A book history study of Michael Radford's filmic production William Shakespeare's The Merchant of Venice
- Green, Bryony Rose Humphries
- Authors: Green, Bryony Rose Humphries
- Date: 2008
- Subjects: Shakespeare, William, 1564-1616 -- Film adaptations Shakespeare, William, 1564-1616. Merchant of Venice Merchant of Venice (Motion picture: 2004) English drama -- Film and video adaptations Film adaptations -- History and criticism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2197 , http://hdl.handle.net/10962/d1002239
- Description: Falling within the ambit of the Department of English Literature but with interdisciplinary scope and method, the research undertaken in this thesis examines Michael Radford’s 2004 film production William Shakespeare’s The Merchant of Venice using the Book History approach to textual study. Previously applied almost exclusively to the study of books, Book History examines the text in terms of both its medium and its content, bringing together bibliographical, literary and historical approaches to the study of books within one theoretical paradigm. My research extends this interdisciplinary approach into the filmic medium by using a modified version of Robert Darnton’s “communication circuit” to examine the process of transmission of this Shakespearean film adaptation from creation to reception. The research is not intended as a complete Book History study and even less as a comprehensive investigation of William Shakespeare’s The Merchant of Venice. Rather, it uses a Shakespearean case study to bring together the two previously discrete fields of Book History and filmic investigation. Drawing on film studies, literary concepts, cultural and media studies, modern management theory as well as reception theories and with the use of both quantitative and qualitative data, I show Book History to be an eminently useful and constructive approach to the study of film.
- Full Text:
- Date Issued: 2008
- Authors: Green, Bryony Rose Humphries
- Date: 2008
- Subjects: Shakespeare, William, 1564-1616 -- Film adaptations Shakespeare, William, 1564-1616. Merchant of Venice Merchant of Venice (Motion picture: 2004) English drama -- Film and video adaptations Film adaptations -- History and criticism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2197 , http://hdl.handle.net/10962/d1002239
- Description: Falling within the ambit of the Department of English Literature but with interdisciplinary scope and method, the research undertaken in this thesis examines Michael Radford’s 2004 film production William Shakespeare’s The Merchant of Venice using the Book History approach to textual study. Previously applied almost exclusively to the study of books, Book History examines the text in terms of both its medium and its content, bringing together bibliographical, literary and historical approaches to the study of books within one theoretical paradigm. My research extends this interdisciplinary approach into the filmic medium by using a modified version of Robert Darnton’s “communication circuit” to examine the process of transmission of this Shakespearean film adaptation from creation to reception. The research is not intended as a complete Book History study and even less as a comprehensive investigation of William Shakespeare’s The Merchant of Venice. Rather, it uses a Shakespearean case study to bring together the two previously discrete fields of Book History and filmic investigation. Drawing on film studies, literary concepts, cultural and media studies, modern management theory as well as reception theories and with the use of both quantitative and qualitative data, I show Book History to be an eminently useful and constructive approach to the study of film.
- Full Text:
- Date Issued: 2008
A pastoral theological response to post-traumatic experiences of family members of murdered victims : a case study of Mbizana Local Municipality in the Eastern Cape
- Authors: Ncama, Nomonde Patience
- Date: 2015
- Subjects: Murder victims--South Africa Pastoral counseling Bereavement--Religious aspects--Christianity
- Language: English
- Type: Thesis , Masters , Theology
- Identifier: http://hdl.handle.net/10353/17428 , vital:40967
- Description: The researcher wish to shed light on the health of the victims’ family members, who had in common, the traumatic experience of having one or more of their family members brutally murdered by a serial killers, and that they numbered fourteen people, who were residents in Wards 23 and 24. Nine of the fourteen victims were females and five were males, young and old. Some victims worked at Mzamba Wild Coast Cassino Hotel, one of those workers originally came from Kwa Zulu Natal at Umzimkhulu local municipality. Serial killers either attacked the victims in their homes, whilst they were fast asleep, many of the atrocities were witnessed by their children, or they were attacked in an open field when they were dropped-off from their place of work at midnight. The serial killers, used tools like hammers, to knock victims on the heads, thereby rendering them unconscious; bush knives were then used for the removal of certain body parts. Most victims were residents of Ward 24 which is nearer Mzamba Wild Coast Cassino Hotel. Many of the victims’ bodies showed evidence of head injuries, mutilation of body parts or ‘genital mutilation’, it is alleged that private parts were used for muti purposes. There was evidence that females had been raped. Post trauma was an experience that left many in the villages of Mbizana marked by fear and anxiety. When a serial murder occurred it demanded the attention of all South Africans for several reasons, especially because it dramatically threatens and profoundly challenges our sense of safety, in particular our sense of personal safety. The serial killing as a phenomenon, challenges the larger society throughout the country, it is an emotive subject. The study is concern with prolonged soul suffering without healing, a pastoral counselling services was rendered to victims’ family members with recommendation of reconciliation and forgiveness as therapeutic measures. The study concludes by calling upon the Church as congregation to include to her programmes the topic of serial killing. The study makes recommendations to the Church to empower, make awareness, teach, and offer counselling to the congregation, that denominations must approach theological institutions for an introduction of modules that cover the concept of serial killing.
- Full Text:
- Date Issued: 2015
- Authors: Ncama, Nomonde Patience
- Date: 2015
- Subjects: Murder victims--South Africa Pastoral counseling Bereavement--Religious aspects--Christianity
- Language: English
- Type: Thesis , Masters , Theology
- Identifier: http://hdl.handle.net/10353/17428 , vital:40967
- Description: The researcher wish to shed light on the health of the victims’ family members, who had in common, the traumatic experience of having one or more of their family members brutally murdered by a serial killers, and that they numbered fourteen people, who were residents in Wards 23 and 24. Nine of the fourteen victims were females and five were males, young and old. Some victims worked at Mzamba Wild Coast Cassino Hotel, one of those workers originally came from Kwa Zulu Natal at Umzimkhulu local municipality. Serial killers either attacked the victims in their homes, whilst they were fast asleep, many of the atrocities were witnessed by their children, or they were attacked in an open field when they were dropped-off from their place of work at midnight. The serial killers, used tools like hammers, to knock victims on the heads, thereby rendering them unconscious; bush knives were then used for the removal of certain body parts. Most victims were residents of Ward 24 which is nearer Mzamba Wild Coast Cassino Hotel. Many of the victims’ bodies showed evidence of head injuries, mutilation of body parts or ‘genital mutilation’, it is alleged that private parts were used for muti purposes. There was evidence that females had been raped. Post trauma was an experience that left many in the villages of Mbizana marked by fear and anxiety. When a serial murder occurred it demanded the attention of all South Africans for several reasons, especially because it dramatically threatens and profoundly challenges our sense of safety, in particular our sense of personal safety. The serial killing as a phenomenon, challenges the larger society throughout the country, it is an emotive subject. The study is concern with prolonged soul suffering without healing, a pastoral counselling services was rendered to victims’ family members with recommendation of reconciliation and forgiveness as therapeutic measures. The study concludes by calling upon the Church as congregation to include to her programmes the topic of serial killing. The study makes recommendations to the Church to empower, make awareness, teach, and offer counselling to the congregation, that denominations must approach theological institutions for an introduction of modules that cover the concept of serial killing.
- Full Text:
- Date Issued: 2015
An empirical investigation of the extension of servqual to measure internal service quality in a motor vehicle manufacturing setting
- Authors: Booi, Arthur Mzwandile
- Date: 2004
- Subjects: Automobile industry and trade -- Quality control -- South Africa -- Eastern Cape Automobile industry and trade -- Customer services -- South Africa -- Eastern Cape Automobile industry and trade -- Quality control -- Statistical methods Customer services -- Quality control Automobile industry and trade -- Quality assurance -- South Africa -- Eastern Cape Consumer satisfaction Industrial productivity -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:801 , http://hdl.handle.net/10962/d1006139
- Description: This research explores the role, which the construct, service quality plays in an internal marketing setting. This is achieved by evaluating the perceptions and expectations of the production department with regards to the service quality provided by the maintenance department of a South African motor vehicle manufacturer. This was done using the INTSERVQUAL instrument, which was found to be a reliable instrument for measuring internal service quality within this context. A positivist approach has been adopted in conducting this research. There are two main hypotheses for this study: the first hypothesis is concerned with the relationship between the overall internal service quality and the five dimensions of service quality namely: tangibles, empathy, reliability, responsiveness and reliability. The second hypothesis focuses on the relationship between the front line staff segments of the production department and the five dimensions of internal service quality. The results of this research suggest that the perceptions and expectations of internal service customer segments plays a major role in achieving internal service quality. In addition, the importance of the INTSERVQUAL instrument in measuring internal service quality within the motor vehicle manufacturing environment is confirmed.
