A book history study of Michael Radford's filmic production William Shakespeare's The Merchant of Venice
- 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.
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- Date Issued: 2008
A case study investigation into drama in education as an effective teaching methodology to support the goals of outcome based education
- Authors: Elliott, Terri Anne
- Date: 2011
- Subjects: Drama in education -- South Africa Competency based education -- South Africa Curriculum planning -- South Africa Student centered learning -- South Africa Critical thinking -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2160 , http://hdl.handle.net/10962/d1008306
- Description: The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.
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- Date Issued: 2011
A case study of a teacher's questions in an English Second Language (ESL) classroom
- Authors: Nhlapo, Malefu
- Date: 1999
- Subjects: English language -- Study and teaching English language -- Study and teaching -- Foreign speakers -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1435 , http://hdl.handle.net/10962/d1003316
- Description: This research study seeks to explore and understand the way a Form C (the third year of high school) teacher asks questions in an English second language (ESL) classroom in a high school in Lesotho. As this is a small-scale study on a teacher’s questions in a familiar setting, an ethnographic stance was adopted. The researcher adopted the role of non-participant observer, recorded three different lesson types and took observational notes. She transcribed the lessons and used the transcription to interview both the teacher and the students. The interviews were recorded and transcribed by the researcher. She then analysed the classroom and interview data and invited the teacher to respond to the analysis she had made. The interview was also recorded and transcribed. The findings indicated that the teacher asked most questions in the three lesson types. He asked mainly lower order question. However, the nature of the questions varied according to the intentions of the teacher, even when the lesson type was the same. Although it is difficult to generalize from a small-scale study like this one, it is believed that this study has been beneficial in raising awareness about the nature and role of questions in classroom interaction, and also in raising awareness of the teacher. Consciousness raising may be essential to educators and researchers. Moreover, this research may enable educators to theorize their practice. This research demonstrates the need for teacher development. It argues that knowledge should be linked with the skills. Therefore, it proposes the need for teacher education to include an explicit focus on questioning since questions are an integral part of teaching and learning. It further proposes the need for teachers to plan their questions carefully as good questioning strategies may facilitate learning. To my knowledge, existing research on teachers’ questions has not linked the cognitive, linguistic and pedagogic functions of teachers’ questions. This study draws from literature on these three areas while acknowledging the importance of taking into account contextual issues in analysing teachers’ questions. It therefore concludes that, content, curriculum, and the teacher’s intentions and his/her ideologies cannot be ignored in the study of a teacher’s questions.
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- Date Issued: 1999
A case study of Bigodi Wetland Sanctuary as a community driven Community-Based Natural Resource Management initiative : maintaining livelihoods and wetland health
- Authors: Gosling, Amanda Karen
- Date: 2012
- Subjects: Wetland conservation -- Uganda , Wetland ecology -- Uganda , Natural resources management areas -- Uganda , Rural development -- Uganda
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4752 , http://hdl.handle.net/10962/d1007065 , Wetland conservation -- Uganda , Wetland ecology -- Uganda , Natural resources management areas -- Uganda , Rural development -- Uganda
- Description: Community-Based Natural Resource Management (CBNRM) is considered a win-win approach to reconcile conservation with natural resource use. CBNRM aims to accomplish conservation whilst prioritising development and contributing to poverty alleviation. This study analysed the different components of a CBNRM initiative, Bigodi Wetland Sanctuary (BWS), located in western Uganda. The study was carried out by interviewing the managing committee members (n= 8) as well as local households (n= 68) regarding the manner in which the project works, and the associated benefits and constraints. The main management issues recognised were a lack of monitoring and committee cohesiveness. The information gathered through the household survey enabled the calculation of the value of local livelihood options. This was done on the premise that conservation is better accepted when land users realise the economic value of natural resources. The average annual value of household livelihoods was represented by 30% crop production, 57% natural resource use, and 13% livestock. Lastly, wetland assessments were performed using the WET-Health and WET-EcoServices methodologies from the Wetland Management Series. These assessments indicated that the impacts of local livelihoods on the wetland were currently low but potential issues could arise with the increasing human population density. Ultimately, BWS presents both environmental and social costs and benefits. With a detailed and interdisciplinary method specific recommendations of improvement can be made to reduce such costs and further reconcile the conservation of Bigodi Wetland with local natural resource use..
