Introduction to Philosophy: PHL 111
- Authors: Van der Nest, M , Louw, T
- Date: 2010-06
- Subjects: Philosophy
- Language: English
- Type: Examination paper
- Identifier: vital:18202 , http://hdl.handle.net/10353/d1011191
- Description: Introduction to Philosophy: PHL 111, supplementary examinations July 2010.
- Full Text: false
- Date Issued: 2010-06
Ethics: PHL 125
- Authors: Van der Nest, M , Louw, T
- Date: 2011-02
- Language: English
- Type: Examination paper
- Identifier: vital:18193 , http://hdl.handle.net/10353/d1011182
- Description: Ethics: PHL 125, supplementary examination February 2011.
- Full Text: false
- Date Issued: 2011-02
Philosophy: PHL 223
- Authors: Van der Nest, M
- Date: 2011-11
- Language: English
- Type: Examination paper
- Identifier: vital:18238 , http://hdl.handle.net/10353/d1011230
- Description: Philosophy: PHL 223, supplementary examination November 2011.
- Full Text: false
- Date Issued: 2011-11
Philosophy: PHL 125
- Authors: Van der Nest, M
- Date: 2011-11
- Language: English
- Type: Examination paper
- Identifier: vital:18237 , http://hdl.handle.net/10353/d1011229
- Description: Philosophy: PHL 125, supplementary examination November 2011.
- Full Text: false
- Date Issued: 2011-11
Kantian Philosophy: PHL 223
- Authors: Van der Nest, M , Louw, T
- Date: 2011-02
- Language: English
- Type: Examination paper
- Identifier: vital:18194 , http://hdl.handle.net/10353/d1011183
- Description: Kantian Philosophy: PHL 223, supplementary examination February 2011.
- Full Text: false
- Date Issued: 2011-02
Kantian Philosophy: PHL 223
- Authors: Van der Nest, M , Louw, T J G
- Date: 2010-11
- Language: English
- Type: Examination paper
- Identifier: vital:18230 , http://hdl.handle.net/10353/d1011222
- Description: Kantian Philosophy: PHL 223, degree examination November 2010.
- Full Text: false
- Date Issued: 2010-11
Ancient Greek Philosophy: PHL 123
- Authors: Van der Nest, M , Louw, T
- Date: 2010-11
- Language: English
- Type: Examination paper
- Identifier: vital:18228 , http://hdl.handle.net/10353/d1011219
- Description: Ancient Greek Philosophy: PHL 123, main examination November 2010.
- Full Text: false
- Date Issued: 2010-11
Introduction to Philosophy: PHL 111F
- Authors: Van der Nest, M , Olivier, A
- Date: 2011-06
- Subjects: Philosophy
- Language: English
- Type: Examination paper
- Identifier: vital:18207 , http://hdl.handle.net/10353/d1011197
- Description: Introduction to Philosophy: PHL 111F, examinations June 2011.
- Full Text: false
- Date Issued: 2011-06
Renaissance and Enlightenment Philosophy: PHL 211
- Authors: Van der Nest, M , Olivier, A
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18214 , http://hdl.handle.net/10353/d1011204
- Description: Renaissance and Enlightenment Philosophy: PHL 211, examination June 2011.
- Full Text: false
- Date Issued: 2011-06
Introduction to Philosoph/Elementary Logic: PHL 112
- Authors: Van der Nest, M , Olivier, A
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18209 , http://hdl.handle.net/10353/d1011199
- Description: Introduction to Philosoph/Elementary Logic: PHL 112, examination June 2011.
- Full Text: false
- Date Issued: 2011-06
Ethics: PHL 125
- Authors: Van der Nest, M , Louw, T J G
- Date: 2010-11
- Language: English
- Type: Examination paper
- Identifier: vital:18229 , http://hdl.handle.net/10353/d1011221
- Description: Ethics: PHL 125, degree examination November 2010.
- Full Text: false
- Date Issued: 2010-11
Philosopy: PHL 123
- Authors: Van der Nest, M
- Date: 2011-11
- Language: English
- Type: Examination paper
- Identifier: vital:18222 , http://hdl.handle.net/10353/d1011213
- Description: Philosopy: PHL 123, supplementary examination November 2011.
