VIVA Comrade Moss
- NUMSA
- Authors: NUMSA
- Date: 25 April
- Subjects: NUMSA
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/109640 , vital:33163 , SALHA 14b : NUMSA
- Description: The last 'Trial Update" reported on Comrade Moss’s case until mid-March. This report covers the period from that time up until 25th April.STADLER - "ANC EXPERT" Brigadier Stadler testified that the ANC had made certain calls to organisations within the country which, according to his "research", had been followed by organisations in the country. As examples he gave the ANC’s call for ungovernability, the formation of organs of people’s power and the destruction of town councils. During cross-examination Stadler conceded that he was not able to give examples of any direct link between the ANC and organisations inside the coutry but he said an inference could be drawn by looking at the ANC’s call and the behaviour of organisations inside the country.
- Full Text:
- Date Issued: 25 April
- Authors: NUMSA
- Date: 25 April
- Subjects: NUMSA
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/109640 , vital:33163 , SALHA 14b : NUMSA
- Description: The last 'Trial Update" reported on Comrade Moss’s case until mid-March. This report covers the period from that time up until 25th April.STADLER - "ANC EXPERT" Brigadier Stadler testified that the ANC had made certain calls to organisations within the country which, according to his "research", had been followed by organisations in the country. As examples he gave the ANC’s call for ungovernability, the formation of organs of people’s power and the destruction of town councils. During cross-examination Stadler conceded that he was not able to give examples of any direct link between the ANC and organisations inside the coutry but he said an inference could be drawn by looking at the ANC’s call and the behaviour of organisations inside the country.
- Full Text:
- Date Issued: 25 April
The prevalence of insufficient iodine intake in pregnancy in Africa: Protocol for a systematic review and meta-analysis
- Charles Bitamazire Businge, Benjamin Longo-Mbenza, Andre Pascal Kengne
- Authors: Charles Bitamazire Businge , Benjamin Longo-Mbenza , Andre Pascal Kengne
- Date: 22-8-2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/3387 , vital:43338 , https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-019-1092-7#citeas
- Description: Background: Insufficient iodine intake in pregnancy is associated with many adverse pregnancy outcomes. About 90% of African countries are at risk of iodine deficiency due to poor soils and dietary goitrogens. Pregnancy predisposes to insufficient iodine nutrition secondary to increased physiological demand and increased renal loss. Iodine deficiency is re-emerging in countries thought to be replete with pregnant women being the most affected. This review seeks to identify the degree of iodine nutrition in pregnancy on the entire African continent before and after the implementation of national iodization programmes. Methods: A systematic search of published literature will be conducted for observational studies that directly determined the prevalence of insufficient iodine intake among pregnant women in Africa. Electronic databases and grey literature will be searched for baseline data before the implementation of population-based iodine supplementation and for follow-up data up to December 2018. Screening of identified articles and data extraction will be conducted independently by two investigators. Risk of bias and methodological quality of the included studies will be assessed using a risk of bias tool. Appropriate meta-analytic techniques will be used to pool prevalence estimates from studies with similar features, overall and by major characteristics including the region of the study, time period (before and after implementation of iodization programmes), sample size and age. Heterogeneity of the estimates across studies will be quantified and publication bias investigated. This protocol is reported according to Preferred Reporting Items for Systematic reviews and Meta-Analysis protocols (PRISMA-P) 2015 guidelines. Discussion This review will help ascertain the impact of national iodization programmes on the iodine nutrition status in pregnancy in Africa and advise policy on the necessity for monitoring and mitigating iodine deficiency in pregnancy in Africa. This review is part of a thesis that will be submitted to the Faculty of Health Sciences, University of Cape Town, for the award of a PhD in Medicine whose protocol has been granted ethics approval (UCT HREC 135/2018). In addition, the results will be published in a peer-reviewed journal.
- Full Text:
- Date Issued: 22-8-2019
- Authors: Charles Bitamazire Businge , Benjamin Longo-Mbenza , Andre Pascal Kengne
- Date: 22-8-2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/3387 , vital:43338 , https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-019-1092-7#citeas
- Description: Background: Insufficient iodine intake in pregnancy is associated with many adverse pregnancy outcomes. About 90% of African countries are at risk of iodine deficiency due to poor soils and dietary goitrogens. Pregnancy predisposes to insufficient iodine nutrition secondary to increased physiological demand and increased renal loss. Iodine deficiency is re-emerging in countries thought to be replete with pregnant women being the most affected. This review seeks to identify the degree of iodine nutrition in pregnancy on the entire African continent before and after the implementation of national iodization programmes. Methods: A systematic search of published literature will be conducted for observational studies that directly determined the prevalence of insufficient iodine intake among pregnant women in Africa. Electronic databases and grey literature will be searched for baseline data before the implementation of population-based iodine supplementation and for follow-up data up to December 2018. Screening of identified articles and data extraction will be conducted independently by two investigators. Risk of bias and methodological quality of the included studies will be assessed using a risk of bias tool. Appropriate meta-analytic techniques will be used to pool prevalence estimates from studies with similar features, overall and by major characteristics including the region of the study, time period (before and after implementation of iodization programmes), sample size and age. Heterogeneity of the estimates across studies will be quantified and publication bias investigated. This protocol is reported according to Preferred Reporting Items for Systematic reviews and Meta-Analysis protocols (PRISMA-P) 2015 guidelines. Discussion This review will help ascertain the impact of national iodization programmes on the iodine nutrition status in pregnancy in Africa and advise policy on the necessity for monitoring and mitigating iodine deficiency in pregnancy in Africa. This review is part of a thesis that will be submitted to the Faculty of Health Sciences, University of Cape Town, for the award of a PhD in Medicine whose protocol has been granted ethics approval (UCT HREC 135/2018). In addition, the results will be published in a peer-reviewed journal.
- Full Text:
- Date Issued: 22-8-2019
Assessing rural senior primary school natural science teachers’ TPACK: a case study
- Authors: Silvanus, Secilia Tulikefo
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423902 , vital:72103
- Description: In today's world, technology has changed how people live and behave. The influence of technology contemplates a similar change in the education processes of teaching and learning. Many governments worldwide invest hugely in providing technological tools and facilities and training teachers to improve teaching and learning. The availability and access to technologies in schools seem to offer teachers opportunities to develop technological knowledge and integrate technology into teaching. Literature indicates that teachers must possess technological pedagogical content knowledge (TPACK) to integrate technology into teaching and learning processes effectively. However, other scholars have also suggested that teachers' TPACK develops and is shaped by many contexts. This study, therefore, sought to assess the rural senior primary Natural science teachers' TPACK. This qualitative case study was conducted with senior primary Natural science teachers in the educational circuit of Endola. An interpretive paradigm underpinned the study. The study employed semi-structured questionnaires, semi-structured interviews, focus group interviews, and observation to collect the data. The study used the TPACK as a theoretical and analytical framework. The study results showed that participants had a firmer grasp of subject content (CK) and traditional teaching methods (Pedagogical Knowledge - PK and Pedagogical Content Knowledge - PCK) compared to technological knowledge (TK) and technology-based pedagogies (Technological Pedagogical Knowledge - TPK, Technological Content Knowledge - TCK, and Technological Pedagogical Content Knowledge (TPCK). Findings support that the participants draw upon sources of Technological Pedagogical Content Knowledge (TPACK) closely aligned with Content Knowledge (CK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) to integrate technology. The study included inadequate professional development, teachers' attitudes, insufficient hardware and internet connectivity, limited technological knowledge, time constraints, and restricted access to technology tools and resources as obstacles for teachers attempting to incorporate technology into their classrooms effectively. Furthermore, the data highlights ICT training and teachers' interest as enablers that motivated participants to integrate technology into their teaching practices. Therefore, the study recommends professional development programs focusing on providing science teachers with practical skills to utilise different technologies and address common technical issues. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Silvanus, Secilia Tulikefo
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423902 , vital:72103