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- Date Issued: 2012
A case study of democratic debate on People's Choice (PC) FM "Thahameso" and Harvest FM "Tsa Mabatooa" in Lesotho
- Authors: Falatsa, Mamolise Martha , Thipa, Henry
- Date: 2016
- Subjects: Radio addresses, debates, etc. -- Lesotho , Radio broadcasting -- Lesotho , Mass media -- Political aspects -- Lesotho , Civil rights -- Lesotho
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/7281 , vital:21314
- Description: The study investigates the role of media in promoting free debate in Lesotho: A case study of democratic debate on People’s Choice (PC) FM “Thahameso” and Harvest FM “Tsa Mabatooa in Lesotho. Firstly, the study looked at the democratic communication in the volatile democracy of Lesotho, by providing historical factors of pre-independence and authoritarian governments, democrocatic governments prevailing and the dependence on South Africa. Secondly, the study provided literature on the role of broadcast media in different forms of government globally. Thirdly, it provides the analysis and transcription of one month’s recordings of the two political talk shows in Sesotho and identifies the communicative strategies used in this live on-air political discussion by talk show hosts, guests and callers. In these talk shows the researcher identifies the caller, host and guest behaviour and attitudes in discussions that relate the current political situation to the historical development of democracy in Lesotho alongside the economic and political influences from South Africa. The researcher also identifies that the talk show, guests and callers in the challenging political climate use traditional figurative expressions and biblical quotations to express their views. This leads the researcher to conclude that the political talk shows indeed facilitate participatory communication.
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- Date Issued: 2016
A case study of feedback strategies in The Open Learning Systems Trust (OLSET) Radio Learning Programmes
- Authors: Kenyon, Jennifer Berry
- Date: 1999
- Subjects: English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2352 , http://hdl.handle.net/10962/d1002634 , English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Description: The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.
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- Date Issued: 1999
A case study of Jeffrey Dahmer
- Authors: Freeman, Chanté F
- Date: 2021-04
- Subjects: Serial murders -- Case studies , Personality development -- Psychological aspects
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51032 , vital:43202
- Description: Jeffrey Lionel Dahmer is an infamous serial killer and cannibal. He was described as a normal, but shy little boy, yet developed into an adult who brutally murdered, engaged in necrophiliac acts, dismembered and ate parts of his victims. This study took the form of an intrinsic case study with the aim to explore and describe the personality development of Jeffrey Dahmer. This exploration examined Dahmer’s known childhood experiences through the theoretical perspective of Otto Kernberg’s (1974, 1975, 1976) Object Relations Theory, in order to understand how Dahmer’s personality was formed. Data was collected from multiple resources, including books, authoritative biographies, academic articles, and internet sources available in the public domain. It was analysed using Miles, Huberman, and Saldaña’s (2014) three-step process namely, data condensation, data display, and conclusion drawing and verification. This study’s findings confirmed the formation of pathological behavioural patterns supported by primitive defence mechanisms, associated with Kernberg’s lower level pathologies. It reflected Dahmer’s pathological formation of psychic structures seen in a diffuse identity and impaired formation of the superego, that supported these patterns. Additionally, the research was valuable in enhancing the researcher’s insight into personality development according to Kernberg’s Object Relations Theory. This study may also be beneficial to practising clinicians and professionals as an example of the early identification of personality pathology. , Thesis (MA) -- Faculty of Health Sciences, 2021
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- Date Issued: 2021-04
A case study of lessons learned through empowering and mobilizing unemployed youth into sustainable green jobs within the SANBI – Groen Sebenza partnership programme by a Host Institution in South Africa
- Authors: Fullard, Donovan
- Date: 2021-10-29
- Subjects: South African National Biodiversity Institute , Green movement South Africa , Environmental education South Africa , Communities of practice South Africa , Social learning South Africa , Biodiversity conservation Employees , Job creation South Africa , Mentoring South Africa , Groen Sebenza
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191964 , vital:45183
- Description: This research project constituted as a thesis of limited scope for a Masters in Education Degree (i.e. as 50% of the degree) focusses on a job creation programme named ‘Groen Sebenza’ [Green Work]. Groen Sebenza is an environmental education ‘incubator’ programme driven and implemented by the South African National Biodiversity Institute (SANBI) to unlock green jobs and bridge the gap between education and job opportunities in the biodiversity sector in South Africa. The programme is a key intervention to strengthen biodiversity human capacity development in the biodiversity sector in South Africa, seeking to contribute to transformation of the biodiversity sector, and also address issues of youth unemployment in the country. The young ‘interns’ in the programme were called ‘pioneers’ at the start of the project. This research project explores how a host institution operating as a community of practice within a landscape of practice managed to implement the Groen Sebenza programme by absorbing and appointing all their pioneers into sustainable jobs beyond the pilot project. I sought to better understand the process of supporting and empowering unemployed youth into sustainable green jobs within the Groen Sebenza partnership programme. I drew on Community of Practice (CoP) theory, and