Nation Media Group in Kenya
- Authors: Maweu, Jacinta Mwende
- Date: 2013
- Subjects: Nation Media Group Limited Journalists -- Kenya Journalistic ethics -- Kenya Press and politics -- Kenya Journalism -- Economic aspects -- Kenya Journalism -- Political aspects -- Kenya Mass media -- Political aspects -- Kenya Mass media -- Economic aspects -- Kenya Freedom of the press -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3508 , http://hdl.handle.net/10962/d1007583
- Description: This study investigates how journalists experience economic and political pressures on their ethical decisions at the Nation Media Group (NMG) conglomerate in Kenya. The study uses qualitative semi- structured interviews to examine how journalists experience these pressures on their professional ethics as they make their daily decisions. Grounded in the critical political economy of the media tradition, the findings of the study indicate that economic and political pressures from advertisers, shareholders’ interests, the profit motive and the highly ethnicised political environment in Kenya largely compromise the ethical decisions of journalists. The study draws on the work done by Herman and Chomsky in their ‘Propaganda Model’ in which they propose ‘filters’ as the analytical indicators of the forms that political and economic pressures that journalists experience may take. The study explores the ways in which journalists experience these pressures, how they respond to the pressures and the ways in which their responses may compromise their journalism ethics. The findings indicate that aside from the pressures from the primary five filters outlined in the Propaganda Model, ethnicity in Kenyan newsrooms is a key ‘filter’ that may compromise the ethical decisions of journalists at the NMG. The study therefore argues that there is a need to modify the explanatory power of the Propaganda Model when applying it to the Kenyan context to include ethnicity as a ‘sixth filter’ that should be understood in relation to the five primary filters. From the findings, it would seem that the government is no longer a major threat to journalists’ freedom and responsibility in Kenya. Market forces and ethnicity in newsrooms pose the greatest threat to journalists’ freedom and responsibility. The study therefore calls for a revision of the normative framework within which journalists’ and media performance in Kenya is assessed. As the study findings show, the prevailing liberal- democratic model ignores the commercial and economic threats the ‘free market’ poses to journalism ethics as well as ethnicity in newsrooms and only focuses on the media- government relations, treating the government as the major threat to media freedom.
- Full Text:
- Date Issued: 2013
- Authors: Maweu, Jacinta Mwende
- Date: 2013
- Subjects: Nation Media Group Limited Journalists -- Kenya Journalistic ethics -- Kenya Press and politics -- Kenya Journalism -- Economic aspects -- Kenya Journalism -- Political aspects -- Kenya Mass media -- Political aspects -- Kenya Mass media -- Economic aspects -- Kenya Freedom of the press -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3508 , http://hdl.handle.net/10962/d1007583
- Description: This study investigates how journalists experience economic and political pressures on their ethical decisions at the Nation Media Group (NMG) conglomerate in Kenya. The study uses qualitative semi- structured interviews to examine how journalists experience these pressures on their professional ethics as they make their daily decisions. Grounded in the critical political economy of the media tradition, the findings of the study indicate that economic and political pressures from advertisers, shareholders’ interests, the profit motive and the highly ethnicised political environment in Kenya largely compromise the ethical decisions of journalists. The study draws on the work done by Herman and Chomsky in their ‘Propaganda Model’ in which they propose ‘filters’ as the analytical indicators of the forms that political and economic pressures that journalists experience may take. The study explores the ways in which journalists experience these pressures, how they respond to the pressures and the ways in which their responses may compromise their journalism ethics. The findings indicate that aside from the pressures from the primary five filters outlined in the Propaganda Model, ethnicity in Kenyan newsrooms is a key ‘filter’ that may compromise the ethical decisions of journalists at the NMG. The study therefore argues that there is a need to modify the explanatory power of the Propaganda Model when applying it to the Kenyan context to include ethnicity as a ‘sixth filter’ that should be understood in relation to the five primary filters. From the findings, it would seem that the government is no longer a major threat to journalists’ freedom and responsibility in Kenya. Market forces and ethnicity in newsrooms pose the greatest threat to journalists’ freedom and responsibility. The study therefore calls for a revision of the normative framework within which journalists’ and media performance in Kenya is assessed. As the study findings show, the prevailing liberal- democratic model ignores the commercial and economic threats the ‘free market’ poses to journalism ethics as well as ethnicity in newsrooms and only focuses on the media- government relations, treating the government as the major threat to media freedom.
- Full Text:
- Date Issued: 2013
An investigation into teacher perspectives and experiences in integrating HIV and AIDS information across the curriculum at some selected Junior Secondary Schools in the Oshana Region, Namibia
- Authors: Shifotoka, Simsolia Namene
- Date: 2013
- Subjects: AIDS (Disease) -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana HIV infections -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana Mathematics -- Study and teaching (Secondary) -- Namibia -- Oshana Geography -- Namibia -- Oshana -- Study and teaching (Secondary) Curriculum planning -- Namibia -- Oshana Teachers -- Namibia -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1838 , http://hdl.handle.net/10962/d1004336
- Description: HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
- Full Text:
- Date Issued: 2013
- Authors: Shifotoka, Simsolia Namene
- Date: 2013
- Subjects: AIDS (Disease) -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana HIV infections -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana Mathematics -- Study and teaching (Secondary) -- Namibia -- Oshana Geography -- Namibia -- Oshana -- Study and teaching (Secondary) Curriculum planning -- Namibia -- Oshana Teachers -- Namibia -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1838 , http://hdl.handle.net/10962/d1004336
- Description: HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
- Full Text:
- Date Issued: 2013
An investigation into the factors that influence the success of small business in Port Elizabeth
- Authors: Wilmot, Chloé Margot
- Date: 2013
- Subjects: Small business -- South Africa -- Port Elizabeth Job creation -- South Africa Entrepreneurship -- South Africa Success in business -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1162 , http://hdl.handle.net/10962/d1001629
- Description: South Africa has one of the highest unemployment rates in the world, currently 23.90%. One way for the government and policy-makers of South Africa to address this dire statistic is through the fostering and promotion of entrepreneurship and small business creation. The benefits of entrepreneurship are numerous and can include: increasing a country’s productivity, enhancing the welfare and well-being of its citizens, reducing emigration rates, improving economic development and perhaps, most importantly, increasing employment rates. Worldwide, small businesses within the private sector have become indispensable to sustainable job creation and therefore it is of the utmost importance that small businesses in any economy develop, grow and succeed. Despite the fact that research pertaining to small businesses has increased over the years, little empirical evidence has been established. In particular, research into what makes small businesses successful has been limited. Entrepreneurial activity in South Africa remains less than ideal and therefore it is appropriate that research into the success factors of small businesses in South Africa be investigated. Furthermore, the survival of South African small businesses beyond four to five years of being in operation is estimated at only 20.00%. It is evident that a lack of knowledge exists and with respect to this research the factors found to be the most common determinants of success for small businesses in Port Elizabeth were determined and investigated. Convenience- and snowball sampling techniques were used to identify potential participants. In total 43 usable questionnaires were returned. Methodological triangulation was used to analyse the data, according to descriptive- and inferential statistics, as well as content analysis. This being so, the research was conducted within two paradigms, primarily, the positivist research paradigm and also the phenomenological research paradigm. The key findings of this study indicate personal factors to be the most important success factor group, while the environmental success factor group is considered the least important. The most important factors attributable to the success of participants’ small businesses include: maintaining good customer services skills and relationships; having a strong commitment to product/service quality; and having honest employees with sound professional ii knowledge and a positive morale. The least important success factors include: trade exhibitions and business fairs; small business legislation; and industry structure and competition. Finally, the hypothesis tests indicate that significant differences only exist between: the relationship statuses and business factors and the business sectors and environmental factors. The results of this research have significant practical implications for the various stakeholders of entrepreneurship. It is hoped that the results will add to the existing body of knowledge and in turn aid South Africa in becoming aware of the factors essential for small business success. In doing so, South Africa at large will be able to take full advantage of entrepreneurship and small business creation, which continue to remain well within its reach
- Full Text:
- Date Issued: 2013
- Authors: Wilmot, Chloé Margot
- Date: 2013
- Subjects: Small business -- South Africa -- Port Elizabeth Job creation -- South Africa Entrepreneurship -- South Africa Success in business -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1162 , http://hdl.handle.net/10962/d1001629
- Description: South Africa has one of the highest unemployment rates in the world, currently 23.90%. One way for the government and policy-makers of South Africa to address this dire statistic is through the fostering and promotion of entrepreneurship and small business creation. The benefits of entrepreneurship are numerous and can include: increasing a country’s productivity, enhancing the welfare and well-being of its citizens, reducing emigration rates, improving economic development and perhaps, most importantly, increasing employment rates. Worldwide, small businesses within the private sector have become indispensable to sustainable job creation and therefore it is of the utmost importance that small businesses in any economy develop, grow and succeed. Despite the fact that research pertaining to small businesses has increased over the years, little empirical evidence has been established. In particular, research into what makes small businesses successful has been limited. Entrepreneurial activity in South Africa remains less than ideal and therefore it is appropriate that research into the success factors of small businesses in South Africa be investigated. Furthermore, the survival of South African small businesses beyond four to five years of being in operation is estimated at only 20.00%. It is evident that a lack of knowledge exists and with respect to this research the factors found to be the most common determinants of success for small businesses in Port Elizabeth were determined and investigated. Convenience- and snowball sampling techniques were used to identify potential participants. In total 43 usable questionnaires were returned. Methodological triangulation was used to analyse the data, according to descriptive- and inferential statistics, as well as content analysis. This being so, the research was conducted within two paradigms, primarily, the positivist research paradigm and also the phenomenological research paradigm. The key findings of this study indicate personal factors to be the most important success factor group, while the environmental success factor group is considered the least important. The most important factors attributable to the success of participants’ small businesses include: maintaining good customer services skills and relationships; having a strong commitment to product/service quality; and having honest employees with sound professional ii knowledge and a positive morale. The least important success factors include: trade exhibitions and business fairs; small business legislation; and industry structure and competition. Finally, the hypothesis tests indicate that significant differences only exist between: the relationship statuses and business factors and the business sectors and environmental factors. The results of this research have significant practical implications for the various stakeholders of entrepreneurship. It is hoped that the results will add to the existing body of knowledge and in turn aid South Africa in becoming aware of the factors essential for small business success. In doing so, South Africa at large will be able to take full advantage of entrepreneurship and small business creation, which continue to remain well within its reach
- Full Text:
- Date Issued: 2013
An investigation into the perceptions of the first year mathematics students towards the alternative mode intervention : UNAM case study
- Authors: Iipinge, Reginald Kaleke
- Date: 2013
- Subjects: University of Namibia , Mathematics -- Study and teaching (Higher) -- Namibia , Compensatory education -- Namibia , Academic achievement -- Namibia , Education, Higher -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2005 , http://hdl.handle.net/10962/d1015669
- Description: A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.