- Full Text:
- Date Issued: 2004
- Authors: Booi, Arthur Mzwandile
- Date: 2004
- Subjects: Automobile industry and trade -- Quality control -- South Africa -- Eastern Cape Automobile industry and trade -- Customer services -- South Africa -- Eastern Cape Automobile industry and trade -- Quality control -- Statistical methods Customer services -- Quality control Automobile industry and trade -- Quality assurance -- South Africa -- Eastern Cape Consumer satisfaction Industrial productivity -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:801 , http://hdl.handle.net/10962/d1006139
- Description: This research explores the role, which the construct, service quality plays in an internal marketing setting. This is achieved by evaluating the perceptions and expectations of the production department with regards to the service quality provided by the maintenance department of a South African motor vehicle manufacturer. This was done using the INTSERVQUAL instrument, which was found to be a reliable instrument for measuring internal service quality within this context. A positivist approach has been adopted in conducting this research. There are two main hypotheses for this study: the first hypothesis is concerned with the relationship between the overall internal service quality and the five dimensions of service quality namely: tangibles, empathy, reliability, responsiveness and reliability. The second hypothesis focuses on the relationship between the front line staff segments of the production department and the five dimensions of internal service quality. The results of this research suggest that the perceptions and expectations of internal service customer segments plays a major role in achieving internal service quality. In addition, the importance of the INTSERVQUAL instrument in measuring internal service quality within the motor vehicle manufacturing environment is confirmed.
- Full Text:
- Date Issued: 2004
An exploratory study of techniques in passive network telescope data analysis
- Authors: Cowie, Bradley
- Date: 2013
- Subjects: Web search engines Internet searching World Wide Web Malware (Computer software) Computer viruses Computer networks -- Monitoring Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4573 , http://hdl.handle.net/10962/d1002038
- Description: Careful examination of the composition and concentration of malicious traffic in transit on the channels of the Internet provides network administrators with a means of understanding and predicting damaging attacks directed towards their networks. This allows for action to be taken to mitigate the effect that these attacks have on the performance of their networks and the Internet as a whole by readying network defences and providing early warning to Internet users. One approach to malicious traffic monitoring that has garnered some success in recent times, as exhibited by the study of fast spreading Internet worms, involves analysing data obtained from network telescopes. While some research has considered using measures derived from network telescope datasets to study large scale network incidents such as Code-Red, SQLSlammer and Conficker, there is very little documented discussion on the merits and weaknesses of approaches to analyzing network telescope data. This thesis is an introductory study in network telescope analysis and aims to consider the variables associated with the data received by network telescopes and how these variables may be analysed. The core research of this thesis considers both novel and previously explored analysis techniques from the fields of security metrics, baseline analysis, statistical analysis and technical analysis as applied to analysing network telescope datasets. These techniques were evaluated as approaches to recognize unusual behaviour by observing the ability of these techniques to identify notable incidents in network telescope datasets
- Full Text:
- Date Issued: 2013
- Authors: Cowie, Bradley
- Date: 2013
- Subjects: Web search engines Internet searching World Wide Web Malware (Computer software) Computer viruses Computer networks -- Monitoring Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4573 , http://hdl.handle.net/10962/d1002038
- Description: Careful examination of the composition and concentration of malicious traffic in transit on the channels of the Internet provides network administrators with a means of understanding and predicting damaging attacks directed towards their networks. This allows for action to be taken to mitigate the effect that these attacks have on the performance of their networks and the Internet as a whole by readying network defences and providing early warning to Internet users. One approach to malicious traffic monitoring that has garnered some success in recent times, as exhibited by the study of fast spreading Internet worms, involves analysing data obtained from network telescopes. While some research has considered using measures derived from network telescope datasets to study large scale network incidents such as Code-Red, SQLSlammer and Conficker, there is very little documented discussion on the merits and weaknesses of approaches to analyzing network telescope data. This thesis is an introductory study in network telescope analysis and aims to consider the variables associated with the data received by network telescopes and how these variables may be analysed. The core research of this thesis considers both novel and previously explored analysis techniques from the fields of security metrics, baseline analysis, statistical analysis and technical analysis as applied to analysing network telescope datasets. These techniques were evaluated as approaches to recognize unusual behaviour by observing the ability of these techniques to identify notable incidents in network telescope datasets
- Full Text:
- Date Issued: 2013
An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
Assessing the implementation and effects of the Fetsa Tlala Food Initiative Programme in achieving its vision of eradicating household level food insecurity in Lukhanji Local Municipality, Eastern Cape Province, South Africa
- Authors: Njara, L I
- Date: 2018
- Subjects: Poverty -- South Africa -- Eastern Cape Food security -- South Africa -- Eastern Cape Households -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/10476 , vital:35484
- Description: Declining agrarian activities in significant parts of the country, even in the subsistence sector, has meant that access to food is increasingly a function of household cash income, hence low-income households experience inadequate access to food. Over 12 million people in South Africa are vulnerable to food insecurity. Since 2013, substantial efforts and large sums of money have been devoted to poverty reduction through government’s Fetsa Tlala Food Production Initiative. Fetsa Tlala was conceptualised as an integrated government framework that seeks to promote food and nutrition security and to address the structural causes of food insecurity, which continue to perpetuate inequality and social exclusion. The main objective of this study is to assess the implementation and effects of Fetsa Tlala. The specific objectives include: to measure the direct and indirect benefits of Fetsa Tlala; to assess the cost-effectiveness of the programme; to evaluate the model of the programme using a social systems approach; and to assess the implementation approach of Fetsa Tlala. A cross-sectional study was carried on a sample of 70 households and four Fetsa Tlala projects in the Eastern Cape. Households were selected using the simple random sampling procedure. Structured and semi-structured interviews using questionnaires were conducted. The research objectives were analysed using both qualitative and quantitative approaches. Among the quantitative approaches used was a micro simulation exercise, which was performed to help understand the cost-effectiveness of the programme. The results show that the business model of the programme is not built with sustainability in mind and the systems approach was ignored when designing the programme. Furthermore, the cost of the programme outweighs its benefits. This study recommends that the programme should take into account human development and build a needs-based approach going forward. Further recommendations are that the government should target relevant partners, and prioritise agricultural insurance, infrastructure and agro-processing.
- Full Text:
- Date Issued: 2018
- Authors: Njara, L I
- Date: 2018
- Subjects: Poverty -- South Africa -- Eastern Cape Food security -- South Africa -- Eastern Cape Households -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/10476 , vital:35484
- Description: Declining agrarian activities in significant parts of the country, even in the subsistence sector, has meant that access to food is increasingly a function of household cash income, hence low-income households experience inadequate access to food. Over 12 million people in South Africa are vulnerable to food insecurity. Since 2013, substantial efforts and large sums of money have been devoted to poverty reduction through government’s Fetsa Tlala Food Production Initiative. Fetsa Tlala was conceptualised as an integrated government framework that seeks to promote food and nutrition security and to address the structural causes of food insecurity, which continue to perpetuate inequality and social exclusion. The main objective of this study is to assess the implementation and effects of Fetsa Tlala. The specific objectives include: to measure the direct and indirect benefits of Fetsa Tlala; to assess the cost-effectiveness of the programme; to evaluate the model of the programme using a social systems approach; and to assess the implementation approach of Fetsa Tlala. A cross-sectional study was carried on a sample of 70 households and four Fetsa Tlala projects in the Eastern Cape. Households were selected using the simple random sampling procedure. Structured and semi-structured interviews using questionnaires were conducted. The research objectives were analysed using both qualitative and quantitative approaches. Among the quantitative approaches used was a micro simulation exercise, which was performed to help understand the cost-effectiveness of the programme. The results show that the business model of the programme is not built with sustainability in mind and the systems approach was ignored when designing the programme. Furthermore, the cost of the programme outweighs its benefits. This study recommends that the programme should take into account human development and build a needs-based approach going forward. Further recommendations are that the government should target relevant partners, and prioritise agricultural insurance, infrastructure and agro-processing.