its value creation framework to develop this understanding, and I under-laboured the analysis with a social realist analysis of enabling and constraining factors. The unit of analysis of a Community of Practice was a useful focus for the study, as these mentors, managers, and administrators were all involved in supporting the empowerment and retention of the young pioneers in the host institution. To develop deeper insight into the learning and knowing, and value created in and by the Groen Sebenza CoP in the Host Institution, I also sought insight into enabling and constraining factors and how these shaped and contributed to empowerment and retention of the pioneers in sustainable green jobs. The research addressed the main question of ‘How do processes of learning, knowing and value creation contribute to empowerment and retention of unemployed youth in a successful Host Institution in the Groen Sebenza programme, and what enabled or constrained the empowerment and retention processes and outcomes?’. Three sub-questions were used in the study, which focussed on the mentoring, training and workplace experiences and how they contribute to the process of learning and knowing within the Groen Sebenza Community of Practice in the Host Institution? [Addressed in Chapter 4], the value creation elements that emerged in the implementation of the programme in support and empowerment of the pioneers in the Host institution’s Groen Sebenza CoP? [Addressed in Chapter 5], and the enabling and constraining factors that shaped and contributed to the uptake of the Pioneers into sustainable green jobs at the Host Institution within the Groen Sebenza Programme? [Addressed in Chapter 6]. The research was conducted as a qualitative case study, in which I used semi-structured interviews as a key data source, as well as document analysis, and a questionnaire. The study drew on inductive, abductive and retroductive modes of inference since I sought to explore an understanding of the practices and learning that occurred that contributed and led to the successful uptake of Pioneers into jobs, as well as the enabling and constraining factors. The study was interpretive at the epistemic level, and had a social realist under-labouring at the ontological level. Key findings of the study point to the development of enabling cultures of mentoring in workplaces, and the provision of a diversity of workplace learning experiences including formal training. It also points to the importance of personal emergent properties amongst mentors and pioneers that embrace a willingness to work together and build strong relationships, and to learn together. Learning in the community of practice was shown to develop identity and a sense of belonging as pioneers were given meaningful tasks to do and their training and interactions with mentors was experienced as meaningful and relevant. The contributions of the pioneers to the institutional mandate was appreciated by the mentors and therefore also well supported within an empowerment orientation. Various structural factors contributed to this enabling situation, most notably strong support from management as well as good co-operation across divisions. Constraining factors included the physical distances in the province, as well as financial and technical issues such as poor ICT communication systems. Overall, though the study showed that a strong approach to learning in communities of practice supported by empowering mentoring can lead to the integration of young pioneers into sustainable green jobs in the environmental sector. A whole institution approach to this process is, however, needed, and the organisation needs to develop a culture of social learning. As recently as September 2020 as this study was being finalised, the Presidential Employment Stimulus Plan (Office of the President, 2020) following the initial economic shocks emanating from the COVID-19 pandemic, made yet another commitment to using the Groen Sebenza model to create and support sustainable job creation for young people in South Africa today in the environmental sector. This study has been developed and designed to understand those processes and enabling conditions that can support retention and empowerment of young people to take up jobs in the environmental sector today. Its recommendations may therefore be of value to those involved in seeking to support sustainable impacts in terms of retention and employment in programmes such as the Groen Sebenza, and in the Groen Sebenza programme itself as it continues to unfold as a key job creation tool for unemployed youth. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10-29
A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
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- Date Issued: 1995
A case study of the cost and causes of the Tongaat mall accident in Durban
- Authors: Van Eeden, Leonarda
- Date: 2017
- Subjects: Construction industry -- Accidents -- South Africa -- Durban Construction industry -- Safety regulations -- South Africa -- KwaZulu-Natal , Building sites -- Risk assessment
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/45464 , vital:38619
- Description: The literature shows that building collapses occur due to either management or operational failure. This Dissertation presents the causes of building collapse linked to management and operational lapses. A case study research on the Tongaat mall collapse in November 2013 forms the basis for the research. Through data collection that entails content analysis of official inquiry into the collapse and subsequent semi-structured face-to-face interviews among the participants in the collapsed building, major failures were identified. Salient findings show that the regulatory functions on the building project were compromised, and the inability to ensure that the project fulfils all enforcement and compliance requirements significantly enhances the existence of a work environment that led to two fatalities and 29 injuries. This study corroborates past findings that have flagged implementation as the weak link of H&S management in terms of construction regulations in South Africa. In other words, the benefits of adequate policies on paper can only emerge through applications on construction sites.