- Full Text: false
- Date Issued: 2011-11
“Don’t be alarmed. It’s to do with sex.” Sherlock Holmes fanfiction and freedom of the imaginary domain
- Authors: van der Nest, Megan
- Date: 2020
- Subjects: Fan fiction , Fans (Persons) -- Fiction , Holmes, Sherlock , Literature and the internet , Sex in literature
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/124208 , vital:35576
- Description: In this thesis I argue that, for the individual fan, reading and writing fanfiction texts, and engaging with the online fandom communities within which these texts are produced, is a potentially valuable experience. This is because the kind of social and creative spaces found in these communities allow for, and celebrate, the free imaginative play with romantic and sexual desires, identities, and relationships. To articulate the importance of these spaces, I draw on Drucilla Cornell’s concept of the imaginary domain, defined as the psychic space each individual uses to explore different sexual desires and personae, which exploration is necessary for the development of full personhood. I also argue that the growing visibility and influence of fandom in modern society means that it could serve as a mechanism for social change, particularly in the acceptance and support of multiple sexual identities and forms of love. Selected texts, drawn from the Sherlock fandom, are discussed as representative of the approach taken within fanfiction communities towards various aspects of sexuality and sexual ethics. This approach combines the enthusiastic exploration of sexual desires without shame or fear of judgment with an ongoing, critical interrogation of sexual ethics.
- Full Text:
- Date Issued: 2020
"Tell me how you read and I will tell you who you are": children's literature and moral development
- Authors: Van der Nest, Megan
- Date: 2010
- Subjects: Children's literature -- Philosophy Children's literature -- Moral and ethical aspects Children's literature -- History and criticism Literature and morals Ethics in literature Reader-response criticism Moral conditions in literature Literature -- Study and teaching
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2722 , http://hdl.handle.net/10962/d1002852
- Description: It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
- Full Text:
- Date Issued: 2010
Silence, like breathing
- Authors: van der Nest, Megan
- Date: 2012
- Subjects: South African poetry (English) -- 21st century , Creative writing (Higher education) , Diaries -- Authorship , English language -- Writing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:5980 , http://hdl.handle.net/10962/d1015246
- Description: In this collection of free verse lyric poems I have drawn inspiration from childhood memories, as well as from the natural world and encounters with the people around me. Each poem focuses on a small moment, presenting an emotive portrait of a memory or an experience. These small moments lead, cumulatively, to deeper insights into myself and the world around me. The collection is divided into four seasons, in part because the work is strongly influenced by the natural world, but also because the progression of the seasons mirrors something of the personal journey reflected in the poems.
- Full Text:
- Date Issued: 2012
Creating a space for integrative education within the sciences
- Authors: Van der Post, Leda
- Date: 2012
- Subjects: Computer science -- Vocational guidance , Education, Cooperative , Curriculum evaluation , Experiential learning -- Science
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10482 , http://hdl.handle.net/10948/d1012677 , Computer science -- Vocational guidance , Education, Cooperative , Curriculum evaluation , Experiential learning -- Science
- Description: This thesis documents an action research project that was carried out within the Department of Computing Sciences at the Nelson Mandela Metropolitan University (NMMU), South Africa, from January 2010 to December 2011. The overall aim of the research was to foster an environment in which academics could explore ways to teach using an integrative approach to education. Previous research within the department had raised the concern that students were graduating without the type of high-level cognitive skills that were required in the workplace. While the students’ technical skills were perceived as being excellent, employers indicated that students would benefit from opportunities to develop or improve skills such as communication, teamwork, innovative thinking and time management. These skills include high-level cognitive skills, and are often referred to as “soft skills”. The academics participating in the research project came to believe that it was essential to develop teaching methods that would provide opportunities for students to develop these soft skills, in conjunction with the content and technical knowledge currently addressed in their courses. The research project followed the living theory approach to action research. A living theory action research project allows the researcher to investigate her own teaching, and develop a theory of practice. The theory of practice can be applied to the issues under investigation, to improve the situation or solve problems. At the same time, the theory of practice can contribute to the body of knowledge within the academic domain of the research. Action research is an iterative, cyclical process. There were four research cycles, each one semester in length, during the two years of the project. The project will continue, with a fifth research cycle, starting in January 2012. By the end of the fourth research cycle—Semester Two, 2011—there were eleven academics actively participating in the research group. The project had extended its influence to include academics from the Department of Mathematics at NMMU. The academics ranged from senior, long-serving professors to junior lecturing staff. The results of the research, or the researcher-practitioner’s living theory, explain the process by which an effective and enthusiastic community of practice, dedicated to improving the academics’ teaching and learning practice, was developed. The living theory is applicable to academics within a scientific discipline, desiring to explore and improve their education practice. My living theory explains the characteristics of the TLC (The Learning Community) space, and the action strategies for creating such a space. The explanation of the process of this project includes an analysis of the development process of the research group, typical characteristics of the environment or “space” of the group, and action strategies that other academics could use to create a similar community of practice.
