Group work in black history classes
- Authors: Mrwetyana, Notemba
- Date: 1987
- Subjects: History -- Study and teaching (Secondary) , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1359 , http://hdl.handle.net/10962/d1001425
- Description: As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
- Full Text:
- Date Issued: 1987
- Authors: Mrwetyana, Notemba
- Date: 1987
- Subjects: History -- Study and teaching (Secondary) , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1359 , http://hdl.handle.net/10962/d1001425
- Description: As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
- Full Text:
- Date Issued: 1987
Aspects of the biology of the musselcracker, Sparodon Durbanensis, and the bronze bream, Pachymetopon grande, (Pisces : Sparidae), with notes on the Eastern Cape recreational rock-angling and spear fisheries
- Authors: Clarke, John Ross
- Date: 1988
- Subjects: Sparidea -- South Africa Sparodon Durbanensis Bream fishing
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5190 , http://hdl.handle.net/10962/d1001966
- Description: The musselcracker, Soarodon durbanensis, and the bronze bream, Pachymetopon arande, are important components of rock-angling and spearfishing catches In the Eastern Cape. Aspects of their biology, including age and growth, reproduction, nursery areas and feeding, were Investigated to provide a basis for the rational exploitation of the resource. Both species are slow-growing and long-lived. Growth in S. durbanensls was described by the von Bertalanffy growth equation: Lt(mm) = 1021.2(1-e⁻°.°⁹°°⁽t ⁻° .⁷°⁹⁾). The von Bertalanffy growth model did not describe the total data set in P. grande, but by excluding the zero and one year old fish the data were described by: Lt(mm) = 461.1(1-e⁻°.¹⁵³⁽t ⁺¹.⁶⁴°⁾). Detailed histological examination of gonadal development showed that S. durbanensis and P. grande are rudimentary hermaphrodites. Both species had restricted breeding seasons which coincided with peak exploitation. Results indicated that both species are group spawners with pelagic eggs. Size at 50% maturity in S. durbanensis and P. grande was determined at 350 and 300mm fork length, respectively, corresponding to ages of 4.5 and 5.5 years. Intertidal pools functioned as nursery areas for S. durbanensis during the first year, whereas subtidal waters were more important for larger juveniles. P. grande juveniles were commonly observed on subtidal weed beds to a depth of 10m. A size-related change in the diet of S. durbanensis was observed. The juveniles were omnivorous, feeding predominantly on gastropods, echinoids and chlorophytes. The adults fed on a variety of large, reef-associated invertebrates. P. grande were omnivorous, with macroalgae being the principal dietary component. This species appears to utilise the storage and extracellular carbohydrates of the macroalgae. Results showed that macroalgal degradation by gut endosymbionts and the utilisation of macroalgal epibionts does not appear to occur in this species. A detailed analysis of catch composition and catch per unit of effort In the Port Elizabeth rock-angling fishery and the Eastern Cape spearfishery emphasised the recreational importance of S. durbanensis and P. grande. The localised distribution, slow growth and late maturation in both species results in their being susceptible to over-exploitation in these size-selective fisheries. Current legislation protecting these fish is discussed in relation to the findings of this study and additional management measures are proposed.
- Full Text:
- Date Issued: 1988
- Authors: Clarke, John Ross
- Date: 1988
- Subjects: Sparidea -- South Africa Sparodon Durbanensis Bream fishing
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5190 , http://hdl.handle.net/10962/d1001966
- Description: The musselcracker, Soarodon durbanensis, and the bronze bream, Pachymetopon arande, are important components of rock-angling and spearfishing catches In the Eastern Cape. Aspects of their biology, including age and growth, reproduction, nursery areas and feeding, were Investigated to provide a basis for the rational exploitation of the resource. Both species are slow-growing and long-lived. Growth in S. durbanensls was described by the von Bertalanffy growth equation: Lt(mm) = 1021.2(1-e⁻°.°⁹°°⁽t ⁻° .⁷°⁹⁾). The von Bertalanffy growth model did not describe the total data set in P. grande, but by excluding the zero and one year old fish the data were described by: Lt(mm) = 461.1(1-e⁻°.¹⁵³⁽t ⁺¹.⁶⁴°⁾). Detailed histological examination of gonadal development showed that S. durbanensis and P. grande are rudimentary hermaphrodites. Both species had restricted breeding seasons which coincided with peak exploitation. Results indicated that both species are group spawners with pelagic eggs. Size at 50% maturity in S. durbanensis and P. grande was determined at 350 and 300mm fork length, respectively, corresponding to ages of 4.5 and 5.5 years. Intertidal pools functioned as nursery areas for S. durbanensis during the first year, whereas subtidal waters were more important for larger juveniles. P. grande juveniles were commonly observed on subtidal weed beds to a depth of 10m. A size-related change in the diet of S. durbanensis was observed. The juveniles were omnivorous, feeding predominantly on gastropods, echinoids and chlorophytes. The adults fed on a variety of large, reef-associated invertebrates. P. grande were omnivorous, with macroalgae being the principal dietary component. This species appears to utilise the storage and extracellular carbohydrates of the macroalgae. Results showed that macroalgal degradation by gut endosymbionts and the utilisation of macroalgal epibionts does not appear to occur in this species. A detailed analysis of catch composition and catch per unit of effort In the Port Elizabeth rock-angling fishery and the Eastern Cape spearfishery emphasised the recreational importance of S. durbanensis and P. grande. The localised distribution, slow growth and late maturation in both species results in their being susceptible to over-exploitation in these size-selective fisheries. Current legislation protecting these fish is discussed in relation to the findings of this study and additional management measures are proposed.
- Full Text:
- Date Issued: 1988
Constituent processes contributing to stress induced β-carotene accumulation in Dunaliella salina
- Authors: Phillips, Lesley Gail
- Date: 1995
- Subjects: Dunaliella Carotenes Plants -- Effect of stress on
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5658 , http://hdl.handle.net/10962/d1005341
- Description: The alga Dunaliella salina possesses the unique ability to accumulate up to 14 % of it's dry weight as β-carotene in response to stress conditions. This hyper-accumulation of β-carotene has led to the commercial exploitation of this alga for the biotechnological production of this important carotenoid. In order to maximise β-carotene production, a dual-stage process which separates the distinctive growth phase from the β-carotene accumulating stress phase has recently been patented. Preliminary laboratory studies showed that although stress factors such as high salinity and nutrient limitation enhance β-carotene accumulation in D. salina (± 10 pg.cell⁻¹), high light intensity was the single most important factor contributing to the induction of β-carotene accumulation in this alga (± 20 pg.cell⁻¹). Moreover, it was demonstrated that β-carotene accumulation can be further stimulated by exposing the alga to a combination of high light intensity, salt and nutrient stresses (± 30-60 pg.cell⁻¹). The response of D. salina to stress was shown to occur in two phases. The first phase occurred within 24 hours and was characterized most importantly by higher rates of β-carotene accumulation for all the stresses investigated. In cells exposed to multiple stress factors in mass culture, the β-carotene accumulation rate was as much as 9.5 pg.cell⁻¹.day⁻¹ in the first phase compared to only 3 pg.cell·day⁻¹ in the second phase. Since the rate of β-carotene accumulation was higher within the first 24 hours after exposure to stress, the first phase was considered crucial for stress-induced β-carotene accumulation. Characterization of this phase revealed that the stress response was multifaceted. Transition of cells from the growth stage to stress conditions was characterized by the following: 1) Change in cell volume. Hypersalinity caused cell shrinkage while cells exposed to nutrient limitation and/or high light intensity caused cells to swell. Restoration of cell volume was shown to occur within 8 hours for all stresses investigated. 2) Altered photosynthesis. Inhibition of both carbon fixation and oxygen evolution was demonstrated in cells immediately after exposure to multiple stress factors. 3) Production of abscisic acid. Intracellular ABA levels increased within 6-8 hours after exposure to all stresses investigated. The rise in intracellular ABA levels coincided with an increase or return to starting cell volume. High intracellular ABA levels were however transient and within 24 hours ABA began to partition into the culture medium. 4) Change in pigment composition. Changes in xanthophyll cycle pigment content was demonstrated soon after exposure to stress conditions. In hypersalinity shocked cells, initial epoxidation of zeaxanthin to violaxanthin and subsequent de-epoxidation to zeaxanthin occurred, whereas exposure to high stress resulted in an immediate and continued decrease in the epoxidation state indicating accumulation of zeaxanthin. A rapid rate of chlorophyll depletion was also demonstrated. In addition to the above responses a rapid decrease in growth rate during this phase was also noted. An interrelationship between cell volume change, ABA production, maintenance of xanthophyll cycle operation and β-carotene accumulation therefore appeared to exist. ABA production was shown to be stoichiometrically related to changes in xanthophyll content with r² = 0.84 and slope of the curve = 0.91 being achieved for high light stressed cells. This study therefore presents strong circumstantial evidence in support of a carotenoid origin for ABA in Dunaliella. In addition, enhanced β-carotene content was achieved by the application of exogenous ABA and related compounds suggesting a role for ABA as a regulator of the overall stress response. Furthermore, zeaxanthin accumulation was shown to be positively correlated ( r²≥ 0.81) to β-carotene accumulation for all the stresses investigated. The second phase was characterized by a return to homoeostasis of the physiological processes mentioned above, indicating acclimation of the cell to prevailing conditions. This stage was characterised by continued β-carotene accumulation and a decreased epoxidation state of the xanthophyll cycle which together appeared to sustain photosynthesis, allowing this organism to tolerate stress conditions.