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- Date Issued: 2017
A case study of the multiple contextual factors that impact on the reading competencies of grade 3 non-mother tongue speakers of English in a Grahamstown Primary School in the Eastern Cape, South Africa
- Authors: Leander, Elizabeth Alice
- Date: 2007
- Subjects: Education, Elementary -- South Africa -- Eastern Cape -- Case studies English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape -- Case studies Language and education -- South Africa -- Eastern Cape -- Case studies Language policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2374 , http://hdl.handle.net/10962/d1005913
- Description: This study explores what happens in a reading class where grade 3 learners from specific cultural and ethnic backgrounds are taught to read in a language other than their mother-tongue. The research takes place at a primary school in the Eastern Cape, South Africa where English is the Medium of Instruction (MOI).The report on the findings of this research reveals that the teaching strategies and reading theories of the teacher, the literacy backgrounds of the learners, as well as the language preferences of the parents, are some of the contextual factors that impact on reading. One of the major findings in the study constitutes the debilitating effects of the learners' socio- economic circumstances on their reading performances in the classroom. The socio-political factors that impact on the learners, the teacher, and the school as a social unit, proved to be the factors that are remnants of the Apartheid segregation polices as well as the educational policies of the present government, especially, those pertaining to mother-tongue Instruction. Although it is difficult to generalize from a small-scale study like this, its benefits lie in the evidence that confirms the influence of specific contextual factors on reading proficiencies, the evidence that identifies poor and effective teaching practices and the evidence that elucidate the implications of non-mother tongue instruction. This research may thus serve to raise the consciousness of practitioners in reading instruction, parents and policy makers. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Date Issued: 2007
A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schools
- Authors: Sibanda, Lucy
- Date: 2013
- Subjects: Science -- Study and teaching (Primary) -- Textbooks Reading comprehension -- Study and teaching (Primary) -- South Africa English language -- Textbooks for foreign speakers English language -- Study and teaching (Primary) -- Foreign speakers Education, Primary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1892 , http://hdl.handle.net/10962/d1006083
- Description: This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
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- Date Issued: 2013
A case study of two teachers' understanding of and attitudes towards bilingualism and multiculturalism in a South African primary school
- Authors: Sutton, Candace
- Date: 2006
- Subjects: Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2363 , http://hdl.handle.net/10962/d1002646 , Bilingualism in children , English language -- Study and teaching (Elementary) -- Foreign speakers , English language -- Study and teaching (Elementary) -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching , Language policy -- South Africa , Multicultural education -- South Africa , Language and education -- South Africa , Multiculturalism
- Description: At present, there is an emphasis in South African education on promoting multicultural classrooms in schools. This thesis examines the classroom culture of a South African English-medium school, where the majority of the learners are Second Language English learners. It first describes, in the form of a case-study, how two teachers have constructed the culture of their foundation phase classrooms. It then considers why the two teachers have constructed their classrooms in such ways by exploring their knowledge and understanding of, and attitudes towards, multiculturalism, second language acquisition and multilingualism. The study also briefly considers whether teacher training has sufficiently prepared these teachers for the challenges of a multicultural classroom. The data is discussed in terms of education and second language acquisition theory and South African education and language policies. The results of this study indicate that for the most part the classroom culture is distinctly Western and that the teachers have two fundamental assumptions that underpin their action and classroom construction. The first is that a lack of exposure to English is the primary cause of language problems for L2 learners and the second is that the L1 does not need to be maintained or promoted in the school environment because learners are sufficiently exposed to their L1 in the home. The thesis concludes that shortcomings in training and information encourages these two assumptions to take root and that more in-service training that focuses specifically on the nature of second language acquisition and multiculturalism is necessary.
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- Date Issued: 2006
A century of IsiXhosa written poetry and the ideological contest in South Africa
- Authors: Mona, Godfrey Vulindlela
- Date: 2015
- Subjects: Xhosa poetry -- History and criticism , Protest poetry, Xhosa , Ideology and literature
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3651 , http://hdl.handle.net/10962/d1017892
- Description: The central argument of this inter-disciplinary study is that IsiXhosa written poetry of 1912 – 2012 is a terrain of the struggle between the contending dominant ideologies of Segregation, Apartheid and Charterism (post-Apartheid); and the subordinate/ subaltern ideologies of Africanism, Charterism (pre-democracy), Pan- Africanism, Black Consciousness Movement and other post Apartheid ideologies. The study highlights the mutual relationship between the text and the context by focussing on the ideological contest which manifests itself in both form and structure (i.e. aesthetic ideology) and the content (i.e. authorial ideology) of the poetry of different epochs between 1912 and 2012. The study is located within the framework of Antonio Gramsci’s theory of cultural construction. Gramsci postulates that ideology and culture play a significant role in the process of asserting hegemony. Important concepts that constitute Gramsci’s theory of praxis are: ideology, culture, hegemony, organic intellectuals and both ideological and repressive state apparatuses. The first chapter presents the problem, the objectives, the methodology, and the scope of the study. The second chapter presents Gramsci’s theory of cultural construction and the work of scholars who developed his theory further. The tool that is employed for analysis and interpretation of textual significations of IsiXhosa written poetry is the revolutionary aesthetics, which is proposed by Udenta. The third chapter analyses and interprets literature of the epoch of 1912-1934 and exposes the contest between Segregation and Africanism ideologies. The fourth chapter contextualises and analyses the literature of 1934 – 1948, the second phase of contestation between Segregation and Africanism. The fifth chapter deals with literature of the first and second halves of the Apartheid epoch (1948 - 1973). The Apartheid ideology contested with the Africanist ideology which transformed into the Charterism ideology in 1955. In 1960 Pan-Africanism ideology and in 1969 Black Consciousness Movement ideologies entered the contest. The sixth chapter examines literature of the period 1973 – 1994 which is the second phase of the Apartheid epoch that ends with the “glasnost” period of 1990 - 1994. The seventh chapter studies literature of the democracy period of 1994 – 2012. The eighth chapter is the summary and general conclusion. The illumination of the nexus between culture and ideology during the past century (1912 - 2012) will provide insights that will assist us in addressing the challenges we face during the democracy period, and in the development on Arts and Culture in general, and literature in particular
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- Date Issued: 2015
A century of Zoology and Entomology at Rhodes University, 1905 to 2005
- Authors: Hodgson, Alan N , Craig, Adrian J F K
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6922 , http://hdl.handle.net/10962/d1011905
- Description: The history of the Department of Zoology & Entomology at Rhodes University is traced from its origin with a single staff member, through the era of permanent heads of department to the present day staff. Significant achievements and developments in teaching and research are highlighted, and some anecdotal material is included.
