Future role of community pharmacy in the national health insurance
- Authors: Aluko, Olubusola Aderonke
- Date: 2018
- Subjects: National health insurance -- South Africa , Health care reform -- South Africa Community health services -- South Africa Pharmacy -- Practice -- South Africa
- Language: English
- Type: Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10948/21472 , vital:29525
- Description: Governments all over the world have shown interest in the healthcare system and various policies and measures have been adopted to ensure optimum health of the people. Inequity in health provision in South Africa is a great challenge. In South Africa, the healthcare system is currently characterised by distinctly different public and private sectors. The public sector serves approximately 84% of the population while the private sector services the smaller portion, 16% of the population. However, the expenditure in both the private and public sectors is almost the same, with approximately five times more being spent per capita in the private sector than in the public sector. The South African health care system is therefore unbalanced with respect to expenditure per capita resulting in inequitable access to, and quality of, health services. In particular, relative to the population it serves and the disease burden that it carries, the public sector is under-resourced. In order to address the inequities characteristic of the current two-tiered system, the South African Government is in the process of implementing a National Health Insurance (NHI). The NHI will provide a means of pooling all healthcare funding, thereby providing a means of cross subsidization within the public sector. Funding contributions will be linked to the ability of an individual to pay and benefits will be determined by an individual’s need for care. A core principle of NHI is to provide access to quality care. It has been suggested that within a NHI system private pharmacies may be contracted through service agreements to provide both chronic and acute medicines. However, there are currently no policies specifying the roles and functions of pharmacists in the NHI or in a re-engineered Primary Health Care system, although it has been suggested that for South Africa to have a successful healthcare system it requires the support and assistance of pharmacists. Research suggests that the majority of pharmacists do not believe that the NHI is a suitable means to address South Africa’s healthcare problems and many do not agree with the principles behind it. This study describes the perceptions and attitudes of community pharmacists and the lay public in Nelson Mandela Bay Metropole toward NHI and the potential role of community pharmacists within the NHI. A qualitative approach was used to provide an in-depth exploration of the attitudes and perceptions of community pharmacists and the lay public in Nelson Mandela Bay Metropole (NMBM). It is envisaged that this understanding will provide a basis for addressing pharmacists’ concerns and may contribute towards the further development of the role and the scope of practice of community pharmacists in the NHI. Semi-structured, in-depth interviews were conducted with both community pharmacists and with members of the public. The interviews were digitally recorded and then transcribed. The transcriptions were coded and analysed thematically. The analysis of the themes identified revealed that while community pharmacists and the public are aware of NHI they are uncertain as to how it is being implemented. However, both community pharmacists and patients see NHI as an advantage and display a positive attitude towards NHI.
- Full Text:
- Date Issued: 2018
- Authors: Aluko, Olubusola Aderonke
- Date: 2018
- Subjects: National health insurance -- South Africa , Health care reform -- South Africa Community health services -- South Africa Pharmacy -- Practice -- South Africa
- Language: English
- Type: Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10948/21472 , vital:29525
- Description: Governments all over the world have shown interest in the healthcare system and various policies and measures have been adopted to ensure optimum health of the people. Inequity in health provision in South Africa is a great challenge. In South Africa, the healthcare system is currently characterised by distinctly different public and private sectors. The public sector serves approximately 84% of the population while the private sector services the smaller portion, 16% of the population. However, the expenditure in both the private and public sectors is almost the same, with approximately five times more being spent per capita in the private sector than in the public sector. The South African health care system is therefore unbalanced with respect to expenditure per capita resulting in inequitable access to, and quality of, health services. In particular, relative to the population it serves and the disease burden that it carries, the public sector is under-resourced. In order to address the inequities characteristic of the current two-tiered system, the South African Government is in the process of implementing a National Health Insurance (NHI). The NHI will provide a means of pooling all healthcare funding, thereby providing a means of cross subsidization within the public sector. Funding contributions will be linked to the ability of an individual to pay and benefits will be determined by an individual’s need for care. A core principle of NHI is to provide access to quality care. It has been suggested that within a NHI system private pharmacies may be contracted through service agreements to provide both chronic and acute medicines. However, there are currently no policies specifying the roles and functions of pharmacists in the NHI or in a re-engineered Primary Health Care system, although it has been suggested that for South Africa to have a successful healthcare system it requires the support and assistance of pharmacists. Research suggests that the majority of pharmacists do not believe that the NHI is a suitable means to address South Africa’s healthcare problems and many do not agree with the principles behind it. This study describes the perceptions and attitudes of community pharmacists and the lay public in Nelson Mandela Bay Metropole toward NHI and the potential role of community pharmacists within the NHI. A qualitative approach was used to provide an in-depth exploration of the attitudes and perceptions of community pharmacists and the lay public in Nelson Mandela Bay Metropole (NMBM). It is envisaged that this understanding will provide a basis for addressing pharmacists’ concerns and may contribute towards the further development of the role and the scope of practice of community pharmacists in the NHI. Semi-structured, in-depth interviews were conducted with both community pharmacists and with members of the public. The interviews were digitally recorded and then transcribed. The transcriptions were coded and analysed thematically. The analysis of the themes identified revealed that while community pharmacists and the public are aware of NHI they are uncertain as to how it is being implemented. However, both community pharmacists and patients see NHI as an advantage and display a positive attitude towards NHI.
- Full Text:
- Date Issued: 2018
The spiral curriculum, integrated teaching and structured learning of mathematics at the secondary level
- Authors: Alummoottil, Joseph Michael
- Date: 1990
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Learning -- Mathematical models -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1769 , http://hdl.handle.net/10962/d1003654
- Description: The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.
- Full Text:
- Date Issued: 1990
- Authors: Alummoottil, Joseph Michael
- Date: 1990
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Learning -- Mathematical models -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1769 , http://hdl.handle.net/10962/d1003654
- Description: The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.
- Full Text:
- Date Issued: 1990
New spaces and old stories: the Luminance woman, black womanhood and the illusion of the “new” South Africa
- Alweendo, Ndapwa Magano Nelao
- Authors: Alweendo, Ndapwa Magano Nelao
- Date: 2017
- Subjects: Luminance stores (South Africa) , Dhlomo, Khanyi , Dlamini, Judy , Women, Black -- South Africa -- Social life and customes , Women, Black -- South Africa -- Social conditions , Clothing trade -- South Africa , Social classes -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/42619 , vital:25220
- Description: This study examines ideas of black womanhood in post-apartheid South Africa. The opening of the Luminance boutique in 2013, previously owned by South African businesswoman and media mogul Khanyi Dhlomo in Johannesburg’s ultra-exclusive Hyde Park Corner, has been articulated as representing a rupture in the public and private performance of black womanhood. Luminance has positioned itself as a provider of world-class style and beauty and has embraced a narrative of black women’s empowerment in the process. The study is based on narrative semistructured interviews conducted Johannesburg with black women who have shopped at the boutique and women who believe themselves as having a meaningful connection to the store. The literature on black women, both internationally and in South Africa, acknowledges that black women experience multiple and intersecting oppressions of race, class and gender, among others. Located within black feminist theory, the study argues that the Luminance woman does represent some rupture in the historic understanding of black womanhood in South Africa. This woman is an elite player in both the corporate world and the world of luxury consumption, and is certainly entering spaces to which black women have historically been denied access. However, this study argues that there is a danger in reducing this woman to an oversimplified character, allowing responses to her to ignore the complexities of her reality in favour of the simplicity of her story, and ignore the structural socioeconomic challenges that continue to shape the lives of all black women in postapartheid South Africa. In this regard, the Luminance woman, while on the surface appearing to be an empowering new iteration of womanhood that should inspire other black woman, contributes to the erasure of her particular marginal experiences, and the oppression of black women in general. The story of the Luminance women contributes to a narrative of individual hard work and determination that frames her as a respectable example of what the “new” South Africa has delivered for its citizens. This woman is a model example of a South African who has succeeded because she took advantage of the opportunities supposedly afforded to all in the post-1994 era. It is therefore argued that praise of the Luminance woman serves a dual purpose: to reinforce the myth of equal opportunity in South Africa, and to lessen the legitimacy of marginalised groups’ experiences of oppression, especially black women who continue to constitute the poor majority.