- Description: In today's world, technology has changed how people live and behave. The influence of technology contemplates a similar change in the education processes of teaching and learning. Many governments worldwide invest hugely in providing technological tools and facilities and training teachers to improve teaching and learning. The availability and access to technologies in schools seem to offer teachers opportunities to develop technological knowledge and integrate technology into teaching. Literature indicates that teachers must possess technological pedagogical content knowledge (TPACK) to integrate technology into teaching and learning processes effectively. However, other scholars have also suggested that teachers' TPACK develops and is shaped by many contexts. This study, therefore, sought to assess the rural senior primary Natural science teachers' TPACK. This qualitative case study was conducted with senior primary Natural science teachers in the educational circuit of Endola. An interpretive paradigm underpinned the study. The study employed semi-structured questionnaires, semi-structured interviews, focus group interviews, and observation to collect the data. The study used the TPACK as a theoretical and analytical framework. The study results showed that participants had a firmer grasp of subject content (CK) and traditional teaching methods (Pedagogical Knowledge - PK and Pedagogical Content Knowledge - PCK) compared to technological knowledge (TK) and technology-based pedagogies (Technological Pedagogical Knowledge - TPK, Technological Content Knowledge - TCK, and Technological Pedagogical Content Knowledge (TPCK). Findings support that the participants draw upon sources of Technological Pedagogical Content Knowledge (TPACK) closely aligned with Content Knowledge (CK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) to integrate technology. The study included inadequate professional development, teachers' attitudes, insufficient hardware and internet connectivity, limited technological knowledge, time constraints, and restricted access to technology tools and resources as obstacles for teachers attempting to incorporate technology into their classrooms effectively. Furthermore, the data highlights ICT training and teachers' interest as enablers that motivated participants to integrate technology into their teaching practices. Therefore, the study recommends professional development programs focusing on providing science teachers with practical skills to utilise different technologies and address common technical issues. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Exploring senior phase teachers’ use of kahoot! Gamification as a formative assessment tool to scaffold mathematical understanding
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Relationship Management in All-Boys’ Fee-paying Public Schools in the Eastern Cape, South Africa : Experiences and Perspectives of LGBTQ Alumni
- Authors: Mahlangu, Nhlakanipho
- Date: 2024-04
- Subjects: Gay men , Teenage boys , Public schools -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62237 , vital:72364
- Description: This study explores the perspectives and experiences of LGBTQ alumni of all-boys’ schools in the Eastern Cape. The context of increased competition between schools in the education sector and the importance of inclusion within the sector necessitated a study to investigate the extent to which relationship management is conducted with an orientation towards LGBTQ inclusion in all-boys’ schools in the Eastern Cape. Student protests in South Africa over the past 10 years have expanded concerns about student belonging beyond the widely studied lenses of race and class. A growing body of literature and wider discourse emphasises student belonging as a challenge in the South African education sector. Marginalised students continue to experience educational spaces negatively. LGBTQ student experiences in the South Africa are characterised by violence and ostracisation, thus warranting further investigation and inquiry. The study locates itself in the intersections between gender and sexual diversity and economic citizenship in the broader discourse of school inclusivity. A qualitative research approach was employed, making use of semi-structured, in-depth individual interviews. The sample was derived from alumni of all-boys’ schools in the Eastern Cape through snowball sampling. Ten LGBTQ-identifying alumni of boys’ schools in the Eastern Cape were interviewed. The findings reveal the need to question the extent to which LGBTQ alumni can enjoy the fullness of the value proposition of all-boys’ schools, and what can be done to ensure LGBTQ belonging. The findings of this study concur with existing literature about LGBTQ experiences. Participants defined their school experiences as exclusionary and characterised by fear of failing to assert themselves in a hypermasculine school environment. LGBTQ alumni of all-boys’ schools in the Eastern Cape view relationship management as under-utilised as a tool to facilitate LGBTQ belonging. Instead, relationship management is used to affirm those who fit the mould of the quintessential ‘old boy’ network, by defining the masculine behaviours that learners in all-boys’ schools are compelled to aspire towards. v ABSTRACT The findings illustrate that the culture of silence around non-confirming sexuality is sustained in the post-schooling relationship management life-cycle and results in the absence of the LGBTQ customer voice in the drafting of school strategy and policy. LGBTQ alumni who speak out about controversial issues often face admonition from their former teachers and peers. LGBTQ alumni criticise the relationship management of their former schools for the over-emphasis on fundraising and the complete absence of discussions on diversity. LGBTQ alumni are therefore marginalised in the process of value co-creation, as LGBTQ alumni feel they will never be viewed as legitimate collaborators by their former schools. The suggested recommendations emerging from this study include the need to codify school policies that speak specifically to LGBTQ marginalisation. Furthermore, schools must endeavour to make specific enquiries into LGBTQ student experiences and include LGBTQ concerns in wider school discourse. , Thesis (Ma) -- Faculty of Business and Economic Sciences, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Mahlangu, Nhlakanipho
- Date: 2024-04
- Subjects: Gay men , Teenage boys , Public schools -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62237 , vital:72364
- Description: This study explores the perspectives and experiences of LGBTQ alumni of all-boys’ schools in the Eastern Cape. The context of increased competition between schools in the education sector and the importance of inclusion within the sector necessitated a study to investigate the extent to which relationship management is conducted with an orientation towards LGBTQ inclusion in all-boys’ schools in the Eastern Cape. Student protests in South Africa over the past 10 years have expanded concerns about student belonging beyond the widely studied lenses of race and class. A growing body of literature and wider discourse emphasises student belonging as a challenge in the South African education sector. Marginalised students continue to experience educational spaces negatively. LGBTQ student experiences in the South Africa are characterised by violence and ostracisation, thus warranting further investigation and inquiry. The study locates itself in the intersections between gender and sexual diversity and economic citizenship in the broader discourse of school inclusivity. A qualitative research approach was employed, making use of semi-structured, in-depth individual interviews. The sample was derived from alumni of all-boys’ schools in the Eastern Cape through snowball sampling. Ten LGBTQ-identifying alumni of boys’ schools in the Eastern Cape were interviewed. The findings reveal the need to question the extent to which LGBTQ alumni can enjoy the fullness of the value proposition of all-boys’ schools, and what can be done to ensure LGBTQ belonging. The findings of this study concur with existing literature about LGBTQ experiences. Participants defined their school experiences as exclusionary and characterised by fear of failing to assert themselves in a hypermasculine school environment. LGBTQ alumni of all-boys’ schools in the Eastern Cape view relationship management as under-utilised as a tool to facilitate LGBTQ belonging. Instead, relationship management is used to affirm those who fit the mould of the quintessential ‘old boy’ network, by defining the masculine behaviours that learners in all-boys’ schools are compelled to aspire towards. v ABSTRACT The findings illustrate that the culture of silence around non-confirming sexuality is sustained in the post-schooling relationship management life-cycle and results in the absence of the LGBTQ customer voice in the drafting of school strategy and policy. LGBTQ alumni who speak out about controversial issues often face admonition from their former teachers and peers. LGBTQ alumni criticise the relationship management of their former schools for the over-emphasis on fundraising and the complete absence of discussions on diversity. LGBTQ alumni are therefore marginalised in the process of value co-creation, as LGBTQ alumni feel they will never be viewed as legitimate collaborators by their former schools. The suggested recommendations emerging from this study include the need to codify school policies that speak specifically to LGBTQ marginalisation. Furthermore, schools must endeavour to make specific enquiries into LGBTQ student experiences and include LGBTQ concerns in wider school discourse. , Thesis (Ma) -- Faculty of Business and Economic Sciences, 2024
- Full Text:
- Date Issued: 2024-04
Technological Pedagogical Content Knowledge (TPACK): investigating senior primary mathematics teachers’ integration of technology in the classroom in Okahao educational circuit
- Shikesho, Hilya Ndahambelela
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423913 , vital:72104
- Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423913 , vital:72104
- Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
1stWeEat! The story of a food gardening intervention in Makhanda’s ECD centres
- Olvitt, Lausanne, Green, Nicola, Ntlabezo, Sisesakhe
- Authors: Olvitt, Lausanne , Green, Nicola , Ntlabezo, Sisesakhe
- Date: 2024
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/401198 , vital:69713 , ISBN 978-0-7961-2949-9 , DOI http://doi.org/10.21504/10962/401198
- Description: No abstract yet
- Full Text:
- Date Issued: 2024
- Authors: Olvitt, Lausanne , Green, Nicola , Ntlabezo, Sisesakhe
- Date: 2024
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/401198 , vital:69713 , ISBN 978-0-7961-2949-9 , DOI http://doi.org/10.21504/10962/401198
- Description: No abstract yet
- Full Text:
- Date Issued: 2024
Holding a mirror up to Academic Development through the HELTASA (un) conferencing methodology
- Williams, Sandra, Adams, Anthea, Geduld-van Wyk, Charlene, Muhuro, Patricia
- Authors: Williams, Sandra , Adams, Anthea , Geduld-van Wyk, Charlene , Muhuro, Patricia
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425705 , vital:72277 , xlink:href="https://doi.org/10.14426/cristal.v12iSI1.2117"
- Description: We, Academic Development (AD) practitioners, question whether AD's objective in South Africa (SA) as a'liberatory educational and social movement'to enhance educational quality for all students, is effectively pursued. AD practitioners often work on the fringes of the academy, fighting for relevance and legitimacy within an increasingly performative and managerialist academic culture. Despite innovative AD initiatives AD work is criticised for being unresponsive, unreflexive, conformist, and lacking theoretical, scholarly, and critical engagement. We use critical pedagogical praxis, particularly the constructs of critique, reflexivity, power, and self-reflection, to interrogate the continuous tension between AD intention and practice. Through (un) conference methodology, this auto-ethnographic account of individual and collective engagements, using the" holding the mirror up" metaphor, critically questioned the tension and misalignments between the AD mandate and practices. Although in a SA higher education context, this research could be beneficial to HE contexts globally, given the ubiquity of AD work.