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- Date Issued: 2005
A classification of large wetlands in Africa’s elevated drylands based on their formation, structure, and hydrological functioning using Earth Observation (EO) data and Geographic Information System (GIS)
- Authors: Lidzhegu, Zwidofhelangani
- Date: 2020
- Subjects: Wetlands -- Africa -- Classification , Wetlands -- Africa -- Research , Wetlands -- Africa -- Monitoring , Topographical surveying -- Africa , Hydrological surveys == Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/142668 , vital:38100
- Description: Due to wetland inaccessibility and limited wetland geomorphological studies, there is limited information on the geomorphological origin and hydrological functioning of different types of wetlands in Africa’s elevated drylands. As a result, there is limited information for the development of a comprehensive wetland classification system that classifies wetlands based on long-term geomorphic processes that determine their formation and shape, their structure and hydrological functioning. Therefore, the current study was designed to classify large wetlands in Africa’s elevated drylands based on processes that determine their formation, and shape their structure and hydrological functioning using remote sensing and Geographic Information System (GIS) techniques. Although wetlands perform a number of hydrological functions including groundwater recharge and water purification, the current study focuses mainly on their flood attenuation function. Detailed analysis of topographic information was undertaken using Shuttle Radar Topographic Mission (SRTM) elevations measured at the scale of 30 m x 30 m. LandsatLook and Google Earth images, tectonic as well as geological data were used as supplementary data for developing an understanding of the origin, structure and hydrological characteristics of wetlands. The Principal Component Analysis (PCA) of wetland environmental variables was used to identify and explain wetland heterogeneity. The results of the study showed that fluvial processes, tectonic history and the evolution of Africa’s landscape played a fundamental role in the formation and evolution of wetlands. This study demonstrates a wide range of processes that contribute to wetland formation, structure and functioning. At one extreme it is clear that tectonic processes may be primarily responsible for the creation of basins that host wetlands. At another extreme, wetlands may be structured primarily by fluvial processes. At a third extreme are wetlands that superficially appear to be structured by fluvial processes, but which have their structures modified by gradual rising of the base level at their distal ends, either through marginal uplift adjacent to rift valleys, or through aggradation of a floodplain that blocks a tributary valley. Overall, the classification of wetlands considered in this study can be summarised into four distinct groupings, with two of these divided further into two groupings each: (1) Tectonic basins with little or no indication of fluvial development (Bahi and Wembere wetlands), (2) Tectonic basins evolving towards a wetland with a structure increasingly shaped by fluvial characteristics (Usangu wetland), (3) Fluvially modified valleys with a local base level at the toe of the wetland such as a resistant lithology or a tectonic control that limits the rate of incision of easily weathered and eroded lithologies, leading to valley widening and longitudinal slope reduction, which are of two distinct types: (a) With a catchment on Kalahari Group sediment that is transported fluvially as bedload, and therefore with no prominent alluvial ridge or backwater depressions (Upper Zambezi and Barotse wetlands), (b) With a catchment that produces abundant fine sediment that is deposited as overbank sediments, leading to channel migration via meandering and to the construction of an elevated alluvial ridge (Lufira wetland), (4) Fluvially modified basins with evidence of gradual elevation of the base level at the toe of the wetland, which are of two types: (a) Tectonic marginal rift valley uplift such that they behave more as depression wetlands rather than as wetlands shaped by fluvial processes (Kafue and Luapula wetlands), (b) Tributary valley wetlands blocked by aggradation of the trunk valley (Lukanga wetland). In conclusion, although few geomorphological studies have been conducted on southern African wetlands because of their inaccessibility, Africa’s surface topography and its historical evolution, as well as aridity, provide an opportunity for illustrating the important role that the long-term tectonic, geological and geomorphological processes play in determining wetland origin, structure and dynamics. GIS methodology and Earth Observation (EO) data on the other hand, provide a practical means for acquiring information on inaccessible and hard to traverse wetland systems. A novel cut-and-fill approach for delineating wetlands from a Digital Elevation Model (DEM) was presented as another way in which GIS methodology and Earth Observation (EO) data can provide practical means for assessing inaccessible and hard to traverse wetland systems.