- Full Text:
- Date Issued: 2013
- Authors: Iipinge, Reginald Kaleke
- Date: 2013
- Subjects: University of Namibia , Mathematics -- Study and teaching (Higher) -- Namibia , Compensatory education -- Namibia , Academic achievement -- Namibia , Education, Higher -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2005 , http://hdl.handle.net/10962/d1015669
- Description: A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.
- Full Text:
- Date Issued: 2013
An investigation into the prevalence and use of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia: a case study
- Authors: Shilamba, Julia Ndinoshisho
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena Mathematics teachers -- Education (Secondary) -- Namibia -- Ohangwena Code switching (Linguistics) -- Research -- Namibia -- Ohangwena Education, Secondary -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1392 , http://hdl.handle.net/10962/d1001683
- Description: This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
- Full Text:
- Date Issued: 2013
- Authors: Shilamba, Julia Ndinoshisho
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena Mathematics teachers -- Education (Secondary) -- Namibia -- Ohangwena Code switching (Linguistics) -- Research -- Namibia -- Ohangwena Education, Secondary -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1392 , http://hdl.handle.net/10962/d1001683
- Description: This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
- Full Text:
- Date Issued: 2013
An investigation into the representations of environmental issues relating to Lake Victoria, Uganda, and their negotiation by the lakeside communities
- Lwanga, Margaret Jjuuko Nassuna
- Authors: Lwanga, Margaret Jjuuko Nassuna
- Date: 2013
- Subjects: Victoria Voice Victoria, Lake -- Environmental aspects -- Research Lakes -- Environmental aspects -- Research -- Uganda Environmental management -- Research -- Uganda Pollution -- Environmental aspects -- Uganda Radio broadcasting -- Uganda , Uganda CBS , Central Broadcasting Service , Mass media -- Environmental aspects -- Research -- Uganda
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3411 , http://hdl.handle.net/10962/d1001577
- Description: The state of the environment is increasingly present as an urgent concern for contemporary political, social, cultural and physical life. Yet the roles of the mass media (radio, television and newspapers) in shaping and influencing crucial public awareness, debates and environmental decision-making remain inadequately understood. Positioned as a critical studies inquiry into media representations and audience reception, this study forms part of a wider project amongst media scholars and culture critics on the relationship between media textual production and consumption. It explores how one radio station in Uganda, Central Broadcasting Service (CBS) radio, represents and constructs the environmental crises faced by Lake Victoria, especially pollution and overfishing. The focus is on the Victoria Voice radio documentaries aired on CBS radio in the year 2005. The study further explores how three lakeside communities negotiate these issues as radio broadcasts. It recognises that while the mass media contribute significantly to creating public awareness about such social concerns, their likelihood of having a direct and predictable impact on social behaviour is slight. The context and the lived experiences at the reception stage where the decisions are made on whether to adopt an innovation are ultimately the factors which impact on how they are negotiated. The thesis is informed by the theoretical and analytical framework of Cultural Studies as well as the Participatory Approach to Communication for Development perspectives. The study is specifically informed by the theories of ‘discourse’ (Foucault, 1980a, 1981) and the ‘circuit of culture’ (du Gay et al., 1997 and Johnson, 1987) and these provided the conceptual framework for investigating the representations, the production and the consumption of media texts. Predominantly qualitative methods have been employed in data collection and analysis. In the first place, a Critical Discourse Analysis (CDA) (Fairclough, 1995a, 1995c) of the radio texts has interrogated the discourses and discursive practices of CBS’ Victoria Voice environmental radio programmes in order to consider its representations of particular issues and consequently the discourses it privileged. Qualitative methods of participant observation, in-depth interviews and focus group discussions were deployed to investigate the negotiation of the texts by the lakeside communities. This research establishes that the Victoria Voice radio texts foreground three contesting types of discourses: the discourse of basic economic survival and livelihoods is articulated largely by the ordinary people, the lakeside communities; the discourse of sustainable development, particularly the protection and sustainability of Lake Victoria, by scientists and environmental experts; and the discourse of modernisation and corporate investment by politicians and/or policy makers and industrialists. The texts, to a large degree, reaffirm the hegemonic relations of power in Ugandan society, and thus contribute to the maintenance of the status quo. The selection of an elite category of informers (scientists, experts, politicians, policy makers) serves to marginalise the less powerful ordinary people (the fisher folk, farmers and other eyewitnesses). The construction of the elite as active and speaking subjects within the various debates introduced in these programmes, for example, works both to obscure and endorse the unequal power relations. At the reception side, while the lakeside communities attest to the relevance of the programmes in providing information on the issues concerning Lake Victoria and other aspects of their livelihood, they also recognise the power relations that underpin the sets of representations. Amongst these sets is government’s complicity with industry, in line with their economic policies and the global capitalist economy, while espousing the rhetoric of nature conservation. The study argues that sustainable solutions for the crises on Lake Victoria should take into account the socio-historical and cultural contexts of the lakeside communities. For the Ugandan media, particularly radio, there is a need to rethink the nature of the coverage, which tends to neglect the contextual factors, such as local socio-economic and cultural factors within which environmental issues and problems occur and which, as this thesis establishes, greatly influences the way people make sense of environmental issues and problems. I posit that the Participatory Approach that seeks to address the communities’ most pressing concerns should be adopted – to include more of the communities’ voices and involve them in the production of radio programmes.