- Full Text:
- Date Issued: 1995
- Authors: Phillips, Lesley Gail
- Date: 1995
- Subjects: Dunaliella Carotenes Plants -- Effect of stress on
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5658 , http://hdl.handle.net/10962/d1005341
- Description: The alga Dunaliella salina possesses the unique ability to accumulate up to 14 % of it's dry weight as β-carotene in response to stress conditions. This hyper-accumulation of β-carotene has led to the commercial exploitation of this alga for the biotechnological production of this important carotenoid. In order to maximise β-carotene production, a dual-stage process which separates the distinctive growth phase from the β-carotene accumulating stress phase has recently been patented. Preliminary laboratory studies showed that although stress factors such as high salinity and nutrient limitation enhance β-carotene accumulation in D. salina (± 10 pg.cell⁻¹), high light intensity was the single most important factor contributing to the induction of β-carotene accumulation in this alga (± 20 pg.cell⁻¹). Moreover, it was demonstrated that β-carotene accumulation can be further stimulated by exposing the alga to a combination of high light intensity, salt and nutrient stresses (± 30-60 pg.cell⁻¹). The response of D. salina to stress was shown to occur in two phases. The first phase occurred within 24 hours and was characterized most importantly by higher rates of β-carotene accumulation for all the stresses investigated. In cells exposed to multiple stress factors in mass culture, the β-carotene accumulation rate was as much as 9.5 pg.cell⁻¹.day⁻¹ in the first phase compared to only 3 pg.cell·day⁻¹ in the second phase. Since the rate of β-carotene accumulation was higher within the first 24 hours after exposure to stress, the first phase was considered crucial for stress-induced β-carotene accumulation. Characterization of this phase revealed that the stress response was multifaceted. Transition of cells from the growth stage to stress conditions was characterized by the following: 1) Change in cell volume. Hypersalinity caused cell shrinkage while cells exposed to nutrient limitation and/or high light intensity caused cells to swell. Restoration of cell volume was shown to occur within 8 hours for all stresses investigated. 2) Altered photosynthesis. Inhibition of both carbon fixation and oxygen evolution was demonstrated in cells immediately after exposure to multiple stress factors. 3) Production of abscisic acid. Intracellular ABA levels increased within 6-8 hours after exposure to all stresses investigated. The rise in intracellular ABA levels coincided with an increase or return to starting cell volume. High intracellular ABA levels were however transient and within 24 hours ABA began to partition into the culture medium. 4) Change in pigment composition. Changes in xanthophyll cycle pigment content was demonstrated soon after exposure to stress conditions. In hypersalinity shocked cells, initial epoxidation of zeaxanthin to violaxanthin and subsequent de-epoxidation to zeaxanthin occurred, whereas exposure to high stress resulted in an immediate and continued decrease in the epoxidation state indicating accumulation of zeaxanthin. A rapid rate of chlorophyll depletion was also demonstrated. In addition to the above responses a rapid decrease in growth rate during this phase was also noted. An interrelationship between cell volume change, ABA production, maintenance of xanthophyll cycle operation and β-carotene accumulation therefore appeared to exist. ABA production was shown to be stoichiometrically related to changes in xanthophyll content with r² = 0.84 and slope of the curve = 0.91 being achieved for high light stressed cells. This study therefore presents strong circumstantial evidence in support of a carotenoid origin for ABA in Dunaliella. In addition, enhanced β-carotene content was achieved by the application of exogenous ABA and related compounds suggesting a role for ABA as a regulator of the overall stress response. Furthermore, zeaxanthin accumulation was shown to be positively correlated ( r²≥ 0.81) to β-carotene accumulation for all the stresses investigated. The second phase was characterized by a return to homoeostasis of the physiological processes mentioned above, indicating acclimation of the cell to prevailing conditions. This stage was characterised by continued β-carotene accumulation and a decreased epoxidation state of the xanthophyll cycle which together appeared to sustain photosynthesis, allowing this organism to tolerate stress conditions.
- Full Text:
- Date Issued: 1995
An investigation of the work-related values of educational managers of private church secondary schools in Malawi, and the implications of the values for OD interventions: a case study
- Kadyakapita, Mozecie Spector John
- Authors: Kadyakapita, Mozecie Spector John
- Date: 1999
- Subjects: Church schools -- Malawi School management and organization -- Malawi Private schools -- Malawi Values -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1659 , http://hdl.handle.net/10962/d1003542
- Description: One of the organizational change technologies developed in response to the inherent weaknesses of the scientific and classical management theories is organization development (0D). The theories grew out of research experiments in change and training in intergroup relations conducted by Kurt Lewin in 1946 in the United States of America. They have been further developed by other researchers and applied to organizations since then, and to educational organizations since the 1960s. This study was carried out in the light of what some of the 0D esearchers and consultants observed, namely, that 0D interventions tend to be less successful in organizations outside the USA, especially in developing countries. They attributed the lack of success of the interventions to the nature of 0D theories, the skills, attitudes and behaviour of OD consultants, the nature of organizations and, especially, culture. Some of the OD consultants said the culture of the people in developing countries is unreceptive to the values which underpin OD theories. I carried out this study to investigate the work-related values of managers in an educational organization in Malawi, and assess the implications of their values for OD interventions. I used a qualitative case study method and the interview technique to gather data for the study. I also used observation and document analysis techniques to supplement the interview technique. The results of the study indicate that most of the work-related values of the managers closely match the values of OD theories. The findings contradict what some of the OD researchers and consultants said about the culture of the people in developing countries. Hence, OD consultants need to investigate the work-related values of the gatekeepers of cli nt organizations and design and implement OD interventions that fit the interests of the gatekeepers.
- Full Text:
- Date Issued: 1999
- Authors: Kadyakapita, Mozecie Spector John
- Date: 1999
- Subjects: Church schools -- Malawi School management and organization -- Malawi Private schools -- Malawi Values -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1659 , http://hdl.handle.net/10962/d1003542
- Description: One of the organizational change technologies developed in response to the inherent weaknesses of the scientific and classical management theories is organization development (0D). The theories grew out of research experiments in change and training in intergroup relations conducted by Kurt Lewin in 1946 in the United States of America. They have been further developed by other researchers and applied to organizations since then, and to educational organizations since the 1960s. This study was carried out in the light of what some of the 0D esearchers and consultants observed, namely, that 0D interventions tend to be less successful in organizations outside the USA, especially in developing countries. They attributed the lack of success of the interventions to the nature of 0D theories, the skills, attitudes and behaviour of OD consultants, the nature of organizations and, especially, culture. Some of the OD consultants said the culture of the people in developing countries is unreceptive to the values which underpin OD theories. I carried out this study to investigate the work-related values of managers in an educational organization in Malawi, and assess the implications of their values for OD interventions. I used a qualitative case study method and the interview technique to gather data for the study. I also used observation and document analysis techniques to supplement the interview technique. The results of the study indicate that most of the work-related values of the managers closely match the values of OD theories. The findings contradict what some of the OD researchers and consultants said about the culture of the people in developing countries. Hence, OD consultants need to investigate the work-related values of the gatekeepers of cli nt organizations and design and implement OD interventions that fit the interests of the gatekeepers.