- Full Text:
- Date Issued: 2017
- Authors: Alweendo, Ndapwa Magano Nelao
- Date: 2017
- Subjects: Luminance stores (South Africa) , Dhlomo, Khanyi , Dlamini, Judy , Women, Black -- South Africa -- Social life and customes , Women, Black -- South Africa -- Social conditions , Clothing trade -- South Africa , Social classes -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/42619 , vital:25220
- Description: This study examines ideas of black womanhood in post-apartheid South Africa. The opening of the Luminance boutique in 2013, previously owned by South African businesswoman and media mogul Khanyi Dhlomo in Johannesburg’s ultra-exclusive Hyde Park Corner, has been articulated as representing a rupture in the public and private performance of black womanhood. Luminance has positioned itself as a provider of world-class style and beauty and has embraced a narrative of black women’s empowerment in the process. The study is based on narrative semistructured interviews conducted Johannesburg with black women who have shopped at the boutique and women who believe themselves as having a meaningful connection to the store. The literature on black women, both internationally and in South Africa, acknowledges that black women experience multiple and intersecting oppressions of race, class and gender, among others. Located within black feminist theory, the study argues that the Luminance woman does represent some rupture in the historic understanding of black womanhood in South Africa. This woman is an elite player in both the corporate world and the world of luxury consumption, and is certainly entering spaces to which black women have historically been denied access. However, this study argues that there is a danger in reducing this woman to an oversimplified character, allowing responses to her to ignore the complexities of her reality in favour of the simplicity of her story, and ignore the structural socioeconomic challenges that continue to shape the lives of all black women in postapartheid South Africa. In this regard, the Luminance woman, while on the surface appearing to be an empowering new iteration of womanhood that should inspire other black woman, contributes to the erasure of her particular marginal experiences, and the oppression of black women in general. The story of the Luminance women contributes to a narrative of individual hard work and determination that frames her as a respectable example of what the “new” South Africa has delivered for its citizens. This woman is a model example of a South African who has succeeded because she took advantage of the opportunities supposedly afforded to all in the post-1994 era. It is therefore argued that praise of the Luminance woman serves a dual purpose: to reinforce the myth of equal opportunity in South Africa, and to lessen the legitimacy of marginalised groups’ experiences of oppression, especially black women who continue to constitute the poor majority.
- Full Text:
- Date Issued: 2017
Multi-instrument observations of ionospheric irregularities over South Africa
- Authors: Amabayo, Emirant Bertillas
- Date: 2012
- Subjects: Ionosphere -- Research , Sudden ionospheric disturbances , Ionospheric storms , Solar activity , Sunspots
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5476 , http://hdl.handle.net/10962/d1005261 , Ionosphere -- Research , Sudden ionospheric disturbances , Ionospheric storms , Solar activity , Sunspots
- Description: The occurrence of mid-latitude spread F (SF) over South Africa has not been extensively studied since the installation of the DPS-4 digisondes at Madimbo (30.88◦E, 22.38◦S), Grahamstown (33.32◦S, 26.50◦E) and Louisvale (28.51◦S, 21.24◦E). This study is intended to quantify the probability of the occurrence of F region disturbances associated with ionospheric spread F (SF) and L-band scintillation over South Africa. This study used available ionosonde data for 8 years (2000-2008) from the three South African stations. The SF events were identified manually on ionograms and grouped for further statistical analysis into frequency SF (FSF), range SF (RSF) and mixed SF (MSF). The results show that the diurnal pattern of SF occurrence peaks strongly between 23:00 and 00:00 UT. This pattern is true for all seasons and types of SF at Madimbo and Grahamstown during 2001 and 2005, except for RSF which had peaks during autumn and spring during 2001 at Madimbo. The probability of both MSF and FSF tends to increase with decreasing sunspot number (SSN), with a peak in 2005 (a moderate solar activity period). The seasonal peaks of MSF and FSF are more frequent during winter months at both Madimbo and Grahamstown. In this study SF was evident in ∼ 0.03% and ∼ 0.06% of the available ionograms at Madimbo and Grahamstown respectively during the eight year period. The presence of ionospheric irregularities associated with SF and scintillation was investigated using data from selected Global Positioning System (GPS) receiver stations distributed across South Africa. The results, based on GPS total electron content (TEC) and ionosonde measurements, show that SF over this region can most likely be attributed to travelling ionospheric disturbances (TIDs), caused by gravity waves (GWs) and neutral wind composition changes. The GWs were mostly associated with geomagnetic storms and sub-storms that occurred during periods of high and moderate solar activity (2001-2005). SF occurrence during the low solar activity period (2006-2008)can probably be attributed to neutral wind composition changes.
- Full Text:
- Date Issued: 2012
- Authors: Amabayo, Emirant Bertillas
- Date: 2012
- Subjects: Ionosphere -- Research , Sudden ionospheric disturbances , Ionospheric storms , Solar activity , Sunspots
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5476 , http://hdl.handle.net/10962/d1005261 , Ionosphere -- Research , Sudden ionospheric disturbances , Ionospheric storms , Solar activity , Sunspots
- Description: The occurrence of mid-latitude spread F (SF) over South Africa has not been extensively studied since the installation of the DPS-4 digisondes at Madimbo (30.88◦E, 22.38◦S), Grahamstown (33.32◦S, 26.50◦E) and Louisvale (28.51◦S, 21.24◦E). This study is intended to quantify the probability of the occurrence of F region disturbances associated with ionospheric spread F (SF) and L-band scintillation over South Africa. This study used available ionosonde data for 8 years (2000-2008) from the three South African stations. The SF events were identified manually on ionograms and grouped for further statistical analysis into frequency SF (FSF), range SF (RSF) and mixed SF (MSF). The results show that the diurnal pattern of SF occurrence peaks strongly between 23:00 and 00:00 UT. This pattern is true for all seasons and types of SF at Madimbo and Grahamstown during 2001 and 2005, except for RSF which had peaks during autumn and spring during 2001 at Madimbo. The probability of both MSF and FSF tends to increase with decreasing sunspot number (SSN), with a peak in 2005 (a moderate solar activity period). The seasonal peaks of MSF and FSF are more frequent during winter months at both Madimbo and Grahamstown. In this study SF was evident in ∼ 0.03% and ∼ 0.06% of the available ionograms at Madimbo and Grahamstown respectively during the eight year period. The presence of ionospheric irregularities associated with SF and scintillation was investigated using data from selected Global Positioning System (GPS) receiver stations distributed across South Africa. The results, based on GPS total electron content (TEC) and ionosonde measurements, show that SF over this region can most likely be attributed to travelling ionospheric disturbances (TIDs), caused by gravity waves (GWs) and neutral wind composition changes. The GWs were mostly associated with geomagnetic storms and sub-storms that occurred during periods of high and moderate solar activity (2001-2005). SF occurrence during the low solar activity period (2006-2008)can probably be attributed to neutral wind composition changes.
- Full Text:
- Date Issued: 2012
A formative intervention for developing Learner Representative Council (LRC) voice and leadership in a newly established school in Namibia
- Authors: Amadhila, Linda
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61744 , vital:28054
- Description: In Namibian schools, learner voice and leadership are being promoted through the policy document entitled the Education Act 16 of2001 which provides an opportunity to establish Learner Representative Councils (LRCs) in secondary schools. However, recent studies have found that this body of learner leaders do not function all that effectively and sometimes exist for the sake of adhering to the policy. This prompted me to conduct an activity theoretical interventionist case- study within the critical paradigm, to develop LRC voice and leadership in a newly established Namibian school. Framed by Cultural Historical Activity Theory, the study was divided into two phases to answer the over-arching question: How can LRC voice and leadership be developed in a school? Phase one was largely interpretive, the contextual profiling phase, where document analysis, individual interviews, questionnaires and observations were used to generate data to answer the following research sub-questions: How is learner leadership understood in the school? What leadership development opportunities for the LRC currently exist in the school? What underlying factors constrain the development of LRC voice and leadership in the newly established school? Phase two of the study was the expansive learning phase, which consisted of three intervention workshops. The Change Laboratory method and a focus group interview were used to generate data in response to the last research sub-question: In what ways can LRC participation in a Change Laboratory process contribute to their leadership development? Data generated were inductively and deductively analysed, using the activity theoretical principles of contradictions and double stimulation. Data revealed that learner leadership was largely understood as managerial roles carried out by the LRC in the school. Unlike many schools in Namibia, this case-study school offered numerous leadership development opportunities for the LRC. The community networking events such as: School Exchange Programmes, Town Council breakfast and Junior Regional Council, were opportunities offered to the LRC to solicit information, exchange ideas and discuss matters of common interest with the LRCs of the fully established schools. However, there were a number of challenges that constrained LRC voice and leadership development, the major one being the fact that this was a newly established school. Of significance was that LRC participation in the Change Laboratory process contributed positively to the development of voice and leadership in learners. During this Change Laboratory process, the LRC developed a new artefact - the vision and mission statement of the school - this signified that the learners expansively transformed the object of their activity. Recommendations emerging out of the study included that the School Management Team see the ‘newly established’ status of the school as an opportunity for development, rather than a limitation, and therefore invite the LRC to participate in the different leadership practices as the school becomes established. A significant recommendation for school leadership research is to use the third generation of CHAT to expand the unit of analysis, in order to understand the leadership relations and power dynamics between multiple activity systems in schools as complex organisations.