- Full Text:
- Date Issued: 2020
A collaboratively constructed process model for understanding and supporting the work of the community volunteer in a community school
- Authors: Damons, Bruce Peter
- Date: 2017
- Subjects: Volunteer workers in education -- South Africa Community schools -- South Africa , Volunteers -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/15049 , vital:28116
- Description: This thesis sought to explore how community volunteers could be recruited, supported and sustained to assist a community school operating in difficult socioeconomic conditions in achieving basic school functionality. Through a collaborative process, the participants in the study attempted to address a significant gap in the literature, namely how this could be achieved in a way that would be beneficial both to the community volunteers and to the school itself. Based on existing literature, the vast majority of South African schools are struggling to reach the basic functionality levels required in terms of legislation. My interest in this topic was piqued while serving as principal of one such school; hence the focus in this thesis on whether schools would benefit in terms of achieving functionality if they partnered with the communities in which they are located. However, communities are seldom actively involved in the schools and school activities on an ongoing daily basis. In this thesis, I argue for an opportunity for schools and the community to collaborate in a way that would be mutually beneficial. In this, I was guided by the School-Based Complementary Learning Framework (SBCLF) in gaining a greater understanding of how multiple stakeholders could support a school to obtain basic functionality. A key stakeholder is the community in which a school is located, and the multidimensional framework provided a framework to understand why the community would want to get involved in the school. Following a Participatory Action Learning and Action Research (PALAR) design, I recruited 15 community volunteers from the existing pool at my then school; some of whom had been volunteering for over twelve years. We formed an action learning set where we collaboratively sought to understand the processes and conditions needed to recruit, support and sustain community volunteers and their involvement in the school. From this action learning set emerged a key advisors’ set, comprising five members of the action learning set, who were entrusted with the responsibility of planning, preparing and analysing the action learning set meetings. Transcripts and visual artefacts from the action learning set meetings and a focus group meeting of the school management team were analysed to generate data, complemented by secondary sources, such as documents. This participatory approach to data generation allowed the voice of every participant to be heard; agency was increased through active participation; and the sense of affiliation to the group was deepened. The iterative design of the research process further ensured that the participants also engaged in a critical discourse analysis of the emerging data, of which the trustworthiness was enhanced through the use of dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect; equality and inclusion; democratic participation; active learning; making a difference; collective action; and personal integrity. The findings revealed that community volunteers did add immense value to the school by supporting teaching and learning processes. However, the community volunteers also harboured expectations of material support and opportunities to develop skills. In addition, the study revealed that the hierarchical culture and structures present in most South African schools need to become more democratic and collaborative, with those working to make the school more functional, including community volunteers, being valued, acknowledged and supported. The participants also constructed their understanding of what a community school should be and do and how it should serve the interests of the children from the community. A process model was constructed from these findings regarding on ways to recruit, sustain and support community volunteers involved in community schools, specially designed so that schools could adapt it to suit individual contexts. This study is unique; I am not aware of any similar study ever having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that the methodology used could be of value to principals and other school stakeholders in addressing the various complex challenges that confront schools in these contexts. Also, the findings will add to the theoretical body of knowledge around volunteerism, especially in difficult socioeconomic conditions.
- Full Text:
- Date Issued: 2017
A comparative analysis of the development of performers' rights in the United Kingdom and South Africa
- Authors: Wagenaar, Tanya
- Date: 2011
- Subjects: Copyright -- Performing rights -- Great Britain , Copyright -- Performing rights -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10215 , http://hdl.handle.net/10948/1442 , Copyright -- Performing rights -- Great Britain , Copyright -- Performing rights -- South Africa
- Description: Although performers have been rife for centuries, no legal regime was required for their protection owing to the fact that the nature of their performances was transitory. It was not until the invention of the phonogram in 1877, that the need to provide performers with the means to protect the unauthorised uses of their performances became an issue. The subsequent development of performers' rights has been fuelled by the rapid technological developments of the modern age which has prompted the international community to respond through various international instruments. Performers initially sought protection in terms of the Berne Convention in 1886, but it was not until the Rome Convention in 1961 that performers were first accorded international recognition. This was followed by the TRIPs Agreement in 1994 and the WPPT in 1996. This work involves an investigation into the historical development of performers' rights in the United Kingdom and South Africa. This is followed by a comparative analysis of the current state of performers' rights as between the United Kingdom and South Africa with a view to proposing recommendations for improving the level of protection accorded performers in South Africa. Arguments in favour of a regime of performers' rights as well as possible counter-arguments have been advanced. The general development of performers' rights as a related or neighbouring right to copyright is focussed on. The development of performers' rights in the United Kingdom is discussed with reference to the first English legislative form of protection, namely the Dramatic and Musical Performers' Protection Act, 1925. This Act only provided performers with criminal remedies, a view that prevailed through several subsequent enactments designed to protect performers as a result of ratification of the Rome Convention. It was not until 1988 when the decision in Rickless v United Artists