- Full Text:
- Date Issued: 1999
Development of a model of performance indicators required for the effective management of South African Universities and Technikons
- Authors: Hutton, Wendy
- Date: 1999
- Subjects: Universities and colleges -- South Africa -- Management , Performance -- Management , Performance standards , Performance -- Measurement
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10826 , http://hdl.handle.net/10948/16 , Universities and colleges -- South Africa -- Management , Performance -- Management , Performance standards , Performance -- Measurement
- Description: Research has been conducted on performance indicators in higher education institutions in a number of countries. However, in South Africa limited research in this field on a national level is available to the management of South African higher education institutions. The change in funding of these institutions has led to performance measurement becoming essential in order to justify the use of public funds. In order to obtain more relevant information about performance indicators in the South African context, a literature study was conducted to develop a questionnaire to test the concurrence of the importance of performance indicators in South African universities and technikons. The findings of the survey shows a high level of concurrence for the performance indicators identified in the literature study.
- Full Text:
- Date Issued: 1999
- Authors: Hutton, Wendy
- Date: 1999
- Subjects: Universities and colleges -- South Africa -- Management , Performance -- Management , Performance standards , Performance -- Measurement
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10826 , http://hdl.handle.net/10948/16 , Universities and colleges -- South Africa -- Management , Performance -- Management , Performance standards , Performance -- Measurement
- Description: Research has been conducted on performance indicators in higher education institutions in a number of countries. However, in South Africa limited research in this field on a national level is available to the management of South African higher education institutions. The change in funding of these institutions has led to performance measurement becoming essential in order to justify the use of public funds. In order to obtain more relevant information about performance indicators in the South African context, a literature study was conducted to develop a questionnaire to test the concurrence of the importance of performance indicators in South African universities and technikons. The findings of the survey shows a high level of concurrence for the performance indicators identified in the literature study.
- Full Text:
- Date Issued: 1999
Promoting learning in science: a case study of the appropriateness and implications of group work
- Authors: Ngcoza, Kenneth Mlungisi
- Date: 1999
- Subjects: Group work in education Science -- Study and teaching (Secondary) -- South Africa Museums and schools -- South Africa Albany Museum (Grahamstown, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1718 , http://hdl.handle.net/10962/d1003601
- Description: This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with the promotion of science in the primary schools in Grahamstown. From this group, twenty two (22) learners (12 girls and 10 boys) were interviewed and kept journals. The Science Olympiad facilitator (a science teacher from one of the schools involved in the project) and two teachers who attended the science classes and whose learners are part of the project were interviewed. Semi-structured interviews, journals kept by the learners and the researcher (who was a participant observer and a co-facilitator), observations and discussions constituted sources of data for the research project. The analysis of data indicated that the learners found science during the Science Olympiad Project classes interesting and challenging. There were many benefits reported by the learners including the use of group work, the effect of "hands-on" activities, their attitudes and perceptions towards science and the role of excursions. Teachers found the learner-centred approaches adopted helped to encourage the learners to be actively involved in their own learning. One concern raised by the teachers was what would happen to those learners who have been identified as enthusiastic in science when they go to secondary schools. The implications of the results to improve and sustain the project are discussed.
- Full Text:
- Date Issued: 1999
- Authors: Ngcoza, Kenneth Mlungisi
- Date: 1999
- Subjects: Group work in education Science -- Study and teaching (Secondary) -- South Africa Museums and schools -- South Africa Albany Museum (Grahamstown, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1718 , http://hdl.handle.net/10962/d1003601
- Description: This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with the promotion of science in the primary schools in Grahamstown. From this group, twenty two (22) learners (12 girls and 10 boys) were interviewed and kept journals. The Science Olympiad facilitator (a science teacher from one of the schools involved in the project) and two teachers who attended the science classes and whose learners are part of the project were interviewed. Semi-structured interviews, journals kept by the learners and the researcher (who was a participant observer and a co-facilitator), observations and discussions constituted sources of data for the research project. The analysis of data indicated that the learners found science during the Science Olympiad Project classes interesting and challenging. There were many benefits reported by the learners including the use of group work, the effect of "hands-on" activities, their attitudes and perceptions towards science and the role of excursions. Teachers found the learner-centred approaches adopted helped to encourage the learners to be actively involved in their own learning. One concern raised by the teachers was what would happen to those learners who have been identified as enthusiastic in science when they go to secondary schools. The implications of the results to improve and sustain the project are discussed.
- Full Text:
- Date Issued: 1999
Paranoid metaphors: an examination of the discursive, theoretical and sometimes personal, interaction between the psychoanalyst, Jacques Lacan, the surrealist, Salvador Dali, and the English poet, David Gascoyne
- Authors: De Klerk, Eugene
- Date: 2003
- Subjects: Paranoia , Lacan, Jacques, 1901-1981 , Dali, Salvador, 1904-1989 , Gascoyne, David, 1916-2001
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2192 , http://hdl.handle.net/10962/d1002234 , Paranoia , Lacan, Jacques, 1901-1981 , Dali, Salvador, 1904-1989 , Gascoyne, David, 1916-2001
- Description: This thesis examines the historical interaction of the psychoanalyst, Jacques Lacan, the surrealist, Salvador Dali, and the English poet, David Gascoyne. It traces the discursive, and sometimes personal, relationship between these figures which led to a psychoanalytic-based conception of paranoia that impacted on both surrealism and the surrealist-inspired poetry and theory of David Gascoyne. Furthermore it seeks to identify the potential ramifications of this conception of paranoia, and the artistic practice it engendered, for literary, Marxist and psychoanalytic theory.
- Full Text:
- Date Issued: 2003
- Authors: De Klerk, Eugene
- Date: 2003
- Subjects: Paranoia , Lacan, Jacques, 1901-1981 , Dali, Salvador, 1904-1989 , Gascoyne, David, 1916-2001
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2192 , http://hdl.handle.net/10962/d1002234 , Paranoia , Lacan, Jacques, 1901-1981 , Dali, Salvador, 1904-1989 , Gascoyne, David, 1916-2001
- Description: This thesis examines the historical interaction of the psychoanalyst, Jacques Lacan, the surrealist, Salvador Dali, and the English poet, David Gascoyne. It traces the discursive, and sometimes personal, relationship between these figures which led to a psychoanalytic-based conception of paranoia that impacted on both surrealism and the surrealist-inspired poetry and theory of David Gascoyne. Furthermore it seeks to identify the potential ramifications of this conception of paranoia, and the artistic practice it engendered, for literary, Marxist and psychoanalytic theory.
- Full Text:
- Date Issued: 2003
A framework for evaluating instructional design models resulting in a model for designing and developing computer based learning tools with GIS technologies
- Authors: Stott, Deborah Ann
- Date: 2005
- Subjects: Computer-assisted instruction Geographic information systems Education, Secondary -- Computer network resources Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1548 , http://hdl.handle.net/10962/d1003430
- Description: With the increasing pressures and concerns in education regarding capability, lifelong learning, higher order cognitive skills, transdisciplinary education and so on, educators are seeking fresh ways to teach and new tools to support that teaching. In South Africa, Outcomes Based Education (OBE) has identified critical outcomes (skills) across all subject areas such as problem solving, teamwork, fostering critical thinking etc. as a way of responding to these pressures and concerns. But OBE has been criticised for lacking the necessary tools to develop these critical skills and to promote cross-discipline learning. One innovative way of offering transformative teaching, instruction and learning that may foster the development of these critical skills, particularly those concerned with critical thinking, is by using geographic information systems (GIS) technologies. The scope for using these technologies in secondary education is now being realised for teaching the more generic, cross-discipline skills described whereby students are learning not only about GIS but also with GIS. This realisation provides the opportunity to create flexible, computer-based learning materials that are rooted in authentic, real-world contexts, which aim to enhance the cognitive skills of the students. If these technologies can be used in an innovative way to develop critical outcomes and skills, a model needs to be defined to aid the design and development of learning materials using these technologies for use in schools. The primary aim of this study has been to develop such a model; a model which emphasises the development of real-world learning materials that develop higher-order thinking skills in learners. Another key product of this study is the submission of a comprehensive yet flexible framework for evaluating instructional design models found in the educational literature in order to determine if these design models can be used to develop learning materials forparticular contexts.