- Full Text:
- Date Issued: 2024
- Authors: Williams, Sandra , Adams, Anthea , Geduld-van Wyk, Charlene , Muhuro, Patricia
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425705 , vital:72277 , xlink:href="https://doi.org/10.14426/cristal.v12iSI1.2117"
- Description: We, Academic Development (AD) practitioners, question whether AD's objective in South Africa (SA) as a'liberatory educational and social movement'to enhance educational quality for all students, is effectively pursued. AD practitioners often work on the fringes of the academy, fighting for relevance and legitimacy within an increasingly performative and managerialist academic culture. Despite innovative AD initiatives AD work is criticised for being unresponsive, unreflexive, conformist, and lacking theoretical, scholarly, and critical engagement. We use critical pedagogical praxis, particularly the constructs of critique, reflexivity, power, and self-reflection, to interrogate the continuous tension between AD intention and practice. Through (un) conference methodology, this auto-ethnographic account of individual and collective engagements, using the" holding the mirror up" metaphor, critically questioned the tension and misalignments between the AD mandate and practices. Although in a SA higher education context, this research could be beneficial to HE contexts globally, given the ubiquity of AD work.
- Full Text:
- Date Issued: 2024
A Combined Experimental and Computational Study of Hydridospirophosphorane Ligand Systems Featuring Halogenated Mandelic Acids
- Authors: Maritz, Marius Johann
- Date: 2023-12
- Subjects: Organic compounds -- Synthesis , Heterocyclic compounds , catalysis -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62096 , vital:71911
- Description: The search for new stereoselective catalysts remains important for the isolation of enantiomeric products from racemic mixtures. The need exists for these catalysts to be more efficient, to be more cost effective as well as be stable over time without undergoing changes in molecular structure and selectivity. The purpose of this research project was to experimentally synthesise and characterise asymmetric catalysts for the use in enantioselective synthesis. The catalysts consisted of the main group element phosphorous as central atom, with the phenyl rings of mandelic acid ligands monosubstituted with halogen atoms fluorine, chlorine and bromine in different configurations. Ligand binding resulted in the formation of hydridospirophosphorane structures, from which the molecular properties and binding geometry of these molecules could be explained by the theory of apicophilicity. Characterization was performed by NMR and IR spectroscopy as well as diffraction studies that provided the experimental crystal structures. The structural, energetic and spectroscopy results were compared to the theoretically obtained molecular properties using DFT analysis. Various interand intramolecular interactions that existed between molecules found in crystal packing environments were discussed. Additional properties that were investigated included modelling solvation effects, molecular orbital analysis, Hirshfeld surfaces, orbital and atomic energy and population analysis as well as ESP energy calculations with the optimized crystal structures as input. Molecular overlay comparisons were also performed between the experimental and optimized structures where the effectiveness of various DFT functionals and basis sets could be determined. The method with the best overall cost-to-accuracy ratio was found to be the triple-zeta def2-tzvp basis set with B3LYP functional theory and the addition of Grimme’s dispersion correction. Results indicated differences in crystal packing depending largely on the given halogen atoms present in the substituted phenyl rings, with differences observed in electronegativity and steric effects. One of the crystal systems showed additional interactions with solvent molecules, giving the impression that obtaining crystal void formation was possible. Alterations in the transition state activation energies between the isomers of each molecule were found to be present and supported the theory behind the mechanism of stereochemical induction. The studied compounds were therefore effective in isolating different enantiomeric ligands by means of energy differences between conformers and displayed unique catalytic properties resulting from the phosphorous main group element. The hydridospirophosphoranes conformers responsible for the lowest theoretically calculated activation energy induced crystallization as was seen by diffraction results for all compounds. Even as an intriguing observation, crystallization will largely depend on solubility rather than a specific conformer’s amount in solution. , Thesis (MSc) -- Faculty of Science, School of Biomolecular and Chemical Sciences, 2023
- Full Text:
- Date Issued: 2023-12
- Authors: Maritz, Marius Johann
- Date: 2023-12
- Subjects: Organic compounds -- Synthesis , Heterocyclic compounds , catalysis -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62096 , vital:71911
- Description: The search for new stereoselective catalysts remains important for the isolation of enantiomeric products from racemic mixtures. The need exists for these catalysts to be more efficient, to be more cost effective as well as be stable over time without undergoing changes in molecular structure and selectivity. The purpose of this research project was to experimentally synthesise and characterise asymmetric catalysts for the use in enantioselective synthesis. The catalysts consisted of the main group element phosphorous as central atom, with the phenyl rings of mandelic acid ligands monosubstituted with halogen atoms fluorine, chlorine and bromine in different configurations. Ligand binding resulted in the formation of hydridospirophosphorane structures, from which the molecular properties and binding geometry of these molecules could be explained by the theory of apicophilicity. Characterization was performed by NMR and IR spectroscopy as well as diffraction studies that provided the experimental crystal structures. The structural, energetic and spectroscopy results were compared to the theoretically obtained molecular properties using DFT analysis. Various interand intramolecular interactions that existed between molecules found in crystal packing environments were discussed. Additional properties that were investigated included modelling solvation effects, molecular orbital analysis, Hirshfeld surfaces, orbital and atomic energy and population analysis as well as ESP energy calculations with the optimized crystal structures as input. Molecular overlay comparisons were also performed between the experimental and optimized structures where the effectiveness of various DFT functionals and basis sets could be determined. The method with the best overall cost-to-accuracy ratio was found to be the triple-zeta def2-tzvp basis set with B3LYP functional theory and the addition of Grimme’s dispersion correction. Results indicated differences in crystal packing depending largely on the given halogen atoms present in the substituted phenyl rings, with differences observed in electronegativity and steric effects. One of the crystal systems showed additional interactions with solvent molecules, giving the impression that obtaining crystal void formation was possible. Alterations in the transition state activation energies between the isomers of each molecule were found to be present and supported the theory behind the mechanism of stereochemical induction. The studied compounds were therefore effective in isolating different enantiomeric ligands by means of energy differences between conformers and displayed unique catalytic properties resulting from the phosphorous main group element. The hydridospirophosphoranes conformers responsible for the lowest theoretically calculated activation energy induced crystallization as was seen by diffraction results for all compounds. Even as an intriguing observation, crystallization will largely depend on solubility rather than a specific conformer’s amount in solution. , Thesis (MSc) -- Faculty of Science, School of Biomolecular and Chemical Sciences, 2023
- Full Text:
- Date Issued: 2023-12
Case-based research on the fedup model for self-help housing
- Authors: Qumbisa, Nolwazi
- Date: 2023-12
- Subjects: Community participation , Human settlements , Informal settlements
- Language: English
- Type: doctoral's theses , text
- Identifier: http://hdl.handle.net/10948/62199 , vital:72007
- Description: In South Africa, the government subsidises the building of starter homes to meet the demand for housing for people with lower incomes. However, it is necessary for the state to revise its efforts to meet the demand for housing in the country. Self-help housing is a model that can be used as an alternative to state housing subsidies. The present research study investigates the essential aspects of sustainable self-help housing in the central region of South Africa. The present study aimed to address the central research topic by eliciting responses from participants: How can self-help provision become sustainable in the central region of South Africa? In response to the question, an effective self-help housing support model was developed, the aim of which is to outline how self-help housing projects could be improved. The literature findings demonstrate the potential of this model as a viable alternative to the existing housing delivery mechanism in South Africa. This assertion is supported by a study of self-help housing trajectories and an examination of relevant South African housing policies. However, there has been a lack of emphasis on the simplification of current models to accommodate the needs of implementers, government entities, and beneficiaries of self-help housing initiatives. This study aimed to address the highlighted gaps by utilising a qualitative methodology and drawing upon the data obtained. The data collection techniques included semi-structured interviews, structured observations, and focus-group discussions. A total of 25 semi-structured interviews were conducted with key stakeholders in human settlements, while the focus-group discussions involved 50 participants. A total of 5 focus group discussions were conducted with each group consisting of 10 participants. Moreover, the researcher conducted a document analysis, observations, and questionnaire survey. The data collected were analysed thematically. The results revealed that there are still challenges with implementing self-help housing. Moreover, the results are attributed mainly to a mismatch of the roles and responsibilities and not understanding the Enhanced People’s Housing Process (EPHP) policy. The principal contribution of the thesis is that housing policies, programmes and sector plans must encourage beneficiaries to play an active role. This study found that weak or unclear project vi specifications lead to contractor misunderstandings or discrepancies in housing project implementation, resulting in poor-quality work or delays. The conventional contractor-driven housing-delivery model also has issues like poor construction, corruption and mismanagement, profit-driven contractors, high contractor rates, project delays/incomplete projects, illegal occupation of incomplete projects, riots and disputes, ineffective project specifications, and beneficiary disengagement. In this study, it is demonstrated how a positive social impact on housing could be the outcome of an improved self-help approach. Consequently, the research suggests the adoption of an effective self-help housing support model, which may effectively address the challenges posed by informal settlements while enhancing the execution of self-help housing projects. The model has the potential to make contemporary contributions to the public housing policy model in South Africa. This study contributes to the broader discourse on sustainable housing alternatives, providing insights into the various obstacles, potential advantages, and recommended strategies within the realm of selfhelp housing. The study's qualitative approach facilitated a comprehensive examination of the lived experiences and viewpoints of diverse stakeholders. This yielded valuable insights that can inform policymakers, practitioners, and communities in their efforts to improve the sustainability of self-help housing solutions in the central region of South Africa. , Thesis (PhD) -- Engineering, Built Environment and Technology, 2023