- Full Text:
- Date Issued: 2018
Cases of recontextualising the environmental discourse in the National Curriculum Statement (R-9)
- Authors: Ramsarup, Presha
- Date: 2006
- Subjects: Education -- South Africa -- Curricula Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1444 , http://hdl.handle.net/10962/d1003325
- Description: With an intention of opening a vantage point on the story of how curriculum is actually created, this study follows the recontextualising of the environmental discourse of the National Curriculum Statement (R-9) in three case sites. These are: Grade seven Department of Education training material developed to introduce educators to the NCS (R-9), Delta Environmental Centre an environmental education non-governmental organisation, a rural primary school situated south of Durban. Using elements of the Bernstein’s (1990) framework of pedagogic discourse, the study traces how the environmental discourse was de-located from the field of production and relocated into the pedagogic practice of each case. In trying to follow the continuity, changes and discontinuities in the official [environmental] discourse as it is recontextualised, the study utilises Bernstein’s conceptual constructs of selective appropriation and ideological transformation. These constructs of selective appropriation and ideological transformation enabled me to ‘look into’ each case and get a perspective of how to explain the recontextualising processes. The study acknowledged that discourses are shaped and steered by historical, political and economic realities and begins by tracing the genesis of the environmental discourse within formal curriculum policy in South Africa. This socio-historical review highlights the main factors and happenings that shaped the present curriculum discourse and its production as official policy discourse. The study highlighted that within each case the recontextualising story is unique but some clear patterns emerged as factors that impacted on recontextualising processes. These were the role of history and context, knowledge and experience of the discourse, ideology and emphasis, and the depth with which the discourse was engaged. The discussion of these factors gave valuable insights into the recontextualising of curriculum discourses. The study comments on the need to clarify the environmental focus in the Learning Areas and to actualise this into practice so that the discourse becomes an integral part of teaching, learning and assessment. The study also highlights the need for professional development opportunities that will enable educators to clarify the nature and focus of the environmental discourse in the NCS (R-9), and its articulation in Learning Area in context. In particular, the environment and social justice relationships appear to require greater clarity of focus and interpretation in recontextualising processes. There also appears to be a need to develop educators’ foundational knowledge of environmental issues to strengthen the recontextualising of this discourse.
- Full Text:
- Date Issued: 2006
- Authors: Ramsarup, Presha
- Date: 2006
- Subjects: Education -- South Africa -- Curricula Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1444 , http://hdl.handle.net/10962/d1003325
- Description: With an intention of opening a vantage point on the story of how curriculum is actually created, this study follows the recontextualising of the environmental discourse of the National Curriculum Statement (R-9) in three case sites. These are: Grade seven Department of Education training material developed to introduce educators to the NCS (R-9), Delta Environmental Centre an environmental education non-governmental organisation, a rural primary school situated south of Durban. Using elements of the Bernstein’s (1990) framework of pedagogic discourse, the study traces how the environmental discourse was de-located from the field of production and relocated into the pedagogic practice of each case. In trying to follow the continuity, changes and discontinuities in the official [environmental] discourse as it is recontextualised, the study utilises Bernstein’s conceptual constructs of selective appropriation and ideological transformation. These constructs of selective appropriation and ideological transformation enabled me to ‘look into’ each case and get a perspective of how to explain the recontextualising processes. The study acknowledged that discourses are shaped and steered by historical, political and economic realities and begins by tracing the genesis of the environmental discourse within formal curriculum policy in South Africa. This socio-historical review highlights the main factors and happenings that shaped the present curriculum discourse and its production as official policy discourse. The study highlighted that within each case the recontextualising story is unique but some clear patterns emerged as factors that impacted on recontextualising processes. These were the role of history and context, knowledge and experience of the discourse, ideology and emphasis, and the depth with which the discourse was engaged. The discussion of these factors gave valuable insights into the recontextualising of curriculum discourses. The study comments on the need to clarify the environmental focus in the Learning Areas and to actualise this into practice so that the discourse becomes an integral part of teaching, learning and assessment. The study also highlights the need for professional development opportunities that will enable educators to clarify the nature and focus of the environmental discourse in the NCS (R-9), and its articulation in Learning Area in context. In particular, the environment and social justice relationships appear to require greater clarity of focus and interpretation in recontextualising processes. There also appears to be a need to develop educators’ foundational knowledge of environmental issues to strengthen the recontextualising of this discourse.
- Full Text:
- Date Issued: 2006
Decolonising the regulation of the right to strike in South Africa : an analysis
- Authors: Tsanyau, Dauglous
- Date: 2017
- Subjects: Right to strike Strikes and lockouts -- South Africa Strikes and lockouts -- Law and legislation
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10353/8813 , vital:33615
- Description: This study develops a robust approach in addressing conceptual problems surrounding the implementation of the right to strike in South Africa. The South African labour regime recognises the right of workers to strike as protected in various international, national and regional instruments. The right is guaranteed by section 23 of the Constitution of the Republic of South Africa which bestows on every worker the right to strike. In order to give effect to the rights contained in section 23 of the Constitution, the Labour Relations Act 66 of 1995 (LRA) was enacted by the South African parliament. Presently, violent strikes have been noted as a prevailing feature of the South African labour landscape. The LRA has possibly perpetually failed to realise its critical objectives as labour unrest still stands as a dominant feature of South Africa. Certainly, the labour legislative framework in place has failed to quench violent strikes whose ugly incidences have continued to haunt South African labour relations. This study therefore intends to be a preliminary examination of these issues and interrogates the labour legislative framework which guarantees the right to strike. The study begins with an outline of the historical development of the right. It defines the right to strike and other related concepts. The study proceeds to unpack the international and regional legislative framework of the right to strike. Further, it explores the effects and consequences of violent strikes with reference to the Marikana labour dispute and other case laws. Finally, focusing on the Marikana strike case, deficiencies in the bargaining system, the use of replacement labour and trade Union Liability, the dissertation offers the practical recommendations for a progressive, peaceful and democratic labour system.
- Full Text:
- Date Issued: 2017
- Authors: Tsanyau, Dauglous
- Date: 2017
- Subjects: Right to strike Strikes and lockouts -- South Africa Strikes and lockouts -- Law and legislation
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10353/8813 , vital:33615
- Description: This study develops a robust approach in addressing conceptual problems surrounding the implementation of the right to strike in South Africa. The South African labour regime recognises the right of workers to strike as protected in various international, national and regional instruments. The right is guaranteed by section 23 of the Constitution of the Republic of South Africa which bestows on every worker the right to strike. In order to give effect to the rights contained in section 23 of the Constitution, the Labour Relations Act 66 of 1995 (LRA) was enacted by the South African parliament. Presently, violent strikes have been noted as a prevailing feature of the South African labour landscape. The LRA has possibly perpetually failed to realise its critical objectives as labour unrest still stands as a dominant feature of South Africa. Certainly, the labour legislative framework in place has failed to quench violent strikes whose ugly incidences have continued to haunt South African labour relations. This study therefore intends to be a preliminary examination of these issues and interrogates the labour legislative framework which guarantees the right to strike. The study begins with an outline of the historical development of the right. It defines the right to strike and other related concepts. The study proceeds to unpack the international and regional legislative framework of the right to strike. Further, it explores the effects and consequences of violent strikes with reference to the Marikana labour dispute and other case laws. Finally, focusing on the Marikana strike case, deficiencies in the bargaining system, the use of replacement labour and trade Union Liability, the dissertation offers the practical recommendations for a progressive, peaceful and democratic labour system.