- Full Text:
- Date Issued: 2005
- Authors: Stott, Deborah Ann
- Date: 2005
- Subjects: Computer-assisted instruction Geographic information systems Education, Secondary -- Computer network resources Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1548 , http://hdl.handle.net/10962/d1003430
- Description: With the increasing pressures and concerns in education regarding capability, lifelong learning, higher order cognitive skills, transdisciplinary education and so on, educators are seeking fresh ways to teach and new tools to support that teaching. In South Africa, Outcomes Based Education (OBE) has identified critical outcomes (skills) across all subject areas such as problem solving, teamwork, fostering critical thinking etc. as a way of responding to these pressures and concerns. But OBE has been criticised for lacking the necessary tools to develop these critical skills and to promote cross-discipline learning. One innovative way of offering transformative teaching, instruction and learning that may foster the development of these critical skills, particularly those concerned with critical thinking, is by using geographic information systems (GIS) technologies. The scope for using these technologies in secondary education is now being realised for teaching the more generic, cross-discipline skills described whereby students are learning not only about GIS but also with GIS. This realisation provides the opportunity to create flexible, computer-based learning materials that are rooted in authentic, real-world contexts, which aim to enhance the cognitive skills of the students. If these technologies can be used in an innovative way to develop critical outcomes and skills, a model needs to be defined to aid the design and development of learning materials using these technologies for use in schools. The primary aim of this study has been to develop such a model; a model which emphasises the development of real-world learning materials that develop higher-order thinking skills in learners. Another key product of this study is the submission of a comprehensive yet flexible framework for evaluating instructional design models found in the educational literature in order to determine if these design models can be used to develop learning materials forparticular contexts.
- Full Text:
- Date Issued: 2005
An exploratory study of inclusion of learners with visual impairment into mainstream schools : the learners' parents' and educators' perspectives
- Authors: Ngxata, Ncediwe Gratia
- Date: 2005
- Subjects: Blind -- Education -- South Africa -- Eastern Cape Blind children -- Education -- South Africa -- Eastern Cape Children with visual disabilities -- South Africa -- Eastern Cape Mainstreaming in education -- South Africa -- Eastern Cape People with visual disabilities -- Education -- South Africa -- Eastern Cape Inclusive education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape Parents of children with disabilities -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:5954 , http://hdl.handle.net/10962/d1008096
- Description: The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.
- Full Text:
- Date Issued: 2005
- Authors: Ngxata, Ncediwe Gratia
- Date: 2005
- Subjects: Blind -- Education -- South Africa -- Eastern Cape Blind children -- Education -- South Africa -- Eastern Cape Children with visual disabilities -- South Africa -- Eastern Cape Mainstreaming in education -- South Africa -- Eastern Cape People with visual disabilities -- Education -- South Africa -- Eastern Cape Inclusive education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape Parents of children with disabilities -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:5954 , http://hdl.handle.net/10962/d1008096
- Description: The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.
- Full Text:
- Date Issued: 2005
Curating the reviled, beloved and quotidian: a retrospective of Vladimir Tretchikoff
- Authors: Lamprecht, Andrew Paul
- Date: 2011
- Subjects: Tretchikoff, Vladimir -- Criticism and interpretation Painters -- South Africa -- Criticism and interpretation Curatorship -- South Africa -- Art Kitsch
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2407 , http://hdl.handle.net/10962/d1002203
- Description: This thesis aims to contextualise my curation of 'Tretchikoff: The People's Painter' at the Iziko South African National Gallery by outlining the process by which I came to embark on this project and to examine the concepts of mass art and kitsch in relation to the painter. Mass art, in Noel Carroll's explication of the term, is art that utilises industrial processes of replication. Carroll argues that this leads to specific formal and structural tendencies in this art which have much in common with the pejorative concept of kitsch, or art that is lacking in taste or effuses excessive emotion. The latter term was and continues to be applied to Tretchikoff. Although some have attempted to 'reclaim' the word as a positive concept the negative associations that link this term to Tretchikoff are strong. Interrogating these concepts led me to decide to curate TretchikofPs retrospective by focusing on his painting and not including the prints for which he was so well known. Awareness of the complex associations and 'received knowledge' that his prints engender has influenced several curatorial decisions that I have taken. I consider the intellectual underpinnings of my curatorial strategy and argue for an 'open' exhibition which gives the viewer the opportunity to assess his work and legacy in an objective manner, free from as much curatorial mediation and didacticsm as possible. There are no answers to be offered in my curation of Tretchikxiff the People's Painter, rather I have aimed to set up dialogues, discussions, confrontations and challenges; I have offered simple relationships rather than complex juxtapositions I have aimed to position the artwork as the centre of the engagement relative to the viewer.
- Full Text:
- Date Issued: 2011
- Authors: Lamprecht, Andrew Paul
- Date: 2011
- Subjects: Tretchikoff, Vladimir -- Criticism and interpretation Painters -- South Africa -- Criticism and interpretation Curatorship -- South Africa -- Art Kitsch
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2407 , http://hdl.handle.net/10962/d1002203
- Description: This thesis aims to contextualise my curation of 'Tretchikoff: The People's Painter' at the Iziko South African National Gallery by outlining the process by which I came to embark on this project and to examine the concepts of mass art and kitsch in relation to the painter. Mass art, in Noel Carroll's explication of the term, is art that utilises industrial processes of replication. Carroll argues that this leads to specific formal and structural tendencies in this art which have much in common with the pejorative concept of kitsch, or art that is lacking in taste or effuses excessive emotion. The latter term was and continues to be applied to Tretchikoff. Although some have attempted to 'reclaim' the word as a positive concept the negative associations that link this term to Tretchikoff are strong. Interrogating these concepts led me to decide to curate TretchikofPs retrospective by focusing on his painting and not including the prints for which he was so well known. Awareness of the complex associations and 'received knowledge' that his prints engender has influenced several curatorial decisions that I have taken. I consider the intellectual underpinnings of my curatorial strategy and argue for an 'open' exhibition which gives the viewer the opportunity to assess his work and legacy in an objective manner, free from as much curatorial mediation and didacticsm as possible. There are no answers to be offered in my curation of Tretchikxiff the People's Painter, rather I have aimed to set up dialogues, discussions, confrontations and challenges; I have offered simple relationships rather than complex juxtapositions I have aimed to position the artwork as the centre of the engagement relative to the viewer.
- Full Text:
- Date Issued: 2011
Factors limiting township learners from discovering and developing their talents
- Authors: McKeown, Jim
- Date: 2011
- Subjects: Education -- Economic aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9108 , http://hdl.handle.net/10948/d1014323
- Description: Discovering and developing one’s talents significantly increases the likelihood of one leading a meaningful and fulfilling life, realising success in the world, and breaking out of the cycle of poverty. It should be the responsibility of schools to provide opportunities for learners to discover and develop talents that they are passionate about. This passion will then create a self-reinforcing cycle in which learners are more motivated to work hard in school and further develop their talents. Therefore, discovering and developing one’s talents should be seen as both a means to improved education and an end of education itself. This research paper sought to identify the factors limiting township learners from discovering and developing their talents and to make recommendations as to how to mitigate these factors. The researcher used the partnership between the Masinyusane Development Organisation, a local education non-profit organisation, and School A, a secondary school in the township of New Brighton, Port Elizabeth as a case study. Data from the study were carefully analysed and it was concluded that the township learners are not being provided the opportunities necessary, particularly in the schools, to discover and develop their talents. This has resulted in poor academic performance, high drop-out rates, low levels of motivation, confusion with regards to career development, and missed opportunities to break out of the cycle of poverty. The researcher believes this research sheds light on the issue and lays a foundation from which to provide South African township learners with greater opportunities to discover and develop their talents. These opportunities will assist learners in improving their school performance, ensuring that they embark on career paths they will realize success in, and ultimately, in breaking out of the cycle of poverty that traps so many of them.