- Full Text:
- Date Issued: 2012
A computing studio method for teaching design thinking
- Authors: Van der Post, Leda
- Date: 2010
- Subjects: Creative thinking -- Study and teaching , Creative ability -- Study and teaching , Management information systems
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10465 , http://hdl.handle.net/10948/1128 , Creative thinking -- Study and teaching , Creative ability -- Study and teaching , Management information systems
- Description: Current trends in technology have led to a need for creativity and innovation in the design of contemporary digital products and systems. This has resulted in design thinking and creative design process having a higher profile in digital design practice. In turn, this has impacted computing education, by creating a need for computing students to develop creativity and design thinking skills. Creative design is taught using design studio teaching methods, which require a culture, environment and activities that are different to the teaching methods used in traditional computing education. Some computing academics have implemented courses using aspects of studio teaching methods, but no clear guidelines for a computing academic without creative design experience to fully apply studio teaching methods in courses could be found. The reason for the change in the role of design in the digital domain and how it affected the needs of computing students was investigated and a comparison of typical design studio and computing teaching methods was conducted using a learning systems model adapted for this specific purpose. This led to an identification of areas that required further investigation, or gaps in the knowledge of how to adapt design studio methods for use within a traditional computing education environment. These gaps were used as the basis for identifying a set of research questions for an empirical study. An exploratory case study was conducted at the Nelson Mandela Metropolitan University to answer the research questions. Three computing academics implemented studio teaching methods within three separate modules, following provisional guidelines devised from the preliminary research. Feedback was collected from the lecturers and the students registered for the modules regarding their experiences. It was found that it would be possible for computing academics to implement aspects of a design studio approach within the existing computing environment. An explicit teaching method, termed the computing studio teaching method, was developed from the results of the case study. This teaching method aims to provide computing academics with little or no creative design experience with explicit methods for implementing modified design studio teaching methods in order to promote creativity and design thinking within traditional computing modules. This teaching method will be tested, validated and refined in future research.
- Full Text:
- Date Issued: 2010
Mediation and the nature of cognitive socialization in the crèche and the home in a black rural context
- Authors: Van der Riet, Mary Boudine
- Date: 1993
- Subjects: Socialization , Day care centers -- South Africa -- Ciskei -- Psychological aspects , Social change -- South Africa -- Ciskei -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3077 , http://hdl.handle.net/10962/d1002586 , Socialization , Day care centers -- South Africa -- Ciskei -- Psychological aspects , Social change -- South Africa -- Ciskei -- Psychological aspects
- Description: This thesis examines socialization in the homes and crèches of a rural area in a time of change. Change which is controlled and initiated from outside the local context, creates a dilemma for socialization agents when it introduces a knowledge paradigm different from that operating locally. Rural South African communities frequently experience exogenous change. The introduction of rural preschools, locally known as crèches, provides one example of such change challenging local socialization agents. While rural residents may not operate within knowledge paradigms to deal effectively with such change, they are not necessarily defeated by it. They "grapple" with the uncertainty, developing ways of coping and containing the change. This forms the focus of this thesis. Vygotsky's concept of mediation and conceptualization of the individual/society relationship, informs the examination of "grappling" with change. Two central questions are addressed: In an unfamiliar situation, what is mediated and what resources are drawn on? The research was designed around the recognition of the process nature of research, the constructivism inherent in research and the significance of the social context. Two central mediators, the mother and the crèche teacher, and the broader social context of the home and the creche, were examined. Three levels of investigation were utilised. An analysis of mediation in dyads working on an unfamiliar task provided insight into the social/psychological dynamics. Interviews with residents highlighted socialization beliefs and practices and the social context. Analysis of verses and stories taught to children revealed the inherent ideology of socialization. The main findings of this study are that: Rural residents "grapple" with social change by drawing on their own resources; in "grappling" with the unfamiliar what is mediated is an adult/child interactional status based on the inherent ideology of socialization and the dominant resource drawn on is the "culture of orality". It is argued that in the situation of neither mastery nor defeat, rural residents have used intermediary strategies of coping and containing the effect of the preschool as an agent of exogenous, social change. Recommendations are made for integrating "socialized" and "learned" knowledge from the home and the crèche.
