List of Titles

Drive for show: putt for dough? The value of performance measures for professional golfers on the sunshine tour and the relationship with earnings

- Heathfield, Cameron Spencer

Authors: Heathfield, Cameron Spencer
Date: 2023-03-31
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/419499 , vital:71649
Description: “Drive for show, putt for dough”. This controversial adage has been a prominent sentiment in the game of golf for decades. Empirical evidence investigating its robustness through determinant of earnings inquiries have identified that the most valuable measure of performance in golf is in fact putting. However, with the ever-perpetuating state of golf equipment and the technologies thereof, the distance debate in golf has thus gained traction. Recent investigations and evidence into the adage had identified a trend-shift with regards to the value associated with distance achievable and putting ability in golf. Therefore questioning the relevance of the adage in the modern form of the game. In conducting a determinant of earnings inquiry through the engagement of engineering “pure” performance measures as empirically identified, this investigation is aimed at recognising a similar trend in a South African perspective, on the Sunshine Tour. Utilising a generalised least square regression methodology, the analysis identifies how the value of the marginal product as-sociated with both player and non-player explanatory measures influence real earnings on the Sun-shine Tour. This determination is observed through the means of a comprehensive scenario analysis, demonstrating the effect of marginal performance differences to the degree of 1% and 5% increase in performance. A trend was therefore identified in which the value of the marginal product, and growth in real earnings associated to driving distance at the 5% level were in fact greater than the that of putting ability. The results further denote the robustness of the adage and the inherent value associated to putting vs. driving distance at the 1% level. The conclusion to this investigation demonstrates the importance of opportunistic positions player’s put themselves in within tournaments to encourage earnings accumulation. Identified through balanced return on investments for all performance measures to “drive for dough to putt for dough”. , Thesis (MEcon) -- Faculty of Commerce, Economics and Economics History, 2023
Full Text:
Date Issued: 2023-03-31

Quick View

Visual representations of linear algebraic expressions: a case study in a Grade 9 after-school mathematics club

- Herbert, Sindisiwe

Authors: Herbert, Sindisiwe
Date: 2023-10-13
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424019 , vital:72116
Description: Visualisation is commonly used as a tool in introducing algebra through visual or kinaesthetic sequences designed to prompt learners' development of a general rule for moving from a term's position to its output value. Fluency in both the concepts and the conventions of elementary algebra are essential to learners, as algebra forms the language in which many advanced mathematical ideas are encoded. Moreover, algebraic fluency is often associated with an ability to think abstractly about arithmetic processes. In many classrooms, however, research has shown that learners often focus on fluency in algebraic conventions rather than concepts, learning how to manipulate expressions without understanding the algorithms they are taught to follow. This trend can be linked to several causes, including teacher-centred mathematics classrooms in which learners are – whether implicitly or explicitly – encouraged to copy formulae and methods in order to ‘get it right in a test’ without necessarily grasping the underlying logical relationships. This case study, therefore, aimed to determine whether there was value in using visual, kinaesthetic models to broaden and deepen learners' use of algebra. To that end, in the context of an extra-curricular mathematics club that aimed to decentre the teachers and demand innovative ideas of the participants, six pairs of Grade 9 learners were tasked with creating visual representations of a linear algebraic expression using coloured building cubes. The responses to this task over the course of five assignments were many and varied and almost universally displayed a sustained internal logic that the learners were able to explain and develop. Most pairs began with a visual list of terms arranged in sets of towers, pyramids or, in one case, a spiral. At the end of the study, all but one of the pairs had settled on a Visual Expression, in which various colours were used to represent elements of the algebra such as the values of the coefficient, the variable and the constant term. The participants' representations grew in complexity over the course of the study and the conformity of the final responses showed that the club was a collaborative space in which learners shared ideas. However, the structure of the Visual Expressions and their own confessions of nerves about ‘getting it wrong’ in the interviews suggest that the participants were stuck in a mindset that led them to seek out and idealise the representation closest to the original algebra, even though that representation revealed little about the structural relationship underlying the expression. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
Full Text:
Date Issued: 2023-10-13