- Full Text:
- Date Issued: 2011
- Authors: McKeown, Jim
- Date: 2011
- Subjects: Education -- Economic aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9108 , http://hdl.handle.net/10948/d1014323
- Description: Discovering and developing one’s talents significantly increases the likelihood of one leading a meaningful and fulfilling life, realising success in the world, and breaking out of the cycle of poverty. It should be the responsibility of schools to provide opportunities for learners to discover and develop talents that they are passionate about. This passion will then create a self-reinforcing cycle in which learners are more motivated to work hard in school and further develop their talents. Therefore, discovering and developing one’s talents should be seen as both a means to improved education and an end of education itself. This research paper sought to identify the factors limiting township learners from discovering and developing their talents and to make recommendations as to how to mitigate these factors. The researcher used the partnership between the Masinyusane Development Organisation, a local education non-profit organisation, and School A, a secondary school in the township of New Brighton, Port Elizabeth as a case study. Data from the study were carefully analysed and it was concluded that the township learners are not being provided the opportunities necessary, particularly in the schools, to discover and develop their talents. This has resulted in poor academic performance, high drop-out rates, low levels of motivation, confusion with regards to career development, and missed opportunities to break out of the cycle of poverty. The researcher believes this research sheds light on the issue and lays a foundation from which to provide South African township learners with greater opportunities to discover and develop their talents. These opportunities will assist learners in improving their school performance, ensuring that they embark on career paths they will realize success in, and ultimately, in breaking out of the cycle of poverty that traps so many of them.
- Full Text:
- Date Issued: 2011
Enabling social learning as a response to environmental issues through teaching of localised curriculum in Zambian schools
- Authors: Sinyama, Imakando
- Date: 2012
- Subjects: Social learning -- Zambia -- Keembe (Central Province) Environmental education -- Zambia -- Keembe (Central Province) Environmental education -- Study and teaching -- Zambia -- Keembe (Central Province) Sustainable development -- Study and teaching -- Zambia -- Keembe (Central Province) Curriculum change -- Zambia -- Keembe (Central Province) Educational evaluation -- Zambia -- Keembe (Central Province)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1508 , http://hdl.handle.net/10962/d1003390
- Description: Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
- Full Text:
- Date Issued: 2012
- Authors: Sinyama, Imakando
- Date: 2012
- Subjects: Social learning -- Zambia -- Keembe (Central Province) Environmental education -- Zambia -- Keembe (Central Province) Environmental education -- Study and teaching -- Zambia -- Keembe (Central Province) Sustainable development -- Study and teaching -- Zambia -- Keembe (Central Province) Curriculum change -- Zambia -- Keembe (Central Province) Educational evaluation -- Zambia -- Keembe (Central Province)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1508 , http://hdl.handle.net/10962/d1003390
- Description: Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.
- Full Text:
- Date Issued: 2012
Explaining the endurance of poverty and inequality : social policy and the social division of welfare in the South African health system
- Authors: Du Plessis, Ulandi
- Date: 2013
- Subjects: Health system , Private health , Public health , Poor , Subsidies , Profit motive , Quality , Efficiency , Public health -- Finance -- Research -- South Africa , Medical care -- Research -- South Africa , Poverty -- Research -- South Africa , Equality -- Research -- South Africa , South Africa -- Social conditions
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2755 , http://hdl.handle.net/10962/d1002002
- Description: This thesis examines the structure and flow of public funding between the public and private sectors in the South African health system and the consequences thereof for the achievement of equity. The conceptual framework used to undertake the analysis derives from Richard Titmuss’ core theoretical framework, the Social Division of Welfare. The application of the Social Division of Welfare applied to the South African health care context demonstrates how state resources end up benefitting the non-poor and, as a result, reproduce inequality. Those who access public institutions such as public health care are assumed to be ‘dependent’ on the state, whilst those who access private health facilities claim to be ‘independent’ of the state. However, this thesis shows that these assumptions are flawed. Access to the formal labour market, and subsequently the paying of taxes, authorises one to access state subsidies not available to those who do not. The application of the Social Division of Welfare shows that tax-paying private health care patients benefit considerably from state resources. This thesis argues that due to cost escalation in the private health sector, a consequence of the commodification of health care, these private health care ‘consumers’ as well as the private health industry in general are dependent upon state resources. This thesis analyses the role played by the profit motive present in the private health industry and the consequences for equity, quality, access and efficiency in health care provision
- Full Text:
- Date Issued: 2013
- Authors: Du Plessis, Ulandi
- Date: 2013
- Subjects: Health system , Private health , Public health , Poor , Subsidies , Profit motive , Quality , Efficiency , Public health -- Finance -- Research -- South Africa , Medical care -- Research -- South Africa , Poverty -- Research -- South Africa , Equality -- Research -- South Africa , South Africa -- Social conditions
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2755 , http://hdl.handle.net/10962/d1002002
- Description: This thesis examines the structure and flow of public funding between the public and private sectors in the South African health system and the consequences thereof for the achievement of equity. The conceptual framework used to undertake the analysis derives from Richard Titmuss’ core theoretical framework, the Social Division of Welfare. The application of the Social Division of Welfare applied to the South African health care context demonstrates how state resources end up benefitting the non-poor and, as a result, reproduce inequality. Those who access public institutions such as public health care are assumed to be ‘dependent’ on the state, whilst those who access private health facilities claim to be ‘independent’ of the state. However, this thesis shows that these assumptions are flawed. Access to the formal labour market, and subsequently the paying of taxes, authorises one to access state subsidies not available to those who do not. The application of the Social Division of Welfare shows that tax-paying private health care patients benefit considerably from state resources. This thesis argues that due to cost escalation in the private health sector, a consequence of the commodification of health care, these private health care ‘consumers’ as well as the private health industry in general are dependent upon state resources. This thesis analyses the role played by the profit motive present in the private health industry and the consequences for equity, quality, access and efficiency in health care provision
- Full Text:
- Date Issued: 2013
Perceived usefulness of agricultural information sought on-line and broadcast in rural Mozambique: a case study of two Community Multimedia Centres (CMCs)
- Authors: Fuel, Isaias Carlos
- Date: 2013
- Subjects: Radio in community development -- Mozambique Radio broadcasting -- Mozambique Radio stations -- Mozambique Digital media -- Mozambique Rural development -- Mozambique Agriculture -- Mozambique
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3505 , http://hdl.handle.net/10962/d1007240
- Description: The wealth of information available on the Internet holds the potential to aid development in Africa. In order to be effective, such information needs to be contextualised to respond to local needs and practices. The combination of old and new media can support uptake and improve acceptance of new technologies in developing countries. The purpose of this qualitative study was to investigate the perceived usefulness of agricultural information sought on-line and broadcast via community radio in the two Community Multimedia Centres (CMCs) of Namaacha and Murrombene, in rural Mozambique. The data was generated from focus group discussion, individual interview, document analysis, and observation involving farmers and radio presenters. The study has shown that on-line agricultural information responds to the needs of the farmers because it contributes to eliminate pests and help farmers to make decisions about their activities. The study has also shown that there is a communication gap between farmers, extension workers, and volunteer reporters working at the community radios of the two CMCs. Volunteers have no agricultural knowledge. The problem this creates manifests itself primarily when they try to translate on-line agricultural information from Portuguese into local languages. Farmers have difficulties expressing their problems. Extension workers are not available to act as experts and mediators between volunteers and farmers. A collaborative website focusing on locally relevant content was suggested as a possible improvement.
- Full Text:
- Date Issued: 2013
- Authors: Fuel, Isaias Carlos
- Date: 2013
- Subjects: Radio in community development -- Mozambique Radio broadcasting -- Mozambique Radio stations -- Mozambique Digital media -- Mozambique Rural development -- Mozambique Agriculture -- Mozambique
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3505 , http://hdl.handle.net/10962/d1007240
- Description: The wealth of information available on the Internet holds the potential to aid development in Africa. In order to be effective, such information needs to be contextualised to respond to local needs and practices. The combination of old and new media can support uptake and improve acceptance of new technologies in developing countries. The purpose of this qualitative study was to investigate the perceived usefulness of agricultural information sought on-line and broadcast via community radio in the two Community Multimedia Centres (CMCs) of Namaacha and Murrombene, in rural Mozambique. The data was generated from focus group discussion, individual interview, document analysis, and observation involving farmers and radio presenters. The study has shown that on-line agricultural information responds to the needs of the farmers because it contributes to eliminate pests and help farmers to make decisions about their activities. The study has also shown that there is a communication gap between farmers, extension workers, and volunteer reporters working at the community radios of the two CMCs. Volunteers have no agricultural knowledge. The problem this creates manifests itself primarily when they try to translate on-line agricultural information from Portuguese into local languages. Farmers have difficulties expressing their problems. Extension workers are not available to act as experts and mediators between volunteers and farmers. A collaborative website focusing on locally relevant content was suggested as a possible improvement.
