The influence of dynamic capabilities on innovation capability in dynamic high velocity environments
- Authors: Williams, Barry Owen
- Date: 2013
- Subjects: Reengineering (Management) , Technological innovations , Organizational change -- Management , Strategic planning , Organizational effectiveness
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:9310 , http://hdl.handle.net/10948/d1018577
- Description: The current business environment is experiencing increased levels of uncertainty, competition and change. Influenced by forces such as globalisation, fast paced technological change, recession and emerging markets, the current business environment is required to continuously adapt to these conditions and deliver new products or services to an increasingly demanding market. Such dynamic environments are characterised by fast and unpredictable changes that place traditional competitive advantages under pressure, requiring a continual pursuit of temporary game changers or radical disruptors. With radical innovation considered to be one of the key drivers of disruption and success within these environments, it has become critical for organisations to create a sustainable stream of new products that push the boundaries of technology and that ensures that those organisations stay ahead of their competitors. In dynamic environments, success is short-lived and temporary gains are quickly eroded as the competition catches up or jumps ahead. The ability for continual change, agility, ambidexterity and superior decision making, all contribute to maintaining the current advantages and quickly closing widening gaps in the innovation race. This study investigates the degree to which these dynamic capabilities influence an organisation’s innovation capability.
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- Date Issued: 2013
The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)
- Authors: Van Ongevalle, Jan
- Date: 2007
- Subjects: High school teachers -- Training of -- Zimbabwe Environmental education -- Study and teaching (secondary) -- Zimbabwe Environmental education -- Curricula -- Case studies -- Zimbabwe Environmental education -- Curricula -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1766 , http://hdl.handle.net/10962/d1003651
- Description: This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
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- Date Issued: 2007
The use of learning support materials in the rural schools of Maputaland, Kwa-Zulu Natal
- Authors: Van der Merwe, Michelle
- Date: 2011
- Subjects: Environmental education -- South Africa -- Maputaland African Coelacanth Ecosystem Programme Coelacanthiformes -- South Africa -- Maputaland Teaching -- Aids and devices -- South Africa -- Maputaland Environmental education -- Curricula -- South Africa -- Maputaland
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1815 , http://hdl.handle.net/10962/d1003701
- Description: The African Coelacanth Ecosystem Programme (ACEP) was established in 2002 after the discovery of a colony of coelacanths off the Maputaland coast at Sodwana Bay, KwaZulu Natal. The environmental education and awareness sub-programme developed learning support materials (LSM's) for use in schools and the materials were disseminated annually through teacher education workshops. This study aimed to uncover the use of these LSM's in the rural schools of Maputaland. The active learning framework was used to analyse the materials. Collectively, the ACEP materials cover a range of active learning aspects; however alignment with the curriculum has resulted in an increased focus on experiments, accompanied by a loss of environmental content and a narrowing scope for active environmental learning. Workshop questionnaires and four school case studies revealed the patterns of practice of use of materials in schools. The stated use of materials by teachers is not fully realized in the actual classroom practice which centres on learning content and concept definitions. There is no culture of use of materials in the schools following the annual introduction of ACEP materials. It was also found that the marine and coastal knowledge holding power is outside the realm of the teachers' practice and control. The findings of this study come at a time when there is uncertainty over the future of South African education and the curriculum. This research may inform the environmental education and coastal and marine education field as to their role in education and more specifically the development of learning support materials.
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- Date Issued: 2011
The use of Van Hiele's theory to explore problems encountered in circle geometry: a grade 11 case study
- Authors: Siyepu, Sibawu Witness
- Date: 2005
- Subjects: Geometry -- Study and teaching (Secondary) -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa Mathematical ability -- Testing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1871 , http://hdl.handle.net/10962/d1004777
- Description: The research presented in this thesis is a case study located in the interpretive paradigm of qualitative research. The focus is on the use of van Hiele's theory to explore problems encountered in circle geometry by grade 11 learners and making some policy recommendations concerning the curriculum structure and teaching of the geometry at all grades. The interpretation is based to the learners' background in geometry i.e. their prior knowledge and experience of learning geometry. The study was carried out over a period of three years. The data collection process took a period of two months (April and May 2003) with a group of 21 grade 11 mathematics learners in a rural senior secondary school in the Eastern Cape. The researcher used document analysis, worksheets, participants' observation, van Hiele tests, a questionnaire and semi-structured interviews to collect data. The study showed that the structure of the South African geometry syllabus consists of a some what disorganized mixture of concepts. It is not sequential and hierarchical and it sequences concepts in a seemingly unrelated manner. The study revealed that the South African high school geometry curriculum is presented at a higher van Hiele level than what the learners can attain. The findings of the study showed that many of the grade 11 learners were under-prepared for the study of more sophisticated geometry concepts and proofs. Three categories of reasons could be ascribed to this: Firstly, there was insufficient preparation of learners during the primary and senior phases. Secondly the study indicated that there is overload of geometry at the high school level in the South African mathematics curriculum. Thirdly, the over-reliance on the traditional approach to teaching geometry, poor presentation of mathematical technical concepts and language problems, were identified as possible additional reasons for the poor learner understanding of geometry in general and circle geometry in particular. The study recommends that the structure of the South African geometry curriculum should be revisited and redesigned. Teachers should be empowered and developed to be more effective in teaching geometry through further studies in mathematics and in-service workshops. They should also be engaged in the process of implementing the van Hiele's theory in the teaching of geometry in their classrooms.