Corp prompted the legislature to grant performers with enforceable civil remedies through the enactment of the Copyright, Designs and Patents Act, 1988. Several European Union Council Directives aimed at harmonising the law relating to performers' rights throughout the Union were issued, mainly in response to the TRIPS Agreement. In order to comply with these Directives, the United Kingdom passed Regulations to bring about the necessary amendments to the Copyright, Designs and Patents Act. Performers in the United Kingdom were granted moral rights in 2006 as a result of the United Kingdom's ratification of the WPPT. The development of performers' rights in South Africa has been slow when compared to that of the United Kingdom. It was not until 1967 that performers were first legally recognised in South Africa. Although South Africa has yet to ratify the Rome Convention, it was stated in South African Broadcasting Corporation v Pollecutt that the Act was clearly passed with a view to complying with the Convention. South Africa's ratification of the TRIPs Agreement brought about amendments to the Act, particularly regarding the duration of protection which was increased from 20 to 50 years. Although South Africa played an active role in the conclusion of the WPPT, it has yet to ratify it. However, amendments were made to the Act in line with this Treaty, such as the incorporation of “expressions of folklore” within the ambit of protection, and the granting of a right to receive royalties whenever a performer's performances are broadcast. This is commonly known as needletime. South Africa's reluctance to grant performers with moral rights as provided for by the Treaty is noteworthy. The introduction of needletime into South African law has resulted in a fierce debate between collecting societies (who represent authors and performers) and the NAB (who represent users of performances). Mainly as a result of this dispute, performers in South Africa have, to date, not received any royalties due to them. The protection of traditional knowledge has also received attention of late with the Intellectual Property Laws Amendment Bill, 2010 which aims to bring traditional knowledge inter alia within the ambit of the Performers' Protection Act. The current state of performers' rights in the United Kingdom and South Africa are compared in order to identify ways in which the level of protection accorded performers in South Africa could be improved. The Copyright, Designs and Patents Act is compared with the Performers' Protection Act through emphasis being placed on the definition of a “performer”; the definition of a “performance”; the nature of performers' rights; exceptions to infringement; the term of protection; the retrospectivity of the legislation; and the enforcement measures in place. Upon analysis, it was found that the Performers' Protection Act can be amended in several ways in order to increase the level of protection accorded performers in South Africa.
- Full Text:
- Date Issued: 2011
A comparative analysis of the enforcement of market abuse provisions
- Authors: Chitimira, Howard
- Date: 2012
- Subjects: Corporation law -- South Africa , Insider trading in securities -- South Africa , Securities -- South Africa , Efficient market theory , Securities fraud
- Language: English
- Type: Thesis , Doctoral , LLD
- Identifier: vital:10240 , http://hdl.handle.net/10948/d1015008
- Description: Market abuse practices may directly or indirectly give rise to diverse problems such as inaccurate stock market prices, low public investor confidence, reduced market integrity and poor efficiency in the affected financial markets. This thesis reveals that three major forms of market abuse, namely insider trading, prohibited trading practices (trade-based market manipulation) and the making or publication of false, misleading or deceptive statements, promises and forecasts relating to listed securities (disclosure-based market manipulation) are prohibited in South Africa. However, although South Africa has had market abuse legislation for about 30 years, and must be commended for its great effort to enhance market integrity by combating market abuse practices, the enforcement of such legislation is still problematic. Moreover, in spite of the fact that there is no empirical data or accurate figures quantifying the occurrence and extent of market abuse activities in the South African financial markets, this thesis submits that market abuse practices are still to be completely eradicated. Accordingly, this thesis suggests that the aforementioned problem might have been aggravated by inter alia, various gaps, flaws and/or inconsistent implementation and enforcement of the market abuse legislation in South Africa. To this end, the anti-market abuse enforcement framework under the Securities Services Act 36 of 2004 is analysed to investigate its adequacy. The co-operation and role of the Financial Services Board, the courts, the Directorate of Market Abuse and other relevant stakeholders is also examined and discussed. Moreover, the co-operation between the Financial Services Board and similar international agencies is discussed to gauge its effectiveness in relation to the combating of cross-border market abuse practices. The adequacy of the awareness and preventative measures in place to curb market abuse practices is also investigated to determine whether such measures are robust enough to combat other new challenges that were posed by the 2007 to 2009 global financial crisis. Furthermore, a comparative analysis is undertaken of the enforcement of the market abuse prohibition in other jurisdictions, namely the United States of America, the United Kingdom, the European Union and Australia. This was done to investigate the relevant lessons that can be learnt or adopted from these jurisdictions. The thesis further discusses the adequacy of the recently introduced provisions of the Financial Markets Bill as well as the subsequent market abuse provisions of the Financial Markets Bill 2012. The thesis highlights that the aforementioned Bills are positive attempts by the policy makers to improve the enforcement of the market abuse provisions in South Africa. Nonetheless, the thesis reveals that most of the shortcomings contained in the Securities Services Act 36 of 2004 were duplicated in the Financial Markets Bill and the Financial Markets Bill 2012. In light of this, it remains to be seen whether the market abuse provisions contained in the Financial Markets Bill and/or the Financial Markets Bill 2012 will improve the combating of market abuse practices in South Africa. Consequently, it is hoped that the relevant market abuse provisions of the Securities Services Act 36 of 2004, the Financial Markets Bill and/or the Financial Markets Bill 2012 will be comprehensively reviewed in regard to the recommendations made in this thesis. To this end, the thesis proposes a viable anti-market abuse model and policy framework and sets out both policy objectives and provisions which policy makers could use to strengthen some of the market abuse provisions in South Africa.