- Full Text:
- Date Issued: 2013
- Authors: Lwanga, Margaret Jjuuko Nassuna
- Date: 2013
- Subjects: Victoria Voice Victoria, Lake -- Environmental aspects -- Research Lakes -- Environmental aspects -- Research -- Uganda Environmental management -- Research -- Uganda Pollution -- Environmental aspects -- Uganda Radio broadcasting -- Uganda , Uganda CBS , Central Broadcasting Service , Mass media -- Environmental aspects -- Research -- Uganda
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3411 , http://hdl.handle.net/10962/d1001577
- Description: The state of the environment is increasingly present as an urgent concern for contemporary political, social, cultural and physical life. Yet the roles of the mass media (radio, television and newspapers) in shaping and influencing crucial public awareness, debates and environmental decision-making remain inadequately understood. Positioned as a critical studies inquiry into media representations and audience reception, this study forms part of a wider project amongst media scholars and culture critics on the relationship between media textual production and consumption. It explores how one radio station in Uganda, Central Broadcasting Service (CBS) radio, represents and constructs the environmental crises faced by Lake Victoria, especially pollution and overfishing. The focus is on the Victoria Voice radio documentaries aired on CBS radio in the year 2005. The study further explores how three lakeside communities negotiate these issues as radio broadcasts. It recognises that while the mass media contribute significantly to creating public awareness about such social concerns, their likelihood of having a direct and predictable impact on social behaviour is slight. The context and the lived experiences at the reception stage where the decisions are made on whether to adopt an innovation are ultimately the factors which impact on how they are negotiated. The thesis is informed by the theoretical and analytical framework of Cultural Studies as well as the Participatory Approach to Communication for Development perspectives. The study is specifically informed by the theories of ‘discourse’ (Foucault, 1980a, 1981) and the ‘circuit of culture’ (du Gay et al., 1997 and Johnson, 1987) and these provided the conceptual framework for investigating the representations, the production and the consumption of media texts. Predominantly qualitative methods have been employed in data collection and analysis. In the first place, a Critical Discourse Analysis (CDA) (Fairclough, 1995a, 1995c) of the radio texts has interrogated the discourses and discursive practices of CBS’ Victoria Voice environmental radio programmes in order to consider its representations of particular issues and consequently the discourses it privileged. Qualitative methods of participant observation, in-depth interviews and focus group discussions were deployed to investigate the negotiation of the texts by the lakeside communities. This research establishes that the Victoria Voice radio texts foreground three contesting types of discourses: the discourse of basic economic survival and livelihoods is articulated largely by the ordinary people, the lakeside communities; the discourse of sustainable development, particularly the protection and sustainability of Lake Victoria, by scientists and environmental experts; and the discourse of modernisation and corporate investment by politicians and/or policy makers and industrialists. The texts, to a large degree, reaffirm the hegemonic relations of power in Ugandan society, and thus contribute to the maintenance of the status quo. The selection of an elite category of informers (scientists, experts, politicians, policy makers) serves to marginalise the less powerful ordinary people (the fisher folk, farmers and other eyewitnesses). The construction of the elite as active and speaking subjects within the various debates introduced in these programmes, for example, works both to obscure and endorse the unequal power relations. At the reception side, while the lakeside communities attest to the relevance of the programmes in providing information on the issues concerning Lake Victoria and other aspects of their livelihood, they also recognise the power relations that underpin the sets of representations. Amongst these sets is government’s complicity with industry, in line with their economic policies and the global capitalist economy, while espousing the rhetoric of nature conservation. The study argues that sustainable solutions for the crises on Lake Victoria should take into account the socio-historical and cultural contexts of the lakeside communities. For the Ugandan media, particularly radio, there is a need to rethink the nature of the coverage, which tends to neglect the contextual factors, such as local socio-economic and cultural factors within which environmental issues and problems occur and which, as this thesis establishes, greatly influences the way people make sense of environmental issues and problems. I posit that the Participatory Approach that seeks to address the communities’ most pressing concerns should be adopted – to include more of the communities’ voices and involve them in the production of radio programmes.
- Full Text:
- Date Issued: 2013
An investigation into the school experiences of HIV-positive secondary school learners on ARV treatment in Katutura, Windhoek
- Authors: Haipinge, Emilie
- Date: 2013
- Subjects: HIV-positive youth -- Namibia -- Katutura (Windhoek) HIV-positive youth -- Social conditions -- Namibia -- Katutura (Windhoek) HIV infections -- Social aspects -- Namibia -- Katutura (Windhoek) HIV infections -- Psychological aspects -- Namibia -- Katutura (Windhoek) AIDS phobia -- Namibia -- Katutura (Windhoek) Antiretroviral agents
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1837 , http://hdl.handle.net/10962/d1004334
- Description: What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.
- Full Text:
- Date Issued: 2013
- Authors: Haipinge, Emilie
- Date: 2013
- Subjects: HIV-positive youth -- Namibia -- Katutura (Windhoek) HIV-positive youth -- Social conditions -- Namibia -- Katutura (Windhoek) HIV infections -- Social aspects -- Namibia -- Katutura (Windhoek) HIV infections -- Psychological aspects -- Namibia -- Katutura (Windhoek) AIDS phobia -- Namibia -- Katutura (Windhoek) Antiretroviral agents
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1837 , http://hdl.handle.net/10962/d1004334
- Description: What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.
- Full Text:
- Date Issued: 2013
An investigation into understanding the experiences of the level 5-7 student teachers when teaching fractions in primary schools in Namibia: a case study
- Authors: Vatilifa, Ndamononghenda
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Fractions -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1398 , http://hdl.handle.net/10962/d1001792
- Description: The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
- Full Text:
- Date Issued: 2013
- Authors: Vatilifa, Ndamononghenda
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Fractions -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1398 , http://hdl.handle.net/10962/d1001792
- Description: The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
- Full Text:
- Date Issued: 2013
An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study
- Homateni, Rauha Kau Ndahalomwenyo
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
An investigation of online threat awareness and behaviour patterns amongst secondary school learners
- Authors: Irwin, Michael Padric
- Date: 2013 , 2013-04-29
- Subjects: Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4576 , http://hdl.handle.net/10962/d1002965 , Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Description: The research area of this work is online threat awareness within an information security context. The research was carried out on secondary school learners at boarding schools in Grahamstown. The participating learners were in Grades 8 to 12. The goals of the research included determining the actual levels of awareness, the difference between these and self-perceived levels of the participants, the assessment of risk in terms of online behaviour, and the determination of any gender differences in the answers provided by the respondents. A review of relevant literature and similar studies was carried out, and data was collected from the participating schools via an online questionnaire. This data was analysed and discussed within the frameworks of awareness of threats, online privacy social media, sexting, cyberbullying and password habits. The concepts of information security and online privacy are present throughout these discussion chapters, providing the themes for linking the discussion points together. The results of this research show that the respondents have a high level of risk. This is due to the gaps identified in actual awareness and perception, as well as the exhibition of online behaviour patterns that are considered high risk. A strong need for the construction and adoption of threat awareness programmes by these and other schools is identified, as are areas of particular need for inclusion in such programmes. Some gender differences are present, but not to the extent that, there is as significant difference between male and female respondents in terms of overall awareness, knowledge and behaviour.
- Full Text:
- Date Issued: 2013
An investigation of online threat awareness and behaviour patterns amongst secondary school learners
- Authors: Irwin, Michael Padric
- Date: 2013 , 2013-04-29
- Subjects: Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4576 , http://hdl.handle.net/10962/d1002965 , Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Description: The research area of this work is online threat awareness within an information security context. The research was carried out on secondary school learners at boarding schools in Grahamstown. The participating learners were in Grades 8 to 12. The goals of the research included determining the actual levels of awareness, the difference between these and self-perceived levels of the participants, the assessment of risk in terms of online behaviour, and the determination of any gender differences in the answers provided by the respondents. A review of relevant literature and similar studies was carried out, and data was collected from the participating schools via an online questionnaire. This data was analysed and discussed within the frameworks of awareness of threats, online privacy social media, sexting, cyberbullying and password habits. The concepts of information security and online privacy are present throughout these discussion chapters, providing the themes for linking the discussion points together. The results of this research show that the respondents have a high level of risk. This is due to the gaps identified in actual awareness and perception, as well as the exhibition of online behaviour patterns that are considered high risk. A strong need for the construction and adoption of threat awareness programmes by these and other schools is identified, as are areas of particular need for inclusion in such programmes. Some gender differences are present, but not to the extent that, there is as significant difference between male and female respondents in terms of overall awareness, knowledge and behaviour.