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- Date Issued: 2005
Assessment of the Lake Liambezi fishery, Zambezi region, Namibia
- Authors: Simasiku, Evans Kamwi
- Date: 2014
- Subjects: Fishery management -- Namibia -- Lake Liambezi , Seines -- Namibia -- Lake Liambezi , Gillnetting -- Namibia -- Lake Liambezi , Fishes -- Namibia -- Lake Liambezi , Fisheries -- Catch effort -- Namibia -- Lake Liambezi
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5366 , http://hdl.handle.net/10962/d1013036
- Description: Lake Liambezi in the Zambezi Region of Namibia, formerly known as the Caprivi Region, is shallow (<6m deep) and characterised by cyclic episodes of filling and drying. When full the lake supports a highly productive fishery and when dry the lake is completely dry and used for agriculture and grazing. In 2000 the lake filled, and between May 2011 and April 2012 was surveyed using beach seine, experimental gillnets and catch landing surveys to obtain information for conservation and management recommendations for the fishery. Littoral fishes in Lake Liambezi and the Kavango floodplain were sampled using seine net and physicochemical properties were measured. Seine net surveys demonstrated that Lake Liambezi littoral zones were dominated by fishes of the family Alestidae (59.7%) while Cichlids constituted the most diverse family. Juvenile Tilapia rendalli and Oreochromis macrochir were among the five most important species in the littoral zone, indicating that these commercially important species use the littoral zone as a nursery ground. Since T. rendalli and O. macrochir are commercially important species, because of this, it is advised that seine nets should not be used. Catch efficiency between monofilament and multifilament gillnets in Lake Liambezi offshore waters were assessed. Catch efficiency experimental fishing trials showed that monofilament gillnets catch per unit effort (CPUE) was three times higher than that of multifilament gillnets for Oreochromis andersonii, O. macrochir, T. rendalli, Serranochromis macrocephalus and Clarias spp. Oreochromis andersonii comprised over 66% of the overall CPUE for both net types combined indicating the importance of this species in the gillnet fishery on the lake. A fishery has been established on the lake with more than 300 canoes and 120 fishermen using monofilament and multifilament gillnets. CPUE was 15 kg/canoe/day and was significantly (P < 0.05) associated with monthly temperature and moon phase parameters indicating that the fishery of Lake Liambezi may be altered by climate and environmental factors. Annual catch from Lake Liambezi was estimated at 3193t with an estimated productivity of 106kg/ha, suggesting that Lake Liambezi makes a significant contribution to the fish supply in the Zambezi Region. Recommendations were made to manage the Lake Liambezi fishery by imposing restrictions on effort (number of fishing boats), gear type, mesh sizes and access. Proper fisheries management and monitoring should incorporate climatic and environmental factors such as temperature and moon phase to meet the challenges of global climatic changes as well as other environmental issues.