Quick View

Argyroploce Leucotreta: “The false Codlin moth”

- Horne, H M R

Authors: Horne, H M R
Date: 1939
Subjects: Uncatalogued
Language: English
Type: Master's theses , text
Identifier: http://hdl.handle.net/10962/193375 , vital:45326
Description: This introduction and ensuing essay are something in the nature of a personal confession. Deemed as such what I have written concerning Samuel Palmer has not, in any way, been written as an exercise, but rather for the purpose of self-edification. This I will elaborate upon while disclosing my motive for writing on Palmer. Palmer's works - when I first saw them - were something of a revelation. They seemed the alpha and omega of my own artistic endeavour. Perhaps the term which best describes the euphoria I felt is 1deja vu1, because although it describes a connectedness of sorts, the words have in their sound an exotic ring. There is in it an implied equivocation - and equivocality best describes my understanding of Samuel Palmer at that juncture. This euphoria I felt dimmed with the realisation that by purportedly claiming, as I was, Samuel Palmer's visionary landscapes as my goal I was treading on sacred ground; I'd arrived, as it were, in another's Paradise. The effects of this upon my own creativity were completely negative. Worse still, I lacked the necessary means to extricate myself from Palmer's paradisiacal visions. His influence was incapacitating and convoluting my own growth. It was obvious then that I had to be rid of Samuel Palmer. , Thesis (MSc) -- Faculty of Science, Zoology and Entomology, 1939
Full Text:
Date Issued: 1939

Quick View

Abasebenzi basedokisini eKapa

- ICU

Authors: ICU
Date: 1970
Subjects: Uncatalogued
Language: Xhosa
Type: text
Identifier: http://hdl.handle.net/10962/134467 , vital:37162
Description: Kule ncwadana sibalisa imbali ende yezitifido zaseKapa. Sibalisa ngezidube-dube zestifido noququzelo lwazo kwi ICU. Okulandelayo, sijonga ekukhuleni kwamandla ezitifido xa zaziququzelwa kumbutho we Cape Town Stevedoring ne Dock Workers Union. Emva Kwemfazwe Yesibini Yehlabathi sibona ubuthathaka bomanyano lwabasebenzi basedokisini kwiminyaka emininzi. Okokugqibela, sibalisa ibali labasebenzi bestifido, ukuzimanya kwabo nemibutho yabasebenzi nokukhula kwabo kwakhona ngowe 1970. , here put any information that you think is important but there is no field for it, if there isnt remove the field
Full Text:
Date Issued: 1970

Quick View

Exploring how Grade 11 Chemistry teachers mediate learning of the topic redox reactions in their classrooms in Namibia

- Iindombo, Junilla Inamudhimbwa

Authors: Iindombo, Junilla Inamudhimbwa
Date: 2023-10-13
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424030 , vital:72117
Description: The Namibian Chemistry ordinary level syllabus requires learners to study the topic of redox reactions. This topic has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 11 and 12 Namibian Senior Secondary Certificate ‘O’ examinations. Teaching abstract concepts such as redox reactions requires higher cognitive thinking skills and thus presents a challenge. Against this background, this study sought to explore how teachers mediate learning of redox reactions in their classrooms. The focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretivist paradigm, within which a qualitative case study approach was adopted. Two Grade 11 Chemistry teachers from the Ohangwena and Oshana regions in Namibia were the research participants. I used semi-structured interviews, lesson observations and stimulated recall interviews to collect data. I used Shulman’s Pedagogical Content Knowledge as a theoretical framework in this study and the data sets were analysed using the Topic-Specific Pedagogical Content Knowledge components. Qualitative data were analysed inductively-deductively. The study’s findings revealed that teachers used various mediation tools such as analogies and prior knowledge. The results further illuminated that teachers should develop strong subject content knowledge and pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
Full Text:
Date Issued: 2023-10-13

Quick View

Exploring grade 8 teachers’ code-switching in teaching orthographic drawing in the Khomas Educational Region, Namibia