- Full Text:
- Date Issued: 2018
- Authors: Amadhila, Linda
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61744 , vital:28054
- Description: In Namibian schools, learner voice and leadership are being promoted through the policy document entitled the Education Act 16 of2001 which provides an opportunity to establish Learner Representative Councils (LRCs) in secondary schools. However, recent studies have found that this body of learner leaders do not function all that effectively and sometimes exist for the sake of adhering to the policy. This prompted me to conduct an activity theoretical interventionist case- study within the critical paradigm, to develop LRC voice and leadership in a newly established Namibian school. Framed by Cultural Historical Activity Theory, the study was divided into two phases to answer the over-arching question: How can LRC voice and leadership be developed in a school? Phase one was largely interpretive, the contextual profiling phase, where document analysis, individual interviews, questionnaires and observations were used to generate data to answer the following research sub-questions: How is learner leadership understood in the school? What leadership development opportunities for the LRC currently exist in the school? What underlying factors constrain the development of LRC voice and leadership in the newly established school? Phase two of the study was the expansive learning phase, which consisted of three intervention workshops. The Change Laboratory method and a focus group interview were used to generate data in response to the last research sub-question: In what ways can LRC participation in a Change Laboratory process contribute to their leadership development? Data generated were inductively and deductively analysed, using the activity theoretical principles of contradictions and double stimulation. Data revealed that learner leadership was largely understood as managerial roles carried out by the LRC in the school. Unlike many schools in Namibia, this case-study school offered numerous leadership development opportunities for the LRC. The community networking events such as: School Exchange Programmes, Town Council breakfast and Junior Regional Council, were opportunities offered to the LRC to solicit information, exchange ideas and discuss matters of common interest with the LRCs of the fully established schools. However, there were a number of challenges that constrained LRC voice and leadership development, the major one being the fact that this was a newly established school. Of significance was that LRC participation in the Change Laboratory process contributed positively to the development of voice and leadership in learners. During this Change Laboratory process, the LRC developed a new artefact - the vision and mission statement of the school - this signified that the learners expansively transformed the object of their activity. Recommendations emerging out of the study included that the School Management Team see the ‘newly established’ status of the school as an opportunity for development, rather than a limitation, and therefore invite the LRC to participate in the different leadership practices as the school becomes established. A significant recommendation for school leadership research is to use the third generation of CHAT to expand the unit of analysis, in order to understand the leadership relations and power dynamics between multiple activity systems in schools as complex organisations.
- Full Text:
- Date Issued: 2018
Perspectives on China's rise in Namibia: the effects on foreign policy and domestic politics
- Amadhila, Nelago Ndapandula Ndanyanyukwa
- Authors: Amadhila, Nelago Ndapandula Ndanyanyukwa
- Date: 2012
- Subjects: Namibia -- Relations -- China China -- Relations -- Namibia Namibia -- Politics and government -- Chinese influences Namibia -- Economic conditions -- Chinese influences
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2758 , http://hdl.handle.net/10962/d1002968
- Description: This thesis analyses the different levels at which China’s presence in Namibia affects Namibia’s domestic politics and foreign policy from a constructivist viewpoint. Constructivist theory is used to examine the different perceptions of the Chinese in Namibia and how these inform Namibian politics and Sino-Namibian relations. These perceptions are formed at different levels of society in formal and informal relations, state-to-state, state-to-business,business-to-business and individual-to-group relations. The way in which perceptions of Chinese involvement in Namibia at the grassroots level of society differ from those at the top increasingly has an effect on domestic Namibian politics and, as such, Sino-Namibian relations. This identifies official and non-official perceptions of China’s political, economic and social presence to determine the effects of grassroots on China vis-à-vis official perceptions in Namibian politics and the effects of grassroots views on Namibian politics and on official views and state behaviour towards China and China’s presence in the country.
- Full Text:
- Date Issued: 2012
- Authors: Amadhila, Nelago Ndapandula Ndanyanyukwa
- Date: 2012
- Subjects: Namibia -- Relations -- China China -- Relations -- Namibia Namibia -- Politics and government -- Chinese influences Namibia -- Economic conditions -- Chinese influences
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2758 , http://hdl.handle.net/10962/d1002968
- Description: This thesis analyses the different levels at which China’s presence in Namibia affects Namibia’s domestic politics and foreign policy from a constructivist viewpoint. Constructivist theory is used to examine the different perceptions of the Chinese in Namibia and how these inform Namibian politics and Sino-Namibian relations. These perceptions are formed at different levels of society in formal and informal relations, state-to-state, state-to-business,business-to-business and individual-to-group relations. The way in which perceptions of Chinese involvement in Namibia at the grassroots level of society differ from those at the top increasingly has an effect on domestic Namibian politics and, as such, Sino-Namibian relations. This identifies official and non-official perceptions of China’s political, economic and social presence to determine the effects of grassroots on China vis-à-vis official perceptions in Namibian politics and the effects of grassroots views on Namibian politics and on official views and state behaviour towards China and China’s presence in the country.
- Full Text:
- Date Issued: 2012
Implementation of learner-centred education by Grade 4 BETD in-service teachers in selected Namibia schools
- Authors: Amakali, Amram
- Date: 2007
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1849 , http://hdl.handle.net/10962/d1004457
- Description: Before independence Namibia's education system was predominantly teacher-centred. Soon after its independence Namibia embarked on education restructuring and transformation. A new education system, leamer-centred education, was introduced to cater for the needs of all Namibian learners. It was seen as an effective antidote to the stifling teacher-centred practices of the previous education system. A new programme, the Basic Education Teacher Diploma (BETD) was introduced to prepare teachers to teach in a leamer-centred approach. Research has, however, indicated that many Namibian teachers have a somewhat shallow or naIve understanding oflearner-centred education. This small-scale case study, conducted in Oshikoto region, focuses on two Grade 4 teachers. The study examined the two teachers ' perceptions and experiences oflearnercentred education and the teaching strategies they use to develop learners' understanding. The study uses a qualitative approach in its exploration of teachers ' lived experiences of becoming learner-centred. The data emerging from this case study identify a number of misconceptions and understandings of leamer-centred education and its implementation. The findings suggest that teachers ' misconceptions are caused by a lack of deep understanding about the epistemology and theory of learning which underpins Namibia's reform policies and principles.
- Full Text:
- Date Issued: 2007
- Authors: Amakali, Amram
- Date: 2007
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1849 , http://hdl.handle.net/10962/d1004457
- Description: Before independence Namibia's education system was predominantly teacher-centred. Soon after its independence Namibia embarked on education restructuring and transformation. A new education system, leamer-centred education, was introduced to cater for the needs of all Namibian learners. It was seen as an effective antidote to the stifling teacher-centred practices of the previous education system. A new programme, the Basic Education Teacher Diploma (BETD) was introduced to prepare teachers to teach in a leamer-centred approach. Research has, however, indicated that many Namibian teachers have a somewhat shallow or naIve understanding oflearner-centred education. This small-scale case study, conducted in Oshikoto region, focuses on two Grade 4 teachers. The study examined the two teachers ' perceptions and experiences oflearnercentred education and the teaching strategies they use to develop learners' understanding. The study uses a qualitative approach in its exploration of teachers ' lived experiences of becoming learner-centred. The data emerging from this case study identify a number of misconceptions and understandings of leamer-centred education and its implementation. The findings suggest that teachers ' misconceptions are caused by a lack of deep understanding about the epistemology and theory of learning which underpins Namibia's reform policies and principles.