- Full Text:
- Date Issued: 2014
Effects of temperature on the development, behaviour and geography of blowflies in a forensic context
- Authors: Richards, Cameron Spencer
- Date: 2008
- Subjects: Blowflies Blowflies -- South Africa Diptera -- South Africa Insects -- Development Insects -- Behavior Forensic entomology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5683 , http://hdl.handle.net/10962/d1005369
- Description: The development of immature insects is commonly employed in forensic investigations to estimate time of death, or postmortem interval (PMI), of a corpse on which they are feeding. The bulk of this thesis focuses on factors influencing the accuracy of developmental data, and exploring how and why developmental data differ between studies involving the same species, and between different species. Because carrion feeding insects are ectotherms, temperature may be expected to significantly influence their behaviour, development and distribution, and the remainder of the thesis therefore focuses on the thermal biology and geographical distribution of seven forensically important blowflies. The species include Chrysomya albiceps, C. putoria, C. chloropyga, C. megacephala, C. marginalis, C. inclinata and Calliphora croceipalpis. A robust experimental design for estimating developmental models is outlined and tested. It is recommended that forensic entomologists should involve at least six constant temperatures, starting at about 7°C above the relevant developmental zero (D0) and going to about 10°C above the upper critical temperature, and a temporal sampling interval with a relative precision of about 10%. Using this design, focused experiments consistently provided the most reliable developmental data, while data pooled from different studies yielded inconsistent results. Similarly, developmental data from closely related species differed significantly, and surprisingly so did developmental data from different populations of the same species. Possible explanations for the latter lay in the different methods of data collection but only temporal sampling resolution had a direct influence on the accuracy of developmental data. Consequently, disparities in such data were primarily ascribed to genetic differences and phenotypic plasticity. Comparisons between numerous thermal thresholds of larvae, pupae and adults support this conclusion and suggest a phylogenetic component to the thermal biology of blowflies. Further comparisons were made between these temperature thresholds and the distributions of blowfly species present on two rhinoceros carcasses. These comparisons suggest that blowfly larvae with high upper lethal temperature thresholds dominate in interspecific competition in favorable thermal environments by raising maggot mass temperature above the thresholds of other carrion-feeding blowflies, through maggot-generated heat. Bioclimatic modeling using maximum entropy analysis provided a successful means of predicting whether a species is likely to occur in an area, and whether it would therefore be expected in a local carcass community. It also showed that temperature was less important than moisture in shaping the geographical distribution of African carrion blowflies. Based on these results, several recommendations are made for the practice of forensic entomology.
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- Date Issued: 2008
The place of language policy in education in teaching and learning: a case study of two primary schools in the Eastern Cape Province
- Authors: Rani, Nomakhosazana Jeanette
- Date: 2016
- Subjects: Language in education Language policy -- South Africa -- Eastern Cape Language planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2381 , vital:27792
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
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- Date Issued: 2016
Un' analisi del personaggio femminile in alcune tragedie di Vittorio Alfieri
- Authors: Quadu, Francesco Pietro Luigi
- Date: 1980
- Subjects: Vittorio Alfieri , Criticism , Italian literature , 18th century , Drama , Tragedies , Alfieri, Vittorio, 1749-1803 -- Criticism and interpretation
- Language: Italian
- Type: Thesis , Masters , MA
- Identifier: vital:3560 , http://hdl.handle.net/10962/d1002007
- Description: Vittorio Alfieri (1749-1803) usava nel creare le sue tragedie un piano particolare: dapprima 'ideava', cioè fissava rapidamente la struttura dell'opera; in seguito, 'stendeva', e metteva su carta tutto ciò che gli passava per la mente, in prosa, con impeto e furore; in ultimo, 'verseggiava', ed ogni pensiero veniva cambiato in endecasillabi, ed attentamente limava tutte le imperfezioni: nasceva così la tragedia.
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- Date Issued: 1980
The acquisition of reading skills in English by coloured primary school children whose home language is Afrikaans : a developmental study conducted in a specific South African community
- Authors: Pitt, Joe Harrison
- Date: 1987
- Subjects: Reading (Primary) -- South Africa Reading (Elementary) -- South Africa English language -- Study and teaching (Primary) -- Afrikaans speakers English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2338 , http://hdl.handle.net/10962/d1002020
- Description: This research studies the acquisition and development of specific reading skills in English by "Coloured" primary school children for whom English is a second language. This study involves both oral and silent reading research. Developmental trends in both modes of reading are compared with those established for reading in Afrikaans in order to ascertain whether any transfer takes place from Afrikaans to English. For analysis of data obtained from oral reading, this researcher adopted an error analysis method devised by Kenneth Goodman (1973), viz. Miscue Analysis (MA). Readers read a passage and their miscues were recorded. From the miscues this researcher established, for the different standards: the frequencies of miscues; readers' ability to associate sound and symbol; sensitivity to grammar; meaning access; and correction strategies. In the silent reading research, readers' performances in a test battery of eight sub-tests provide insights into the presence or absence of information processing skills. Readability levels (Singer and Donlan (1980), discrimination index and facility value (Heaton 1975), and