- Full Text:
- Date Issued: 2013
An investigation of teachers' mathematical task selection in the Zambia context
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text:
- Date Issued: 2013
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text:
- Date Issued: 2013
An investigation of the discursive construction of the Tanganyika-Zanzibar Union as nation in the Union Day coverage in The Citizen and Daily News newspapers from 2005 to 2011
- Authors: Dotto, Paul Casmir Kuhenga
- Date: 2013
- Subjects: Newspapers -- Research -- Tanzania , Press and politics -- Tanzania , Tanzania -- Politics and government -- 1964- , Zanzibar -- Politics and government -- 1964- , Press , Daily News , The Citizen , Union Day , Nation building
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3412 , http://hdl.handle.net/10962/d1001843
- Description: This study is concerned with the constructions of the Tanzanian nation in the press. It has confined its focus, first, to the coverage from 2005 to 2011 on Union Day that marks the Union between Tanganyika and Zanzibar and the formation of the United Republic of Tanzania and, second, to two prominent Tanzanian newspapers, namely the state-owned Daily News, and the privately-owned The Citizen on Union Day. As the Union remains a contentious issue, the relevance of this research relates to the press’s considerable power to shape understandings and influence attitudes. The study works within a broad cultural and media studies framework and is informed by a constructionist approach to representation and to culture, and to nation in particular. It also draws of journalistic theories of agenda-setting and the normative roles of the press to probe the agendas set by the press on Union Day and to interrogate how the two newspapers construct and frame the Union of Tanganyika and Zanzibar as nation. The research responds to the question: ‘How has the Tanganyika-Zanzibar Union been represented in The Citizen and Daily News newspapers from 2005 to 2011?’ It employs quantitative and qualitative (thematic) content analysis to investigate the coverage in the editorials and feature articles of The Citizen and Daily News newspapers on Union Day (26 April) of 2005 to 2011. This study finds that the government-owned newspaper, Daily News, publishes more articles related to Union on Union Day than the privately-owned, The Citizen and collaborates more determinedly with the state in the process of constructing the nation. However, both newspapers adopt a collaborative role consistent with the development journalism tradition that endorses an informal partnership between media and the state in the process of development (Christians et al, 2009:201). Both publications tend to emphasise the hegemonic ideology pertaining to Union while giving limited attention to challenges to such constructions. While both newspapers do identify certain problems of the Union and thus exercise a monitorial role to varying extents, it is apparent that the press in Tanzania tends to be largely acritical, perhaps attributable to a long period under single party rule
- Full Text:
- Date Issued: 2013
- Authors: Dotto, Paul Casmir Kuhenga
- Date: 2013
- Subjects: Newspapers -- Research -- Tanzania , Press and politics -- Tanzania , Tanzania -- Politics and government -- 1964- , Zanzibar -- Politics and government -- 1964- , Press , Daily News , The Citizen , Union Day , Nation building
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3412 , http://hdl.handle.net/10962/d1001843
- Description: This study is concerned with the constructions of the Tanzanian nation in the press. It has confined its focus, first, to the coverage from 2005 to 2011 on Union Day that marks the Union between Tanganyika and Zanzibar and the formation of the United Republic of Tanzania and, second, to two prominent Tanzanian newspapers, namely the state-owned Daily News, and the privately-owned The Citizen on Union Day. As the Union remains a contentious issue, the relevance of this research relates to the press’s considerable power to shape understandings and influence attitudes. The study works within a broad cultural and media studies framework and is informed by a constructionist approach to representation and to culture, and to nation in particular. It also draws of journalistic theories of agenda-setting and the normative roles of the press to probe the agendas set by the press on Union Day and to interrogate how the two newspapers construct and frame the Union of Tanganyika and Zanzibar as nation. The research responds to the question: ‘How has the Tanganyika-Zanzibar Union been represented in The Citizen and Daily News newspapers from 2005 to 2011?’ It employs quantitative and qualitative (thematic) content analysis to investigate the coverage in the editorials and feature articles of The Citizen and Daily News newspapers on Union Day (26 April) of 2005 to 2011. This study finds that the government-owned newspaper, Daily News, publishes more articles related to Union on Union Day than the privately-owned, The Citizen and collaborates more determinedly with the state in the process of constructing the nation. However, both newspapers adopt a collaborative role consistent with the development journalism tradition that endorses an informal partnership between media and the state in the process of development (Christians et al, 2009:201). Both publications tend to emphasise the hegemonic ideology pertaining to Union while giving limited attention to challenges to such constructions. While both newspapers do identify certain problems of the Union and thus exercise a monitorial role to varying extents, it is apparent that the press in Tanzania tends to be largely acritical, perhaps attributable to a long period under single party rule
- Full Text:
- Date Issued: 2013
An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study
- Nanghonga, Ottilie Mwanyenenange
- Authors: Nanghonga, Ottilie Mwanyenenange
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Electrostatics -- Study and teaching (Secondary) -- Namibia Lightning -- Study and teaching (Secondary) -- Namibia , Static electricity , Cultural beliefs , Science -- Study and teaching (Secondary) -- Namibia , Electrostatics -- Study and teaching (Secondary) -- Namibia , Lightning -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1387 , http://hdl.handle.net/10962/d1001537
- Description: Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
- Full Text:
- Date Issued: 2013
- Authors: Nanghonga, Ottilie Mwanyenenange
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Electrostatics -- Study and teaching (Secondary) -- Namibia Lightning -- Study and teaching (Secondary) -- Namibia , Static electricity , Cultural beliefs , Science -- Study and teaching (Secondary) -- Namibia , Electrostatics -- Study and teaching (Secondary) -- Namibia , Lightning -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1387 , http://hdl.handle.net/10962/d1001537
- Description: Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
- Full Text:
- Date Issued: 2013
An investigation on how learners may use multiple representations in a social interaction to promote learning of percentages and fractions: a case study
- Authors: Ngola-Kazumba, Maria
- Date: 2013
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia -- Case studies Percentage -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematical notation -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Experiential learning -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1890 , http://hdl.handle.net/10962/d1006057
- Description: The study examined the use of multiple representations such as the real world, written symbols, spoken symbols, diagrams and manipulatives by learners to promote the learning of percentages and fractions through social interaction. This investigation was carried out through a teaching and learning programme which was developed and implemented by me, the researcher. The effect of the implemented programme was the main focus of the research. The qualitative study was oriented in the interpretive paradigm – a paradigm that seeks to understand the meaning attached to human actions. Twenty learners participated in the implementation of the programme and 9 learners were selected for focus group interviews. The purpose of the interviews was to explore learners' understanding and feelings about the use of multiple representations in the learning of percentages and fractions through social interactions. The other tools employed in this study were pre-and-post diagnostic tests, observations, learners' work and a journal. The pre-test was used to determine learners' prior knowledge for the program design and implementation, while the post-test and learners' work were used to analyze the effect of the programme. Observations were used to investigate how multiple representations promoted or did not promote the learning of percentages and fractions. The teacher's journal was to record and reflect on any relevant information gathered on each lesson observed. The data shows that the effective use of multiple representations helped learners learn the concept of percentages and fractions better. Learners were able to look at representations in useful ways; multiple representations made some aspects of the concept clear; and multiple representations enabled learners to correct errors. Through the interaction between the teacher and learners, the following was found: all the learners changed words to change focus; learners made links between multiple representations; the learners deepened their concepts of percentages and fractions; learners could convert between fractions using multiple representations; learners could work out percentages of a quantity; and learners could express one quantity as a percentage of another. Furthermore, through the interaction between learners and learners all learners could identify more equivalent fractions of an initial fraction which was given to them; and they could increase and decrease a quantity by a given percentage. On the basis of this research, it can be concluded that the programme promoted the learning of percentages and fractions through three effective methodologies. The first methodology consisted of the effective use of multiple representations; the second methodology concerned the interaction between the teacher and learner during the learning process and the last methodology related to the interaction between the learners - interactions that were not strongly mediated by the teacher. I would recommend that teachers use these three effective approaches when teaching percentages and fractions to promote the learning of the concepts.
- Full Text:
- Date Issued: 2013
- Authors: Ngola-Kazumba, Maria
- Date: 2013
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia -- Case studies Percentage -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematical notation -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Experiential learning -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1890 , http://hdl.handle.net/10962/d1006057
- Description: The study examined the use of multiple representations such as the real world, written symbols, spoken symbols, diagrams and manipulatives by learners to promote the learning of percentages and fractions through social interaction. This investigation was carried out through a teaching and learning programme which was developed and implemented by me, the researcher. The effect of the implemented programme was the main focus of the research. The qualitative study was oriented in the interpretive paradigm – a paradigm that seeks to understand the meaning attached to human actions. Twenty learners participated in the implementation of the programme and 9 learners were selected for focus group interviews. The purpose of the interviews was to explore learners' understanding and feelings about the use of multiple representations in the learning of percentages and fractions through social interactions. The other tools employed in this study were pre-and-post diagnostic tests, observations, learners' work and a journal. The pre-test was used to determine learners' prior knowledge for the program design and implementation, while the post-test and learners' work were used to analyze the effect of the programme. Observations were used to investigate how multiple representations promoted or did not promote the learning of percentages and fractions. The teacher's journal was to record and reflect on any relevant information gathered on each lesson observed. The data shows that the effective use of multiple representations helped learners learn the concept of percentages and fractions better. Learners were able to look at representations in useful ways; multiple representations made some aspects of the concept clear; and multiple representations enabled learners to correct errors. Through the interaction between the teacher and learners, the following was found: all the learners changed words to change focus; learners made links between multiple representations; the learners deepened their concepts of percentages and fractions; learners could convert between fractions using multiple representations; learners could work out percentages of a quantity; and learners could express one quantity as a percentage of another. Furthermore, through the interaction between learners and learners all learners could identify more equivalent fractions of an initial fraction which was given to them; and they could increase and decrease a quantity by a given percentage. On the basis of this research, it can be concluded that the programme promoted the learning of percentages and fractions through three effective methodologies. The first methodology consisted of the effective use of multiple representations; the second methodology concerned the interaction between the teacher and learner during the learning process and the last methodology related to the interaction between the learners - interactions that were not strongly mediated by the teacher. I would recommend that teachers use these three effective approaches when teaching percentages and fractions to promote the learning of the concepts.