- Full Text:
- Date Issued: 2023-12
- Authors: Qumbisa, Nolwazi
- Date: 2023-12
- Subjects: Community participation , Human settlements , Informal settlements
- Language: English
- Type: doctoral's theses , text
- Identifier: http://hdl.handle.net/10948/62199 , vital:72007
- Description: In South Africa, the government subsidises the building of starter homes to meet the demand for housing for people with lower incomes. However, it is necessary for the state to revise its efforts to meet the demand for housing in the country. Self-help housing is a model that can be used as an alternative to state housing subsidies. The present research study investigates the essential aspects of sustainable self-help housing in the central region of South Africa. The present study aimed to address the central research topic by eliciting responses from participants: How can self-help provision become sustainable in the central region of South Africa? In response to the question, an effective self-help housing support model was developed, the aim of which is to outline how self-help housing projects could be improved. The literature findings demonstrate the potential of this model as a viable alternative to the existing housing delivery mechanism in South Africa. This assertion is supported by a study of self-help housing trajectories and an examination of relevant South African housing policies. However, there has been a lack of emphasis on the simplification of current models to accommodate the needs of implementers, government entities, and beneficiaries of self-help housing initiatives. This study aimed to address the highlighted gaps by utilising a qualitative methodology and drawing upon the data obtained. The data collection techniques included semi-structured interviews, structured observations, and focus-group discussions. A total of 25 semi-structured interviews were conducted with key stakeholders in human settlements, while the focus-group discussions involved 50 participants. A total of 5 focus group discussions were conducted with each group consisting of 10 participants. Moreover, the researcher conducted a document analysis, observations, and questionnaire survey. The data collected were analysed thematically. The results revealed that there are still challenges with implementing self-help housing. Moreover, the results are attributed mainly to a mismatch of the roles and responsibilities and not understanding the Enhanced People’s Housing Process (EPHP) policy. The principal contribution of the thesis is that housing policies, programmes and sector plans must encourage beneficiaries to play an active role. This study found that weak or unclear project vi specifications lead to contractor misunderstandings or discrepancies in housing project implementation, resulting in poor-quality work or delays. The conventional contractor-driven housing-delivery model also has issues like poor construction, corruption and mismanagement, profit-driven contractors, high contractor rates, project delays/incomplete projects, illegal occupation of incomplete projects, riots and disputes, ineffective project specifications, and beneficiary disengagement. In this study, it is demonstrated how a positive social impact on housing could be the outcome of an improved self-help approach. Consequently, the research suggests the adoption of an effective self-help housing support model, which may effectively address the challenges posed by informal settlements while enhancing the execution of self-help housing projects. The model has the potential to make contemporary contributions to the public housing policy model in South Africa. This study contributes to the broader discourse on sustainable housing alternatives, providing insights into the various obstacles, potential advantages, and recommended strategies within the realm of selfhelp housing. The study's qualitative approach facilitated a comprehensive examination of the lived experiences and viewpoints of diverse stakeholders. This yielded valuable insights that can inform policymakers, practitioners, and communities in their efforts to improve the sustainability of self-help housing solutions in the central region of South Africa. , Thesis (PhD) -- Engineering, Built Environment and Technology, 2023
- Full Text:
- Date Issued: 2023-12
Medication adherence: a review of policy and education in South Africa
- Authors: Nyoni, Cynthia Nomagugu
- Date: 2023-10-31
- Subjects: Patient compliance South Africa , Drugs Administration Study and teaching (Higher) , Pharmacist and patient South Africa , Pharmaceutical policy South Africa , Patient education South Africa , Medication adherence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419548 , vital:71653
- Description: Medication adherence is a patient's active and voluntary participation in following all the recommendations and instructions agreed upon with a health care provider such as a pharmacist. Adherence is a multidimensional phenomenon determined by the interplay of five factors: patient-related factors, socioeconomic factors, condition-related factors, health system-related factors, and therapy-related factors. Medication non-adherence is a problem in many countries, especially low to middle-income countries, including South Africa (SA). In low to middle-income countries, non-adherence is often worse due to insufficient health resources and inequities in access to health care. Medication adherence is a global problem and has raised the need for research and review. Many healthcare professionals, especially pharmacists, have an essential role in promoting medication adherence. This study described, explained and evaluated the policies in SA relating to the pharmacist's role in promoting medication adherence. Furthermore, it described medication adherence-related education at four universities in South Africa. The study was qualitative, and a two-phased approach was employed. In the first phase, a document analysis of the pharmacist’s role in supporting medication adherence was conducted as described in national policies and guidelines in SA. A total of 38 documents were analysed, including critical documents such as the South African Pharmacy Council Good Pharmacy Practice Manual and Associated SAPC rules (GPP) manual, National Drug Policy (NDP), Standard treatment guidelines (STGS) and Integrated Adherence Guidelines. The READ approach was used in conducting the document analysis and involved (1) preparing materials, (2) extracting data, (3) analysing data, and (4) distilling findings. The critical roles of pharmacists in medication adherence that were identified were in drug use, supply and management, dispensing, therapeutic drug monitoring, pharmacovigilance, pharmaceutical care, and special programmes like antimicrobial stewardship (AMS), multi-drug resistant tuberculosis (MDR-TB) care and antiretroviral treatment (ARV) and chronic conditions. In the second phase, in-depth interviews were conducted with lecturers to investigate and report on the inclusion of medication adherence and the teaching thereof in the curriculum of the Bachelor of Pharmacy Degree (BPharm) in pharmacy institutions in SA. Purposive sampling was used, and seven lecturers from four different institutions participated in the interviews. The interviews were conducted via Zoom® and were transcribed and analysed using thematic analysis. The teaching of medication adherence in the BPharm curriculum of the respective interviewed pharmacy institutions was explored. It was found that the topic of medication adherence was integrated into all subjects throughout the curriculum and not taught as a formal course. Although medication adherence is taught in many disciplines, it is predominantly in pharmacy practice in all institutions. The teaching methods identified included lectures, case studies, workshops, tutorials, practicals, readings, tasks, assignments and videos. The perceived effectiveness of the teaching methods was explored; also the time spent teaching medication adherence and the time efficiency. Student understanding, interest and engagement with the topic were explored and determined through their assessment performance and class attendance. In conclusion, from policies, the pharmacist's role concerning adherence is indirectly integrated into many other roles. It is often not distinguishable from that of other healthcare professionals and is often implied as part of a more generic role. Pharmacy students are educated on medication adherence and the skills and knowledge required to identify, monitor and support patient adherence to therapy. However, there is scope to increase the course content on medication adherence. There is a need to identify effective strategies for preparing pharmacists to assist patients in medication adherence. , Thesis (MPharm) -- Faculty of Pharmacy, 2023
- Full Text:
- Date Issued: 2023-10-31
- Authors: Nyoni, Cynthia Nomagugu
- Date: 2023-10-31
- Subjects: Patient compliance South Africa , Drugs Administration Study and teaching (Higher) , Pharmacist and patient South Africa , Pharmaceutical policy South Africa , Patient education South Africa , Medication adherence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419548 , vital:71653