- Full Text:
- Date Issued: 2012
A comparative analysis of the phonological acquisition of consonants in the speech of pre-school age isiXhosa and English-speaking children in selected schools in the East London area
- Authors: Myoli, Ndileka
- Date: 2014
- Language: English
- Type: Thesis , Masters , MA (African Languages)
- Identifier: vital:11151 , http://hdl.handle.net/10353/d1015437
- Description: The problems of reading and incomprehension found in South African schools are often linked to children‟s differences of phonological acquisition rates and the articulation of consonants. This is according to the report of the Impact Study of the System Method for Reading Success study (SMRS) of 2009. This problem has always been associated with the racial inequalities that have previously ruled the South African education system. An understanding of the existence of the differences in children‟s articulation of consonants between the English-speaking and the isiXhosa-speaking children may lead to further understanding of the causes of such differences and the application of strategies that are aimed at remedying that situation. While many studies have been conducted in the area of language acquisition, this study found it necessary to contribute further to this debate. This study investigated the different rates of consonant articulation between pre-school-going Englishspeaking and isiXhosa-speaking children of 2-6 years of age. The main aim was to establish which of these two cohorts have early phonological acquisition of consonants and, therefore, master their articulation and why. 26 children from the two pre-schools within the East London directorate weren sampled, 13 consisting of females and males from each of the two pre-primary schools. This study used informal interviews and case study as the means of data collection as well as a case study as its investigation strategy. Children‟s speech utterances were recorded in order to analyse and compare with respect to order of acquisition, types of errors as well as the ages at which consonants were acquired. This study ensured a high degree of validity as well as giving due consideration to ethical matters in order to ensure the reliability of the results. The problems of reading and incomprehension found in South African schools are often linked to children‟s differences of phonological acquisition rates and the articulation of consonants. This is according to the report of the Impact Study of the System Method for Reading Success study (SMRS) of 2009. This problem has always been associated with the racial inequalities that have previously ruled the South African education system. An understanding of the existence of the differences in children‟s articulation of consonants between the English-speaking and the isiXhosa-speaking children may lead to further understanding of the causes of such differences and the application of strategies that are aimed at remedying that situation. While many studies have been conducted in the area of language acquisition, this study found it necessary to contribute further to this debate. This study investigated the different rates of consonant articulation between pre-school-going Englishspeaking and isiXhosa-speaking children of 2-6 years of age. The main aim was to establish which of these two cohorts have early phonological acquisition of consonants and, therefore, master their articulation and why. 26 children from the two pre-schools within the East London directorate weren sampled, 13 consisting of females and males from each of the two pre-primary schools. This study used informal interviews and case study as the means of data collection as well as a case study as its investigation strategy. Children‟s speech utterances were recorded in order to analyse and compare with respect to order of acquisition, types of errors as well as the ages at which consonants were acquired. This study ensured a high degree of validity as well as giving due consideration to ethical matters in order to ensure the reliability of the results. The study found that isiXhosa speaking children have earlier consonant acquisition than English-speaking children do. While that is the case, the study also found that English-speaking children‟s rates of phonological acquisition accelerated from the age of 4 years to the age of 6 years much more than the isiXhosa-speaking children of the same age could do. The implications of these results to education stakeholders, particularly the teachers and other related professionals who deal with children with articulation disorders on a daily basis, will create an understanding as well as an awareness of the existence of such problems. Policies formulated will have to take the existence of articulation disorders into consideration. The distribution of resources relevant to the needs of children will include and cater for children with such disorders. Further research is recommended to investigate more around this area of study to a point where solutions for the existing differences of articulation of consonants for one group of children over another are realised.The study found that isiXhosa speaking children have earlier consonant acquisition than English-speaking children do. While that is the case, the study also found that English-speaking children‟s rates of phonological acquisition accelerated from the age of 4 years to the age of 6 years much more than the isiXhosa-speaking children of the same age could do. The implications of these results to education stakeholders, particularly the teachers and other related professionals who deal with children with articulation disorders on a daily basis, will create an understanding as well as an awareness of the existence of such problems. Policies formulated will have to take the existence of articulation disorders into consideration. The distribution of resources relevant to the needs of children will include and cater for children with such disorders. Further research is recommended to investigate more around this area of study to a point where solutions for the existing differences of articulation of consonants for one group of children over another are realised.
- Full Text:
- Date Issued: 2014