- Full Text:
- Date Issued: 2017
Factors influencing the choice of religion studies as a subject in the further education and training band: a case study of two schools within the Uitenhage District of the Eastern Cape Province
- Authors: Chetty, P K
- Date: 2014
- Subjects: Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16205 , http://hdl.handle.net/10353/d1016087 , Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Description: In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
- Full Text:
- Date Issued: 2014
- Authors: Chetty, P K
- Date: 2014
- Subjects: Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16205 , http://hdl.handle.net/10353/d1016087 , Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Description: In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
- Full Text:
- Date Issued: 2014
Industrial policy, institutions and industrial financing in South Africa: the role of the IDC and DBSA, and lessons from Brazil’s BNDES
- Authors: Fumbata, Nandipha
- Date: 2016
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1132 , http://hdl.handle.net/10962/d1021278
- Description: Institutions, particularly development finance institutions (DFIs) have been instrumental in economic development and the implementation of industrial policy throughout history. In 2007, the South African government identified the country’s DFIs as key to the implementation of its new industrial policy framework with the main objective of job creation. This thesis examines the impact that South Africa’s DFIs, particularly the IDC and the DBSA, have had on employment creation from 2010 to 2014. A comparative institutional approach is adopted in a case study analysis examining the role of the state in industrial financing. The financing activities of Brazil’s BNDES are explored by comparison to determine if there are possible lessons for South Africa. An analysis of the DFIs’ financial and annual reports and government policy documents is conducted. The political settlements framework is used as a basis for understanding the balance of power within the country and the impact this has had on the country’s industrial policy and industrial finance. The thesis finds that the financing activities of South Africa’s DFIs, particularly the IDC, have been directed at large scale capital intensive projects, with a large portion of disbursements channelled towards mining and mineral beneficiation. These sectors have also facilitated the most number of jobs. Even though the activities of the country’s DFIs are consistent with South Africa’s industrial policy and have facilitated job creation, it is evident that these efforts have not been on a scale that is large enough to reduce unemployment. Despite the DFIs’ efforts, there has been an increase in the number of unemployed South Africans between 2010 and 2014.
- Full Text:
- Date Issued: 2016
- Authors: Fumbata, Nandipha
- Date: 2016
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1132 , http://hdl.handle.net/10962/d1021278
- Description: Institutions, particularly development finance institutions (DFIs) have been instrumental in economic development and the implementation of industrial policy throughout history. In 2007, the South African government identified the country’s DFIs as key to the implementation of its new industrial policy framework with the main objective of job creation. This thesis examines the impact that South Africa’s DFIs, particularly the IDC and the DBSA, have had on employment creation from 2010 to 2014. A comparative institutional approach is adopted in a case study analysis examining the role of the state in industrial financing. The financing activities of Brazil’s BNDES are explored by comparison to determine if there are possible lessons for South Africa. An analysis of the DFIs’ financial and annual reports and government policy documents is conducted. The political settlements framework is used as a basis for understanding the balance of power within the country and the impact this has had on the country’s industrial policy and industrial finance. The thesis finds that the financing activities of South Africa’s DFIs, particularly the IDC, have been directed at large scale capital intensive projects, with a large portion of disbursements channelled towards mining and mineral beneficiation. These sectors have also facilitated the most number of jobs. Even though the activities of the country’s DFIs are consistent with South Africa’s industrial policy and have facilitated job creation, it is evident that these efforts have not been on a scale that is large enough to reduce unemployment. Despite the DFIs’ efforts, there has been an increase in the number of unemployed South Africans between 2010 and 2014.
- Full Text:
- Date Issued: 2016
Investigating the linguistic effectiveness of early reading schemes in isiXhosa: a phonological and orthographical analysis of three isiXhosa Grade 1 graded reader series
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
- Full Text:
- Date Issued: 2019
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
- Full Text:
- Date Issued: 2019
Learners' participation in leadership: a case study in a secondary school in Namibia
- Authors: Uushona, Andreas Bishi
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Case studies Student participation in administration -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Student government -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1395 , http://hdl.handle.net/10962/d1001749
- Description: Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
- Full Text:
- Date Issued: 2013
- Authors: Uushona, Andreas Bishi
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Case studies Student participation in administration -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Student government -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1395 , http://hdl.handle.net/10962/d1001749
- Description: Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
- Full Text:
- Date Issued: 2013
Learning pathways for improving rehabilitation practices in the mining industry : two cases of coal mining and borrow pits
- Authors: Mphinyane, Andani
- Date: 2014
- Subjects: Coal mines and mining -- Environmental aspects -- South Africa , Environmental education -- South Africa , Sustainable development -- South Africa , Coal miners -- Education (Continuing education) -- South Africa , Borrow pits -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1989 , http://hdl.handle.net/10962/d1013271
- Description: This research investigates cases of learning pathways for improving rehabilitation practices for key occupations in the mining industry. The study is set up as a partnership research programme between Rhodes University Environmental Learning Research Centre in South Africa, and the South African Qualification Authority, focussing on workplace learning and sustainability practices. This research programme seeks to understand the implications of the move to a knowledge society, with its emphasis on knowledge building over time, particularly in and for the environmental sector. The research was conducted as a qualitative case study that made use of semi-structured interviews, document analysis, visual photographs and observations as instruments of data gathering. Participants were sampled from two case studies, one in Limpopo province and the other one in Mpumalanga Province, who are directly involved in rehabilitation practices and related education and training programmes. The study makes use of career stories from the key occupations to provide insight into workplace learning pathways to inform education and training in the mining industry. A series of analytical statements captures some of the main findings on early education histories, career choices, learning pathway decisions and experiences related to sustainable practices and some complexities related to learning pathways. Environment and sustainability education is a cross-cutting issue in the NQF; and it pertains to the mining sector, especially to rehabilitation practices, which form the focus of this study as little is known about learning pathways associated with these sustainability practices. Insights from the study should enable the sector to enhance rehabilitation training for key occupations and at the same time encourage lifelong learning contributing towards sustainable development.
- Full Text:
- Date Issued: 2014
- Authors: Mphinyane, Andani
- Date: 2014
- Subjects: Coal mines and mining -- Environmental aspects -- South Africa , Environmental education -- South Africa , Sustainable development -- South Africa , Coal miners -- Education (Continuing education) -- South Africa , Borrow pits -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1989 , http://hdl.handle.net/10962/d1013271
- Description: This research investigates cases of learning pathways for improving rehabilitation practices for key occupations in the mining industry. The study is set up as a partnership research programme between Rhodes University Environmental Learning Research Centre in South Africa, and the South African Qualification Authority, focussing on workplace learning and sustainability practices. This research programme seeks to understand the implications of the move to a knowledge society, with its emphasis on knowledge building over time, particularly in and for the environmental sector. The research was conducted as a qualitative case study that made use of semi-structured interviews, document analysis, visual photographs and observations as instruments of data gathering. Participants were sampled from two case studies, one in Limpopo province and the other one in Mpumalanga Province, who are directly involved in rehabilitation practices and related education and training programmes. The study makes use of career stories from the key occupations to provide insight into workplace learning pathways to inform education and training in the mining industry. A series of analytical statements captures some of the main findings on early education histories, career choices, learning pathway decisions and experiences related to sustainable practices and some complexities related to learning pathways. Environment and sustainability education is a cross-cutting issue in the NQF; and it pertains to the mining sector, especially to rehabilitation practices, which form the focus of this study as little is known about learning pathways associated with these sustainability practices. Insights from the study should enable the sector to enhance rehabilitation training for key occupations and at the same time encourage lifelong learning contributing towards sustainable development.
- Full Text:
- Date Issued: 2014
Living in the Shadow of death: purging the unconscious for the creation of a personal visual language
- Wedderburn, Michael Roderick
- Authors: Wedderburn, Michael Roderick
- Date: 2016
- Subjects: Death in art Art, Modern -- 21st century Art -- South Africa -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/13250 , vital:27168
- Description: This visual arts based research explores the autonomous process of mark-making from the unconscious for the sake of expressing inner turmoil that comes with ‘Living in the Shadow of Death series’ (2014). The manner by which emotions are, in a sense, naturally released in automatic drawing and painting underpin the basis of this research as part of the development of an expressive visual language. ‘Living in the Shadow of Death’ is definitively concerned with how an emotional predisposition, a severe case of unconscious aggression due to struggles with the illness of Marfan Syndrome comes to the surface naturally and is expressed visually. Essentially, this research aims to answer the main research question: How might the act of drawing convey the power and complexity of emotion through the exploration of autonomous mark-making with unconventional tools, mediums and methodologies? This research inquiry rests upon three important benefactors and influences: Illness, anatomy and unconventional tools. What is discussed is an interdisciplinary regime of theoretical and practical research into Surrealist Automatism and a progressive development of this methodology formed from the perspective and approach of a Marfan Syndrome sufferer. The research includes an analysis of Automatism in the works and practice of artists Roberto Matta, Joan Miro and Andre Masson and their influence on the working methods of Jackson Pollock. To this end, the contribution made by Jungian therapy to Pollock’s Action Painting technique and experimentation with unconventional methodologies is explored. Furthermore, the practice-led analysis and documentation of information gained on Surrealist Automatism aided development of working procedures and how this guided the creation of a body of works entitled ‘Living in the Shadow of Death’ is discussed. Ultimately, the content of this research expands the discourse on what constitutes drawing tools, media and format, and how suffering from Marfan Syndrome extended and amplified the expressive potential of Surrealist Automatism and Action Painting exemplified in the development of an innovative methodology known as ‘Anatomical Automatism’.