- Description: Medication adherence is a patient's active and voluntary participation in following all the recommendations and instructions agreed upon with a health care provider such as a pharmacist. Adherence is a multidimensional phenomenon determined by the interplay of five factors: patient-related factors, socioeconomic factors, condition-related factors, health system-related factors, and therapy-related factors. Medication non-adherence is a problem in many countries, especially low to middle-income countries, including South Africa (SA). In low to middle-income countries, non-adherence is often worse due to insufficient health resources and inequities in access to health care. Medication adherence is a global problem and has raised the need for research and review. Many healthcare professionals, especially pharmacists, have an essential role in promoting medication adherence. This study described, explained and evaluated the policies in SA relating to the pharmacist's role in promoting medication adherence. Furthermore, it described medication adherence-related education at four universities in South Africa. The study was qualitative, and a two-phased approach was employed. In the first phase, a document analysis of the pharmacist’s role in supporting medication adherence was conducted as described in national policies and guidelines in SA. A total of 38 documents were analysed, including critical documents such as the South African Pharmacy Council Good Pharmacy Practice Manual and Associated SAPC rules (GPP) manual, National Drug Policy (NDP), Standard treatment guidelines (STGS) and Integrated Adherence Guidelines. The READ approach was used in conducting the document analysis and involved (1) preparing materials, (2) extracting data, (3) analysing data, and (4) distilling findings. The critical roles of pharmacists in medication adherence that were identified were in drug use, supply and management, dispensing, therapeutic drug monitoring, pharmacovigilance, pharmaceutical care, and special programmes like antimicrobial stewardship (AMS), multi-drug resistant tuberculosis (MDR-TB) care and antiretroviral treatment (ARV) and chronic conditions. In the second phase, in-depth interviews were conducted with lecturers to investigate and report on the inclusion of medication adherence and the teaching thereof in the curriculum of the Bachelor of Pharmacy Degree (BPharm) in pharmacy institutions in SA. Purposive sampling was used, and seven lecturers from four different institutions participated in the interviews. The interviews were conducted via Zoom® and were transcribed and analysed using thematic analysis. The teaching of medication adherence in the BPharm curriculum of the respective interviewed pharmacy institutions was explored. It was found that the topic of medication adherence was integrated into all subjects throughout the curriculum and not taught as a formal course. Although medication adherence is taught in many disciplines, it is predominantly in pharmacy practice in all institutions. The teaching methods identified included lectures, case studies, workshops, tutorials, practicals, readings, tasks, assignments and videos. The perceived effectiveness of the teaching methods was explored; also the time spent teaching medication adherence and the time efficiency. Student understanding, interest and engagement with the topic were explored and determined through their assessment performance and class attendance. In conclusion, from policies, the pharmacist's role concerning adherence is indirectly integrated into many other roles. It is often not distinguishable from that of other healthcare professionals and is often implied as part of a more generic role. Pharmacy students are educated on medication adherence and the skills and knowledge required to identify, monitor and support patient adherence to therapy. However, there is scope to increase the course content on medication adherence. There is a need to identify effective strategies for preparing pharmacists to assist patients in medication adherence. , Thesis (MPharm) -- Faculty of Pharmacy, 2023
- Full Text:
- Date Issued: 2023-10-31
A case study of role conflict experienced by middle management during organizational change
- Authors: Sepeng, Mugabe
- Date: 2023-10-13
- Subjects: Role conflict , Change management , Middle managers , Middle management , ISO 9001 Standard Implementation of
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419189 , vital:71624
- Description: This research investigation is based on continuous improvement changes arising from - and related to - ISO 9001 implementation at Sundays River Citrus Company (SRCC), which is one of the biggest packers, marketers, and exporters of citrus fruit in South Africa. The Board of SRCC adopted ISO 9001 to ensure organizational efficiency and sustainability while improving quality control, customer service, teamwork and leadership. However, research indicates not all organizations that have Implemented ISO 9001 realize the intended benefits. While no research was available on the citrus agriculture industry, research in the tourism industry indicates that not only did some companies not realize the expected benefits, but also incurred substantial investment costs. It is estimated that approximately thirty to ninety percent of change initiatives fail to meet their objectives, and research studies also indicate that middle managers play a critical role that can influence the outcomes of a change project. However, Balogun (2003) indicates that middle managers play a complex role and are exposed to role conflict, which can influence the outcomes of change initiatives. In this context, this research study aimed to investigate the role conflicts experienced by middle managers during the process of an ISO 9001 continuous improvement change. The study draws on role theory, applying it to their management of change. The following role conflict types were investigated: (1) intra-sender conflict, (2) inter-sender role conflict, (3) inter-role conflict, (4) role ambiguity and (5) role strain. The research approach is qualitative, and has adopted a post-positivist paradigm, utilizing a deductive qualitative method. The study adopted a case study approach. Data was gathered mainly from interviews and supported by organizational documents. Semi structured interviews were conducted with questions formulated through the use of the coding manual (See Appendix C) to ensure alignment of data collection with the research propositions derived from literature. A deductive thematic analysis method was used to analyze the interview data. The research findings confirmed that during continuous improvement change, as middle managers strived to satisfy the incompatible expectations of role senders (mainly senior and junior managers), they experienced the five role conflict types. The study findings also indicate that middle managers experience conflicts due to the incompatible expectations of other role senders such as quality and marketing departments. The findings suggest that middle managers are managing these conflicts, but notes that they do require some assistance and support from senior management. The study concludes with managerial and research recommendations. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Sepeng, Mugabe
- Date: 2023-10-13
- Subjects: Role conflict , Change management , Middle managers , Middle management , ISO 9001 Standard Implementation of
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419189 , vital:71624
- Description: This research investigation is based on continuous improvement changes arising from - and related to - ISO 9001 implementation at Sundays River Citrus Company (SRCC), which is one of the biggest packers, marketers, and exporters of citrus fruit in South Africa. The Board of SRCC adopted ISO 9001 to ensure organizational efficiency and sustainability while improving quality control, customer service, teamwork and leadership. However, research indicates not all organizations that have Implemented ISO 9001 realize the intended benefits. While no research was available on the citrus agriculture industry, research in the tourism industry indicates that not only did some companies not realize the expected benefits, but also incurred substantial investment costs. It is estimated that approximately thirty to ninety percent of change initiatives fail to meet their objectives, and research studies also indicate that middle managers play a critical role that can influence the outcomes of a change project. However, Balogun (2003) indicates that middle managers play a complex role and are exposed to role conflict, which can influence the outcomes of change initiatives. In this context, this research study aimed to investigate the role conflicts experienced by middle managers during the process of an ISO 9001 continuous improvement change. The study draws on role theory, applying it to their management of change. The following role conflict types were investigated: (1) intra-sender conflict, (2) inter-sender role conflict, (3) inter-role conflict, (4) role ambiguity and (5) role strain. The research approach is qualitative, and has adopted a post-positivist paradigm, utilizing a deductive qualitative method. The study adopted a case study approach. Data was gathered mainly from interviews and supported by organizational documents. Semi structured interviews were conducted with questions formulated through the use of the coding manual (See Appendix C) to ensure alignment of data collection with the research propositions derived from literature. A deductive thematic analysis method was used to analyze the interview data. The research findings confirmed that during continuous improvement change, as middle managers strived to satisfy the incompatible expectations of role senders (mainly senior and junior managers), they experienced the five role conflict types. The study findings also indicate that middle managers experience conflicts due to the incompatible expectations of other role senders such as quality and marketing departments. The findings suggest that middle managers are managing these conflicts, but notes that they do require some assistance and support from senior management. The study concludes with managerial and research recommendations. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2023
- Full Text:
- Date Issued: 2023-10-13
A comprehensive review of the taxonomic diversity within the freshwater catfish genus Parauchenoglanis (Siluriformes, Auchenoglanididae)
- Authors: Sithole, Yonela
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/402992 , vital:69912
- Description: Thesis embargoed. To be released early 2026. , Thesis (PhD) -- Faculty of Science, Ichthyology & Fisheries Science, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Sithole, Yonela
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/402992 , vital:69912
- Description: Thesis embargoed. To be released early 2026. , Thesis (PhD) -- Faculty of Science, Ichthyology & Fisheries Science, 2023
- Full Text:
- Date Issued: 2023-10-13
A distributed approach to leadership in an academic department in a South African university: an exploratory case study
- Authors: Haufiku, Kenneth David
- Date: 2023-10-13
- Subjects: Universities and colleges Administration , Education, Higher South Africa , Distributed leadership , College department heads South Africa , School management and organization South Africa , Group decision making
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419748 , vital:71672