- Full Text:
- Date Issued: 2007
An investigation of the intention to leave or stay of health care professionals at St. Andrews Hospital
- Authors: Amanambu, Rochelle Aneeta
- Date: 2014
- Subjects: Medical personnel -- Job satisfaction -- South Africa -- Eastern Cape -- Case studies Medical personnel -- Job stress -- South Africa -- Eastern Cape -- Case studies Hospitals -- South Africa -- Eastern Cape -- Administration Hospitals -- Medical staff -- South Africa -- Eastern Cape Hospitals -- Officials and employees -- South Africa -- Eastern Cape -- Turnover Health services administration -- South Africa -- Eastern Cape Health planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:823 , http://hdl.handle.net/10962/d1011091
- Description: Background: The demand for and retention of talent worldwide is aggravated by revolutionary trends that include global competition, demographic changes and technological advances. In South Africa this phenomenon according to Frost (2002) is further challenged by the emigration of skilled people; the relative scarcity of specialist and managerial employees; employment equity and affirmative action procedures. But the development of strategies first requires an understanding of the factors which influence decisions to leave or stay particularly in rural and remote areas. St. Andrews Hospital is a rural district hospital in Ugu District, KZN. Its remoteness from urban areas and the lack of resources contributes towards challenges of attracting and retaining health care professionals to the area. It is the aim of this study to identify the ten most prevalent turnover and retention factors in a rural district hospital with the intention of making recommendations towards strategies to mitigate turnover and improve retention of health care professionals. This study will not only serve the local Human Resource Department but may also be used to inform district and provincial policies as well as departments’ decisions in the design or the review of current retention strategies aimed at reducing turnover. Method: The survey method was used to collect the primary data by distribution of self-administered questionnaires to Health Care Professionals at St. Andrews Hospital. Of the one hundred and fifty questionnaires distributed, one hundred and seven were returned (71% response rate) and formed the basis of the study. Results: Based on the impact scores, the top three turnover factors identified were, the way the organisation is led by top management (0.934); the size of the workload (0.862); and the way problems are dealt with by managers in the organisation (0.817). No statistically significant relationships were found between turnover factors and biographical variable. Availability of quality health services was ranked as the external factor that had the highest influence (78%) on turnover, while geographical location was ranked the lowest. The main reason given by respondents for leaving their previous employment was promotion, followed by distance and personal/family reasons. The top three retention factors identified from the impact scores were the quality of relationships with colleagues (1.698); the amount of support received from managers and colleagues (1.484); and the level of engagement and involvement with the job (1.390). This demonstrates that the salary package often thought to be a first priority factor Mobley, Horner and Hollingsworth (1978); Mobley (1982) and Herzberg (2003) is far less of a determining factor at St. Andrews Hospital than management support, job involvement and person-organisation fit as well as the social relationships formed in the workplace. A positive relationship was found between leadership and job dimension factors at the 1% level of significance. This supports the strong social bond (person-organisation fit) formed in the work environment between management and colleagues that supports retention and increases level of commitment. An important result of the study was that 46% of the respondents were thinking of leaving the town within the year while 29% were considering resigning from St. Andrews Hospital within the year. Conclusion: The results reveal a complex interaction of factors impacting on turnover and retention. The Human Resource Management function has a pivotal role to play in improving its ability to attract and retain professionals through developing comprehensive strategies based on external and internal and environmental factors. The study conveys to the St. Andrews Hospital management that turnover and retention factors are unique to the location and the working environment and differs amongst Health Care Professionals – this should be deliberated on when formulating Hospital Human Resource retention policies.
- Full Text:
- Date Issued: 2014
- Authors: Amanambu, Rochelle Aneeta
- Date: 2014
- Subjects: Medical personnel -- Job satisfaction -- South Africa -- Eastern Cape -- Case studies Medical personnel -- Job stress -- South Africa -- Eastern Cape -- Case studies Hospitals -- South Africa -- Eastern Cape -- Administration Hospitals -- Medical staff -- South Africa -- Eastern Cape Hospitals -- Officials and employees -- South Africa -- Eastern Cape -- Turnover Health services administration -- South Africa -- Eastern Cape Health planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:823 , http://hdl.handle.net/10962/d1011091
- Description: Background: The demand for and retention of talent worldwide is aggravated by revolutionary trends that include global competition, demographic changes and technological advances. In South Africa this phenomenon according to Frost (2002) is further challenged by the emigration of skilled people; the relative scarcity of specialist and managerial employees; employment equity and affirmative action procedures. But the development of strategies first requires an understanding of the factors which influence decisions to leave or stay particularly in rural and remote areas. St. Andrews Hospital is a rural district hospital in Ugu District, KZN. Its remoteness from urban areas and the lack of resources contributes towards challenges of attracting and retaining health care professionals to the area. It is the aim of this study to identify the ten most prevalent turnover and retention factors in a rural district hospital with the intention of making recommendations towards strategies to mitigate turnover and improve retention of health care professionals. This study will not only serve the local Human Resource Department but may also be used to inform district and provincial policies as well as departments’ decisions in the design or the review of current retention strategies aimed at reducing turnover. Method: The survey method was used to collect the primary data by distribution of self-administered questionnaires to Health Care Professionals at St. Andrews Hospital. Of the one hundred and fifty questionnaires distributed, one hundred and seven were returned (71% response rate) and formed the basis of the study. Results: Based on the impact scores, the top three turnover factors identified were, the way the organisation is led by top management (0.934); the size of the workload (0.862); and the way problems are dealt with by managers in the organisation (0.817). No statistically significant relationships were found between turnover factors and biographical variable. Availability of quality health services was ranked as the external factor that had the highest influence (78%) on turnover, while geographical location was ranked the lowest. The main reason given by respondents for leaving their previous employment was promotion, followed by distance and personal/family reasons. The top three retention factors identified from the impact scores were the quality of relationships with colleagues (1.698); the amount of support received from managers and colleagues (1.484); and the level of engagement and involvement with the job (1.390). This demonstrates that the salary package often thought to be a first priority factor Mobley, Horner and Hollingsworth (1978); Mobley (1982) and Herzberg (2003) is far less of a determining factor at St. Andrews Hospital than management support, job involvement and person-organisation fit as well as the social relationships formed in the workplace. A positive relationship was found between leadership and job dimension factors at the 1% level of significance. This supports the strong social bond (person-organisation fit) formed in the work environment between management and colleagues that supports retention and increases level of commitment. An important result of the study was that 46% of the respondents were thinking of leaving the town within the year while 29% were considering resigning from St. Andrews Hospital within the year. Conclusion: The results reveal a complex interaction of factors impacting on turnover and retention. The Human Resource Management function has a pivotal role to play in improving its ability to attract and retain professionals through developing comprehensive strategies based on external and internal and environmental factors. The study conveys to the St. Andrews Hospital management that turnover and retention factors are unique to the location and the working environment and differs amongst Health Care Professionals – this should be deliberated on when formulating Hospital Human Resource retention policies.
- Full Text:
- Date Issued: 2014
The role of foreign aid in poverty alleviation and economic development in Malawi
- Authors: Amanda, Amerley Armah
- Date: 2019
- Subjects: Economic development
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10948/40220 , vital:35988
- Description: For over fifty years, the majority of the Western nations have provided foreign aid to underdeveloped countries, particularly on the African continent, claiming they wanted to bring about development and alleviate the so-called poverty trap. However, the effect of such financial transfer has not been significant in most of these countries, as many recipient countries still suffer from extreme poverty and underdevelopment. Malawi is a landlocked country found in south-eastern Africa. This small country, despite being a major recipient of foreign aid since the 1960s until the present day, continues to experience extreme poverty. Malawi is one of the world’s poorest countries, ranking 174 out of 187 as at 2013, with over 50.7% of its population living below the poverty line. Thus, this study sought to assess the role of foreign aid in poverty alleviation in Malawi over the years and particularly in the 2000-2015 period. Literature related to this study on foreign aid was reviewed to gain insight into the views of other writers on the topic under study. The study used secondary sources of data to examine the effect of foreign aid on poverty alleviation in Malawi. The study found out that, even though foreign aid to Malawi might have been provided to address poverty and economic challenges to some extent, these objectives have not been met because of donor conditionalities, poor coordination, corruption and mismanagement of donor funding. The study equally found that donors to Malawi over the years have laid much emphasis on good governance rather than poverty alleviation, hence no significant contribution of foreign aid assistance in poverty alleviation, particularly among the rural population which makes up the majority of the poor. This study recommends that to enhance aid effectiveness in poverty alleviation, there is a need for donors to revise their conditions based on the recipient country’s needs and not on donor motives. Secondly, the government of Malawi should consider establishing a legal and legislative framework that guides the use of donor funding and donor activities to ensure accountability and sustainability.