- Iita, Gabriel

Authors: Iita, Gabriel
Date: 2023-10-13
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424041 , vital:72118
Description: Studies in learner English proficiency in Namibia have shown that a considerable number of learners in primary and high schools have low proficiency. Naturally, this will be problematic for both learners and teachers who operate under a policy that dictates that from Grade 4 upwards, English is the medium of instruction in government schools. Literature has shown a general bias towards English as a medium of instruction from both the Namibian government and Namibian parents, despite the broader level of low English proficiency among learners. Research reviewed within this study has outlined the multiple benefits of code-switching for both learners and teachers. In fact, a recent study on the perceptions of code-switching in classrooms among Namibian learners indicated a positive attitude towards code-switching as a learning tool. Grade 8 Technical Drawing classes tend to be challenging due to the complexity and novelty of some of the concepts and terminologies used when teaching the subject. This makes it particularly difficult for learners whose first language is not English. Learners struggle to understand and make meaning of the concepts and objects used in Orthographic Drawing. Code-switching has been seen as a beneficial pedagogical tool. The study was therefore conducted to explore the Grade 8 teachers’ code-switching when teaching Orthographic Drawing in the Khomas educational region, Namibia. The study used the Matrix Language Frame Model by Myers-Scotton as the theoretical framework which focuses on two crucial language aspects of participating in code-switching and the matrix and embedded language, which guided this study. The qualitative approach employed a case study design which was used to gain first-hand experience in the Technical Drawing classrooms. Semi-structured interviews and an observation checklist were the research instruments that were used to generate data on the use of code-switching in Orthographic Drawing. Two schools, two Technical Drawing classes with 40 learners and two teachers in the Khomas region, Namibia were conveniently and purposively sampled. The data were analysed using coding, descriptive statistics and thematic data analysis. The primary and secondary results indicate that code-switching occurrence has constructive effects. Consequently, recommendations have been made on the effective use of code-switching along with other pedagogical tools based on the research insights into code-switching when teaching and learning Orthographic Drawing. , Thesis (MEd) -- Faculty of Humanities, Study of Englishes of Africa, 2023
Full Text:
Date Issued: 2023-10-13

Quick View

Origin and metallogenic significance of alkali metasomatism in the Paleoproterozoic Mapedi Formation, Kalahari Manganese Field, South Africa