- Full Text:
- Date Issued: 2016
- Authors: Wedderburn, Michael Roderick
- Date: 2016
- Subjects: Death in art Art, Modern -- 21st century Art -- South Africa -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/13250 , vital:27168
- Description: This visual arts based research explores the autonomous process of mark-making from the unconscious for the sake of expressing inner turmoil that comes with ‘Living in the Shadow of Death series’ (2014). The manner by which emotions are, in a sense, naturally released in automatic drawing and painting underpin the basis of this research as part of the development of an expressive visual language. ‘Living in the Shadow of Death’ is definitively concerned with how an emotional predisposition, a severe case of unconscious aggression due to struggles with the illness of Marfan Syndrome comes to the surface naturally and is expressed visually. Essentially, this research aims to answer the main research question: How might the act of drawing convey the power and complexity of emotion through the exploration of autonomous mark-making with unconventional tools, mediums and methodologies? This research inquiry rests upon three important benefactors and influences: Illness, anatomy and unconventional tools. What is discussed is an interdisciplinary regime of theoretical and practical research into Surrealist Automatism and a progressive development of this methodology formed from the perspective and approach of a Marfan Syndrome sufferer. The research includes an analysis of Automatism in the works and practice of artists Roberto Matta, Joan Miro and Andre Masson and their influence on the working methods of Jackson Pollock. To this end, the contribution made by Jungian therapy to Pollock’s Action Painting technique and experimentation with unconventional methodologies is explored. Furthermore, the practice-led analysis and documentation of information gained on Surrealist Automatism aided development of working procedures and how this guided the creation of a body of works entitled ‘Living in the Shadow of Death’ is discussed. Ultimately, the content of this research expands the discourse on what constitutes drawing tools, media and format, and how suffering from Marfan Syndrome extended and amplified the expressive potential of Surrealist Automatism and Action Painting exemplified in the development of an innovative methodology known as ‘Anatomical Automatism’.
- Full Text:
- Date Issued: 2016
Marikana : taking a subaltern sphere of politics seriously
- Authors: Naicker, Camalita
- Date: 2014
- Subjects: Miners -- South Africa -- Rustenburg -- Social conditions -- 21st century , Mineral industries -- Political aspects -- South Africa , Violence -- South Africa -- Rustenburg , Massacres -- South Africa -- Rustenburg , Strikes and lockouts -- Miners -- South Africa , Political leadership -- South Africa , Industrial relations -- South Africa , Marxist criticism , Marikana (Rustenburg, South Africa)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2886 , http://hdl.handle.net/10962/d1015651
- Description: This thesis aims to open up the realm of what counts as political in the context of the Marikana strikes and subsequent massacre. It does primarily by taking into account the social, political and cultural context of Mpondo workers on the mines. Many narrow Marxist and liberal frameworks have circumscribed the conception of the ‘modern’ and the ‘political’ so much so that political organisation which falls outside of this conceptualisation is often regarded as ‘backward’ or ‘archaic’. It will provide an examination of the history, culture and custom of men, who have, for almost a hundred years migrated back and forth between South African mines and Mpondoland. This not only reveals differing modes of organising and engaging in political action, but also that the praxis of democracy takes many forms, some of which are different and opposed to what counts as democratic in Western liberal democracy. By considering what I argue, following some of the insights from the Subaltern Studies collective in India, to be a subaltern sphere of politics and history, it is possible to better understand the way workers organised and acted. The thesis also argues that most labour and nationalist historiography has been silent on the political contributions of women because of how Marxist/liberal analysis frames struggles through disciplined notions of work and resistance. Rather than objectifying workers as representatives of a homogenous and universal class of people devoid of context, the thesis has linked ‘the worker’ to the community from which s/he comes and community specific struggles, which are supported and sustained, often, by the parallel struggles of women in the community.
- Full Text:
- Date Issued: 2014
- Authors: Naicker, Camalita
- Date: 2014
- Subjects: Miners -- South Africa -- Rustenburg -- Social conditions -- 21st century , Mineral industries -- Political aspects -- South Africa , Violence -- South Africa -- Rustenburg , Massacres -- South Africa -- Rustenburg , Strikes and lockouts -- Miners -- South Africa , Political leadership -- South Africa , Industrial relations -- South Africa , Marxist criticism , Marikana (Rustenburg, South Africa)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2886 , http://hdl.handle.net/10962/d1015651
- Description: This thesis aims to open up the realm of what counts as political in the context of the Marikana strikes and subsequent massacre. It does primarily by taking into account the social, political and cultural context of Mpondo workers on the mines. Many narrow Marxist and liberal frameworks have circumscribed the conception of the ‘modern’ and the ‘political’ so much so that political organisation which falls outside of this conceptualisation is often regarded as ‘backward’ or ‘archaic’. It will provide an examination of the history, culture and custom of men, who have, for almost a hundred years migrated back and forth between South African mines and Mpondoland. This not only reveals differing modes of organising and engaging in political action, but also that the praxis of democracy takes many forms, some of which are different and opposed to what counts as democratic in Western liberal democracy. By considering what I argue, following some of the insights from the Subaltern Studies collective in India, to be a subaltern sphere of politics and history, it is possible to better understand the way workers organised and acted. The thesis also argues that most labour and nationalist historiography has been silent on the political contributions of women because of how Marxist/liberal analysis frames struggles through disciplined notions of work and resistance. Rather than objectifying workers as representatives of a homogenous and universal class of people devoid of context, the thesis has linked ‘the worker’ to the community from which s/he comes and community specific struggles, which are supported and sustained, often, by the parallel struggles of women in the community.
- Full Text:
- Date Issued: 2014
Nature, narrative and language in Marlene van Niekerk's Agaat
- Authors: Moore-Barnes, Shannon-Lee
- Date: 2010
- Subjects: Van Niekerk, Marlene. Agaat , Narration (Rhetoric) , Storytelling , Women and literature -- South Africa , Afrikaans fiction -- 21st century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8453 , http://hdl.handle.net/10948/1235 , Van Niekerk, Marlene. Agaat , Narration (Rhetoric) , Storytelling , Women and literature -- South Africa , Afrikaans fiction -- 21st century
- Description: Conrad Aiken’s observation that the “landscape and the language are the same, and we ourselves are language and are land,” depicts the material terrain we inhabit as necessarily informing the language we speak. An important corollary to Aiken’s observation is language itself writes the land. I argue that the binary division between culture and nature, as well as the attempts to universalise languages, abstracts discourse from necessary situated knowledges, alienating the land from the language it embodies. The severing of culture and nature as implied by Aiken’s observation is indicative of humanity’s progressive isolation from the land through language, as well as from their embodied natures. Remoteness results in what Marlene van Niekerk’s novel Agaat (2006) terms a “poverty disease” (2006: 251). Michiel Heyns confirms that the character Agaat relates this barrenness of spirit to her “diagnosis of spiritual ills through human dealings with the soil” (2009: 132). I illustrate the novel’s revitalisation of language as an act of ecological recuperation that alleviates dis-eased consciousnesses by potentially recognising, valuing and responding to situated knowledges revealed in land narratives.1 My argument therefore uncovers the challenges that the novel directs at an unreformed and universal Western2 To this end I use critiques of colonialism that reveal culture’s assimilation of the Other, rationalist discourse that continues to appropriate nature as resource for a hierarchical culture. 3 By combining this literary analysis with a wider eco-theoretical enquiry I position my study in an interdisciplinary field of investigation. This is in response to the damaging consequences of the inherited and fragmentary nature of specialisation. In addition, by detailing literary and feminist especially the work of Val Plumwood, Donna Haraway and Nicole Brossard. I use these critiques to analyse self/Other oppositions that Western culture constructs and patrols to maintain a defensive culture of domination. I show how nature and all those feminised and marginalised by Western discourses that hierarchise culture have been consistently overlooked and under-represented by those who purport to ‘control’ the environment and privilege the symbolic language as the carrier of culture. Agaat provides fruitful terrain for the reflection of marginalised voices; voices that confirm the environment and language as necessarily both feminist and social justice issues. 1 My preference for the hyphenated usage of the word ‘dis-ease’ signals the equation between discomfort or unease and disease or sickness. 2 While I am concerned over emphasising words such as Western and Apartheid by capitalising them, I have decided to retain this form so as not to diminish the magnitude of the effect these discourses have had on global and regional communities. 3 When referring to Others I, like Karen J. Warren, capitalise the term. Warren defines Others as all earth Others subjected to “unjustified domination-subordination relationships” (2005: 252). responses to Western patriarchal discourse and its impact on nature, I show the ways in which literature negotiates the possible re-conceptualisation of our collective cultural imagination. Van Niekerk’s novel offers a sustained critique of the oppressive Western conceptual frameworks that have dominated Others through hegemonic constructions. Furthermore, I investigate what this writer might offer as an alternative to systems of social, political and ecological control and the violence it inflicts.