- Full Text:
- Date Issued: 2019
- Authors: Amanda, Amerley Armah
- Date: 2019
- Subjects: Economic development
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10948/40220 , vital:35988
- Description: For over fifty years, the majority of the Western nations have provided foreign aid to underdeveloped countries, particularly on the African continent, claiming they wanted to bring about development and alleviate the so-called poverty trap. However, the effect of such financial transfer has not been significant in most of these countries, as many recipient countries still suffer from extreme poverty and underdevelopment. Malawi is a landlocked country found in south-eastern Africa. This small country, despite being a major recipient of foreign aid since the 1960s until the present day, continues to experience extreme poverty. Malawi is one of the world’s poorest countries, ranking 174 out of 187 as at 2013, with over 50.7% of its population living below the poverty line. Thus, this study sought to assess the role of foreign aid in poverty alleviation in Malawi over the years and particularly in the 2000-2015 period. Literature related to this study on foreign aid was reviewed to gain insight into the views of other writers on the topic under study. The study used secondary sources of data to examine the effect of foreign aid on poverty alleviation in Malawi. The study found out that, even though foreign aid to Malawi might have been provided to address poverty and economic challenges to some extent, these objectives have not been met because of donor conditionalities, poor coordination, corruption and mismanagement of donor funding. The study equally found that donors to Malawi over the years have laid much emphasis on good governance rather than poverty alleviation, hence no significant contribution of foreign aid assistance in poverty alleviation, particularly among the rural population which makes up the majority of the poor. This study recommends that to enhance aid effectiveness in poverty alleviation, there is a need for donors to revise their conditions based on the recipient country’s needs and not on donor motives. Secondly, the government of Malawi should consider establishing a legal and legislative framework that guides the use of donor funding and donor activities to ensure accountability and sustainability.
- Full Text:
- Date Issued: 2019
A natural user interface architecture using gestures to facilitate the detection of fundamental movement skills
- Authors: Amanzi, Richard
- Date: 2015
- Subjects: Human activity recognition , Human-computer interaction
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/6204 , vital:21055
- Description: Fundamental movement skills (FMSs) are considered to be one of the essential phases of motor skill development. The proper development of FMSs allows children to participate in more advanced forms of movements and sports. To be able to perform an FMS correctly, children need to learn the right way of performing it. By making use of technology, a system can be developed that can help facilitate the learning of FMSs. The objective of the research was to propose an effective natural user interface (NUI) architecture for detecting FMSs using the Kinect. In order to achieve the stated objective, an investigation into FMSs and the challenges faced when teaching them was presented. An investigation into NUIs was also presented including the merits of the Kinect as the most appropriate device to be used to facilitate the detection of an FMS. An NUI architecture was proposed that uses the Kinect to facilitate the detection of an FMS. A framework was implemented from the design of the architecture. The successful implementation of the framework provides evidence that the design of the proposed architecture is feasible. An instance of the framework incorporating the jump FMS was used as a case study in the development of a prototype that detects the correct and incorrect performance of a jump. The evaluation of the prototype proved the following: - The developed prototype was effective in detecting the correct and incorrect performance of the jump FMS; and - The implemented framework was robust for the incorporation of an FMS. The successful implementation of the prototype shows that an effective NUI architecture using the Kinect can be used to facilitate the detection of FMSs. The proposed architecture provides a structured way of developing a system using the Kinect to facilitate the detection of FMSs. This allows developers to add future FMSs to the system. This dissertation therefore makes the following contributions: - An experimental design to evaluate the effectiveness of a prototype that detects FMSs - A robust framework that incorporates FMSs; and - An effective NUI architecture to facilitate the detection of fundamental movement skills using the Kinect.
- Full Text:
- Date Issued: 2015
- Authors: Amanzi, Richard
- Date: 2015
- Subjects: Human activity recognition , Human-computer interaction
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/6204 , vital:21055
- Description: Fundamental movement skills (FMSs) are considered to be one of the essential phases of motor skill development. The proper development of FMSs allows children to participate in more advanced forms of movements and sports. To be able to perform an FMS correctly, children need to learn the right way of performing it. By making use of technology, a system can be developed that can help facilitate the learning of FMSs. The objective of the research was to propose an effective natural user interface (NUI) architecture for detecting FMSs using the Kinect. In order to achieve the stated objective, an investigation into FMSs and the challenges faced when teaching them was presented. An investigation into NUIs was also presented including the merits of the Kinect as the most appropriate device to be used to facilitate the detection of an FMS. An NUI architecture was proposed that uses the Kinect to facilitate the detection of an FMS. A framework was implemented from the design of the architecture. The successful implementation of the framework provides evidence that the design of the proposed architecture is feasible. An instance of the framework incorporating the jump FMS was used as a case study in the development of a prototype that detects the correct and incorrect performance of a jump. The evaluation of the prototype proved the following: - The developed prototype was effective in detecting the correct and incorrect performance of the jump FMS; and - The implemented framework was robust for the incorporation of an FMS. The successful implementation of the prototype shows that an effective NUI architecture using the Kinect can be used to facilitate the detection of FMSs. The proposed architecture provides a structured way of developing a system using the Kinect to facilitate the detection of FMSs. This allows developers to add future FMSs to the system. This dissertation therefore makes the following contributions: - An experimental design to evaluate the effectiveness of a prototype that detects FMSs - A robust framework that incorporates FMSs; and - An effective NUI architecture to facilitate the detection of fundamental movement skills using the Kinect.
- Full Text:
- Date Issued: 2015
Feeding ecology and diet shift of long-beaked common dolphins Delphinus Capensis (Gray 1828) incidentally caught in anti-shark nets off Kwazulu-Natal, South Africa
- Authors: Ambrose, Shan Taryn
- Date: 2011
- Subjects: Common dolphin -- South Africa -- Kwazulu-Natal , Common dolphin -- Food -- South Africa -- Kwazulu-Natal , Common dolphin -- Ecology -- South Africa -- Kwazulu-Natal , Sardinops sagax -- South Africa -- Kwazulu-Natal
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5697 , http://hdl.handle.net/10962/d1005383 , Common dolphin -- South Africa -- Kwazulu-Natal , Common dolphin -- Food -- South Africa -- Kwazulu-Natal , Common dolphin -- Ecology -- South Africa -- Kwazulu-Natal , Sardinops sagax -- South Africa -- Kwazulu-Natal
- Description: The long-beaked common dolphin, Delphinus capensis (Gray 1828), is one of the most enigmatic predators feeding in the annual sardine run (Sardinops sagax) off the coast of KwaZulu-Natal (KZN), South Africa. In recent years, unpredictable inter-annual variations in the timing, spatial extent and intensity of the sardine run have been documented, possibly resulting in changes in the suite of prey available to the common dolphin during winter. Although the diets of a number of predators during the sardine run have been studied in detail (e.g. sharks and flying seabirds), little is known about the diet of long-beaked common dolphins during this period. Each year, a low number of common dolphins are incidentally caught in the anti-shark nets in the waters of KwaZulu-Natal. These captures provide a valuable source of data on selected aspects of the ecology of the long-beaked common dolphins along the KwaZulu-Natal coastline. The objective of this study was to provide new dietary data for the common dolphins feeding in the waters of KwaZulu-Natal during winter over the period 2000 to 2009, as well as to determine if any dietary changes had taken place since the common dolphin diet was last assessed, over 15 years ago. Stomach contents from 95 common dolphins (55 females, 40 males) caught between 2000 and 2009 were analysed and compared to historical data from dolphins caught between 1974 and 1992. Mesopelagic fish and squid dominated the diet, with 23 fish and 5 squid species represented in adult dolphins. Multidimensional Scaling (MDS) indicated that there was no resource partitioning between adult male and female dolphins. Numerical analyses indicated that there was a shift in the principal prey species consumed by the dolphins over the past decade, particularly during the winter. Prior to 1992, sardine comprised up to 49% of the total stomach contents, while chub mackerel (Scomber japonicus) was the dominant prey item (66% by mass) recorded in the stomach contents over the period 2000 to 2009. The shift in the relative contributions of sardine and mackerel in the diets of the dolphin appeared to correspond to fluctuations in the availability of the two principal prey species. Between 2000 and 2009, the diversity of the dolphins' diets was highest during the sardine run, reflecting the presence of a wide suite of predatory teleosts in the waters of KwaZulu-Natal during the annual sardine run. Conversely, prior to 2000, the diet was dominated by sardine during the peak of the sardine run, whilst diet diversity increased after this period. Apart from sardine and chub mackerel, elf (Pomatomus saltatrix), maasbanker (Trachurus delagoa), strepie (Sarpa salpa) and flying fish (Exocoetid sp.) also formed important components of the diet both prior to 1992, and over the last decade. Blubber thickness was assessed as an indicator of animal condition. No significant change in blubber total weight (R² = 0.0016, N = 185), nor dorsal, lateral or ventral blubber thickness (R² = 0.3146, R² = 0.0003, and R² = 0.0003 respectively, N = 78) was seen over the last 30 years (1970 to 2009). Results of stable isotope analyses conducted on tissue derived from the teeth of D. capensis indicated that there has been no significant shift in the trophic position (δ¹⁵N) and potential prey consumed (δ¹³C) over the corresponding period. These data would suggest that the long-beaked common dolphins along the KwaZulu-Natal coastline can be considered as opportunistic predators generally consuming the most abundant prey species available locally. As common dolphins feed opportunistically, this dietary shift appears to indicate changes in the shoaling characteristics of the most abundant fish prey in KwaZulu-Natal during winter. Given the “Data Deficient” status of the long-beaked common dolphin on the IUCN Red Data List, and the strong climatic forcing of the sardine run, such dietary data have important implications for their conservation in the light of expanding fisheries and climate change.