Chi-Square Statistics (Roscoe 1969) determine the development of specific reading skills, viz.: utilization of textual cues; understanding cause and effect relationships and sequence; previewing and anticipation; scanning, referring and synthesizing; understanding text structure and coherence; understanding propositional development; understanding synonymy and antonimy; and understanding communicative value. Grellet (1981), Kennedy (1981), and Harri-Augstein (1982), inter alia, regard these skills as crucial to efficient text processing. Analyses of data show there are developmental patterns, but skills emerge 1 - 3 years late when compared with results obtained by Kennedy (1981 ) and develop at a retarded and erratic pace. The readers in all the standards have not mastered the skills sufficiently to process text efficiently. This research shows that Std 3 is a cut-off level where a transition takes place from lower-order to higher-order skills processing. In addition, Chi-Square Statistics show little transfer from Afrikaans to English; the skills develop independently in the two languages. Enquiry has identified various factors that influence skills deficiencies, viz.: syllabus prescriptions and problems of interpretation; teachers' understanding of the reading process and the methods employed; teacher-training progresses; materials prescribed for reading; and reading in the society. This research recommends ways in which short comings can be remedied
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- Date Issued: 1987
Perceptions and experiences of small and medium enterprise owners towards the implementation of broad-based-black-economic-empowerment
- Authors: Pike, Angela Patricia
- Date: 2017
- Subjects: Business enterprises, Black -- South Africa Employee empowerment -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10353/15705 , vital:40510
- Description: The South African economy has been faced with numerous challenges within the twenty-first century such as poverty, unemployment and crime. Broad-Based-Black- Economic-Empowerment (BBBEE) has become an emerging obstacle for not only Small and Medium Enterprises (SMEs) in South Africa(SA), but it is currently one of the principle issues on the South African government’s agenda. It has been identified that the core issue surrounding BBBEE SMEs is being BBBEE compliant. Therefore, this qualitative research study investigated the perceptions and experiences of SME owners towards the implementation of BBBEE. This investigation was executed within the East London area in which a total of 22 semi-structured interviews were conducted. The results illustrated that although BBBEE was not favoured amongst SMEs in East London, they were still implementing BBBEE into their businesses in order to gain tender work and enjoy financial improvement. Becoming BBBEE compliant presented certain administrative challenges such as the large amount of documentation, the timely process of becoming BBBEE compliant and the cost of BBBEE compliance. However, although challenges existed, SMEs had implemented strategies in order to overcome such challenges and were seeking guidance from BBBEE agencies. The final outlook of BBBEE was that it be restructured in such a manner that it included all races of SA in order to contribute towards social justice and equality. This study, therefore, had a considerable contribution on a methodological, theoretical and practical level. Furthermore, the implications of the study were explored.
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- Date Issued: 2017
Student teachers' conceptualisations of 'significant' animals
- Authors: Murtough, Neil
- Date: 1997
- Subjects: Environmental education -- South Africa Teachers -- Training of -- South Africa Human-animal relationships -- South Africa -- Folklore Zoology -- South Africa -- Folklore
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1775 , http://hdl.handle.net/10962/d1003660
- Description: Constructivist approaches to teaching and learning are a well established component of the landscape of educational research, especially in Science education. This research took as its starting point the limited amount of social constructivist research available in the field of Environmental Education and responded to calls for further research. The research was designed within an interpretive tradition, as a critically phenomenological enquiry employing two methods; single case studies and a focus group. Data collection used progressively focused interview questions to proceed through a series of individual interview stages, starting with a simple description of conceptualisations and moving to deeper analysis of influences on, and use of conceptualisations. The focus group was designed as a forum to explore the pedagogic issues connected to the 'social negotiation of learning', based on data and insights gained from earlier interview stages. The goals of the study were to record data on the conceptualisations of animals perceived as significant by a group of Tsonga speaking students, and to seek insights into the formative influences on those conceptualisations. The research question, namely what contribution can social constructivist approaches to teaching and learning make to Environmental Education? guided an interpretation of the above data in terms of a range of social constructivist theories of learning. Theories of Radical and Social Constructivism as applied in Science education, although dominant orientations for educational research in constructivist learning, were challenged and found inappropriate as a basis to inform methodologies for Environmental Education. Instead Lave's (cited in O'Loughlin, 1992) socio-cultural approach to learning was explored as the basis to create a more useful perspective on an environmental education situation. Finally it was concluded that Lave's socio-cultural approach to learning may be a useful guide to helping a teacher- elicit the full range of conceptualisations present in an environmental education situation, but is not ultimately effective if no challenge and change comes about. Consequently, a socially critical constructivist teaching and learning approach was suggested In conclusion I commented on the interpretive research methodology employed and suggested an example of a socially critical methodology that could take this investigation further.