- Full Text:
- Date Issued: 2010
- Authors: Moore-Barnes, Shannon-Lee
- Date: 2010
- Subjects: Van Niekerk, Marlene. Agaat , Narration (Rhetoric) , Storytelling , Women and literature -- South Africa , Afrikaans fiction -- 21st century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8453 , http://hdl.handle.net/10948/1235 , Van Niekerk, Marlene. Agaat , Narration (Rhetoric) , Storytelling , Women and literature -- South Africa , Afrikaans fiction -- 21st century
- Description: Conrad Aiken’s observation that the “landscape and the language are the same, and we ourselves are language and are land,” depicts the material terrain we inhabit as necessarily informing the language we speak. An important corollary to Aiken’s observation is language itself writes the land. I argue that the binary division between culture and nature, as well as the attempts to universalise languages, abstracts discourse from necessary situated knowledges, alienating the land from the language it embodies. The severing of culture and nature as implied by Aiken’s observation is indicative of humanity’s progressive isolation from the land through language, as well as from their embodied natures. Remoteness results in what Marlene van Niekerk’s novel Agaat (2006) terms a “poverty disease” (2006: 251). Michiel Heyns confirms that the character Agaat relates this barrenness of spirit to her “diagnosis of spiritual ills through human dealings with the soil” (2009: 132). I illustrate the novel’s revitalisation of language as an act of ecological recuperation that alleviates dis-eased consciousnesses by potentially recognising, valuing and responding to situated knowledges revealed in land narratives.1 My argument therefore uncovers the challenges that the novel directs at an unreformed and universal Western2 To this end I use critiques of colonialism that reveal culture’s assimilation of the Other, rationalist discourse that continues to appropriate nature as resource for a hierarchical culture. 3 By combining this literary analysis with a wider eco-theoretical enquiry I position my study in an interdisciplinary field of investigation. This is in response to the damaging consequences of the inherited and fragmentary nature of specialisation. In addition, by detailing literary and feminist especially the work of Val Plumwood, Donna Haraway and Nicole Brossard. I use these critiques to analyse self/Other oppositions that Western culture constructs and patrols to maintain a defensive culture of domination. I show how nature and all those feminised and marginalised by Western discourses that hierarchise culture have been consistently overlooked and under-represented by those who purport to ‘control’ the environment and privilege the symbolic language as the carrier of culture. Agaat provides fruitful terrain for the reflection of marginalised voices; voices that confirm the environment and language as necessarily both feminist and social justice issues. 1 My preference for the hyphenated usage of the word ‘dis-ease’ signals the equation between discomfort or unease and disease or sickness. 2 While I am concerned over emphasising words such as Western and Apartheid by capitalising them, I have decided to retain this form so as not to diminish the magnitude of the effect these discourses have had on global and regional communities. 3 When referring to Others I, like Karen J. Warren, capitalise the term. Warren defines Others as all earth Others subjected to “unjustified domination-subordination relationships” (2005: 252). responses to Western patriarchal discourse and its impact on nature, I show the ways in which literature negotiates the possible re-conceptualisation of our collective cultural imagination. Van Niekerk’s novel offers a sustained critique of the oppressive Western conceptual frameworks that have dominated Others through hegemonic constructions. Furthermore, I investigate what this writer might offer as an alternative to systems of social, political and ecological control and the violence it inflicts.
- Full Text:
- Date Issued: 2010
Seasonal variations of essential oil composition and some biological evaluation of Pelargonium inquinans (L.) Ait. South Africa
- Authors: Tembeni, Babalwa
- Date: 2016
- Subjects: Pelargoniums Essences and essential oils Medicinal plants
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/6281 , vital:29537
- Description: Pelargonium inquinans which belongs to the family Geraniaceae, is an essential oil yielding plant. P. inquinans was collected from two different sites in Grahamstown (wild) and Alice, at the University of Fort Hare botanical garden. Authentication of the plant was done by Dr. T. Dold at Schonland herbarium, and the voucher specimen being T01. This study is focused at determining the chemical constituents and biological properties of the essential oils of wild and cultivated P. inquinans across different seasons, as the plant grows throughout the year. Seasonal collection of wild and cultivated P. inquinans was achieved in a duration of 12 months. 32 essential oil samples of P. inquinans were obtained by extraction using hydro-distillation technique for 3-4 hours. The chemical composition of the essential oils was determined using GC/MS and GC/FID. Amongst the 32 essential oils only 4 samples wild ( fresh stem and leaf) and cultivated ( fresh stem and leaf) from summer season were evaluated for analgesic activity using acetic acid induced writhings and hot plate nociception models in mice, anti-inflammatory activity was determined on the egg albumin- induced rat paw oedema in rats. The results obtained from GC-MS revealed a total of 169 components obtained from the leafstem, fresh/dry wild and cultivated P. inquinans. These essential oils showed a great deal of chemotaxonomic variation and similarity in the major and minor components along the season. In spring season the essential oils of wild and cultivated P. inquinans had abundance of hydrogenated sesquiterpenes (20.6percent-66.7percent). The major components were found to be α-caryophyllene (9.1percent-26.8percent), p-xylene (23.3percent-27.5percent), β-caryophyllene (11.4percent-30.9percent), o-xylene (6.3percent-39.4percent), β-thujene (8.7percent), isocaryophyllene (13.9percent), isoborneol (14.2percent), β-myrcene (5.7percent), geranyl acetate (13.8percent), toluene (7.9percent), β-gurjunene (18.5percent), α-cadinene (15.8percent), β-farnesene (14.2percent), 3-carene (12.1percent) and camphene (9.0percent). In summer season the essential oils of wild and cultivated P. inquinans were found to have abundance of hydrogenated sesquiterpenes (50.3percent- 63.0percent), oxygenated monoterpenes (30.4percent) and hydrogenated monoterpenes (20.8percent- 61.0percent). The major components were found to be α-caryophyllene (12.3percent-25.8percent), β-caryophyllene (15.1percent- 31.7percent), trans-caryophyllene (10.3percent- 17.8percent), phytol (14.2percent- 20.2percent), camphor (46.5percent), sabinene (27.8percent), elemol (18.1percent), z3-hexenyl isobutyrate (16.3percent), limonene (12.1percent), menthone (12.1percent)< E.E-β-farnesene (14.7percent), palmitic acid (9.6percent), eugenol (9.4percent), cis- β-ocimene (8.7percent), α-terpineol (8.7percent), geranyl acetone (7.8percent), β- humulene (7.5percent). linoleic acid (7.4percent), trans-linalool oxide (7.4percent), β-bisabolene (7.1percent), cis- linalool oxide (7.1percent), ionone (6.9percent), caryophyllene oxide (6.9percent) and germacrene d (6.3percent). In autumn season the essential oils of wild and cultivated P. inquinans were found to be rich in hydrogenated sesquiterpenes (29.3percent- 65.2percent) and oxygenated sesquiterpenes (22.8percent- 31.4percent). The major components were found to be α-caryophyllene (15.5percent- 23.4percent), β-caryophyllene (15.2percent- 17.2percent), β-myrcene (7.7percent-13.8percent), β-humulene (8.7percent- 15.2percent), caryophyllene oxide (9.8- 16.2percent), trans- caryophyllene (16.7percent- 23.3percent), α-humulene (11.8percent- 18.6percent), linoleic acid (11.2percent), palmitic acid (10.4percent), phytol acetate (8.5percent), -longipinene (8.3percent) and citronellol (7.8percent). In winter season the essential oils of wild and cultivated P. inquinans were found to have abundance of hydrogenated sesquiterpenes (25.1percent- 48.6percent), oxygenated monoterpenes (47.6percent), oxygenated sesquiterpenes (22.2percent- 28.0percent). The major components were found to be β-caryophyllene (14.6percent- 23.0percent), α-caryophyllene (9.4percent- 18.0percent), trans- caryophyllene (12.2percent- 14.6percent), α-cedrene (26.2percent), germacrene –d-4-ol (16.8percent), 2,6-dihydroxyacetophenone (15.6percent), (+) epibicyclosesquiphellandrene (15.3percent), E-β- farnesene (13.0percent), β-phellandrene (11.7percent), 2-nitrophenol (9.5percent), palatinol (8.4percent), geranyl acetate (7.7percent) and linoleic acid (7.4percent). The oils from the wild and cultivated sources showed significant (p<0.05-0.001) decrease in number of writhes induced by the acetic acid compared to vehicle; caused significant (p<0.05-0.001) delay in reaction time on the hot plate at 60 and 90 min post-treatment and significantly (p<0.05-0.001) reduced oedema size caused by the egg albumin injection compared to the vehicle. The oils from the wild plant showed more potency compared to the cultivated. The essential oils of wild and cultivated P. inquinans showed qualitative, quantitative and chemotaxonomic variation with analgesic and anti-inflammatory activity. These essential oils need to be explored for further biological analysis because of the major components they contain.
