Economic geology of sulphide nickel deposits
- Authors: Harrison, P A
- Date: 1983
- Subjects: Nickel sulfide , Ore deposits , Geology, Economic , Silicate minerals , Geochemistry
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5022 , http://hdl.handle.net/10962/d1006349
- Description: From Chapter 1: It has been a long standing belief that many nickel sulphide ores are derivatives of magmatic processes in ultramafic and mafic rocks, and that they segregate from these magmas as immiscible sulphide droplets which are then concentrated into an orebody by gravitational settling either during intrusion or extrusion, or during the early stages of crystallization of the magma (Naldrett, 1981). Some geologists however, have suggested alternative mechanisms to explain the concentration of nickeliferous sulphides in the mafic and ultramafic hosts. These include hydrothermal replacement (Fleet, 1977), exhalative volcanic processes (Lusk, 1976), or major metamorphic upgrading of low grade, initially magmatic deposits (Barrett et al., 1977). It is not the purpose of this study to verify or disprove these hypotheses, but in so far as the initial concentration of sulphides in most deposits is concerned, these effects are relatively unimportant (Naldrett, 1981). The nickel sulphide ores associated with these mafic and ultramafic host rocks, invariably consist of nickeliferous pyrrhotite as the dominant phase, together with lesser, but variable, amounts of magnetite, pentlandite, chalcopyrite, cubanite, and platinum group elements (Reynolds, 1982).
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- Date Issued: 1983
European stylistic influence on early twentieth century South African painters
- Authors: Mannering, Hildegard Kirsten
- Date: 1996
- Subjects: Painters -- South Africa -- European influences Art, South African -- European influences
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2411 , http://hdl.handle.net/10962/d1002207
- Description: South African artists, d i ssatisfied with the staid environment in local circles, felt the need to travel abroad for fresh stimulation. This need allowed for a historical investigation into the results, beneficial or otherwise, of the influence of European modernism on early twentieth century South African painters. Because of the numerous practising artists in South Africa at the time, it was found necessary to give cohesion to the artists discussed and, therefore the most pertinent were grouped into artistic movements. Thus, H.Naude, R . G. Goodman and H.S. Caldecott are discussed in conjunction with Impressionism. B. Everard, R. Everard-Haden and J.H. Pierneef are compared to the post-Impressionists and finally, I.Stern and M. Laubser are equated with the Fauves and Expressionists. To ascertain the true effect of European stylistic influence, a comparative analysis of work executed before European visits and upon the artists' return was imperative. Simultaneously, as part of the analysis, reference was also made to any work executed by these artists while in Europe. European movements of the period are also reviewed, enabling precise grouping and better understanding of t he styles adopted by the chosen group of early twentieth century South African artists. Some attention is given to the impact these artists had on South African art upon their return, as this confirms the degree of European influence and facilitates the classification of styles adopted by the selected group. In conclusion, to establish the extent to which European art was influential, a brief synopsis shows the changes in local groups, once these artists had re-established themselves in South Africa.