- Full Text:
- Date Issued: 2013
Whither state, private or public service broadcasting? : an analysis of the construction of news on ZBC TV during the 2002 presidential election campaign in Zimbabwe
- Authors: Dlamini, Tula
- Date: 2013-07-16
- Subjects: Zimbabwe Broadcasting Corporation Journalism -- Political aspects -- Zimbabwe Mass media -- Political aspects -- Zimbabwe Political campaigns -- Zimbabwe Elections -- Zimbabwe Television and politics -- Zimbabwe Zimbabwe -- Politics and government -- 1980-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3520 , http://hdl.handle.net/10962/d1008257
- Description: The study sets out to examine the television coverage of the 2002 presidential campaign in Zimbabwe by examining the extent to which the Zimbabwe Broadcasting Corporation fulfilled the mandate of public service broadcasting. The primary objective of this study is to assess how ZBC television newscasts mediated pluralistic politics in the coverage of the country's presidential election campaign, in line with the normative public sphere principles. The thesis comprises seven chapters organized, first, with an introductory chapter, which provides the general background of the study. The chapter offers the rationale for the focus on TV rather than other media fomls . There are two theoretical and contextual chapters in which the use of both qualitative and quantitative methods is explained and findings are presented. Finally, the conclusion offers recommendations about the form broadcasting might take to fulfil a public service mandate and these include the strengthening of the public service broadcasting model along normative public sphere principles. The findings of the analysed election newscasts confirm that ZBC television election news was constructed in favour of ZANU PF at the expense of voices from other social and political constituencies. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Dlamini, Tula
- Date: 2013-07-16
- Subjects: Zimbabwe Broadcasting Corporation Journalism -- Political aspects -- Zimbabwe Mass media -- Political aspects -- Zimbabwe Political campaigns -- Zimbabwe Elections -- Zimbabwe Television and politics -- Zimbabwe Zimbabwe -- Politics and government -- 1980-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3520 , http://hdl.handle.net/10962/d1008257
- Description: The study sets out to examine the television coverage of the 2002 presidential campaign in Zimbabwe by examining the extent to which the Zimbabwe Broadcasting Corporation fulfilled the mandate of public service broadcasting. The primary objective of this study is to assess how ZBC television newscasts mediated pluralistic politics in the coverage of the country's presidential election campaign, in line with the normative public sphere principles. The thesis comprises seven chapters organized, first, with an introductory chapter, which provides the general background of the study. The chapter offers the rationale for the focus on TV rather than other media fomls . There are two theoretical and contextual chapters in which the use of both qualitative and quantitative methods is explained and findings are presented. Finally, the conclusion offers recommendations about the form broadcasting might take to fulfil a public service mandate and these include the strengthening of the public service broadcasting model along normative public sphere principles. The findings of the analysed election newscasts confirm that ZBC television election news was constructed in favour of ZANU PF at the expense of voices from other social and political constituencies. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
Practitioners' views of the Griffiths scales : informing the revision process
- Authors: Samuel, Candice
- Date: 2014
- Subjects: Psychological tests for children -- South Africa , Griffiths Developmental Scales , Child development -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9975 , http://hdl.handle.net/10948/d1021062
- Description: The Association for Research in Infant and Child Development (ARICD) is currently in the process of revising the Griffiths Scales. When revising measures, obtaining practitioners’ views on the measure is common practice. The purpose of the present study was to explore the themes emerging from a group of practitioners surveyed on their opinions about the Griffiths Scales in order to inform the Griffiths Scales revision process. A qualitative, survey methodology was used. A survey questionnaire was designed and distributed by the ARICD to ascertain practitioners’ and researchers’ views on assessing child development, insights into practicalities and the usability of the Griffiths Scales, as well as their opinions on potential changes and improvements. Data were also gathered on the frequency, purpose and age range with which practitioners used the Griffiths Scales. The questionnaire was distributed to Registered Griffiths Scales Users (practitioners) via the ARICD members’ email distribution list. The practitioners and researchers were either current or past users of the Griffiths Scales. Eighty-five completed questionnaires were returned of which 52 were from current, regular users of the Griffiths Scales and 33 were from non-users. The data obtained from the 85 returned questionnaires were analysed in the present research study using thematic analysis to extract themes for both users and non-users of the Griffiths Scales. The results of the data analysis revealed four over-arching themes, namely, purpose and use of the Griffiths Scales; domains, content, and structure of the Griffiths Scales; psychometric properties, standardisation, and norms; and merits, limitations, and improvements. Based on the themed views of practitioners, recommendations were made regarding the support for the next revision cycle as well as strengths of the Griffiths Scales that should be retained and improvements and additions needed. It is hoped that these recommendations will guide aspects of the revision process. Consequently, the recommendations have been submitted to the Project Board.
- Full Text:
- Date Issued: 2014
- Authors: Samuel, Candice
- Date: 2014
- Subjects: Psychological tests for children -- South Africa , Griffiths Developmental Scales , Child development -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9975 , http://hdl.handle.net/10948/d1021062
- Description: The Association for Research in Infant and Child Development (ARICD) is currently in the process of revising the Griffiths Scales. When revising measures, obtaining practitioners’ views on the measure is common practice. The purpose of the present study was to explore the themes emerging from a group of practitioners surveyed on their opinions about the Griffiths Scales in order to inform the Griffiths Scales revision process. A qualitative, survey methodology was used. A survey questionnaire was designed and distributed by the ARICD to ascertain practitioners’ and researchers’ views on assessing child development, insights into practicalities and the usability of the Griffiths Scales, as well as their opinions on potential changes and improvements. Data were also gathered on the frequency, purpose and age range with which practitioners used the Griffiths Scales. The questionnaire was distributed to Registered Griffiths Scales Users (practitioners) via the ARICD members’ email distribution list. The practitioners and researchers were either current or past users of the Griffiths Scales. Eighty-five completed questionnaires were returned of which 52 were from current, regular users of the Griffiths Scales and 33 were from non-users. The data obtained from the 85 returned questionnaires were analysed in the present research study using thematic analysis to extract themes for both users and non-users of the Griffiths Scales. The results of the data analysis revealed four over-arching themes, namely, purpose and use of the Griffiths Scales; domains, content, and structure of the Griffiths Scales; psychometric properties, standardisation, and norms; and merits, limitations, and improvements. Based on the themed views of practitioners, recommendations were made regarding the support for the next revision cycle as well as strengths of the Griffiths Scales that should be retained and improvements and additions needed. It is hoped that these recommendations will guide aspects of the revision process. Consequently, the recommendations have been submitted to the Project Board.
- Full Text:
- Date Issued: 2014
The leadership competencies subordinates value : an exploratory study across gender and national culture
- Authors: Gondongwe, Sharon
- Date: 2014
- Subjects: Leadership , Organizational behavior , Organizational behavior -- Cross-cultural studies , Organizational behavior -- Sex differences
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1203 , http://hdl.handle.net/10962/d1015673
- Description: The effectiveness of leadership is largely dependent on whether the leadership competencies exhibited by leaders are congruent with the value system endorsed by subordinates. One of the ways in which leaders can influence subordinates is by understanding the leadership competencies valued by subordinates. Gender and national culture are two of the many factors that have an influence on the leadership competencies valued by subordinates. A large amount of research has been conducted to determine if, indeed, gender and national culture influence the leadership competencies subordinates' value. However, most of this research has been conducted in Europe and North America, places in which national cultures differ significantly from those prevailing in African countries. This study, from a South African and Zimbabwean perspective, attempted to ascertain if gender and national culture influence the leadership competencies they value in their leaders. Existing studies have indicated that gender and national culture do not influence the leadership competencies valued in a leader. The findings of this study are in accordance with previous research and agree that gender and national culture do not influence the leadership competencies valued in a leader. The results of this study indicated that male and female subordinates value similar leadership competencies. With respect to national culture, both South African and Zimbabwean subordinates value similar leadership competencies. Based on the findings of this study, regardless of gender and national culture, all subordinates value a leader who is loyal, visionary, openly embodies integrity, and is a leader who empowers subordinates.