- Description: The Head of Department (HOD) position at a university has traditionally been viewed as an individual construct. However, due to the demanding nature of such a position, it is not sought-after, as it remains exclusive and unappealing to many academics. Moreover, it is a position that does not encourage inclusive leadership. Tension and role ambiguity are known to arise between the scholarly project on the one hand and management and administrative matters on the other. To address challenges associated with this singular leadership position, an academic department at a South African university adopted a distributed leadership approach in their department as a research experiment. My study was based on this research experiment. I designed this research as an exploratory case study, guided by a socio-cultural conceptualisation of distributed leadership that included a leader-plus and a practice aspect, defined as a product of the interactions of school leaders, followers and their situation. This qualitative case study aimed to describe and explain how a distributed leadership approach was understood and practised in an academic department. It also investigated the enablements and constraints of the approach. Data were generated through document analysis, observation, and individual and focus group interviews. The participants in this study included the departmental leadership team and the department’s academic and administrative staff. Unfortunately, my study took place during the global COVID-19 pandemic and national lockdowns. I had no choice but to adapt my data generation methods due to lockdown restrictions. As a result, most data generation was done via online communication. The study used inductive and abductive analysis to make the data meaningful to the reader. The findings revealed that different participants had different ideas about distributed leadership. Distributed leadership was understood as a socio-cultural practice rather than an individual practice with multiple leaders in relational practice. In addition, this approach was understood as a way of developing and sharing expertise by encouraging teamwork, collegiality and collective decision-making which aligns with the notion of democratic decision-making which creates a platform for the enablement of leadership in others. The study further explored how distributed leadership was practised. The findings were that the HOD position, usually a one-person role, was reconceptualised as a HOD team comprised of three academics and the departmental administrator. The HOD team divided the work among themselves, and this was done according to each individual’s expertise. In addition, leadership within the academic department was not limited to the HOD team but stretched across the department; thus, multiple leaders were evident. Therefore, based on the data, this study discovered that a distributed approach values leadership expertise in others. Consequently, it can be used to promote an inclusive environment in which any organisation member can lead. Inclusivity in the decision-making process was also regarded as a strong practice in the academic department. As a result, this study contends that those in formal positions can develop leadership in others through a distributed leadership approach. Through that, lecturer leadership was enacted through formal faculty and university structures and informally as and when the situation required it. The enablements of this departmental leadership approach included the structural innovation of the Friday check-in as well as the buddy system. These two innovations provided the space for collegiality and the development of voice and leadership. The consultative nature of the HOD team was also viewed as an enablement. Certain factors constrained the distributed leadership approach, one of which was the tension between the hierarchical structure of the university and the more horizontal, distributed leadership approach being piloted in the academic department. In addition to that, another constraint was also very real with the transition to Zoom as an online teaching, learning and supervision platform as a consequence of the COVID-19 pandemic. The final constraint was experienced concerning the department’s history, as it was within a historically White university in South Africa. The effects of this history impacted the departmental culture and, as we know from the literature, institutional culture is extremely difficult to change. Finally, the study concluded that conceptualising distributed leadership as a sociocultural practice with leader-plus and practice aspects provides descriptive language and a solid theoretical and analytical framework for a distributed leadership study. The study makes an important knowledge contribution in the African Higher Education context as limited research has been carried out in this area. Furthermore, in terms of practice, my study serves as a stimulus for leadership discussions that are beneficial to everyone involved in educational institutions as they promote a level of leadership reflexivity, currently absent in many institutions. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Haufiku, Kenneth David
- Date: 2023-10-13
- Subjects: Universities and colleges Administration , Education, Higher South Africa , Distributed leadership , College department heads South Africa , School management and organization South Africa , Group decision making
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419748 , vital:71672
- Description: The Head of Department (HOD) position at a university has traditionally been viewed as an individual construct. However, due to the demanding nature of such a position, it is not sought-after, as it remains exclusive and unappealing to many academics. Moreover, it is a position that does not encourage inclusive leadership. Tension and role ambiguity are known to arise between the scholarly project on the one hand and management and administrative matters on the other. To address challenges associated with this singular leadership position, an academic department at a South African university adopted a distributed leadership approach in their department as a research experiment. My study was based on this research experiment. I designed this research as an exploratory case study, guided by a socio-cultural conceptualisation of distributed leadership that included a leader-plus and a practice aspect, defined as a product of the interactions of school leaders, followers and their situation. This qualitative case study aimed to describe and explain how a distributed leadership approach was understood and practised in an academic department. It also investigated the enablements and constraints of the approach. Data were generated through document analysis, observation, and individual and focus group interviews. The participants in this study included the departmental leadership team and the department’s academic and administrative staff. Unfortunately, my study took place during the global COVID-19 pandemic and national lockdowns. I had no choice but to adapt my data generation methods due to lockdown restrictions. As a result, most data generation was done via online communication. The study used inductive and abductive analysis to make the data meaningful to the reader. The findings revealed that different participants had different ideas about distributed leadership. Distributed leadership was understood as a socio-cultural practice rather than an individual practice with multiple leaders in relational practice. In addition, this approach was understood as a way of developing and sharing expertise by encouraging teamwork, collegiality and collective decision-making which aligns with the notion of democratic decision-making which creates a platform for the enablement of leadership in others. The study further explored how distributed leadership was practised. The findings were that the HOD position, usually a one-person role, was reconceptualised as a HOD team comprised of three academics and the departmental administrator. The HOD team divided the work among themselves, and this was done according to each individual’s expertise. In addition, leadership within the academic department was not limited to the HOD team but stretched across the department; thus, multiple leaders were evident. Therefore, based on the data, this study discovered that a distributed approach values leadership expertise in others. Consequently, it can be used to promote an inclusive environment in which any organisation member can lead. Inclusivity in the decision-making process was also regarded as a strong practice in the academic department. As a result, this study contends that those in formal positions can develop leadership in others through a distributed leadership approach. Through that, lecturer leadership was enacted through formal faculty and university structures and informally as and when the situation required it. The enablements of this departmental leadership approach included the structural innovation of the Friday check-in as well as the buddy system. These two innovations provided the space for collegiality and the development of voice and leadership. The consultative nature of the HOD team was also viewed as an enablement. Certain factors constrained the distributed leadership approach, one of which was the tension between the hierarchical structure of the university and the more horizontal, distributed leadership approach being piloted in the academic department. In addition to that, another constraint was also very real with the transition to Zoom as an online teaching, learning and supervision platform as a consequence of the COVID-19 pandemic. The final constraint was experienced concerning the department’s history, as it was within a historically White university in South Africa. The effects of this history impacted the departmental culture and, as we know from the literature, institutional culture is extremely difficult to change. Finally, the study concluded that conceptualising distributed leadership as a sociocultural practice with leader-plus and practice aspects provides descriptive language and a solid theoretical and analytical framework for a distributed leadership study. The study makes an important knowledge contribution in the African Higher Education context as limited research has been carried out in this area. Furthermore, in terms of practice, my study serves as a stimulus for leadership discussions that are beneficial to everyone involved in educational institutions as they promote a level of leadership reflexivity, currently absent in many institutions. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
A grounded theory study of the identity and career decisions of artistic creative entrepreneurs
- Gibson-Tessendorf, Jacoba Cornelia
- Authors: Gibson-Tessendorf, Jacoba Cornelia
- Date: 2023-10-13
- Subjects: Entrepreneurship , Creative entrepreneurship , Personality and creative ability , Career choice , Creative industries , Identity (Psychology)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/419208 , vital:71625 , DOI 10.21504/10962/419208