- Ikwen, Emmanuella Biye

Authors: Ikwen, Emmanuella Biye
Date: 2023-10-13
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424632 , vital:72170
Description: The occurrence of alkali-rich metasomatic assemblages has been widely reported in various regions of the Kalahari Manganese Field (KMF). This alkali metasomatism has been characterized by the secondary introduction of elements such as K, Na, Li, Ba, P, V, Zn, As, amongst others. This study further explores the possibility of widespread alkali metasomatism in the KMF by reporting on and examining the occurrence of sugilite and other alkali-rich minerals at the contact between the Transvaal and Olifantshoek Supergroups in the Hotazel Mine area of the north-eastern KMF. The lithologies observed at the contact show macroscopic (such as cross cutting veins) and microscopic evidence of hydrothermal alteration. Using analytical methods such as X-ray diffraction, X-ray fluorescence, and scanning electron microscopy, results showed that in the north-eastern region of the KMF, the metasomatism observed at the Transvaal-Olifantshoek contact is mainly characterized by enrichment in sodium, and the occurrence of sodium minerals, predominantly in the form of aegirine. The aegirine forms exclusively in the quartzites of the Mapedi Formation along with minerals such as sugilite, baryte, banalsite, amongst others. Albite also occurs within the quartzites, but also within the Mapedi red shales. The secondary nature of these minerals is established by geochemical comparisons with pristine, as well as alkali-metasomatized samples of the same formation which were obtained from other parts of the KMF and Postmasburg. These comparisons showed that the Mapedi quartzites in the north-eastern KMF have undergone extensive oxidation compared to samples of the same formation which were obtained from Postmasburg. The north-eastern quartzites have an average hematite abundance of 17 wt.% compared to Postmasburg quartzite which have an average of 7 wt.% hematite. Furthermore, some quartzite samples contained up to 40 wt.% in hematite content. The comparisons also showed that Mapedi quartzites from the north-eastern KMF are substantially more sodium enriched compared to Mapedi quartzites from the Postmasburg region, which on average have sodium oxide content below detection limits. Geochemical comparisons were made between pristine Hotazel Formation samples from north-western KMF (Gloria Mine) and samples obtained from the north-eastern KMF (Hotazel Mine). Results showed that the samples obtained from the top of the Hotazel Formation (in the Hotazel mine area) are likely altered hematite lutite and not Banded Iron Formation, evident by their substantially high manganese oxide content (over 30 wt.% in some cases). When compared to pristine samples, the lutite also showed evidence of hydrothermal alteration, predominantly in the form of phosphate and barium enrichment, evident by the occurrence of baryte and apatite. The alkali metasomatism occurring at the contact between the Transvaal and Olifantshoek Supergroups was shown to be predominantly characterized by enrichment in Na, K, Li, Al, Ba, Sr, and P. The metasomatism characterized in this study was also proposed to possibly post-date an earlier metasomatic event which was characterized by leaching of silica and extensive oxidation of the rocks observed at the Transvaal-Olifantshoek contact in the north-eastern KMF. The occurrence of the alkali-rich minerals outlined above geochemically parallels other alkali-rich metasomatic assemblages reported in other parts of the KMF, as well as in the Postmasburg Manganese Field. Thus, based on the consistent occurrence of secondary, alkali-rich mineral assemblages across the KMF, characterized by the common occurrence of aegirine along with minerals such as sugilite and albite, there is evidence of a large-scale alkali metasomatism in the KMF. This study also explores the possible role that the Transvaal-Olifantshoek unconformity might have played in acting as a major conduit for fluid propagation because the observed mineral assemblages occur right at the contact between the Hotazel and Mapedi Formations. The occurrence of the alkali-rich minerals predominantly around the unconformity, as well as the relative depletion of phosphates in stratigraphically deeper parts of the Hotazel suggest that the fluid metasomatism was aided by the Olifantshoek-Transvaal unconformity surface. This study concludes that there is evidence for a strong link between the metasomatism occurring at the contact between the Hotazel and Mapedi formations (in the north-eastern KMF) and what is observed in the broader KMF region. , Thesis (MSc) -- Faculty of Science, Geology, 2023
Full Text:
Date Issued: 2023-10-13

Quick View

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 , Cory Library for Humanities Research
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.
Full Text:
Date Issued: 20uu

Quick View

Investigating pedagogical practices of English First Additional Language educators in Grade 12 short stories: a case study

- Jabe, Sizwe

Authors: Jabe, Sizwe
Date: 2023-10-13
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424052 , vital:72119
Description: The focus of this study was to investigate pedagogical practices of English First Additional Language educators in teaching Grade 12 short stories. An interpretive qualitative case study of three educators from three high schools in Chris Hani West district, in Eastern Cape were purposefully selected. Lesson observations, semi-structured interviews, and document analysis (lesson plans) with three English FAL educators were used to collect data. Shulman’s (1986) Pedagogical Content Knowledge was used as the theoretical framework and analytical tool for the study. Data revealed ineffective teaching strategies and on-the-surface subject matter knowledge that hampers the critical teaching of short stories. It also showed that educators have limited knowledge of learners’ learning difficulties and how to address them. The study recommends less teacher talk that was observed in many classes, to be replaced by extended discussions on the part of the learners. Educators should establish a variety of contemporary teaching strategies which put critical thinking and active learning before examination preparation. Lastly, educators, in their teaching of short stories, should consult various resources and attend content workshops to keep subject knowledge up to date. , Thesis (MEd) -- Faculty of Humanities, Study of Englishes of Africa, 2023
Full Text:
Date Issued: 2023-10-13

Quick View

An exploration into how Grade 3 Foundation Phase teachers implement differentiated instructional practices in their mathematics classrooms

- Jack, Nomzamo Bridget

Authors: Jack, Nomzamo Bridget
Date: 2023-10-13
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424057 , vital:72120
Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
Full Text:
Date Issued: 2023-10-13

Showing items 121 - 140 of 635