- Full Text:
- Date Issued: 2011
- Authors: Ambrose, Shan Taryn
- Date: 2011
- Subjects: Common dolphin -- South Africa -- Kwazulu-Natal , Common dolphin -- Food -- South Africa -- Kwazulu-Natal , Common dolphin -- Ecology -- South Africa -- Kwazulu-Natal , Sardinops sagax -- South Africa -- Kwazulu-Natal
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5697 , http://hdl.handle.net/10962/d1005383 , Common dolphin -- South Africa -- Kwazulu-Natal , Common dolphin -- Food -- South Africa -- Kwazulu-Natal , Common dolphin -- Ecology -- South Africa -- Kwazulu-Natal , Sardinops sagax -- South Africa -- Kwazulu-Natal
- Description: The long-beaked common dolphin, Delphinus capensis (Gray 1828), is one of the most enigmatic predators feeding in the annual sardine run (Sardinops sagax) off the coast of KwaZulu-Natal (KZN), South Africa. In recent years, unpredictable inter-annual variations in the timing, spatial extent and intensity of the sardine run have been documented, possibly resulting in changes in the suite of prey available to the common dolphin during winter. Although the diets of a number of predators during the sardine run have been studied in detail (e.g. sharks and flying seabirds), little is known about the diet of long-beaked common dolphins during this period. Each year, a low number of common dolphins are incidentally caught in the anti-shark nets in the waters of KwaZulu-Natal. These captures provide a valuable source of data on selected aspects of the ecology of the long-beaked common dolphins along the KwaZulu-Natal coastline. The objective of this study was to provide new dietary data for the common dolphins feeding in the waters of KwaZulu-Natal during winter over the period 2000 to 2009, as well as to determine if any dietary changes had taken place since the common dolphin diet was last assessed, over 15 years ago. Stomach contents from 95 common dolphins (55 females, 40 males) caught between 2000 and 2009 were analysed and compared to historical data from dolphins caught between 1974 and 1992. Mesopelagic fish and squid dominated the diet, with 23 fish and 5 squid species represented in adult dolphins. Multidimensional Scaling (MDS) indicated that there was no resource partitioning between adult male and female dolphins. Numerical analyses indicated that there was a shift in the principal prey species consumed by the dolphins over the past decade, particularly during the winter. Prior to 1992, sardine comprised up to 49% of the total stomach contents, while chub mackerel (Scomber japonicus) was the dominant prey item (66% by mass) recorded in the stomach contents over the period 2000 to 2009. The shift in the relative contributions of sardine and mackerel in the diets of the dolphin appeared to correspond to fluctuations in the availability of the two principal prey species. Between 2000 and 2009, the diversity of the dolphins' diets was highest during the sardine run, reflecting the presence of a wide suite of predatory teleosts in the waters of KwaZulu-Natal during the annual sardine run. Conversely, prior to 2000, the diet was dominated by sardine during the peak of the sardine run, whilst diet diversity increased after this period. Apart from sardine and chub mackerel, elf (Pomatomus saltatrix), maasbanker (Trachurus delagoa), strepie (Sarpa salpa) and flying fish (Exocoetid sp.) also formed important components of the diet both prior to 1992, and over the last decade. Blubber thickness was assessed as an indicator of animal condition. No significant change in blubber total weight (R² = 0.0016, N = 185), nor dorsal, lateral or ventral blubber thickness (R² = 0.3146, R² = 0.0003, and R² = 0.0003 respectively, N = 78) was seen over the last 30 years (1970 to 2009). Results of stable isotope analyses conducted on tissue derived from the teeth of D. capensis indicated that there has been no significant shift in the trophic position (δ¹⁵N) and potential prey consumed (δ¹³C) over the corresponding period. These data would suggest that the long-beaked common dolphins along the KwaZulu-Natal coastline can be considered as opportunistic predators generally consuming the most abundant prey species available locally. As common dolphins feed opportunistically, this dietary shift appears to indicate changes in the shoaling characteristics of the most abundant fish prey in KwaZulu-Natal during winter. Given the “Data Deficient” status of the long-beaked common dolphin on the IUCN Red Data List, and the strong climatic forcing of the sardine run, such dietary data have important implications for their conservation in the light of expanding fisheries and climate change.
- Full Text:
- Date Issued: 2011
A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
- Full Text:
- Date Issued: 2011
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
- Full Text:
- Date Issued: 2011
Social enterprises, social value and job creation in Cape Town
- Authors: Amm, Kathryn Leigh
- Date: 2009
- Subjects: Job creation -- South Africa -- Cape Town , Social responsibility of business -- South Africa -- Cape Town , Economic development -- Social aspects -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9036 , http://hdl.handle.net/10948/1260 , Job creation -- South Africa -- Cape Town , Social responsibility of business -- South Africa -- Cape Town , Economic development -- Social aspects -- South Africa -- Cape Town
- Description: Social enterprises are organisations which seek to meet social needs whilst generating their own financial returns. They are becoming increasingly important in South Africa as their approach is not dependent on philanthropy and is therefore largely self-sustainable. Meeting social needs can happen in many ways, but bottom up approaches, which are driven by the poor through providing access to satisifers for fundamental needs are becoming increasingly important. The impact which social enterprises have is not clearly understood and is seldom measured. There is a need to develop tools which are able to portray the social value of these impacts. This study seeks to explore the impact of three social enterprises in Cape Town. The study focuses on the social value of job creation, a pressing need across South Africa, and a social return common to all three enterprises. The study found that a primary concern for staff was job security and earning a decent wage, and without this as a starting point other social returns are minimised. Camaraderie and a sense pride are two important social returns which are also produced. The study also showed that producing social returns must be an intentional activity, and involves a process of negotiation and understanding the needs and values of different stakeholders.
- Full Text:
- Date Issued: 2009
- Authors: Amm, Kathryn Leigh
- Date: 2009
- Subjects: Job creation -- South Africa -- Cape Town , Social responsibility of business -- South Africa -- Cape Town , Economic development -- Social aspects -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9036 , http://hdl.handle.net/10948/1260 , Job creation -- South Africa -- Cape Town , Social responsibility of business -- South Africa -- Cape Town , Economic development -- Social aspects -- South Africa -- Cape Town
- Description: Social enterprises are organisations which seek to meet social needs whilst generating their own financial returns. They are becoming increasingly important in South Africa as their approach is not dependent on philanthropy and is therefore largely self-sustainable. Meeting social needs can happen in many ways, but bottom up approaches, which are driven by the poor through providing access to satisifers for fundamental needs are becoming increasingly important. The impact which social enterprises have is not clearly understood and is seldom measured. There is a need to develop tools which are able to portray the social value of these impacts. This study seeks to explore the impact of three social enterprises in Cape Town. The study focuses on the social value of job creation, a pressing need across South Africa, and a social return common to all three enterprises. The study found that a primary concern for staff was job security and earning a decent wage, and without this as a starting point other social returns are minimised. Camaraderie and a sense pride are two important social returns which are also produced. The study also showed that producing social returns must be an intentional activity, and involves a process of negotiation and understanding the needs and values of different stakeholders.
- Full Text:
- Date Issued: 2009
Deliberating the Dialogues: a critical examination of the nature and purpose of a Daily Dispatch public journalism project
- Authors: Amner, Roderick John
- Date: 2010
- Subjects: Daily Dispatch (East London, South Africa) Journalism -- South Africa -- East London Citizen journalism -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3417 , http://hdl.handle.net/10962/d1002870
- Description: This thesis critically examines the nature and purpose of a series of four town-hall-like meetings, the Community Dialogues, held in the townships and suburbs of East London, South Africa, in 2009. They were undertaken by a mainstream, commercial newspaper, the Daily Dispatch, under the banner of the worldwide public journalism movement. Following Christians et al (2009), the thesis sets out a normative framework of media performance in a democracy, including a detailed and critical normative theory of the ‘facilitative role’ proposed and developed by Haas (2007), one of the public journalism movement’s key advocate-theorists. It also draws on a variety of theoretical frameworks and perspectives in the fields of Political Studies and Media Studies to provide an analytical overview of the complex matrix of political and media contexts – at the macro (global), meso (national) and micro (local) levels – that have helped give impetus to the Community Dialogues and also shaped their ongoing operation as a public journalism strategy in the South African context. Following a critical realist case study design, the thesis goes on to provide a narrative account of the Dialogues based on in-depth interviews exploring the motivations, self-understandings and perceptions of those journalists who originated, directed and participated in this project, as well as observation of a Community Dialogue, and an examination of some of the journalistic texts related to the Dialogues. This primary data is then critically evaluated against normative theories of press performance, especially Haas’s ‘public philosophy’ of public journalism. The thesis found that apart from their undoubted success in generating a more comprehensive and representative news agenda for the newspaper, the Dialogues often fell short of Habermas’s (1989) proceduralist-discursive notion of the ‘deliberating public’, which sees citizens share a commitment to engage in common deliberation and public problem solving. This can be attributed to a number of problems, including some important theoretical/conceptual weaknesses in the Community Dialogues’ project design, the relative immaturity of the project, the domination of civil society by political society in the South African political context, and a number of organisational constraints at the Daily Dispatch. On the other hand, the newspaper’s editorial leadership has shown clear commitment to the idea of expanding the project in the future, establishing a more a more structured programme of community engagement, and nurturing a more sustainable public sphere, including the building of a more dialectical relationship between the Dialogues and civil society.