- Full Text:
- Date Issued: 2013
Analysis of the implementation of corporate level strategy in a South Afircan furniture retailer
- Authors: Nkatsha, Thembinkosi Sydney
- Date: 2013
- Subjects: Reengineering (Management) , Consolidation and merger of corporations -- South Africa -- Case studies , Organizational change -- Management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:856 , http://hdl.handle.net/10962/d1018272
- Description: [Integrative Summary] This study is situated in the complex field of change management, and strategy execution. The study focuses on the corporate level restructuring of Ellerine Holdings Limited (EHL), subsequent to its acquisition by the micro lending financial institution African Bank Investments Limited (ABIL). The interest of the researcher was aroused by the uniqueness of the relationship. This was the first of its kind in a South African context, where a banker owned a furniture retailer. The restructuring was undertaken shortly after the acquisition. This research paper adopted a case study approach, in describing the restructuring initiative that took place in EHL, focusing on the period between January 2008 and the end of 2010/ 11 financial year on the 30th of September 2011. The case captures the significant phases of the restructuring including a background of (1) the protagonist, Toni Fourie (Chief Executive Officer), (2) EHL as the researched company, (3) the industry it operates in, and (4) the case content. Brief teaching notes have been provided to explain the teaching value of the case and to assist with its delivery in the classroom. Attention is drawn to a presentation by the protagonist in November 2011, named 'A CEO Insight' where he gave an overview and insights of the road travelled in restructuring Ellerine Holdings Limited, and more importantly highlights the following about the purpose and nature of the restructuring of the organisation. • A plan to change the way the industry works. • The creation of a profitable, stand-alone retail business through: o The sale of two companies, the closure of two companies and consolidating from thirteen to six brands. o Separating financial services from retail. o Moving the financial services component to African Bank, also a subsidiary of ABIL. o Redesigning the credit model. o Completion of twelve system changes. • Over R600million reduction in cost • A place where people want to work. The restructuring outlined above represents a major shake-up in many aspects of the corporation. The main challenge for Toni Fourie and his team was: how best could they restructure EHL to extract synergies between their two subsidiaries Ellerine Holdings Limited & African Bank to increase shareholders ' value at Group level. The case seeks to describe this in detail. The overarching strategy underpinning the restructuring of the researched corporation is premised on the price volume elasticity equation, by reducing the cost of credit, thereby driving pricing down within the brands, and facilitating more people having access to affordable credit. The case study of the restructuring is presented in Section 1. A review of relevant literature on strategy implementation is presented in Section 2, focusing on restructuring. Successful implementation of strategies only takes place with structures that are developed by organisations to support the achievement of their strategic objectives. Organisational architecture and design have a critical role to play in the execution of organisational strategies. Nadler and Tushman (1978) emphasise the importance of congruence in the organisational design, for the organization to not only deliver superior results but to sustain them over a period of time. Research by Okumus (2005) seems to tell us that the lack of credible framework to implement strategy, has contributed the high failure rate of strategy initiatives. Although this is a strategy implementation case, it also touches on aspects of leadership - mainly the architectural role - and the role, or influence of strategic leadership, in restructuring the corporation. The results of this research paper were achieved by following a specific research methodology. The aim of the research was to analyse the restructuring of the researched company at corporate level, having the following objectives in mind; • Understanding the strategy. • Analysing the design decisions in the light of the strategy chosen by the top management of Ellerine Holdings Limited. • Analysing what monitoring and control measures had been designed to facilitate the corporate restructuring. Data was collected through documentation of the corporation that was made available to the researcher on request, as well as those that are in the public domain, and an interview with the CEO of the researched company. The interview was conducted after analysing the documentation (Hakim, 2000). The Methodology is detailed in Section 3. The researcher hopes that the case study will contribute to learning about business leadership and strategic management. The case should develop an understanding of the complexities related to strategy execution at corporate level, particularly the restructuring aspect of it.
- Full Text:
- Date Issued: 2013
- Authors: Nkatsha, Thembinkosi Sydney
- Date: 2013
- Subjects: Reengineering (Management) , Consolidation and merger of corporations -- South Africa -- Case studies , Organizational change -- Management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:856 , http://hdl.handle.net/10962/d1018272
- Description: [Integrative Summary] This study is situated in the complex field of change management, and strategy execution. The study focuses on the corporate level restructuring of Ellerine Holdings Limited (EHL), subsequent to its acquisition by the micro lending financial institution African Bank Investments Limited (ABIL). The interest of the researcher was aroused by the uniqueness of the relationship. This was the first of its kind in a South African context, where a banker owned a furniture retailer. The restructuring was undertaken shortly after the acquisition. This research paper adopted a case study approach, in describing the restructuring initiative that took place in EHL, focusing on the period between January 2008 and the end of 2010/ 11 financial year on the 30th of September 2011. The case captures the significant phases of the restructuring including a background of (1) the protagonist, Toni Fourie (Chief Executive Officer), (2) EHL as the researched company, (3) the industry it operates in, and (4) the case content. Brief teaching notes have been provided to explain the teaching value of the case and to assist with its delivery in the classroom. Attention is drawn to a presentation by the protagonist in November 2011, named 'A CEO Insight' where he gave an overview and insights of the road travelled in restructuring Ellerine Holdings Limited, and more importantly highlights the following about the purpose and nature of the restructuring of the organisation. • A plan to change the way the industry works. • The creation of a profitable, stand-alone retail business through: o The sale of two companies, the closure of two companies and consolidating from thirteen to six brands. o Separating financial services from retail. o Moving the financial services component to African Bank, also a subsidiary of ABIL. o Redesigning the credit model. o Completion of twelve system changes. • Over R600million reduction in cost • A place where people want to work. The restructuring outlined above represents a major shake-up in many aspects of the corporation. The main challenge for Toni Fourie and his team was: how best could they restructure EHL to extract synergies between their two subsidiaries Ellerine Holdings Limited & African Bank to increase shareholders ' value at Group level. The case seeks to describe this in detail. The overarching strategy underpinning the restructuring of the researched corporation is premised on the price volume elasticity equation, by reducing the cost of credit, thereby driving pricing down within the brands, and facilitating more people having access to affordable credit. The case study of the restructuring is presented in Section 1. A review of relevant literature on strategy implementation is presented in Section 2, focusing on restructuring. Successful implementation of strategies only takes place with structures that are developed by organisations to support the achievement of their strategic objectives. Organisational architecture and design have a critical role to play in the execution of organisational strategies. Nadler and Tushman (1978) emphasise the importance of congruence in the organisational design, for the organization to not only deliver superior results but to sustain them over a period of time. Research by Okumus (2005) seems to tell us that the lack of credible framework to implement strategy, has contributed the high failure rate of strategy initiatives. Although this is a strategy implementation case, it also touches on aspects of leadership - mainly the architectural role - and the role, or influence of strategic leadership, in restructuring the corporation. The results of this research paper were achieved by following a specific research methodology. The aim of the research was to analyse the restructuring of the researched company at corporate level, having the following objectives in mind; • Understanding the strategy. • Analysing the design decisions in the light of the strategy chosen by the top management of Ellerine Holdings Limited. • Analysing what monitoring and control measures had been designed to facilitate the corporate restructuring. Data was collected through documentation of the corporation that was made available to the researcher on request, as well as those that are in the public domain, and an interview with the CEO of the researched company. The interview was conducted after analysing the documentation (Hakim, 2000). The Methodology is detailed in Section 3. The researcher hopes that the case study will contribute to learning about business leadership and strategic management. The case should develop an understanding of the complexities related to strategy execution at corporate level, particularly the restructuring aspect of it.