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- Date Issued: 1997
Design and implementation of a multi-agent opportunistic grid computing platform
- Authors: Muranganwa, Raymond
- Date: 2016
- Subjects: Computational grids (Computer systems)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/2722 , vital:28064
- Description: Opportunistic Grid Computing involves joining idle computing resources in enterprises into a converged high performance commodity infrastructure. The research described in this dissertation investigates the viability of public resource computing in offering a plethora of possibilities through seamless access to shared compute and storage resources. The research proposes and conceptualizes the Multi-Agent Opportunistic Grid (MAOG) solution in an Information and Communication Technologies for Development (ICT4D) initiative to address some limitations prevalent in traditional distributed system implementations. Proof-of-concept software components based on JADE (Java Agent Development Framework) validated Multi-Agent Systems (MAS) as an important tool for provisioning of Opportunistic Grid Computing platforms. Exploration of agent technologies within the research context identified two key components which improve access to extended computer capabilities. The first component is a Mobile Agent (MA) compute component in which a group of agents interact to pool shared processor cycles. The compute component integrates dynamic resource identification and allocation strategies by incorporating the Contract Net Protocol (CNP) and rule based reasoning concepts. The second service is a MAS based storage component realized through disk mirroring and Google file-system’s chunking with atomic append storage techniques. This research provides a candidate Opportunistic Grid Computing platform design and implementation through the use of MAS. Experiments conducted validated the design and implementation of the compute and storage services. From results, support for processing user applications; resource identification and allocation; and rule based reasoning validated the MA compute component. A MAS based file-system that implements chunking optimizations was considered to be optimum based on evaluations. The findings from the undertaken experiments also validated the functional adequacy of the implementation, and show the suitability of MAS for provisioning of robust, autonomous, and intelligent platforms. The context of this research, ICT4D, provides a solution to optimizing and increasing the utilization of computing resources that are usually idle in these contexts.
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- Date Issued: 2016
The notion of commitment in selected works of Maishe Maponya
- Authors: Moorosi, Mabitle
- Date: 1998
- Subjects: Maponya, Maishe , Commitment (Psychology) in literature
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2142 , http://hdl.handle.net/10962/d1002374 , Maponya, Maishe , Commitment (Psychology) in literature
- Description: This study is a critical analysis of selected works of the playwright Maishe Maponya namely, The Hungry Earth, Jika and Gangsters. The main thrust of the analysis of the thesis is centred on questions around what 'Commitment' might mean in literature and drama. This concept has appeared in many names and guises. In theatre, it has assumed names like Theatre of Commitment, Theatre of the Dispossessed, Theatre ofthe Oppressed, Theatre of Resistance, as well as Theatre of Radicalization (Bentley 1968; Boal 1974; Mda 1985; Maponya 1992). These names came into existence as a result of a concerted effort to refrain from the use of the traditional conventional theatre, which does not appear to address itself to societal problems - the preoccupation of Theatre of Commitment. Chapter One is principally concerned with the concept of Commitment and its implications in art and literature, more specifically in theatre. Further, the following interacting elements in South African theatre are highlighted: censorship, banning, detention and other restrictions, as well as DET education and religious institutions. Finally, Maponya is introduced, with his political inclinations and his views on art, together with the issue of theatricality in his plays. Chapter two initiates the proposed critical analysis with a focus on The Hungry Earth. The focus is on Theatre of Commitment and the background events that inspired Maponya's response. Chapter three concerns itself with the critical analysis of Jika, "a play about the making of revolutionaries in South Africa ... and serves a political purpose - as a recording of pivotal moment in South African history ... " (Haysom, 1988: 1). An attempt is made to assess the extent to which the playwright has succeeded or failed to strike a chord harmonious with the pronouncements quoted. Chapter four ends the critical analysis with the treatment of Gangsters. Here an observation is made on the fusing of the three personas, namely Rasechaba, Biko and Maponya, into one symbolic whole representing the image of Jesus Christ on the cross - the Saviour who sacrificed His life for the salvation of sinners. Maponya is seen to have sacrificed his time and energy for the liberation of the downtrodden. The conclusion summarizes the study by placing the selected works in their suitable perspective in respect of the notion of Commitment in literature, with particular reference to theatre. Maponya is seen to have played a commendable role in the liberation of his peoples' minds by teaching them the business of organizing revolutions, as well as by championing the liberation struggle.