- Description: This research, in the field of creative careers, identity and entrepreneurship, aims to develop a grounded theory to explain the interaction between the phenomena of identity and career decision-making, focusing on Artistic Creative entrepreneurs in the creative industries. Artistic Creatives have unique characteristics and creative identities, presenting unique career opportunities. This research is interested in the different values of Artistic Creatives compared to those of Artistic Creative Entrepreneurs, who often experience a tension between their creative identity and their entrepreneurial identities The methodology used is the Straussian Grounded Theory. A Qualitative Research Approach used interviews to collect data on the careers and identity of Artistic Creative entrepreneurs in an area in the Eastern Cape Province of South Africa. Creative entrepreneurs work in the fields of fine art, design and crafts. The research procedure was recorded in detail, which enhances dependability. Ethics approval was obtained prior to the data collection. The data was analysed through open coding, axial coding and using a Straussian paradigm model. The findings present the values and identity of the Artistic Creative with Artistic Creative Archetypes and the entrepreneurial identities as Artistic Creative Entrepreneur Profiles. The Thesis by JC Gibson-Tessendorf effects of identity and contextual factors on their career patterns, especially as entrepreneurs, are analysed. The contribution that this study makes towards the creation of new knowledge is through, firstly, presenting aspiring creatives with career opportunities that relate to individual values. Secondly, it provides a model of Career Stage Options and Strategies that Artistic Creative Entrepreneurs may follow to either become part-time creative entrepreneurs or use the model as a guide for career planning. The study also developed a substantial theory proposing that the identities of Artistic Creative Entrepreneurs are 1) firstly multiple, 2) flexible and open to change, 2) driven by their values, 3) enacting across the tripartite identity framework, being personal identity, role identity and social identity. The concept of a tripartite of identities was taken from Brewer and Gardner (1996). , Thesis (PhD) -- Faculty of Commerce, Rhodes Business School, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Gibson-Tessendorf, Jacoba Cornelia
- Date: 2023-10-13
- Subjects: Entrepreneurship , Creative entrepreneurship , Personality and creative ability , Career choice , Creative industries , Identity (Psychology)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/419208 , vital:71625 , DOI 10.21504/10962/419208
- Description: This research, in the field of creative careers, identity and entrepreneurship, aims to develop a grounded theory to explain the interaction between the phenomena of identity and career decision-making, focusing on Artistic Creative entrepreneurs in the creative industries. Artistic Creatives have unique characteristics and creative identities, presenting unique career opportunities. This research is interested in the different values of Artistic Creatives compared to those of Artistic Creative Entrepreneurs, who often experience a tension between their creative identity and their entrepreneurial identities The methodology used is the Straussian Grounded Theory. A Qualitative Research Approach used interviews to collect data on the careers and identity of Artistic Creative entrepreneurs in an area in the Eastern Cape Province of South Africa. Creative entrepreneurs work in the fields of fine art, design and crafts. The research procedure was recorded in detail, which enhances dependability. Ethics approval was obtained prior to the data collection. The data was analysed through open coding, axial coding and using a Straussian paradigm model. The findings present the values and identity of the Artistic Creative with Artistic Creative Archetypes and the entrepreneurial identities as Artistic Creative Entrepreneur Profiles. The Thesis by JC Gibson-Tessendorf effects of identity and contextual factors on their career patterns, especially as entrepreneurs, are analysed. The contribution that this study makes towards the creation of new knowledge is through, firstly, presenting aspiring creatives with career opportunities that relate to individual values. Secondly, it provides a model of Career Stage Options and Strategies that Artistic Creative Entrepreneurs may follow to either become part-time creative entrepreneurs or use the model as a guide for career planning. The study also developed a substantial theory proposing that the identities of Artistic Creative Entrepreneurs are 1) firstly multiple, 2) flexible and open to change, 2) driven by their values, 3) enacting across the tripartite identity framework, being personal identity, role identity and social identity. The concept of a tripartite of identities was taken from Brewer and Gardner (1996). , Thesis (PhD) -- Faculty of Commerce, Rhodes Business School, 2023
- Full Text:
- Date Issued: 2023-10-13
A second skin: investigating the role of dress in identity formation
- Featherstone, Juanito Romario
- Authors: Featherstone, Juanito Romario
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425322 , vital:72229
- Description: This thesis is a secondary component to an artistic practice-led process and as such, is guided by my own artistic practice in that way. In this body of work, I use myself as the main character or protagonist for the artworks that I have created. However, both the thesis and the exhibition also respond to social issues of identity beyond the personal and examines the construction of identity in a South African, and more specifically Makhanda context, as that is the larger context in which I am situated. The work itself is inspired by memories and experiences of feeling uncomfortable in my own (first) skin, and how I found that comfort in my second skin (dress). My professional art practice and my thesis are based on the concept of clothes as a second skin for human beings, specifically observing the ways in which we utilise dress to construct and express our identities. As such, this thesis is an attempt at understanding the relationship between clothes and the body through the lens of identity politics. Through the topics and artworks discussed in visual and textual analysis, this thesis intends to unpack the properties of dress as a complex medium individuals can utilise as a tool to construct their identity. This is partially achieved through the exploration of my own personal experiences of dress and of the spaces that shaped and mediated the construction of identity. Lastly, it is an attempt to understand the experiences of dress in parallel to the experience of the body/self, which consists of the world within and the one outside. , Thesis (MFA) -- Faculty of Humanities, Fine Art, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Featherstone, Juanito Romario
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425322 , vital:72229
- Description: This thesis is a secondary component to an artistic practice-led process and as such, is guided by my own artistic practice in that way. In this body of work, I use myself as the main character or protagonist for the artworks that I have created. However, both the thesis and the exhibition also respond to social issues of identity beyond the personal and examines the construction of identity in a South African, and more specifically Makhanda context, as that is the larger context in which I am situated. The work itself is inspired by memories and experiences of feeling uncomfortable in my own (first) skin, and how I found that comfort in my second skin (dress). My professional art practice and my thesis are based on the concept of clothes as a second skin for human beings, specifically observing the ways in which we utilise dress to construct and express our identities. As such, this thesis is an attempt at understanding the relationship between clothes and the body through the lens of identity politics. Through the topics and artworks discussed in visual and textual analysis, this thesis intends to unpack the properties of dress as a complex medium individuals can utilise as a tool to construct their identity. This is partially achieved through the exploration of my own personal experiences of dress and of the spaces that shaped and mediated the construction of identity. Lastly, it is an attempt to understand the experiences of dress in parallel to the experience of the body/self, which consists of the world within and the one outside. , Thesis (MFA) -- Faculty of Humanities, Fine Art, 2023
- Full Text:
- Date Issued: 2023-10-13
A study on visual inspection of citrus sorters in a packhouse in the Eastern Cape of South Africa
- Authors: Maher, Christopher Richard
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424256 , vital:72137
- Description: Background and Purpose. The South African citrus industry is a major global producer of citrus as well as the second largest exporter of citrus fruit in the world. This industry provides employment to an estimated 112 000 workers in South Africa and is vital in providing economic opportunities to communities such as those in the Sunday’s River Valley in the Eastern Cape province of South Africa due to the low employment and education levels within this province. Citrus sorting is a visual inspection task that requires workers to sustain attention and remain vigilant for the duration of a working shift. Their role in the packhouse is to ensure that no defective products are packed for export or the local market and that the fruit meets the customers’ expectations. Since the demands of sorting citrus are poorly understood, this study attempted to assess the effect that sorting citrus has on vigilance performance as well as attempt to quantify perceived workload while taking into account different contextual factors that affect perceptions of this working task. Methods. This study was conducted within a citrus packhouse in the Eastern Cape province of South Africa. The sample was comprised of individuals employed by the packhouse as citrus sorters. In addition to a recruitment and information session, testing was conducted at three intervals during a working shift on four consecutive days. Each time, indicators of vigilance, such as correct responses, sensitivity, reaction time, false alarms and misses, were collected during a 5-minute computerised version of the Mackworth Clock-test, while perceived workload was assessed with the NASA-TLX scale, and sleepiness was recording using the WITS Sleepiness Scale. Furthermore, an open-ended question was asked to further understand factors affecting the ability of participants to concentrate during their task of sorting. Results. 18 participants consented to participate in this study. 16 of these individuals identified as female with an average age of 30 years (± 7). 