- Full Text:
- Date Issued: 2013
Application of bidentate N,N'-donor extractants in the hydrometallurgical separation of base metals from an acidic sulfate medium
- Authors: Okewole, Adeleye Ishola
- Date: 2013
- Subjects: Hydrometallurgy Sulfates Nanofibers Electrospinning Sorbents Extraction (Chemistry) Solvent extraction Stereochemistry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4281 , http://hdl.handle.net/10962/d1002610
- Description: Bidentate imidazole-based extractants, 1-octylimidazole-2-aldoxime (OIMOX) and 1-octyl-2-(2′-pyridyl)imidazole (OPIM), along with dinonylnaphthalene sulfonic acid (DNNSA) as a synergist, were investigated as potential selective extractants for Cu²⁺and Ni²⁺ respectively from base metals in a solvent extraction system. The study was extended to evaluate the sorption and separation of Ni²⁺ from other base metals in a solid-solution system using microspherical Merrifield resins and nanofibers functionalized with 2,2′-pyridylimidazole. Copper was effectively separated with OIMOX and DNNSA as extractants from nickel with ΔpH½ ≈1.05 and the extraction order of Cu²⁺ > Ni²⁺ > Zn²⁺ > Cd²⁺> Co²⁺ was achieved as a function of pH. At pH 1.65 the extracted copper, from a synthetic mixture of the base metals reached 90.13(±0.90)%, and through a two-step extraction process 98.22(±0.29)% copper was recovered with negligible nickel and cobalt impurities. Stripping of the copper from the loaded organic phase using TraceSelect sulphuric acid at pH 0.35 yielded 96.60(±0.44)% of the loaded quantity after the second stage of stripping. The separation of Ni²⁺ from the borderline and hard acids; Co²⁺, Cu²⁺, Zn²⁺, Fe2²⁺, Fe²⁺, Mn²⁺, Mg2²⁺ and Ca²⁺ at a pH range of 0.5-3.5 with OPIM and DNNSA was acvieved to the tune of a ΔpH½≈ 1.6 with respect to cobalt from a sulfate and sulfate/chloride media. A three-stage counter-current extraction of Ni²⁺, at the optimized pH of 1.89, from a synthetic mixture of Ni²⁺, Co²⁺ and Cu²⁺, yielded 99.01(±1.79)%. The total co-extracted Cu²⁺ was 48.72(±0.24)% of the original quantity in the mixture, and it was 19.85(±0.28%) for Co²⁺. The co-extracted Cu²⁺ was scrubbed off from the loaded organic phase at pH≈8.5 by using an ammonium buffer, while co-extracted Co²⁺ was selectively and quantitatively stripped with H₂SO₄ at pH 1.64. The total recovery of Ni²⁺ by stripping at pH 0.32 was 94.05(±1.70)%. In the solid-liquid system, Ni²⁺ was separated from Co²⁺, Cu²⁺, and Fe²⁺ with the microspherical resins funtionalised with 2,2′-pyridylimidazole by a separation factor (β) in the range 22-45. Electrospun nanofibers as sorbents yielded high sorption capacity in the range of 0.97 - 1.45 mmol.g⁻¹ for the same metals ions. Thus, 1-octylimidazole-2-aldoxime (OIMOX), and1-octyl-2-(2′-pyridyl)imidazole (OPIM) can be effectively utilized alongside DNNSA as a co-extractant in the separation of Cu²⁺ and Ni²⁺ respectively from base metals in acidic sulfate medium in a solvent extraction process, and the latter as a selective ligand in the solid-liquid separation of Ni²⁺ from Co²⁺, Cu²⁺, and Fe²⁺.
- Full Text:
- Date Issued: 2013
- Authors: Okewole, Adeleye Ishola
- Date: 2013
- Subjects: Hydrometallurgy Sulfates Nanofibers Electrospinning Sorbents Extraction (Chemistry) Solvent extraction Stereochemistry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4281 , http://hdl.handle.net/10962/d1002610
- Description: Bidentate imidazole-based extractants, 1-octylimidazole-2-aldoxime (OIMOX) and 1-octyl-2-(2′-pyridyl)imidazole (OPIM), along with dinonylnaphthalene sulfonic acid (DNNSA) as a synergist, were investigated as potential selective extractants for Cu²⁺and Ni²⁺ respectively from base metals in a solvent extraction system. The study was extended to evaluate the sorption and separation of Ni²⁺ from other base metals in a solid-solution system using microspherical Merrifield resins and nanofibers functionalized with 2,2′-pyridylimidazole. Copper was effectively separated with OIMOX and DNNSA as extractants from nickel with ΔpH½ ≈1.05 and the extraction order of Cu²⁺ > Ni²⁺ > Zn²⁺ > Cd²⁺> Co²⁺ was achieved as a function of pH. At pH 1.65 the extracted copper, from a synthetic mixture of the base metals reached 90.13(±0.90)%, and through a two-step extraction process 98.22(±0.29)% copper was recovered with negligible nickel and cobalt impurities. Stripping of the copper from the loaded organic phase using TraceSelect sulphuric acid at pH 0.35 yielded 96.60(±0.44)% of the loaded quantity after the second stage of stripping. The separation of Ni²⁺ from the borderline and hard acids; Co²⁺, Cu²⁺, Zn²⁺, Fe2²⁺, Fe²⁺, Mn²⁺, Mg2²⁺ and Ca²⁺ at a pH range of 0.5-3.5 with OPIM and DNNSA was acvieved to the tune of a ΔpH½≈ 1.6 with respect to cobalt from a sulfate and sulfate/chloride media. A three-stage counter-current extraction of Ni²⁺, at the optimized pH of 1.89, from a synthetic mixture of Ni²⁺, Co²⁺ and Cu²⁺, yielded 99.01(±1.79)%. The total co-extracted Cu²⁺ was 48.72(±0.24)% of the original quantity in the mixture, and it was 19.85(±0.28%) for Co²⁺. The co-extracted Cu²⁺ was scrubbed off from the loaded organic phase at pH≈8.5 by using an ammonium buffer, while co-extracted Co²⁺ was selectively and quantitatively stripped with H₂SO₄ at pH 1.64. The total recovery of Ni²⁺ by stripping at pH 0.32 was 94.05(±1.70)%. In the solid-liquid system, Ni²⁺ was separated from Co²⁺, Cu²⁺, and Fe²⁺ with the microspherical resins funtionalised with 2,2′-pyridylimidazole by a separation factor (β) in the range 22-45. Electrospun nanofibers as sorbents yielded high sorption capacity in the range of 0.97 - 1.45 mmol.g⁻¹ for the same metals ions. Thus, 1-octylimidazole-2-aldoxime (OIMOX), and1-octyl-2-(2′-pyridyl)imidazole (OPIM) can be effectively utilized alongside DNNSA as a co-extractant in the separation of Cu²⁺ and Ni²⁺ respectively from base metals in acidic sulfate medium in a solvent extraction process, and the latter as a selective ligand in the solid-liquid separation of Ni²⁺ from Co²⁺, Cu²⁺, and Fe²⁺.
- Full Text:
- Date Issued: 2013
Aspects of isiXhosa poetry with special reference to poems produced about women
- Jadezweni, Mhlobo Wabantwana
- Authors: Jadezweni, Mhlobo Wabantwana
- Date: 2013
- Subjects: Laudatory poetry, Xhosa African poetry (English) -- History and criticism Women in literature Women and literature -- South Africa African poetry -- Women authors
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3616 , http://hdl.handle.net/10962/d1006364
- Description: This study investigates the use of modern and izibongo (praise poetry) techniques in representing women in selected isiXhosa poems. The main interest of the study is to determine whether the same techniques to depict men are used when writing about women. It is also the interest of the study to ascertain how gender issues are dealt with in the selected poems. Seminal studies on izibongo by eminent scholars in this field show a serious lack of critique and little recognition of women in African languages’ poetry in general and in isiXhosa in particular. Pioneering studies in Nguni poetry about women have thus recommended that serious studies on poetry about women be undertaken. The analyses of selected poems by established isiXhosa poets show that modern poetry conventions are significantly used together with izibongo techniques. These techniques are used without any gender differentiation, which is another point of interest of this study. There are however instances where images specific to women are used. Such use has however not been found to be demeaning of women in any way. Poems where modern poetry forms and conventions are used tend to deal with subjects who have international or an urban area background. Even though the modern poetry conventions are used with izibongo techniques the presence of the modern literary conventions is prominent. This is the case particularly with poems about women in politics. That some female poet seems to accept some cultural practices that are viewed to be undermining the status of women does not take away the voice of protest against this oppression by some of the selected poets. These two voices, one of acceptance and the other one of protest are used as a basis for a debate around a need for a literary theory that addresses the question of African culture with special reference to isiXhosa poetry about women. The success of the selected poets with both modern and izibongo techniques is a good sign for the development of isiXhosa poetry in general and isiXhosa poetry about women. It is strongly recommended that continued research of a serious nature concerning poetry about, and produced by women, be undertaken.