- Full Text:
- Date Issued: 1993
Quest for space : Rhodes University Library odyssey 1904-2010
- Authors: Van der Riet, Sue
- Date: 2010
- Language: English
- Type: Article
- Identifier: vital:6995 , http://hdl.handle.net/10962/d1012424
- Description: The completion in 2010 of the magnificent new and expanded Rhodes University Library, billed as Rhodes' most intelligent building, seems an appropriate time to trace its history and reflect on the events that led to this much-needed facility and the enormous amount of planning, canvassing, pleading, persuasion and fundraising that brought it to fruition. It is the nature of libraries to devour space. Collections grow exponentially, creating a voracious and insatiable appetite for more and more places in which to store them. In addition, as users’ needs change over time, there is an ongoing demand for working areas which are versatile, able to accommodate modern paradigms of teaching and learning which now necessitate group study areas with computer access, yet which remain inviting and attractive to a broad range of students and researchers who wish simply to find a congenial space to study. The ongoing shortage of space, and the need to accommodate evolving patterns of use, common to most academic libraries, fuelled the engine which drove the Rhodes Library on its circuitous journey from humble lodgings in a single room in the old Drostdy Building more than a hundred years ago, to its final destination in the imposing position it occupies today. A constant refrain was to be money – or more aptly, the lack of it.
- Full Text:
- Date Issued: 2010
Disaster risk reduction in Namibia (flooding): responses and best practices
- Authors: Van der Ross, Nolan Lloyd
- Date: 2013
- Subjects: Flood damage prevention -- Risk assessment , delete
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9241 , http://hdl.handle.net/10948/d1021114
- Description: This study was undertaken in order to obtain an understanding of how Namibia in general, and the education sector in particular, deal with flood emergencies. The goal of the National Policy for Disaster Risk Management in Namibia (2009) is “to contribute to the attainment of sustainable development in line with Namibia’s Vision 2030 through strengthening national capacities to significantly reduce disaster risk and built community resilience to disasters” (Republic of Namibia, 2009). This goal was the starting point for determining the extent to which the Ministry of Education complies with these national standards, and for gauging, in the light of responses to flood emergencies so far, the Ministry’s preparedness and response capacities, in line with international frameworks that Namibia has ratified. This qualitative study is situated within the theory of resilience, and sustainable resilience particularly. To obtain some of the information sought, a non-probability sampling method was used to ‘hand-pick’ subjects within the Ministry of Education to be interviewed at their respective locations, nationally and regionally. Five education officials who were intimately involved in past responses to flood emergencies were interviewed – three in Oshana and Ohangwena Regions, and two at Head Office in Windhoek – by means of a semi-structured interview. In addition, a literature review was conducted. The conclusions drawn from both the literature review and the information obtained from the respondents accord with the research problem identified: the Ministry of Education does not appear to be adequately prepared for, and does not assign the necessary priority to deal with, flood emergencies in particular. Possible recommendations for uptake within the Ministry of Education include: mainstreaming Disaster Risk Reduction at all decentralized levels; sensitizing all education officials, school community members and relevant stakeholders to policy frameworks and accountability structures to strengthen resilience within school communities; deeming costed contingency planning a priority, and hence strengthening links between decentralized regional structures; and continuously monitoring implementation of designed interventions.
- Full Text:
- Date Issued: 2013