- Full Text:
- Date Issued: 2014
- Authors: Gondongwe, Sharon
- Date: 2014
- Subjects: Leadership , Organizational behavior , Organizational behavior -- Cross-cultural studies , Organizational behavior -- Sex differences
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1203 , http://hdl.handle.net/10962/d1015673
- Description: The effectiveness of leadership is largely dependent on whether the leadership competencies exhibited by leaders are congruent with the value system endorsed by subordinates. One of the ways in which leaders can influence subordinates is by understanding the leadership competencies valued by subordinates. Gender and national culture are two of the many factors that have an influence on the leadership competencies valued by subordinates. A large amount of research has been conducted to determine if, indeed, gender and national culture influence the leadership competencies subordinates' value. However, most of this research has been conducted in Europe and North America, places in which national cultures differ significantly from those prevailing in African countries. This study, from a South African and Zimbabwean perspective, attempted to ascertain if gender and national culture influence the leadership competencies they value in their leaders. Existing studies have indicated that gender and national culture do not influence the leadership competencies valued in a leader. The findings of this study are in accordance with previous research and agree that gender and national culture do not influence the leadership competencies valued in a leader. The results of this study indicated that male and female subordinates value similar leadership competencies. With respect to national culture, both South African and Zimbabwean subordinates value similar leadership competencies. Based on the findings of this study, regardless of gender and national culture, all subordinates value a leader who is loyal, visionary, openly embodies integrity, and is a leader who empowers subordinates.
- Full Text:
- Date Issued: 2014
Biotechnology from bench to market: the design, scale-up and commercialisation strategy development of a disruptive bioprocess for potable ethanol production
- Authors: Dhanani, Karim Colin Hassan
- Date: 2015
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/55863 , vital:26750
- Description: The capacity of research institutions to engage in technology transfer activities has important implications on both economic development and technological advancement. This thesis explores the developmental and commercialisation processes involved in the transfer of a potentially disruptive bioprocessing technology for beverage alcohol production. Ethanolic fermentation strategies are of interest due to their global economic importance and their potential to produce clean renewable fuels in the future. Currently used methods are both energetically wasteful and economically inefficient. To this end more effective bioprocessing methods and implementation strategies are required to enable commercially viable decentralised small-scale ethanol production. Perfusion reactors have a number of advantages over batch and other continuous fermentation strategies. This study aimed to develop and study the fermentative efficiency of a perfusion tower bioreactor system at the bench scale, and subsequently through a scale up process to a low level commercial capacity. An HPLC method was developed for the Simultaneous quantification of common fermentation analytes; this was used to determine bench scale fermentation efficacies over an operational period. At steady state the ethanol volumetric productivity of the bench scale bioreactor system was 3.40 g. L-1.h-1, the average yield of ethanol to consumed sugar was 0.467 g.g -1, with an average sugar conversion percentage of 96%. Results showed that the tower perfusion bioreactor was appropriate for high performance ethyl alcohol fermentations. This reactor design was then scaled up to pilot scale and then commercial scale ca pacity. Similar efficienCies were achieved with these larger systems. Based on the process performance data obtained, a commercialisation strategy was developed and market performance was projected. It was found that productivity rates per unit volume were favourable, and the bioreactor system was determined to be very cost effective for a decentralised ethanolic beverage manufacturing model.
- Full Text:
- Date Issued: 2015
- Authors: Dhanani, Karim Colin Hassan
- Date: 2015
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/55863 , vital:26750
- Description: The capacity of research institutions to engage in technology transfer activities has important implications on both economic development and technological advancement. This thesis explores the developmental and commercialisation processes involved in the transfer of a potentially disruptive bioprocessing technology for beverage alcohol production. Ethanolic fermentation strategies are of interest due to their global economic importance and their potential to produce clean renewable fuels in the future. Currently used methods are both energetically wasteful and economically inefficient. To this end more effective bioprocessing methods and implementation strategies are required to enable commercially viable decentralised small-scale ethanol production. Perfusion reactors have a number of advantages over batch and other continuous fermentation strategies. This study aimed to develop and study the fermentative efficiency of a perfusion tower bioreactor system at the bench scale, and subsequently through a scale up process to a low level commercial capacity. An HPLC method was developed for the Simultaneous quantification of common fermentation analytes; this was used to determine bench scale fermentation efficacies over an operational period. At steady state the ethanol volumetric productivity of the bench scale bioreactor system was 3.40 g. L-1.h-1, the average yield of ethanol to consumed sugar was 0.467 g.g -1, with an average sugar conversion percentage of 96%. Results showed that the tower perfusion bioreactor was appropriate for high performance ethyl alcohol fermentations. This reactor design was then scaled up to pilot scale and then commercial scale ca pacity. Similar efficienCies were achieved with these larger systems. Based on the process performance data obtained, a commercialisation strategy was developed and market performance was projected. It was found that productivity rates per unit volume were favourable, and the bioreactor system was determined to be very cost effective for a decentralised ethanolic beverage manufacturing model.
- Full Text:
- Date Issued: 2015
Reconceptualising notions of South African Indianess : a personal narrative
- Authors: Kunvar, Yogita
- Date: 2015
- Subjects: East Indians -- South Africa , East Indians -- South Africa -- Ethnic identity , East Indians -- Cultural assimilation -- South Africa , National characteristics, East Indian , East Indian diaspora , Identity (Psychology) , South Africa -- Social conditions -- 1961-1994 , South Africa -- Politics and government -- 1948-1994 , South Africa -- Race relations
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2123 , http://hdl.handle.net/10962/d1017767
- Description: The theoretical challenge of conceptualising South African Indianess is suffused with a plethora of variables that suggest complexity. While being misleadingly homogenous, Indian identity encompasses a multitude of expressions. This thesis seeks to reconceptualise notions of South African Indianess through personal narrative. The research context is contemporary South Africa with a specific focus on Johannesburg’s East Rand Reef. Inspired by the dearth of literature on contemporary Indianess this study addresses the gap in the present discourse. Following the autoethnographic work of Motzafi-Haller (1997) and Narayan (1993) the thesis presents a layered narrative by juxtaposing the experiences of research participants with my own. Using multi-sited autoethnographic data the thesis explores the question of what it means to be Indian in relation to South Africa’s Apartheid past. By drawing on concepts in popular diaspora theory and critiquing their application, the thesis illustrates the inadequacies inherent in the definitions of diaspora and suggests a broader understanding of its application. Through exploring layers of Indianess the thesis illustrates the inherent complexity in reconceptualising South African Indianess. The study suggests that as a result of changing global and local flows, South African Indians are reconceptualising what it means to be South African Indian.
- Full Text:
- Date Issued: 2015
- Authors: Kunvar, Yogita
- Date: 2015
- Subjects: East Indians -- South Africa , East Indians -- South Africa -- Ethnic identity , East Indians -- Cultural assimilation -- South Africa , National characteristics, East Indian , East Indian diaspora , Identity (Psychology) , South Africa -- Social conditions -- 1961-1994 , South Africa -- Politics and government -- 1948-1994 , South Africa -- Race relations
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2123 , http://hdl.handle.net/10962/d1017767
- Description: The theoretical challenge of conceptualising South African Indianess is suffused with a plethora of variables that suggest complexity. While being misleadingly homogenous, Indian identity encompasses a multitude of expressions. This thesis seeks to reconceptualise notions of South African Indianess through personal narrative. The research context is contemporary South Africa with a specific focus on Johannesburg’s East Rand Reef. Inspired by the dearth of literature on contemporary Indianess this study addresses the gap in the present discourse. Following the autoethnographic work of Motzafi-Haller (1997) and Narayan (1993) the thesis presents a layered narrative by juxtaposing the experiences of research participants with my own. Using multi-sited autoethnographic data the thesis explores the question of what it means to be Indian in relation to South Africa’s Apartheid past. By drawing on concepts in popular diaspora theory and critiquing their application, the thesis illustrates the inadequacies inherent in the definitions of diaspora and suggests a broader understanding of its application. Through exploring layers of Indianess the thesis illustrates the inherent complexity in reconceptualising South African Indianess. The study suggests that as a result of changing global and local flows, South African Indians are reconceptualising what it means to be South African Indian.