- Full Text:
- Date Issued: 2010
- Authors: Amner, Roderick John
- Date: 2010
- Subjects: Daily Dispatch (East London, South Africa) Journalism -- South Africa -- East London Citizen journalism -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3417 , http://hdl.handle.net/10962/d1002870
- Description: This thesis critically examines the nature and purpose of a series of four town-hall-like meetings, the Community Dialogues, held in the townships and suburbs of East London, South Africa, in 2009. They were undertaken by a mainstream, commercial newspaper, the Daily Dispatch, under the banner of the worldwide public journalism movement. Following Christians et al (2009), the thesis sets out a normative framework of media performance in a democracy, including a detailed and critical normative theory of the ‘facilitative role’ proposed and developed by Haas (2007), one of the public journalism movement’s key advocate-theorists. It also draws on a variety of theoretical frameworks and perspectives in the fields of Political Studies and Media Studies to provide an analytical overview of the complex matrix of political and media contexts – at the macro (global), meso (national) and micro (local) levels – that have helped give impetus to the Community Dialogues and also shaped their ongoing operation as a public journalism strategy in the South African context. Following a critical realist case study design, the thesis goes on to provide a narrative account of the Dialogues based on in-depth interviews exploring the motivations, self-understandings and perceptions of those journalists who originated, directed and participated in this project, as well as observation of a Community Dialogue, and an examination of some of the journalistic texts related to the Dialogues. This primary data is then critically evaluated against normative theories of press performance, especially Haas’s ‘public philosophy’ of public journalism. The thesis found that apart from their undoubted success in generating a more comprehensive and representative news agenda for the newspaper, the Dialogues often fell short of Habermas’s (1989) proceduralist-discursive notion of the ‘deliberating public’, which sees citizens share a commitment to engage in common deliberation and public problem solving. This can be attributed to a number of problems, including some important theoretical/conceptual weaknesses in the Community Dialogues’ project design, the relative immaturity of the project, the domination of civil society by political society in the South African political context, and a number of organisational constraints at the Daily Dispatch. On the other hand, the newspaper’s editorial leadership has shown clear commitment to the idea of expanding the project in the future, establishing a more a more structured programme of community engagement, and nurturing a more sustainable public sphere, including the building of a more dialectical relationship between the Dialogues and civil society.
- Full Text:
- Date Issued: 2010
John Chrysostom's understanding of the Eucharist in its relation to the Christian life
- Authors: Amos, Charles Harry
- Date: 1988
- Subjects: John Chrysostom, Saint, d. 407 , Lord's Supper , Lord's Supper -- Biblical teaching
- Language: English
- Type: Thesis , Masters , MTh
- Identifier: vital:1217 , http://hdl.handle.net/10962/d1001547
- Description: The aim of this thesis is to reveal the intimate relationship between John Chrysostom's Eucharistic theology and the christian life, and that at the Eucharist Man's true being is demonstrated. It investigates Chrysostom's exegetical and oratorical method in order to ascertain how he approached a text and how he delivered his understanding of it. He is a representative of the Antiochene School of Exegesis and his fame as a preacher was a result not so much of his oratorical construction, but of the underlying spiritual unity within the oration. The purpose of all his preaching and exegesis was to evoke a moral response from his hearers. In the consecration of the elements, Chrysostcm displayed a remarkable openness to the varying traditions. He saw reciting the words of institution and invoking the Spirit as effecting consecration. Not only this, but also the moral life of the congregation played its part in effecting consecration. Once the elements had been consecrated, Christ was sacrificed, symbolically and literally, not again but in memory (Greek letters) of the Passion, which thereby becomes a present reality. In Chrysostom's understanding of the real presence he displays yet again an openness to the traditions. Christ is both present symbolically through the elements and literally through the transformation of the elements. The real presence demanded of the communicant a high degree of morality. To approach the Table on which Christ lay demanded a life of virtue, not only from the individual communicant but from the whole community. Those who partook unworthily imitated Judas and shared his fate. The community had to approach the Table in unity. At the Table, however, the community received its unity from Christ, the community became the body of Christ. Through participation and becoming the body of Christ, the community was united with the Godhead . Schism, therefore, was a very serious sin for it tore the body of Christ apart. For Chrysostom, Christ was also present in and intimately united with the poor. The church had to be able to be aware of Christ's presence in the poor and be responsible toward Him. In giving to the poor, the communiicant acknowledged that he/she had received at the Table and also received his/her salvation from Christ through the poor. The whole Eucharistic feast not only fed the christian with spiritual food, but called the communicant away from gross materialism to a life-giving dependance on God. It called the communicant to give to others as he/she had received from Christ.
- Full Text:
- Date Issued: 1988
- Authors: Amos, Charles Harry
- Date: 1988
- Subjects: John Chrysostom, Saint, d. 407 , Lord's Supper , Lord's Supper -- Biblical teaching
- Language: English
- Type: Thesis , Masters , MTh
- Identifier: vital:1217 , http://hdl.handle.net/10962/d1001547
- Description: The aim of this thesis is to reveal the intimate relationship between John Chrysostom's Eucharistic theology and the christian life, and that at the Eucharist Man's true being is demonstrated. It investigates Chrysostom's exegetical and oratorical method in order to ascertain how he approached a text and how he delivered his understanding of it. He is a representative of the Antiochene School of Exegesis and his fame as a preacher was a result not so much of his oratorical construction, but of the underlying spiritual unity within the oration. The purpose of all his preaching and exegesis was to evoke a moral response from his hearers. In the consecration of the elements, Chrysostcm displayed a remarkable openness to the varying traditions. He saw reciting the words of institution and invoking the Spirit as effecting consecration. Not only this, but also the moral life of the congregation played its part in effecting consecration. Once the elements had been consecrated, Christ was sacrificed, symbolically and literally, not again but in memory (Greek letters) of the Passion, which thereby becomes a present reality. In Chrysostom's understanding of the real presence he displays yet again an openness to the traditions. Christ is both present symbolically through the elements and literally through the transformation of the elements. The real presence demanded of the communicant a high degree of morality. To approach the Table on which Christ lay demanded a life of virtue, not only from the individual communicant but from the whole community. Those who partook unworthily imitated Judas and shared his fate. The community had to approach the Table in unity. At the Table, however, the community received its unity from Christ, the community became the body of Christ. Through participation and becoming the body of Christ, the community was united with the Godhead . Schism, therefore, was a very serious sin for it tore the body of Christ apart. For Chrysostom, Christ was also present in and intimately united with the poor. The church had to be able to be aware of Christ's presence in the poor and be responsible toward Him. In giving to the poor, the communiicant acknowledged that he/she had received at the Table and also received his/her salvation from Christ through the poor. The whole Eucharistic feast not only fed the christian with spiritual food, but called the communicant away from gross materialism to a life-giving dependance on God. It called the communicant to give to others as he/she had received from Christ.
