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Transport and General Workers Union: congress report financial progress report for period July 1988 to November 1989

- Transport and General Workers' Union (South Africa)

Authors: Transport and General Workers' Union (South Africa)
Date: 1989-07
Subjects: Uncatalogued
Language: eng
Type: text , pamphlet
Identifier: http://hdl.handle.net/10962/103428 , vital:32245
Description: In reviewing the developments in T&G finances over the past eighteen months, we can safely say that T&G finances have certainly stabilized over the period. However, in case we get too excited at this news, a note of caution. While our income from subscriptions has steadily improved, due mainly to the Congress ’88 increase in rate (from R3 to R4); our expenditure has in relation also increased to the point that if we continue with our current expenditure pace of October ’89 and November 89, we will soon return to our previous problem of constant threat of bank overdraft! We are a long way off self-sufficiency and still rely heavily on our overseas funders for assistance in the areas of legal fees and our education programme. This report will focus on both the positive developments in T&G finances over these past eighteen months, as well as the problem areas which we need to seriously tackle from here!
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Inggs Undertakers: a brief history of the firm; and explanatory notes on the data captures from the diaries

- Inggs Undertakers

Authors: Inggs Undertakers
Date: 20uu
Subjects: Uncatalogued
Language: English
Type: essays , text
Identifier: http://hdl.handle.net/10962/116283 , vital:34361
Description: A BRIEF HISTORY IF THE FIRM: Alexander Will, a Blacksmith of Aberdeen in Scotland, arrived in this country aboard the “Bermondsey” in November 1859. He was accompanied by his wife Sarah (nee Hay) and two small sons. The couple eventually had a family of 5 sons and 3 daughters. It is not known when the firm began but there is evidence that it was functioning in 1879 and may well have begun about 6 years prior to that. Unfortunately the diaries have only survived from 1900. Sarah died in 1914 and Alexander in March 1915. Their son, John Chalmers Will, then ran the firm until his death in 1952 when it passed to a relative, Oliver Douglas Inggs and became known as Inggs Undertakers. Oliver was known far and wide as “O.D.” and the locals knew the firm always as “Will’s Parlour” until the last of the generation that remembered the Will connection had passed on! O.D. ran the business and was an active participant in the daily affairs until his death on 30 June 1996 at the very advanced aged of 92 years. Still under the name of Inggs Undertakers it passed to the Wolmarans family – Mary Bowker (formerly Wolmarans) being a niece of O.D.’s and in 2004 is still being operated by Mary who is now a widow.
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An investigation into the development of knowledge and strategies for the teaching of visual literacy in under-resourced Eastern Cape schools

- Mbelani, Madeyandile

Authors: Mbelani, Madeyandile
Date: 2014
Subjects: Uncatalogued
Language: English
Type: text , Thesis , Doctoral , PhD
Identifier: http://hdl.handle.net/10962/64401 , vital:28540
Description: This thesis reports on a multiple case study PhD project that aimed to investigate meaningful and critical development of knowledge and strategies to teach visual literacy, a component of English First Additional Language (FAL) in six under-resourced schools of the Eastern Cape of South Africa. The study begins by locating visual literacy within a broad framework of literacy as a social practice, and discusses its importance. Further, it discusses complexities of making sense of and teaching visual literacy, especially for the majority of in-service teachers who experienced visual literacy neither as learners nor as teacher trainees. The gap between the curriculum and teachers’ classroom practices is what triggered this study to adopt a transformative paradigm. The main research question is, “How can teacher professional development in English Language Teaching advance in-service teachers’ knowledge of and strategies for meaningful and critical teaching and learning of visual literacy?” To respond to this question, I drew on cultural historical activity theory (CHAT) and critical realism (CR) to design four phases of this study that incorporated the seven stages of an expansive learning cycle. These phases focussed on exploring and expanding teachers’ sense making and teaching of visual literacy. I collected data through interviews, document analysis, videoed lessons and change laboratory (CL) workshops. I designed a data analysis tool that brought together CHAT, CR, multimodal social semiotics, critical discourse analysis and pedagogical discourse to make sense of the data. Through a process of reflexivity, the study illuminated layers of factors that constrained meaningful and critical teaching of visual literacy in the empirical, the actual and the real domains of reality. These factors include teachers’ unconscious reproduction of discourses of domination, their intolerance of diverse cultural discourses, resistance to curriculum change, and the fact that they are comfortable with the status quo. I brought these factors to CL workshops for expansive learning. The study contributes in-depth insight into English FAL in-service teacher development in the area of visual literacy. By locating the study within meaning making and teaching of visual literacy, it was possible to interrogate access, diversity, domination and design in teachers’ classroom practices. As a result of this study participants were made aware of the extent to which these factors enabled or hindered meaningful and critical teaching. Participants repositioned themselves as subjects of the activity system, thereby mobilising their agency to take control of the structures and cultures that condition their teaching.
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Employment Equity: an introductory workshop for trade unionists organised by the COSATU Education Department

- Congress of South African Trade Unions (COSATU)

Authors: Congress of South African Trade Unions (COSATU)
Date: 1999-09
Subjects: Uncatalogued
Language: English
Type: text , pamphlet
Identifier: http://hdl.handle.net/10962/106134 , vital:32610
Description: This workshop is designed to give you a reliable introduction the Employment Equity Act. It is based on hard information and on ACTIVITIES or discussion exercises that will help you to understand how the Act works, who it covers, and what the implications are for trade unionists. Each of the Activities is complemented with information that will help you to understand the Act in more detail. Sections have been added to help you find further information, and to understand the terms that are used in the Act itself in a two day programme, you are not going to be an 'expert' on the Employment Equity Act, but we hope that you will feel more confident about using the Act, especially in ensuring that it is used to address a wide range of discriminatory practices at the workplace. As with most legislation, the more that you begin to use it, the more its strengths and weaknesses will emerge. It is very important that any weaknesses in the practical application of the Act are reported through your Union to the Federation. This will help the Federation to campaign for improvements in the legislation, and to close any loopholes that allow employers to avoid their responsibilities. All Labour Legislation, including the new Employment Equity Act should serve as a 'base-line' or minimum standard. Employer and Union observance of the minimum standards as laid down in law should be our starting point. Through collective bargaining and improved Union organisation, we aim to improve upon the standards set by the law, and increase the protection of our members. This is a real challenge. It is especially important for us all to recognise that as we enter into a period where employers are demanding more 'flexibility', the introduction of a new law to correct the legacy of imbalances left by apartheid at the workplace deserves our special attention. We hope this workshop is the first in a series of educational events that will cover this vital new area. The main aim of this workshop is to help you to understand the basic workings of the law, and how best it can be implemented. We also hope this programme encourages you to find out more about Employment Equity issues, and contribute positively to the struggle for the eradication of inequality. This pack is designed for a series of two-day introductory workshops that are being sponsored by COSATU in each region. A workshop of COSATU Educators held in September 1999 helped to assemble the material, and to test its appropriateness. As a result there are a considerable number of educators who can advise, and facilitate this workshop and who can be contacted via COSATU Education Department. We would also be very interested to hear how the pack has been used, and in particular how it can be improved to meet the needs of trade unionists who want to tackle discrimination using the tool of the Employment Equity Act, as well as other organisational means. If you use this pack, feedback would be most welcome.
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