83% of participants were of Black African descent and were isiXhosa speakers, while 17% of participants were of Coloured descent and Afrikaans speakers. This study found that performance, as measured by the percentage of correct responses, sensitivity and reaction time on the 5-minute long Mackworth Clock Test was not significantly affected as time-on-task for sorting citrus increased during a working shift, neither did performance on the vigilance test change as days of the week proceeded. However, ‘misses’ during the vigilance test were found to significantly decrease over the course of a working shift, thus contradicting the expected outcomes of this study. Perceived workload of sorting citrus, as well as perceived sleepiness, significantly increased with time-on-task during the course of a working shift. The major contributions for this increase in perceived workload while sorting citrus were derived from the Mental Demand and Physical Demand sub-scale for the NASA-TLX. However, responses from the open-ended question indicated that participants generally enjoyed their work, although there were factors, such as the nature of fruit and social set-up of work, that negatively affected this perception. Discussion. The results from this study contradicted the researcher’s expectations. It was anticipated that measures of correct responses and sensitivity would decrease and misses, and reaction time would increase with time-on-task for sorting citrus, yet vigilance indicators from the Mackworth Clock Test generally indicated no change in vigilance, and, according to “misses” even improved with time-on-task. A likely explanation for this is that the use of a 5-minute Mackworth Clock-test was unsuitable in this context, or rather, the time of this test was not long enough to induce a ‘vigilance decrement’. Furthermore, in order to administer this vigilance test, participants were taken off the production line and led to a testing room which most likely increased their levels of arousal, thus affecting performance on the vigilance test. However, even though perceived sleepiness was found to significantly increase over the course of a working shift, these data correlated poorly with the vigilance results, thus contradicting the expected outcomes of the study. Mental demand significantly increased, possibly due to the demand of attentional informational processing required for sorting, as well as various environmental factors present within the packhouse. Physical demand, too, significantly increased as workers were required to remain standing throughout their working task as well as to make use of their upper extremities to remove defective fruit. Correlation analyses showed significantly weak correlation for Mackworth Clock Test variables and sleepiness ratings to all other variables. NASA-TLX variables, however, generally showed significantly moderate correlations with one another. Conclusion. It remains unclear how vigilance changes and sustained attention while sorting citrus, since the experiment did not show changes in performance. This is largely attributed to the methodological set-up which could have increased arousal and therefore affected vigilance. It is recommended that future studies research vigilance and sustained attention during the sorting itself, rather than attempting to infer vigilance results from a computerised vigilance test. Perceived workload of sorting, however, increased over the course of a working shift due to significant increases in perceptions of the physical and mental demands of sorting. Future studies should address concerns relating to the physical demand of sorting. Furthermore, it would be beneficial to compare responses of day and night shift sorters to further understand how the relationship between these variables may change. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Maher, Christopher Richard
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424256 , vital:72137
- Description: Background and Purpose. The South African citrus industry is a major global producer of citrus as well as the second largest exporter of citrus fruit in the world. This industry provides employment to an estimated 112 000 workers in South Africa and is vital in providing economic opportunities to communities such as those in the Sunday’s River Valley in the Eastern Cape province of South Africa due to the low employment and education levels within this province. Citrus sorting is a visual inspection task that requires workers to sustain attention and remain vigilant for the duration of a working shift. Their role in the packhouse is to ensure that no defective products are packed for export or the local market and that the fruit meets the customers’ expectations. Since the demands of sorting citrus are poorly understood, this study attempted to assess the effect that sorting citrus has on vigilance performance as well as attempt to quantify perceived workload while taking into account different contextual factors that affect perceptions of this working task. Methods. This study was conducted within a citrus packhouse in the Eastern Cape province of South Africa. The sample was comprised of individuals employed by the packhouse as citrus sorters. In addition to a recruitment and information session, testing was conducted at three intervals during a working shift on four consecutive days. Each time, indicators of vigilance, such as correct responses, sensitivity, reaction time, false alarms and misses, were collected during a 5-minute computerised version of the Mackworth Clock-test, while perceived workload was assessed with the NASA-TLX scale, and sleepiness was recording using the WITS Sleepiness Scale. Furthermore, an open-ended question was asked to further understand factors affecting the ability of participants to concentrate during their task of sorting. Results. 18 participants consented to participate in this study. 16 of these individuals identified as female with an average age of 30 years (± 7). 83% of participants were of Black African descent and were isiXhosa speakers, while 17% of participants were of Coloured descent and Afrikaans speakers. This study found that performance, as measured by the percentage of correct responses, sensitivity and reaction time on the 5-minute long Mackworth Clock Test was not significantly affected as time-on-task for sorting citrus increased during a working shift, neither did performance on the vigilance test change as days of the week proceeded. However, ‘misses’ during the vigilance test were found to significantly decrease over the course of a working shift, thus contradicting the expected outcomes of this study. Perceived workload of sorting citrus, as well as perceived sleepiness, significantly increased with time-on-task during the course of a working shift. The major contributions for this increase in perceived workload while sorting citrus were derived from the Mental Demand and Physical Demand sub-scale for the NASA-TLX. However, responses from the open-ended question indicated that participants generally enjoyed their work, although there were factors, such as the nature of fruit and social set-up of work, that negatively affected this perception. Discussion. The results from this study contradicted the researcher’s expectations. It was anticipated that measures of correct responses and sensitivity would decrease and misses, and reaction time would increase with time-on-task for sorting citrus, yet vigilance indicators from the Mackworth Clock Test generally indicated no change in vigilance, and, according to “misses” even improved with time-on-task. A likely explanation for this is that the use of a 5-minute Mackworth Clock-test was unsuitable in this context, or rather, the time of this test was not long enough to induce a ‘vigilance decrement’. Furthermore, in order to administer this vigilance test, participants were taken off the production line and led to a testing room which most likely increased their levels of arousal, thus affecting performance on the vigilance test. However, even though perceived sleepiness was found to significantly increase over the course of a working shift, these data correlated poorly with the vigilance results, thus contradicting the expected outcomes of the study. Mental demand significantly increased, possibly due to the demand of attentional informational processing required for sorting, as well as various environmental factors present within the packhouse. Physical demand, too, significantly increased as workers were required to remain standing throughout their working task as well as to make use of their upper extremities to remove defective fruit. Correlation analyses showed significantly weak correlation for Mackworth Clock Test variables and sleepiness ratings to all other variables. NASA-TLX variables, however, generally showed significantly moderate correlations with one another. Conclusion. It remains unclear how vigilance changes and sustained attention while sorting citrus, since the experiment did not show changes in performance. This is largely attributed to the methodological set-up which could have increased arousal and therefore affected vigilance. It is recommended that future studies research vigilance and sustained attention during the sorting itself, rather than attempting to infer vigilance results from a computerised vigilance test. Perceived workload of sorting, however, increased over the course of a working shift due to significant increases in perceptions of the physical and mental demands of sorting. Future studies should address concerns relating to the physical demand of sorting. Furthermore, it would be beneficial to compare responses of day and night shift sorters to further understand how the relationship between these variables may change. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2023
- Full Text:
- Date Issued: 2023-10-13
African linguistic phenomenology as illustrated through the Setswana language
- Authors: Modisakeng, Lemogang
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425089 , vital:72208
- Description: Embargoed. Expected release date 2025. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Modisakeng, Lemogang
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425089 , vital:72208
- Description: Embargoed. Expected release date 2025. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2023
- Full Text:
- Date Issued: 2023-10-13
An exploration into how Grade 3 Foundation Phase teachers implement differentiated instructional practices in their mathematics classrooms
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
An exploration of Black women’s motivations for pursuing sociology at Rhodes University
- Authors: Vezi, Indiphile Siyanda
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425220 , vital:72220
- Description: Enbargoed. Expected release date 2025. , Thesis (MA) -- Faculty of Humanities, Sociology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Vezi, Indiphile Siyanda
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425220 , vital:72220
- Description: Enbargoed. Expected release date 2025. , Thesis (MA) -- Faculty of Humanities, Sociology, 2023
- Full Text:
- Date Issued: 2023-10-13