- Full Text:
- Date Issued: 2016
- Authors: Tembeni, Babalwa
- Date: 2016
- Subjects: Pelargoniums Essences and essential oils Medicinal plants
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/6281 , vital:29537
- Description: Pelargonium inquinans which belongs to the family Geraniaceae, is an essential oil yielding plant. P. inquinans was collected from two different sites in Grahamstown (wild) and Alice, at the University of Fort Hare botanical garden. Authentication of the plant was done by Dr. T. Dold at Schonland herbarium, and the voucher specimen being T01. This study is focused at determining the chemical constituents and biological properties of the essential oils of wild and cultivated P. inquinans across different seasons, as the plant grows throughout the year. Seasonal collection of wild and cultivated P. inquinans was achieved in a duration of 12 months. 32 essential oil samples of P. inquinans were obtained by extraction using hydro-distillation technique for 3-4 hours. The chemical composition of the essential oils was determined using GC/MS and GC/FID. Amongst the 32 essential oils only 4 samples wild ( fresh stem and leaf) and cultivated ( fresh stem and leaf) from summer season were evaluated for analgesic activity using acetic acid induced writhings and hot plate nociception models in mice, anti-inflammatory activity was determined on the egg albumin- induced rat paw oedema in rats. The results obtained from GC-MS revealed a total of 169 components obtained from the leafstem, fresh/dry wild and cultivated P. inquinans. These essential oils showed a great deal of chemotaxonomic variation and similarity in the major and minor components along the season. In spring season the essential oils of wild and cultivated P. inquinans had abundance of hydrogenated sesquiterpenes (20.6percent-66.7percent). The major components were found to be α-caryophyllene (9.1percent-26.8percent), p-xylene (23.3percent-27.5percent), β-caryophyllene (11.4percent-30.9percent), o-xylene (6.3percent-39.4percent), β-thujene (8.7percent), isocaryophyllene (13.9percent), isoborneol (14.2percent), β-myrcene (5.7percent), geranyl acetate (13.8percent), toluene (7.9percent), β-gurjunene (18.5percent), α-cadinene (15.8percent), β-farnesene (14.2percent), 3-carene (12.1percent) and camphene (9.0percent). In summer season the essential oils of wild and cultivated P. inquinans were found to have abundance of hydrogenated sesquiterpenes (50.3percent- 63.0percent), oxygenated monoterpenes (30.4percent) and hydrogenated monoterpenes (20.8percent- 61.0percent). The major components were found to be α-caryophyllene (12.3percent-25.8percent), β-caryophyllene (15.1percent- 31.7percent), trans-caryophyllene (10.3percent- 17.8percent), phytol (14.2percent- 20.2percent), camphor (46.5percent), sabinene (27.8percent), elemol (18.1percent), z3-hexenyl isobutyrate (16.3percent), limonene (12.1percent), menthone (12.1percent)< E.E-β-farnesene (14.7percent), palmitic acid (9.6percent), eugenol (9.4percent), cis- β-ocimene (8.7percent), α-terpineol (8.7percent), geranyl acetone (7.8percent), β- humulene (7.5percent). linoleic acid (7.4percent), trans-linalool oxide (7.4percent), β-bisabolene (7.1percent), cis- linalool oxide (7.1percent), ionone (6.9percent), caryophyllene oxide (6.9percent) and germacrene d (6.3percent). In autumn season the essential oils of wild and cultivated P. inquinans were found to be rich in hydrogenated sesquiterpenes (29.3percent- 65.2percent) and oxygenated sesquiterpenes (22.8percent- 31.4percent). The major components were found to be α-caryophyllene (15.5percent- 23.4percent), β-caryophyllene (15.2percent- 17.2percent), β-myrcene (7.7percent-13.8percent), β-humulene (8.7percent- 15.2percent), caryophyllene oxide (9.8- 16.2percent), trans- caryophyllene (16.7percent- 23.3percent), α-humulene (11.8percent- 18.6percent), linoleic acid (11.2percent), palmitic acid (10.4percent), phytol acetate (8.5percent), -longipinene (8.3percent) and citronellol (7.8percent). In winter season the essential oils of wild and cultivated P. inquinans were found to have abundance of hydrogenated sesquiterpenes (25.1percent- 48.6percent), oxygenated monoterpenes (47.6percent), oxygenated sesquiterpenes (22.2percent- 28.0percent). The major components were found to be β-caryophyllene (14.6percent- 23.0percent), α-caryophyllene (9.4percent- 18.0percent), trans- caryophyllene (12.2percent- 14.6percent), α-cedrene (26.2percent), germacrene –d-4-ol (16.8percent), 2,6-dihydroxyacetophenone (15.6percent), (+) epibicyclosesquiphellandrene (15.3percent), E-β- farnesene (13.0percent), β-phellandrene (11.7percent), 2-nitrophenol (9.5percent), palatinol (8.4percent), geranyl acetate (7.7percent) and linoleic acid (7.4percent). The oils from the wild and cultivated sources showed significant (p<0.05-0.001) decrease in number of writhes induced by the acetic acid compared to vehicle; caused significant (p<0.05-0.001) delay in reaction time on the hot plate at 60 and 90 min post-treatment and significantly (p<0.05-0.001) reduced oedema size caused by the egg albumin injection compared to the vehicle. The oils from the wild plant showed more potency compared to the cultivated. The essential oils of wild and cultivated P. inquinans showed qualitative, quantitative and chemotaxonomic variation with analgesic and anti-inflammatory activity. These essential oils need to be explored for further biological analysis because of the major components they contain.