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- Date Issued: 1998
An investigation of the effetiveness of correctional centre-based vocational training programmes towards reducing recidivism
- Authors: Mangesi, Nosipho
- Date: 2019
- Subjects: Recidivism Social justice
- Language: English
- Type: Thesis , Masters , MSoc (Criminology)
- Identifier: http://hdl.handle.net/10353/16408 , vital:40717
- Description: Since the Department of Correctional Services has been transformed into an institution of rehabilitation and skills development, there is a need for a sound classification system whereby offenders are classified according to their potential for treatment and training programmes that match their risk/needs. The study was conducted in Middledrift Correctional Centre in the Eastern Cape with the aim of examining the effectiveness of correctionally based vocational training programmes towards reducing recidivism. Research towards correctional programmes was necessitated by the extant of recidivism in South Africa. The question is where does the problem lie because offenders are provided with rehabilitation programmes to make them law abiding citizens and reintegrate well into the community up on release but, in many cases it does not become possible as many ex-offenders return to custody either for new offence or parole violation. The study used qualitative design in data collection and in explaining the results. A sample of sixteen recidivists and five correctional officials formed participants for the study selecting using purposive sampling procedures. Involvement in vocational programmes was used as a criteria for selectiong of correctional officials as participants. In-depth interviews were conducted with eight recidivists and all five correctional officials and a focus group interview was held with the other eight set of recidivists. The study examined the impact of vocational programmes on recidivism followed by the factors that hinder effective offender rehabilitation and factors that influence recidivism up on release. The findings of this study were analysed using thematic analysis with the assistance of a voice recorder as a back up for collected data. Findings revealed that a small number of recidivists attend vocational training programmes and these programmes vi (vocational) are short in the centre together with programme facilitators at the time of reporting. Offenders stated that the available vocational programmes are of no interest to them. Participantas stated that vocational training does assist in desisting criminal activities up on release as it provide skills and opportunities for employment to curb unemployment as indicated as a major factor influencing recidivism. Findings also revealed that periodic re-assesment is not adequately conducted and classification for vocational training is not likely to be sufficiently done according to offender risk/needs. The study recommends that, a large number of offenders be provided with vocational training programmes and that offender classification incorporate the principles of RNR model
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- Date Issued: 2019
Relating indigenous knowledge practices and science concepts : an exploratory case study in a secondary school teacher-training programme
- Authors: Mandikonza, Caleb
- Date: 2007
- Subjects: Ethnoscience -- Study and teaching (Secondary) -- Zimbabwe Science -- Study and teaching (Secondary) -- Zimbabwe Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1918 , http://hdl.handle.net/10962/d1007321
- Description: This study reports research on how student teachers in Science at Mutare Teachers' College in Zimbabwe worked with indigenous knowledge practices in relation to science concepts in the secondary school syllabus. The study was conducted among first-year science students and involved them in developing science learning activities for a peer-teaching process that was part of their course. The research was undertaken during a review ofthe college syllabus and as a study to inform the Secondary Teacher Training Environmental Education Programme (ST²EEP). The research design involved the researcher in participant observations and interviews with rural people to document indigenous knowledge practices and to develop materials for the students to work with in the lessons design part of the study. The student teachers used the documented practices to generate learning activities and lesson plans to teach the science concepts they had identified. A peer review session and focus group interviews followed the lesson presentations. Findings from the research point to the rural community being a repository of diverse indigenous knowledge practices. Student teachers showed that they had prior knowledge of both indigenous knowledge practices and science concepts when they come to class. Student teachers were able to relate indigenous knowledge practices and science concepts in ways that have the potential to enhance the learning of science in rural school contexts that lack laboratories and science equipment. The scope of the study does not allow for anything beyond tentative conclusions that point to the need for further work to be undertaken with student teachers and for the research to be extended to teaching and learning interactions in schools. Recommendations are also made for further resource-based work to be undertaken within the forthcoming St²eep implementation phase in 2007.