- Full Text:
- Date Issued: 2013
- Authors: Jadezweni, Mhlobo Wabantwana
- Date: 2013
- Subjects: Laudatory poetry, Xhosa African poetry (English) -- History and criticism Women in literature Women and literature -- South Africa African poetry -- Women authors
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3616 , http://hdl.handle.net/10962/d1006364
- Description: This study investigates the use of modern and izibongo (praise poetry) techniques in representing women in selected isiXhosa poems. The main interest of the study is to determine whether the same techniques to depict men are used when writing about women. It is also the interest of the study to ascertain how gender issues are dealt with in the selected poems. Seminal studies on izibongo by eminent scholars in this field show a serious lack of critique and little recognition of women in African languages’ poetry in general and in isiXhosa in particular. Pioneering studies in Nguni poetry about women have thus recommended that serious studies on poetry about women be undertaken. The analyses of selected poems by established isiXhosa poets show that modern poetry conventions are significantly used together with izibongo techniques. These techniques are used without any gender differentiation, which is another point of interest of this study. There are however instances where images specific to women are used. Such use has however not been found to be demeaning of women in any way. Poems where modern poetry forms and conventions are used tend to deal with subjects who have international or an urban area background. Even though the modern poetry conventions are used with izibongo techniques the presence of the modern literary conventions is prominent. This is the case particularly with poems about women in politics. That some female poet seems to accept some cultural practices that are viewed to be undermining the status of women does not take away the voice of protest against this oppression by some of the selected poets. These two voices, one of acceptance and the other one of protest are used as a basis for a debate around a need for a literary theory that addresses the question of African culture with special reference to isiXhosa poetry about women. The success of the selected poets with both modern and izibongo techniques is a good sign for the development of isiXhosa poetry in general and isiXhosa poetry about women. It is strongly recommended that continued research of a serious nature concerning poetry about, and produced by women, be undertaken.
- Full Text:
- Date Issued: 2013
Assessing household assets to understand vulnerability to HIV/Aids and climate change in the Eastern Cape, South Africa
- Authors: Stadler, Leigh Tessa
- Date: 2013
- Subjects: Climatic changes -- South Africa -- Eastern Cape Climatic changes -- Health aspects -- South Africa -- Eastern Cape Climatic changes -- Economic aspects -- South Africa -- Eastern Cape HIV infections -- Economic aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Economic aspects -- South Africa -- Eastern Cape HIV infections -- Social aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Social aspects -- South Africa -- Eastern Cape Poverty -- Social aspects -- South Africa -- Eastern Cape Income -- South Africa -- Eastern Cape Human capital -- South Africa -- Eastern Cape Sex role -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4726 , http://hdl.handle.net/10962/d1001655
- Description: Livelihood stressors in southern Africa, such as HIV/Aids and climate change, do not act in isolation but rather interact concurrently in complex socio-ecological systems with diverse, interrelated and compounded affects. Households experience differential vulnerability to such stressors based on contextual factors such as geographical location, income level and the gender and age of its members. Households’ differential experiences of vulnerability are further defined by the households’ use of their capital stocks: the human, social, natural, financial and physical capital available to the household to form livelihoods and resist the detrimental effects of a stressor. The capital stocks of 340 households were measured in two sites in the Eastern Cape, South Africa, using a household survey. These data were analysed to determine differences between the sites, households with heads of different gender and households of different income levels. Further data relating to the drivers and interactions of stressors over temporal and spatial scales, as well as the perceived value of various forms of capital by different social groups in the two sites, were collected via Participatory Learning and Action (PLA) methods including timelines, mental modelling and pair-wise ranking. Although the two sites have similar levels of income and fall within the same province, many significant differences emerged. The two sites showed different distributions of household head genders and different stressors and perceptions of vulnerability, perhaps owing to differences in their capital stocks, acting alongside the influence of culture and access on a shifting rural-urban continuum. These discrepancies further transpired to reflect crucial differential experiences along gender lines and income levels in each site. Vulnerability was often context specific, not only because of unique drivers of stress in different areas, but also because socio-economic groups and localities often had characteristics that could potentially exacerbate vulnerability, as well as characteristics that can potentially facilitate adaptive capacity. Stressors were found to have depleted multiple forms of capital over time, while new stressors were emerging, raising concerns over the most appropriate means of social protection within these contexts.
- Full Text:
- Date Issued: 2013
- Authors: Stadler, Leigh Tessa
- Date: 2013
- Subjects: Climatic changes -- South Africa -- Eastern Cape Climatic changes -- Health aspects -- South Africa -- Eastern Cape Climatic changes -- Economic aspects -- South Africa -- Eastern Cape HIV infections -- Economic aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Economic aspects -- South Africa -- Eastern Cape HIV infections -- Social aspects -- South Africa -- Eastern Cape AIDS (Disease) -- Social aspects -- South Africa -- Eastern Cape Poverty -- Social aspects -- South Africa -- Eastern Cape Income -- South Africa -- Eastern Cape Human capital -- South Africa -- Eastern Cape Sex role -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4726 , http://hdl.handle.net/10962/d1001655
- Description: Livelihood stressors in southern Africa, such as HIV/Aids and climate change, do not act in isolation but rather interact concurrently in complex socio-ecological systems with diverse, interrelated and compounded affects. Households experience differential vulnerability to such stressors based on contextual factors such as geographical location, income level and the gender and age of its members. Households’ differential experiences of vulnerability are further defined by the households’ use of their capital stocks: the human, social, natural, financial and physical capital available to the household to form livelihoods and resist the detrimental effects of a stressor. The capital stocks of 340 households were measured in two sites in the Eastern Cape, South Africa, using a household survey. These data were analysed to determine differences between the sites, households with heads of different gender and households of different income levels. Further data relating to the drivers and interactions of stressors over temporal and spatial scales, as well as the perceived value of various forms of capital by different social groups in the two sites, were collected via Participatory Learning and Action (PLA) methods including timelines, mental modelling and pair-wise ranking. Although the two sites have similar levels of income and fall within the same province, many significant differences emerged. The two sites showed different distributions of household head genders and different stressors and perceptions of vulnerability, perhaps owing to differences in their capital stocks, acting alongside the influence of culture and access on a shifting rural-urban continuum. These discrepancies further transpired to reflect crucial differential experiences along gender lines and income levels in each site. Vulnerability was often context specific, not only because of unique drivers of stress in different areas, but also because socio-economic groups and localities often had characteristics that could potentially exacerbate vulnerability, as well as characteristics that can potentially facilitate adaptive capacity. Stressors were found to have depleted multiple forms of capital over time, while new stressors were emerging, raising concerns over the most appropriate means of social protection within these contexts.
- Full Text:
- Date Issued: 2013
Barriers to public participation in developmental projects : a Nigerian community perspective (case study of the Gbaran-Ubie oil and gas project)
- Authors: Akoh, Emmanuel Inalegwu
- Date: 2013
- Subjects: Gbaran-Ubie oil and gas project -- Public opinion Community development -- Nigeria Economic development -- Nigeria -- Environmental aspects
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:715 , http://hdl.handle.net/10962/d1001869
- Description: This research paper is broken up into three sections, namely an evaluation report, a literature review and research methodology. The evaluation report section is the assessment of the current state of change readiness within the Eskom Contact Centre’s based upon what the literature on change readiness prescribes. The timing of the change readiness assessment is just prior to significant organisational change. The organisational change that was about to be initiated by the organisation was initiated from the boardroom of the most senior echelons of the organisation, and was directed in a top down approach, being a strategic organisational change. The change is deemed to be critical to the organisation being able to meet its long term strategic and sustainability objectives. A critical examination of the literature explored the meaning of change readiness, the importance of it and explained the consequences for organisations that commit to transformational agendas without being ready. Key concepts such as such resistance to change and organisational inertia are described and differentiated from change readiness. The ADKAR change model and its change readiness assessment instrument were used due to the organisations preference for the model. The ADKAR model formed the framework for the analyses of the data, the discussion of the results and the recommendations to the organisation. The research conducted was quantitative in nature; a questionnaire was distributed to the employees of the seven Eskom Contact centre sites around the country through an email. A slightly modified version of the ADKAR change readiness questionnaire was sent via email with an on-line questionnaire link on it; and questions on individual readiness for change were used to assess the level of readiness of the employees. Most of the descriptive and inferential statistics were analysed with the use of Excel (version, 2010), with Factor Analysis being done in Statistica. The results of the research showed that: [iii] - The factors as proposed by the ADKAR change readiness assessment questionnaire (i.e. Awareness, Desire, Knowledge, Ability and Reinforcement) are not different enough to be considered as independent factors for this data set. Based on factor analysis, the factors were subsequently amended from five to three, namely Readiness, Opportunity Realisation and Uncertainty. - The Contact Centre employees were somewhat ready for change. - The Contact Centres needed to focus on all amended ADKAR factors in order to improve the readiness of the department. - The readiness levels in response to the roll out were more or less uniform. The study shows that given Eskom’s preference for the ADKAR model, future research within Eskom should therefore be conducted more circumspectly with respect to ascertaining the validity of the ADKAR factors. The study also makes mention that future work and/or research will need to be conducted, specifically on the readiness of the organisation itself, in order to improve the probability of transformational success. The ADKAR assessment is a people focused assessment and therefore focuses only on the readiness of the individual. Factors such as the adequacy of the current state of resources within the organisation, which incorporate aspects such as infrastructure, technology and staffing, will also need to be assessed to make a more holistic statement of change readiness. A concise review of the literature is incorporated into the Evaluation Report of Section 1 to underpin the study. In Section 2 a more extensive review of the literature is presented. Similarly, the design of the research is discussed in more detail in Section 3 to both describe and justify the appropriateness of the research methodology, and to give a detailed account of the way in which the research was carried out.