- Full Text:
- Date Issued: 1988
The development of academic literacy in the first-year psychology course at Rhodes University: an assessment of the tutorial programme
- Authors: Amos, Trevor Lawrence
- Date: 1998
- Subjects: Psychology -- Study and teaching (Higher) , Psychology -- Study and teaching (Higher) -- South Africa , Academic achievement -- South Africa , College student development programs -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2923 , http://hdl.handle.net/10962/d1002432 , Psychology -- Study and teaching (Higher) , Psychology -- Study and teaching (Higher) -- South Africa , Academic achievement -- South Africa , College student development programs -- South Africa
- Description: This research is concerned with the cognitive development of students in higher education. Specifically, it is recognised that the demands facing students are different to those previously encountered in secondary education. These demands include being able to master what Strohm Kitchener (1983) calls ill-structured problems and learning the groundrules of their academic disciplines. This is termed academic literacy. Current thought in academic development proposes that students need to be shown how to mobilise their cognitive processes to meet these demands. It is argued that this is best accomplished when such activities are integrated into the discipline itself as opposed to being an add-on process. Taking into account the social and dialectical nature of learning (Vygotsky, 1978), academic development and academic literacy are seen to best occur within the tutorial system. The purpose of this research was to evaluate the 1997 first-year Psychology tutorial programme at Rhodes University, Grahamstown to assess how academic literacy was being developed. A qualitative research approach was followed, guided by the ten stage evaluation model of education programmes (Jacobs, 1996) and an adapted version of the Context, Input, Process and Product approach to evaluation (Parlett and Hamilton cited in Calder, 1995, p.25). Using indepth interviews, data was gathered from eight first year students, seven staff members and one programme co-ordinator. Focus groups were used to gather data from nine tutors. Further data collection techniques included observation of tutor briefing sessions and tutorials as well as documentary research. Data was analysed using qualitative data analysis techniques (Coffey & Atkinson, 1996). The Psychology Department at Rhodes University aims to integrate the development of academic literacy into mainstream teaching at the first year level through its tutorial programme. The Department has conceptualised its understanding of academic development as the development of academic, vocational and professional literacy which is rather unique. Academic literacy is defined and conceptualised further in a list of pre-determined skills (reading, writing and general skills) to be developed incrementally. This conceptualisation of academic literacy tends to neglect to include the mobilisation of relevant cognitive processes explicitly and the implementation tends to remain implicit. A lack of tactical strategies to implement academic development is evidence of the difficulty in moving from the philosophical level of academic development to the practical level. The programme is perceived as disorganised and lacking in a co-ordinated or incremental development of the predetermined skills.
- Full Text:
- Date Issued: 1998
- Authors: Amos, Trevor Lawrence
- Date: 1998
- Subjects: Psychology -- Study and teaching (Higher) , Psychology -- Study and teaching (Higher) -- South Africa , Academic achievement -- South Africa , College student development programs -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2923 , http://hdl.handle.net/10962/d1002432 , Psychology -- Study and teaching (Higher) , Psychology -- Study and teaching (Higher) -- South Africa , Academic achievement -- South Africa , College student development programs -- South Africa
- Description: This research is concerned with the cognitive development of students in higher education. Specifically, it is recognised that the demands facing students are different to those previously encountered in secondary education. These demands include being able to master what Strohm Kitchener (1983) calls ill-structured problems and learning the groundrules of their academic disciplines. This is termed academic literacy. Current thought in academic development proposes that students need to be shown how to mobilise their cognitive processes to meet these demands. It is argued that this is best accomplished when such activities are integrated into the discipline itself as opposed to being an add-on process. Taking into account the social and dialectical nature of learning (Vygotsky, 1978), academic development and academic literacy are seen to best occur within the tutorial system. The purpose of this research was to evaluate the 1997 first-year Psychology tutorial programme at Rhodes University, Grahamstown to assess how academic literacy was being developed. A qualitative research approach was followed, guided by the ten stage evaluation model of education programmes (Jacobs, 1996) and an adapted version of the Context, Input, Process and Product approach to evaluation (Parlett and Hamilton cited in Calder, 1995, p.25). Using indepth interviews, data was gathered from eight first year students, seven staff members and one programme co-ordinator. Focus groups were used to gather data from nine tutors. Further data collection techniques included observation of tutor briefing sessions and tutorials as well as documentary research. Data was analysed using qualitative data analysis techniques (Coffey & Atkinson, 1996). The Psychology Department at Rhodes University aims to integrate the development of academic literacy into mainstream teaching at the first year level through its tutorial programme. The Department has conceptualised its understanding of academic development as the development of academic, vocational and professional literacy which is rather unique. Academic literacy is defined and conceptualised further in a list of pre-determined skills (reading, writing and general skills) to be developed incrementally. This conceptualisation of academic literacy tends to neglect to include the mobilisation of relevant cognitive processes explicitly and the implementation tends to remain implicit. A lack of tactical strategies to implement academic development is evidence of the difficulty in moving from the philosophical level of academic development to the practical level. The programme is perceived as disorganised and lacking in a co-ordinated or incremental development of the predetermined skills.
- Full Text:
- Date Issued: 1998
The impact of diversity training on employee attitudes and behaviour with regard to diversity in work organisations: an analysis of a diversity-training programme in a Namibian work organisation
- Authors: Amuenje, Florentia
- Date: 2003
- Subjects: Employees -- Training of -- Namibia , Diversity in the workplace , Employees -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2924 , http://hdl.handle.net/10962/d1002433 , Employees -- Training of -- Namibia , Diversity in the workplace , Employees -- Attitudes
- Description: Diversity training programmes are formal efforts to prepare the workforce to work with individuals from different cultural backgrounds and to improve organisational effectiveness. Although many studies have described diversity training programmes in the workplace, only a few have been evaluated to assess their effectiveness and impact on job outcomes. This thesis describes a study that assessed the impact of a diversity management-training programme on employee attitudes and behaviour towards diversity in a manufacturing company in Namibia. Kirkpatrick’s (1959) four-level model, which examines the trainees’ reactions to the training, the learning acquired, the behaviour change and improvement in organisational results, was used to measure the impact of the training programme. Data was collected through pre-and post-assessment semi-structured individual interviews and a focus group was conducted two months after the training. Data analysis indicates that the first two levels of the evaluation model showed an impact. The participants had positive reactions towards the course and said that they had learnt from the course. The data also showed that the training did not have any impact on the behaviour of the participants and on organisational outcomes. The research also revealed that lack of improved productivity and organisational results might have been influenced by unrealistic expectations, past political conditions, job insecurity and unemployment and the training context. Some recommendations for both the diversity training programme administrators as well as the management of the company are made.
- Full Text:
- Date Issued: 2003
- Authors: Amuenje, Florentia
- Date: 2003
- Subjects: Employees -- Training of -- Namibia , Diversity in the workplace , Employees -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2924 , http://hdl.handle.net/10962/d1002433 , Employees -- Training of -- Namibia , Diversity in the workplace , Employees -- Attitudes
- Description: Diversity training programmes are formal efforts to prepare the workforce to work with individuals from different cultural backgrounds and to improve organisational effectiveness. Although many studies have described diversity training programmes in the workplace, only a few have been evaluated to assess their effectiveness and impact on job outcomes. This thesis describes a study that assessed the impact of a diversity management-training programme on employee attitudes and behaviour towards diversity in a manufacturing company in Namibia. Kirkpatrick’s (1959) four-level model, which examines the trainees’ reactions to the training, the learning acquired, the behaviour change and improvement in organisational results, was used to measure the impact of the training programme. Data was collected through pre-and post-assessment semi-structured individual interviews and a focus group was conducted two months after the training. Data analysis indicates that the first two levels of the evaluation model showed an impact. The participants had positive reactions towards the course and said that they had learnt from the course. The data also showed that the training did not have any impact on the behaviour of the participants and on organisational outcomes. The research also revealed that lack of improved productivity and organisational results might have been influenced by unrealistic expectations, past political conditions, job insecurity and unemployment and the training context. Some recommendations for both the diversity training programme administrators as well as the management of the company are made.
- Full Text:
- Date Issued: 2003
An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study
- Authors: Amukushu-Niipare, Alina
- Date: 2008
- Subjects: Education, Elementary -- Namibia -- Case studies Teaching -- Namibia -- Case studies Education -- Namibia -- Case studies Educational change -- Namibia -- Case studies School integration -- Namibia -- Case studies Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1651 , http://hdl.handle.net/10962/d1003534
- Description: This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
- Full Text:
- Date Issued: 2008
- Authors: Amukushu-Niipare, Alina
- Date: 2008
- Subjects: Education, Elementary -- Namibia -- Case studies Teaching -- Namibia -- Case studies Education -- Namibia -- Case studies Educational change -- Namibia -- Case studies School integration -- Namibia -- Case studies Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1651 , http://hdl.handle.net/10962/d1003534
- Description: This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
- Full Text:
- Date Issued: 2008
An investigation into the nature of mathematical connections selected grade 7 teachers make when teaching fractions : a Namibian case study.
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
In silico analysis of plasmodium falciparum Hsp70-x for potential binding sites and hits
- Authors: Amusengeri, Arnold
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/59136 , vital:27435
- Description: Restricted access-thesis embargoed for 1 year - release date April 2019
- Full Text:
- Date Issued: 2017
- Authors: Amusengeri, Arnold
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/59136 , vital:27435
- Description: Restricted access-thesis embargoed for 1 year - release date April 2019
- Full Text:
- Date Issued: 2017