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- Date Issued: 2007
Linguistic minorities in the South African context : the case of Tshivenda
- Authors: Luvhengo, Nkhangweleni
- Date: 2013
- Subjects: Indigenous African languages , Apartheid , Tshivenda , Minority languages , Development , Status , Multilingualism , Sesotho , isiZulu , Perceptions , Linguistic minorities -- Research -- South Africa , Venda language -- Research -- South Africa , Language policy -- Research -- South Africa , Multilingualism -- Research -- South Africa , Linguistic rights -- Research -- South Africa , Language and languages -- Political aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:3558 , http://hdl.handle.net/10962/d1001862
- Description: After many years of the oppressive apartheid government, the new democratic era came into being in 1994. Lot of policy changes came into being, including language policy. This new language policy of the post-apartheid era recognises eleven official languages which include the nine indigenous African languages which were previously recognised as regional languages in the different homelands. The present study investigates the progress of Tshivenda in terms of status and development since it was accorded the official status in South Africa. Literature investigating the status of Tshivenda is generally sparse. This study investigates the status of Tshivenda in South Africa to explore how minority languages which are also recognised as official languages are treated. In most multilingual countries, there are issues which affect the development of minority languages, but the South African situation is interesting in that some of the minority languages are recognised as official languages. This study is a comparative in nature. Firstly, the study compares the level of corpus planning and development in Tshivenda and other indigenous South African languages. Secondly, it compares how people use Tshivenda in a rural area of Lukalo Village where the language is not under pressure from other languages and in Cosmo City, an urban area in Gauteng where Tshivenda speakers come into contact with speakers of more dominant languages such as isiZulu and Sesotho. Language use in different domains like, media, education, government and the home is considered in order to establish how people use languages and the factors which influence their linguistic behaviours. The study also establishes the perceptions and attitudes of the speakers of Tshivenda as a minority and those of the speakers of other languages towards Tshivenda’s role in the different domains such as education and the media. This study was influenced by previous research (Alexander 1989, Webb 2002) which found out that during the apartheid period Tshivenda speakers used to disguise their identity by adopting dominant languages like isiZulu and Sesotho in Johannesburg. Accordingly, the present research wanted to establish how the language policy change in the democratic era has impacted on the confidence of Tshivenda speakers regarding themselves and their language. This study establishes that although Tshivenda is now an official language in post-apartheid South Africa, it still has features of underdevelopment and marginalization that are typically of unofficial minority languages. Translation, lexicographic and terminological work in this language still lags behind that of other indigenous South African languages and there is still a shortage of school textbooks and adult literature in this language. As a result, using the language in education, the media and other controlling domains is still quite challenging, although positive developments such as the teaching of the language at university level can be noted. The Tshivenda speakers generally have a positive attitude towards their language and seem prepared to learn and use it confidently as long its functional value is enhanced, which is currently not happening. As a result, some Tshivenda speakers still regard English as a more worthwhile language to learn at the expense of their language
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- Date Issued: 2013
An analysis of exchange rate pass-through to prices in South Africa
- Authors: Karoro, Tapiwa Daniel
- Date: 2008
- Subjects: Foreign exchange rates -- South Africa , Monetary policy -- South Africa , Inflation (Finance) -- South Africa , Prices -- South Africa , Banks and banking -- South Africa , South Africa -- Economic policy
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:953 , http://hdl.handle.net/10962/d1002687 , Foreign exchange rates -- South Africa , Monetary policy -- South Africa , Inflation (Finance) -- South Africa , Prices -- South Africa , Banks and banking -- South Africa , South Africa -- Economic policy
- Description: The fact that South Africa has a floating exchange rate policy as well as an open trade policy leaves the country’s import, producer and consumer prices susceptible to the effects of exchange rate movements. Given the central role that inflation targeting occupies in South Africa’s monetary policy, it becomes necessary to determine the nature of influence of exchange rate changes on domestic prices. To this end, this thesis examines the magnitude and speed of exchange rate pass-through (ERPT) to import, producer and consumer prices in South Africa. Furthermore, it explores whether the direction and size of changes in the exchange rate have different pass-through effects on import prices, that is, whether the exchange rate pass-through is symmetric or asymmetric. The paper uses monthly data covering the period January 1980 to December 2005. In investigating ERPT, two main stages are identified. The initial stage is the transmission of fluctuations in the exchange rate to import prices, while the second-stage entails the pass-through of changes in import prices to producer and consumer prices. The first stage is estimated using the Johansen (1991) and (1995) cointegration techniques and a vector error correction model (VECM). The second stage pass-through is determined by estimating impulse response and variance decomposition functions, as well as conducting block exogeneity Wald tests. The study follows Wickremasinghe and Silvapulle’s (2004) approach in estimating pass-through asymmetry with respect to appreciations and depreciations. In addition, the thesis adapts the analytical framework of Wickremasinghe and Silvapulle (2004) to investigate the pass-through of large and small changes in the exchange rate to import prices. The results suggest that ERPT in South Africa is incomplete but relatively high. Furthermore, ERPT is found to be higher in periods of rand depreciation than appreciation which supports the binding quantity constraint theory. There is also some evidence that pass-through is higher in periods of small changes than large changes in the exchange rate, which supports the menu cost theory when invoices are denominated in the exporters’ currency.