- Full Text:
- Date Issued: 2013
- Authors: Akoh, Emmanuel Inalegwu
- Date: 2013
- Subjects: Gbaran-Ubie oil and gas project -- Public opinion Community development -- Nigeria Economic development -- Nigeria -- Environmental aspects
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:715 , http://hdl.handle.net/10962/d1001869
- Description: This research paper is broken up into three sections, namely an evaluation report, a literature review and research methodology. The evaluation report section is the assessment of the current state of change readiness within the Eskom Contact Centre’s based upon what the literature on change readiness prescribes. The timing of the change readiness assessment is just prior to significant organisational change. The organisational change that was about to be initiated by the organisation was initiated from the boardroom of the most senior echelons of the organisation, and was directed in a top down approach, being a strategic organisational change. The change is deemed to be critical to the organisation being able to meet its long term strategic and sustainability objectives. A critical examination of the literature explored the meaning of change readiness, the importance of it and explained the consequences for organisations that commit to transformational agendas without being ready. Key concepts such as such resistance to change and organisational inertia are described and differentiated from change readiness. The ADKAR change model and its change readiness assessment instrument were used due to the organisations preference for the model. The ADKAR model formed the framework for the analyses of the data, the discussion of the results and the recommendations to the organisation. The research conducted was quantitative in nature; a questionnaire was distributed to the employees of the seven Eskom Contact centre sites around the country through an email. A slightly modified version of the ADKAR change readiness questionnaire was sent via email with an on-line questionnaire link on it; and questions on individual readiness for change were used to assess the level of readiness of the employees. Most of the descriptive and inferential statistics were analysed with the use of Excel (version, 2010), with Factor Analysis being done in Statistica. The results of the research showed that: [iii] - The factors as proposed by the ADKAR change readiness assessment questionnaire (i.e. Awareness, Desire, Knowledge, Ability and Reinforcement) are not different enough to be considered as independent factors for this data set. Based on factor analysis, the factors were subsequently amended from five to three, namely Readiness, Opportunity Realisation and Uncertainty. - The Contact Centre employees were somewhat ready for change. - The Contact Centres needed to focus on all amended ADKAR factors in order to improve the readiness of the department. - The readiness levels in response to the roll out were more or less uniform. The study shows that given Eskom’s preference for the ADKAR model, future research within Eskom should therefore be conducted more circumspectly with respect to ascertaining the validity of the ADKAR factors. The study also makes mention that future work and/or research will need to be conducted, specifically on the readiness of the organisation itself, in order to improve the probability of transformational success. The ADKAR assessment is a people focused assessment and therefore focuses only on the readiness of the individual. Factors such as the adequacy of the current state of resources within the organisation, which incorporate aspects such as infrastructure, technology and staffing, will also need to be assessed to make a more holistic statement of change readiness. A concise review of the literature is incorporated into the Evaluation Report of Section 1 to underpin the study. In Section 2 a more extensive review of the literature is presented. Similarly, the design of the research is discussed in more detail in Section 3 to both describe and justify the appropriateness of the research methodology, and to give a detailed account of the way in which the research was carried out.
- Full Text:
- Date Issued: 2013
Biochemical characterisation of Pfj2, a Plasmodium falciparum heat shock protein 40 chaperone potentially involved in protein quality control in the endoplasmic reticulum
- Authors: Afolayan, Omolola Folasade
- Date: 2013
- Subjects: Plasmodium falciparum Endoplasmic reticulum Heat shock proteins Malaria , Mosquito-borne infectious disease
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3883 , http://hdl.handle.net/10962/d1001617
- Description: Plasmodium falciparum is a protozoan parasite that causes a severe form of malaria, a mosquito-borne infectious disease in humans. P. falciparum encodes a number of proteins to facilitate its life-cycle, including a type II heat shock protein 40 (Hsp40), Pfj2. Pfj2 shows a degree of homology to human ERdj5, a resident protein of the endoplasmic reticulum (ER) that promotes protein quality control by facilitating the degradation of misfolded proteins. The overall aim of this study was to further understand the function of Pfj2 in the P. falciparum cell by characterising it biochemically. A bioinformatic analysis of Pfj2 was carried out to enable the identification of a potential ER signal sequence and cleavage site. Furthermore, an analysis of Pfj2 protein sequence was performed to compare domain similarities and identities with typical type II Hsp40s namely, human ERdj5, S. cerevisiae Sis1, human Hsj1a and human DnaJB4. The method used included the insertion of the codon-optimised coding sequence for the processed ER form of Pfj2 into the prokaryotic expression vector, pQE30, to enable overproduction of a histidine-tagged protein. A 62 kDa His₆-Pfj2 was successfully expressed in Escherichia coli and purified using denaturing nickel affinity chromatography. ATPase assays were performed to determine the ability of His₆- Pfj2 to stimulate the chaperone activity of the ER Hsp70, also called immunoglobulin binding protein (BiP). Initial studies were conducted on readily available mammalian His₆-BiP as a control, which was shown to have an intrinsic activity of 12.07±3.92 nmolPi/min/mg. His₆- Pfj2 did not stimulate the ATPase activity of mammalian His₆-BiP, suggesting that it either could not act as a co-chaperone of mammalian His₆-BiP (specificity), or it required a misfolded substrate in the system. Therefore, ongoing studies are addressing the interaction of Pfj2 and misfolded substrates with P. falciparum BiP. The results of these studies will further our understanding of a poorly-studied parasite chaperone that represents a potential drug target for development of novel strategies for the control of a serious human disease
- Full Text:
- Date Issued: 2013
- Authors: Afolayan, Omolola Folasade
- Date: 2013
- Subjects: Plasmodium falciparum Endoplasmic reticulum Heat shock proteins Malaria , Mosquito-borne infectious disease
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3883 , http://hdl.handle.net/10962/d1001617
- Description: Plasmodium falciparum is a protozoan parasite that causes a severe form of malaria, a mosquito-borne infectious disease in humans. P. falciparum encodes a number of proteins to facilitate its life-cycle, including a type II heat shock protein 40 (Hsp40), Pfj2. Pfj2 shows a degree of homology to human ERdj5, a resident protein of the endoplasmic reticulum (ER) that promotes protein quality control by facilitating the degradation of misfolded proteins. The overall aim of this study was to further understand the function of Pfj2 in the P. falciparum cell by characterising it biochemically. A bioinformatic analysis of Pfj2 was carried out to enable the identification of a potential ER signal sequence and cleavage site. Furthermore, an analysis of Pfj2 protein sequence was performed to compare domain similarities and identities with typical type II Hsp40s namely, human ERdj5, S. cerevisiae Sis1, human Hsj1a and human DnaJB4. The method used included the insertion of the codon-optimised coding sequence for the processed ER form of Pfj2 into the prokaryotic expression vector, pQE30, to enable overproduction of a histidine-tagged protein. A 62 kDa His₆-Pfj2 was successfully expressed in Escherichia coli and purified using denaturing nickel affinity chromatography. ATPase assays were performed to determine the ability of His₆- Pfj2 to stimulate the chaperone activity of the ER Hsp70, also called immunoglobulin binding protein (BiP). Initial studies were conducted on readily available mammalian His₆-BiP as a control, which was shown to have an intrinsic activity of 12.07±3.92 nmolPi/min/mg. His₆- Pfj2 did not stimulate the ATPase activity of mammalian His₆-BiP, suggesting that it either could not act as a co-chaperone of mammalian His₆-BiP (specificity), or it required a misfolded substrate in the system. Therefore, ongoing studies are addressing the interaction of Pfj2 and misfolded substrates with P. falciparum BiP. The results of these studies will further our understanding of a poorly-studied parasite chaperone that represents a potential drug target for development of novel strategies for the control of a serious human disease
- Full Text:
- Date Issued: 2013