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- Date Issued: 1996
An investigation into understanding of academic literacies of students registered in Early Childhood Development courses
- Authors: Hackmack, Karin Erna
- Date: 2014
- Subjects: Academic writing -- Study and teaching -- South Africa -- Grahamstown , Discourse analysis , Information literacy -- Study and teaching (Higher) , Information literacy -- Social aspects , Early childhood education -- Study and teaching (Higher) -- South Africa -- Grahamstown , Education -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1996 , http://hdl.handle.net/10962/d1013548
- Description: Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discourse as the socially accepted way of thinking, believing and being. The study therefore investigated the enablers which assisted students to produce academic texts. This was achieved by finding out how the students and the course facilitators construct academic literacy; in other words what their discourses were regarding academic literacy. In order to ascertain this information, the students and the course facilitators were asked what reading and writing the students had done prior to enrolling on the course, what they had brought to the course, what the students and the course facilitators thought comprised a successful academic assignment, and how the students were supported in their academic literacy during the course. Data was gathered through interviews with both students and course facilitators, analysis of course assignments, and assessment reports written by the course facilitators. This data was analysed, looking for discourses on similarities and contradictions. Critical Discourse analysis was used to investigate the discourses that the course facilitators and students were using. Findings: It was evident from the data that the autonomous view of literacy was predominantly used. The course facilitators and, to a limited extent, the students, saw literacy as a set of technical skills that needed to be mastered. The students and course facilitators did not take into account that literacy is a social practice, and that literacy occurs within a particular social context and cultural context. The course facilitators tended to hold a deficit discourse related to the perception of inferior education under Bantu Education, which was seen as an inhibiting factor to academic literacy and academic success. The discourse of second language was also an issue that both the course facilitators and the students noted which prevented students' academic literacy. Christie's (1985) Received Tradition of Literacy, which focused on the forms and functions of literacy, was a discourse that both the students and the course facilitators ascribed to. Conclusions and recommendations: The course facilitators' and students' discourses were very similar, both being embedded within the autonomous and deficit models of literacy. It is recommended that course facilitators become cognisant with the models of academic literacy and that they become aware of the various discourses evident on the course and articulate these discourses for themselves. Furthermore they should assist the students by clearly articulating and unpacking the course requirements regarding academic literary.
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- Date Issued: 2014
Assessing the difficulties in teaching and learning of geometry in grade 9 based on the van hiele theory in Komga, East London Education District in South Africa’s Eastern Cape Province
- Authors: Xakwe, Nomawethu
- Date: 2019
- Subjects: Special education Geometry
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16588 , vital:40734
- Description: Geometry prepares learners by equipping them with the knowledge to use higher order thinking skills. The purpose of this research was to assess the difficulties in the teaching and learning of geometry in Grade 9 based on the van Hiele theory in a rural education district in South Africa’s Eastern Cape Province. van Hiele levels complement each other and therefore, geometry educators need to have good pedagogical content knowledge and apply effective teaching and learning strategies to promote geometry learning. The study adopted the pragmatic paradigm and mixed method approach. Convenient sampling based on proximity to the researcher’s workplace was used to select three schools in Komga education circuit for data collection. The educators’ sample consisted of the Grade 9 mathematics educators from each of the three schools making up a total of 3 educators. The learners’ sample consisted of 27 Grade 9 learners,9 from each of the same three schools from where the educators were selected. Quantitative data were collected from educators and learners using different questionnaires. Qualitative data were collected using different in-depth interview schedules for educators and learners. All members of the sample were interviewed. Observations also were carried out in the classroom during teaching and learning of geometry in order to probe the use of strategies by educators. The quantitative data were subjected to descriptive statistical analysis and tabulated. The qualitative data from interviews were thematically analysed and observation data were transcribed, analysed and tabulated. Final conclusions were drawn through triangulating the different data sets. Findings revealed the strengths and weakenesses of the strategies used by educators and the difficulties faced by the learners. Some of the prominent strengths for educators’ strategies were: ability to promote interactive learning and facilitating a conducive environment, enhancement of critical thinking and development of learners’ confidence through participation. Some of the prominent weakenesses of educators’ strategies were:lack of understanding on how to deal with slow learners and inability to change teaching methods to accommodate all learners, thus inhibiting inclusive education.The prominent strenghts for learners were eagerness to participate in all activities and exhibition of confidence in problem solving. The prominent weakenesses of learners were that the respondents struggled with the P a g e | ii geometrical vocabulary and language needed to express their understanding, deficiency in the understanding of geometric concepts and not having the required understanding of the characteristics of triangles. The study recommends that the geometry educators should plan activities for geometry lessons that will encourage the development of geometric vocabulary among their learners. Geometry educators also need to to include questions in their assessments that test conceptual understanding. In-service workshops should be conducted to equip the educators about how to deal with inclusive education.
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- Date Issued: 2019