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- Date Issued: 2008
Teacher responses to the Namibian education reform : a case study of two Caprivi schools
- Authors: Kamwi, Kamwi Kenneth
- Date: 2002
- Subjects: Education -- Namibia Education and state -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1791 , http://hdl.handle.net/10962/d1003676
- Description: Effective implementation of education reforms consists of alterations in curriculum materials, instructional practices and behaviour, beliefs and understandings on the part of the teachers involved in the reform (Fullan and Hargreaves, 1993: 5). A process of implementation is therefore, a learning process, learning how to do something new (ibid.). This study was done to establish how Biology teachers in Caprivi have responded to the reform process ten years down the line. I used a qualitative case study of two secondary schools. Four Biology teachers, two school principals and two groups of learners participated in the study. Data was collected by means of interviews, lesson observations, a workshop, and school inventories. The data was analysed within an interpretive framework. The results of the study show a move into 'activity-based teaching'. It shows a shift from the traditional transmission teaching approach. In general teachers seem to equate 'activity-based teaching' with the learner-centred approach.
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- Date Issued: 2002
Community engagement in practice? : an exploration of the relationship between the University of Fort Hare (Alice Campus) and the Ilima Agripark Project
- Authors: Jubera, Memory
- Date: 2015
- Subjects: Community development--South Africa Universities and colleges--South Africa Sustainable development--South Africa
- Language: English
- Type: Thesis , Masters , Sociology
- Identifier: http://hdl.handle.net/10353/17327 , vital:40956
- Description: Cooperatives have principles and goals that regulate their day-to-day operations. Their aim is to create jobs through carrying out income generating projects. This aim is usually difficult to achieve as ‘human’ factors sometimes obscure the projects’ progress. This study therefore explored the nature of relationship that exists between the University of Fort Hare (UFH) and the cooperative members involved in the project, which in this study are referred to as, Ilima Agripark Project (IAP) members. This relationship was investigated through the three particular forms (information, consultation and participation) of community engagement, their nature, meanings, the influence they possess and how IAP/UFH members comprehend these. Guided by her research matrix and interview guide, the researcher used the qualitative and interpretive approach method to collect data. The case study made use of document analysis, key informant interviews, direct observations, face to face interviews and focus group discussions to collect data. In order to validate her data, she also made use of a tape recorder and notebook. The study’s key finding is that the three particular community engagement forms are not fully utilised by the university. The study revealed that there is lack of transparency when it comes to information dissemination hence, the IAP members feel insecure and socially excluded.
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- Date Issued: 2015
South African labour law and conflict resolution: towards a theoretical critique
- Authors: Jooste, Nico
- Date: 2016
- Subjects: Labor disputes -- South Africa , Conflict management -- South Africa , Mediation -- South Africa , Labor laws and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: http://hdl.handle.net/10948/7417 , vital:21357
- Description: The intention of this treatise is to reflect on the concept, as well as on the theory, of conflict resolution and to investigate whether the mechanisms of true conflict resolution are afforded within the structures and instruments provided for by the South African Labour Relations Act (66 of 1995). The Act aims to give effect to one of its primary purpose of advancing labour peace by attempting to promote the effective resolution of labour disputes through a very sophisticated system of dispute resolution. What is of great significance is that The Commission for Conciliation, Mediation and Arbitration (CCMA) has been experiencing an increasingly high rate of disputes referred to it since its inception in 1996. In my review I established that the dispute resolution system is a construction of rules and statutes which concentrates on rights, rather than on conflict management. However, rights only imperfectly reflect basic human needs, which continue to dominate human behaviour mechanisms that indeed facilitate processes and guidelines of resolving labour disputes, but fail to acknowledge and make provision for the resolution of a latent or manifest conflict. The instruments afforded by the Labour Relations Act (66 of 1995) fail to explore and entertain the needs most relevant and significant to the perception of social conflicts such as security, identity, personal development and recognition as suggested by conflict theorists and scholars. It also fails to acknowledge that parties to a dispute undergo psychological changes that could flow over to community changes and group dynamics as the parties become polarised and become more contentious as the conflict escalates. My review gave more substance to my original assumption that the current South African labour dispute resolution system does not harmonize itself with its own objective of promoting true labour peace.
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- Date Issued: 2016