- Full Text:
- Date Issued: 2015
The design of Makana monument in Grahamstown: pathway of memory inspired by nature, mediating public and sacred space, as a regenerative mechanism of a forgotten place
- Authors: Almon, Peta Pryor
- Date: 2015
- Subjects: Monuments -- South Africa -- Grahamstown Historic buildings -- South Africa -- Grahamstown , Historic sites -- South Africa -- Grahamstown Architecture and society -- History -- 21st century
- Language: English
- Type: Thesis , Masters , MArch
- Identifier: http://hdl.handle.net/10948/41283 , vital:36431
- Description: Since 1994 the post-apartheid heritage discourse has become one of the primary tools to deal with culture, identity and citizenship in South Africa. It is one of the means by which a democratic national identity is being forged and the production of new monuments is the physical manifestation of this discourse. The South African landscape holds many suppressed or unarticulated histories; histories which are a function of socio-political and land battles throughout the years of colonisation and apartheid. In society, socio-political ideals are supported by daily practices, which in turn affect social structures. These structures and the values that they uphold, in turn are interned in the monument. The monument then radiates these through its physical form. Monuments are therefore a collective mirror from which society can position itself, expressing socio-political ideals that are reinforced by community actions. This treatise explores monument as a mechanism of social regeneration towards the vision of a democratic landscape. The treatise investigates the making of monuments by analysing philosophical positions, characteristics with the intention of extracting principles, and types of monuments. This was done in order to gain an understanding as to why monuments exist, the fundamental principles involved, and the architectural approaches to these. The work is centred around Grahamstown, focusing on heritage within the city. This heritage is explicitly represented in over seventy sites within the city. Through an analysis of these heritage sites, it became clear that there is an imbalance of represented histories; mainly favouring the colonial histories while the African histories remain unarticulated or poorly represented. This imbalance is testimony to the socio-political ideals over time which in turn affected the morphology of the city over time. This resulted in contrasting spatial structures; the colonial side of town structured by a grid plan centred on a major axial route from which the spatial hierarchy extends, and the township side which is characterised by a repetitive, non-hierarchical grid layout. The landscape of the city underpins this spatial layout where features are used to enforce socio-political ideals. The structuring elements of the landscape are crucial in this regard. Surrounding hills create a bowl condition in which the city is located which in turn is divided in half by a river reinforcing the two sides of the city. Two entry points into the city are demarcated by prominent hills, positioned directly opposite each other on either side of the city. Gunfire Hill on the west is accentuated by the 1820 Settlers Monument, while opposite to the east is Makana’s Kop surrounded by the township and remains unarticulated and known only by oral histories. This clear imbalance in the representation of histories is commonly characteristic in the South African landscape and settlement patterns. The treatise seeks to arrive at an architectural intervention that is a step towards reducing this imbalance, as well as representing these suppressed histories appropriately. Vincent Scully’s notion of architecture mimicking nature was used as a theoretical lens through which the approach to the architecure and landscape were viewed. Consequently, phenomenological ideas are used as an architectural approach which aims to integrate people, nature and heritage in the form of a monument. In line with this, African traditions and beliefs were investigated, specifically the inherent relationship between nature, human spirit and settlement. The proposal is the Makana Monument located on Makana’s Kop, maintining the principles of monuments while facilitating the social needs of the surrounding community within the township of Hlalani. The site is physically monumental in nature, due to its steep slope and prominent tree line. Presented with a naturally sacred site that is positoned at the centre of a community and contains significant history pertaining to Grahamstown. These themes became the informants of the design. The aim is to maintain the natural vertical prominence of the site by creating a building that gives definition through contrasting horizontal retaining walls positioned along the contour lines. Located at a crucial point on the slope, it mediates public and sacred space. Routes through and into the building are informed by the energies of existing desire lines of people’s pathways. The intention of the building is to give dignity to a sacred natural landscape, facilitate the needs of the community, and appropriately recognise the supressed heritage.
- Full Text:
- Date Issued: 2015
- Authors: Almon, Peta Pryor
- Date: 2015
- Subjects: Monuments -- South Africa -- Grahamstown Historic buildings -- South Africa -- Grahamstown , Historic sites -- South Africa -- Grahamstown Architecture and society -- History -- 21st century
- Language: English
- Type: Thesis , Masters , MArch
- Identifier: http://hdl.handle.net/10948/41283 , vital:36431
- Description: Since 1994 the post-apartheid heritage discourse has become one of the primary tools to deal with culture, identity and citizenship in South Africa. It is one of the means by which a democratic national identity is being forged and the production of new monuments is the physical manifestation of this discourse. The South African landscape holds many suppressed or unarticulated histories; histories which are a function of socio-political and land battles throughout the years of colonisation and apartheid. In society, socio-political ideals are supported by daily practices, which in turn affect social structures. These structures and the values that they uphold, in turn are interned in the monument. The monument then radiates these through its physical form. Monuments are therefore a collective mirror from which society can position itself, expressing socio-political ideals that are reinforced by community actions. This treatise explores monument as a mechanism of social regeneration towards the vision of a democratic landscape. The treatise investigates the making of monuments by analysing philosophical positions, characteristics with the intention of extracting principles, and types of monuments. This was done in order to gain an understanding as to why monuments exist, the fundamental principles involved, and the architectural approaches to these. The work is centred around Grahamstown, focusing on heritage within the city. This heritage is explicitly represented in over seventy sites within the city. Through an analysis of these heritage sites, it became clear that there is an imbalance of represented histories; mainly favouring the colonial histories while the African histories remain unarticulated or poorly represented. This imbalance is testimony to the socio-political ideals over time which in turn affected the morphology of the city over time. This resulted in contrasting spatial structures; the colonial side of town structured by a grid plan centred on a major axial route from which the spatial hierarchy extends, and the township side which is characterised by a repetitive, non-hierarchical grid layout. The landscape of the city underpins this spatial layout where features are used to enforce socio-political ideals. The structuring elements of the landscape are crucial in this regard. Surrounding hills create a bowl condition in which the city is located which in turn is divided in half by a river reinforcing the two sides of the city. Two entry points into the city are demarcated by prominent hills, positioned directly opposite each other on either side of the city. Gunfire Hill on the west is accentuated by the 1820 Settlers Monument, while opposite to the east is Makana’s Kop surrounded by the township and remains unarticulated and known only by oral histories. This clear imbalance in the representation of histories is commonly characteristic in the South African landscape and settlement patterns. The treatise seeks to arrive at an architectural intervention that is a step towards reducing this imbalance, as well as representing these suppressed histories appropriately. Vincent Scully’s notion of architecture mimicking nature was used as a theoretical lens through which the approach to the architecure and landscape were viewed. Consequently, phenomenological ideas are used as an architectural approach which aims to integrate people, nature and heritage in the form of a monument. In line with this, African traditions and beliefs were investigated, specifically the inherent relationship between nature, human spirit and settlement. The proposal is the Makana Monument located on Makana’s Kop, maintining the principles of monuments while facilitating the social needs of the surrounding community within the township of Hlalani. The site is physically monumental in nature, due to its steep slope and prominent tree line. Presented with a naturally sacred site that is positoned at the centre of a community and contains significant history pertaining to Grahamstown. These themes became the informants of the design. The aim is to maintain the natural vertical prominence of the site by creating a building that gives definition through contrasting horizontal retaining walls positioned along the contour lines. Located at a crucial point on the slope, it mediates public and sacred space. Routes through and into the building are informed by the energies of existing desire lines of people’s pathways. The intention of the building is to give dignity to a sacred natural landscape, facilitate the needs of the community, and appropriately recognise the supressed heritage.
- Full Text:
- Date Issued: 2015