- Full Text:
- Date Issued: 2016
Syllabus differentiation in mathematics in Ciskei : the reality as against intention
- Deliwe, Mawonga Christopher Columbus
- Authors: Deliwe, Mawonga Christopher Columbus
- Date: 1989
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1370 , http://hdl.handle.net/10962/d1001436
- Description: The topic of this half-thesis was conceived after the author had noted with interest, that an alarmingly high number of pupils in the Mdantsane Central District of the Ciskei were registering for Higher Grade (HG) mathematics for their final (Standard 10) year. What mattered most was that the failure rate was abnormally high. As a teacher of the subject for 14 years as at the end of 1988, the author had seen very weak pupils passing through his hands who had nevertheless insisted on registering for the examination in HG mathematics. A look through the Human Sciences Research Council (HSRC) Report of 1971 which recommended the syllabus differentiation, revealed that the intention of the relevant HSRC Committee was to offer a subject at a level in accordance with a pupil's interest, aptitude and ability. In a survey undertaken by the author, samples of teachers, pupils and parents indeed confirmed the existence of a very high number of HG candidates, as suspected. The survey also revealed an aversion to the standard grade (SG) course by some pupils, teachers and even principals. A desire for university education was shown to be in the minds of most pupil respondents. Well sourced registration statistics clearly showed that the Department of Education and Training (DET) in the Republic of South Africa and the Department of Education in the Ciskei had by far the greatest proportion of pupils on the HG in mathematics in comparison with the other race groups.Standard 10 (Std 10) results for two years taken separately confirmed the author's suspicion that aptitude and/or ability were not taken into consideration by most pupils, in the choice of grade. The results were not good at all. In most cases the uninformed pupil was acting alone in taking the important decision, perhaps with only peer group pressure to contend with. Three independent opinions suggested that there was probably a general feeling that Black education was already inferior, even without the syllabus differentiation hence the reluctance to register for the SG option. Furthermore, the investigation indicated that there was no adequate provision for technical education for Blacks in either the RSA or Ciskei which would provide the alternative to a university career for a pupiL Amongst other things, a mild form of pupil screening and a well structured careers guidance programme are suggested in the concluding chapters
- Full Text:
- Date Issued: 1989
- Authors: Deliwe, Mawonga Christopher Columbus
- Date: 1989
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1370 , http://hdl.handle.net/10962/d1001436
- Description: The topic of this half-thesis was conceived after the author had noted with interest, that an alarmingly high number of pupils in the Mdantsane Central District of the Ciskei were registering for Higher Grade (HG) mathematics for their final (Standard 10) year. What mattered most was that the failure rate was abnormally high. As a teacher of the subject for 14 years as at the end of 1988, the author had seen very weak pupils passing through his hands who had nevertheless insisted on registering for the examination in HG mathematics. A look through the Human Sciences Research Council (HSRC) Report of 1971 which recommended the syllabus differentiation, revealed that the intention of the relevant HSRC Committee was to offer a subject at a level in accordance with a pupil's interest, aptitude and ability. In a survey undertaken by the author, samples of teachers, pupils and parents indeed confirmed the existence of a very high number of HG candidates, as suspected. The survey also revealed an aversion to the standard grade (SG) course by some pupils, teachers and even principals. A desire for university education was shown to be in the minds of most pupil respondents. Well sourced registration statistics clearly showed that the Department of Education and Training (DET) in the Republic of South Africa and the Department of Education in the Ciskei had by far the greatest proportion of pupils on the HG in mathematics in comparison with the other race groups.Standard 10 (Std 10) results for two years taken separately confirmed the author's suspicion that aptitude and/or ability were not taken into consideration by most pupils, in the choice of grade. The results were not good at all. In most cases the uninformed pupil was acting alone in taking the important decision, perhaps with only peer group pressure to contend with. Three independent opinions suggested that there was probably a general feeling that Black education was already inferior, even without the syllabus differentiation hence the reluctance to register for the SG option. Furthermore, the investigation indicated that there was no adequate provision for technical education for Blacks in either the RSA or Ciskei which would provide the alternative to a university career for a pupiL Amongst other things, a mild form of pupil screening and a well structured careers guidance programme are suggested in the concluding chapters
- Full Text:
- Date Issued: 1989
Synthesis and evaluation of novel inhibitors of 1-Deoxy-D-xylolose-5-phosphate reductoisomerase as potential antimalarials
- Authors: Conibear, Anne Claire
- Date: 2013-07-19
- Subjects: Antimalarials -- Development , Malaria -- Chemotherapy , Drug development , Enzyme kinetics , Phosphate esters
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4451 , http://hdl.handle.net/10962/d1008282 , Antimalarials -- Development , Malaria -- Chemotherapy , Drug development , Enzyme kinetics , Phosphate esters
- Description: Malaria continues to be an enormous health-threat in the developing world and the emergence of drug resistance has further compounded the problem. The parasite-specific enzyme, 1-deoxY-D-xylulose-S-phosphate reductoisomerase (DXR), has recently been validated as a promising antimalarial drug target. The present study comprises a combination of synthetic, physical organic, computer modelling and bioassay techniques directed towards the development of novel DXR inhibitors. A range of 2-heteroarylamino-2-oxoethyl- and 2- heteroarylamino-2-oxopropyl phosphonate esters and their corresponding phosphonic acid salts have been synthesised as analogues of the highly active DXR inhibitor, fosmidomycin. Treatment of the heteroarylamino precursors with chloroacetyl chloride or chloropropionyl chloride afforded chloroamide intermediates, Arbuzov reactions of which led to the corresponding diethyl phosphonate esters. Hydrolysis of the esters has been effected using bromotrimethylsilane. Twenty-four new compounds have been prepared and fully characterised using elemental (HRMS or combustion) and spectroscopic (1- and 2-D NMR and IR) analysis. A 31p NMR kinetic study has been carried out on the two-step silylation reaction involved in the hydrolysis of the phosphonate esters and has provided activation parameters for the reaction. The kinetic analysis was refined using a computational method to give an improved fit with the experimental data. Saturation transfer difference (STD) NMR analysis, computer-simulated docking and enzyme inhibition assays have been used to evaluate the enzyme-binding and -inhibition potential of the synthesised ligands. Minimal to moderate inhibitory activity has been observed and several structure-activity relationships have been identified. In silica exploration of the DXR active site has revealed an additional binding pocket and information on the topology of the active site has led to the de novo design of a new series of potential ligands. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Conibear, Anne Claire
- Date: 2013-07-19
- Subjects: Antimalarials -- Development , Malaria -- Chemotherapy , Drug development , Enzyme kinetics , Phosphate esters
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4451 , http://hdl.handle.net/10962/d1008282 , Antimalarials -- Development , Malaria -- Chemotherapy , Drug development , Enzyme kinetics , Phosphate esters
- Description: Malaria continues to be an enormous health-threat in the developing world and the emergence of drug resistance has further compounded the problem. The parasite-specific enzyme, 1-deoxY-D-xylulose-S-phosphate reductoisomerase (DXR), has recently been validated as a promising antimalarial drug target. The present study comprises a combination of synthetic, physical organic, computer modelling and bioassay techniques directed towards the development of novel DXR inhibitors. A range of 2-heteroarylamino-2-oxoethyl- and 2- heteroarylamino-2-oxopropyl phosphonate esters and their corresponding phosphonic acid salts have been synthesised as analogues of the highly active DXR inhibitor, fosmidomycin. Treatment of the heteroarylamino precursors with chloroacetyl chloride or chloropropionyl chloride afforded chloroamide intermediates, Arbuzov reactions of which led to the corresponding diethyl phosphonate esters. Hydrolysis of the esters has been effected using bromotrimethylsilane. Twenty-four new compounds have been prepared and fully characterised using elemental (HRMS or combustion) and spectroscopic (1- and 2-D NMR and IR) analysis. A 31p NMR kinetic study has been carried out on the two-step silylation reaction involved in the hydrolysis of the phosphonate esters and has provided activation parameters for the reaction. The kinetic analysis was refined using a computational method to give an improved fit with the experimental data. Saturation transfer difference (STD) NMR analysis, computer-simulated docking and enzyme inhibition assays have been used to evaluate the enzyme-binding and -inhibition potential of the synthesised ligands. Minimal to moderate inhibitory activity has been observed and several structure-activity relationships have been identified. In silica exploration of the DXR active site has revealed an additional binding pocket and information on the topology of the active site has led to the de novo design of a new series of potential ligands. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
The evaluation of an individualised language programme in two multicultural Standard 9 classes : a pilot study
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
- Full Text:
- Date Issued: 1992
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
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- Date Issued: 1992