Entrance to East London
- Subjects: East London (South Africa) -- Pictorial works
- Type: Image
- Identifier: vital:14135 , http://hdl.handle.net/10962/d1018059 , MS 10 542 , CD 55
- Description: Entrance to East London Harbour on the Buffalo River.
- Full Text: false
- Subjects: East London (South Africa) -- Pictorial works
- Type: Image
- Identifier: vital:14135 , http://hdl.handle.net/10962/d1018059 , MS 10 542 , CD 55
- Description: Entrance to East London Harbour on the Buffalo River.
- Full Text: false
Rhodeo, Vol. 27, No. 7
- Date: 1973-05-31
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14649 , http://hdl.handle.net/10962/d1019521
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1973-05-31
- Date: 1973-05-31
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14649 , http://hdl.handle.net/10962/d1019521
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1973-05-31
Constituent processes of leaf senescence in Hordeum vulgare cv. Dyan
- Afitlhile, Meshack Mosimanegape
- Authors: Afitlhile, Meshack Mosimanegape
- Date: 1994
- Subjects: Leaves , Leaves -- Development
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4184 , http://hdl.handle.net/10962/d1003752
- Description: Changes in chlorophyll content, carotenoid content and composition, abscisic acid and phaseic acid levels, hydrolytic enzyme activity and polypeptide pattern were monitored during senescence of the primary attached leaves of Hordeum vulgare L. cv. Dyan. Senescence occurred due to the normal course of leaf development or was induced by incubation of leaves in darkness. Loss of chlorophyll and total leaf protein was retarded in light whereas it continued rapidly in leaves from dark-incubated seedlings. Chlorophyll alb ratio increased with the progression of senescence, suggesting that chlorophyll b was referentially degraded during this process. Loss of total protein coincided with enhanced activity of acid and neutral proteases. In contrast, loss of chlorophyll was not accompanied by an increase in· peroxidase activity, suggesting that this enzyme was not responsible for initiating chlorophyll breakdown. Carotenoid and abscisic acid levels were monitored in the same tissue extracts. The results obtained show that the increase in endogenous levels of abscisic acid, induced by senescence, correlated with enhanced epoxidation of the xanthophyll cycle, ie., increased conversion of zeaxanthin to antheraxanthin and all-trans-violaxanthin. In addition, an increase in abscisic acid levels occurred concomitant with a decrease in all-trans-violaxanthin and 9'-cis-neoxanthin, suggesting an apparent 1:1 relationship on a molar basis. It is therefore proposed that enhanced abscisic acid production, due to foliar senescence, arises from fluctuations in carotenoid turnover. Polypeptide patterns in isolated chloroplasts, purified thylakoid and stromal fractions were very similar for leaves incubated in either light or darkness. A decrease in intensity of bands was observed in isolated chloroplasts and stromal fractions. Intensity of bands in thylakoids remained unchanged with the progression of senescence. Protein standards of peroxidase and lipoxygenase co-migrated with proteins of the isolated chloroplast. Although tentative, some proteins of the chloroplast may be representative of precursors of hydrolytic enzymes which are known to increase during senescence.
- Full Text:
- Date Issued: 1994
- Authors: Afitlhile, Meshack Mosimanegape
- Date: 1994
- Subjects: Leaves , Leaves -- Development
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4184 , http://hdl.handle.net/10962/d1003752
- Description: Changes in chlorophyll content, carotenoid content and composition, abscisic acid and phaseic acid levels, hydrolytic enzyme activity and polypeptide pattern were monitored during senescence of the primary attached leaves of Hordeum vulgare L. cv. Dyan. Senescence occurred due to the normal course of leaf development or was induced by incubation of leaves in darkness. Loss of chlorophyll and total leaf protein was retarded in light whereas it continued rapidly in leaves from dark-incubated seedlings. Chlorophyll alb ratio increased with the progression of senescence, suggesting that chlorophyll b was referentially degraded during this process. Loss of total protein coincided with enhanced activity of acid and neutral proteases. In contrast, loss of chlorophyll was not accompanied by an increase in· peroxidase activity, suggesting that this enzyme was not responsible for initiating chlorophyll breakdown. Carotenoid and abscisic acid levels were monitored in the same tissue extracts. The results obtained show that the increase in endogenous levels of abscisic acid, induced by senescence, correlated with enhanced epoxidation of the xanthophyll cycle, ie., increased conversion of zeaxanthin to antheraxanthin and all-trans-violaxanthin. In addition, an increase in abscisic acid levels occurred concomitant with a decrease in all-trans-violaxanthin and 9'-cis-neoxanthin, suggesting an apparent 1:1 relationship on a molar basis. It is therefore proposed that enhanced abscisic acid production, due to foliar senescence, arises from fluctuations in carotenoid turnover. Polypeptide patterns in isolated chloroplasts, purified thylakoid and stromal fractions were very similar for leaves incubated in either light or darkness. A decrease in intensity of bands was observed in isolated chloroplasts and stromal fractions. Intensity of bands in thylakoids remained unchanged with the progression of senescence. Protein standards of peroxidase and lipoxygenase co-migrated with proteins of the isolated chloroplast. Although tentative, some proteins of the chloroplast may be representative of precursors of hydrolytic enzymes which are known to increase during senescence.
- Full Text:
- Date Issued: 1994
Gold-bearing volcanic breccia complexes related to carboniferous-permian magmatism, North Queensland, Australia
- Authors: Mujdrica, Stefan
- Date: 1994
- Subjects: Gold mines and mining -- Australia -- Queensland , Gold ores -- Geology -- Australia -- Queensland
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4965 , http://hdl.handle.net/10962/d1005577 , Gold mines and mining -- Australia -- Queensland , Gold ores -- Geology -- Australia -- Queensland
- Description: Gold-bearing volcanic breccia complexes are the major sources of gold in the Tasman Fold Belt System in north Queensland. The Tasman Fold Belt System represents the site of continental accretion as a series of island-arcs and intra-arc basins with accompanying thick sedimentation, volcanism, plutonism, tectonism and mineralisation. In north Queensland, the fold belt system comprises the Hodgkinson-Broken River Fold Belt, Thomson Fold Belt, New England Fold Belt and the Georgetown Inlier. The most numerous ore deposits are associated with calc-alkaline volcanics and granitoid intrusivesof the transitional tectonic stage of the fold belt system. The formation and subsequent gold mineralisation of volcanic breccia complexes are related to Permo-Carboniferous magmatism within the Thomson Fold Belt and Georgetown Inlier. The two most important producing areas are at Mount Leyshon and Kidston mines, which are high tonnage, low-grade gold deposits. The Mount Leyshon breccia complex was emplaced along the contact between CambroOrdovician metasedimentary and metavolcanic rocks, and Ordovician-Devonian I-type granitoids of the Lolworth-Ravenswood Block. The Kidston breccia complex is located on a major lithological contact between the Early to Middle Proterozoic . Einasleigh Metamorphics and the Silurian-Devonian Oak River Granodiorite. The principal hosts to the gold mineralisation at the Mount Leyshon and Kidston deposits, are breccia pipes associated with several episodes of porphyry intrusives. The goldbearing magmatic-hydrothermal and phreatomagmatic breccias post-date the development of a porphyry-type protore. The magmatic-hydrothermal breccias were initially emplaced without the involvement of meteoric-hydrothermal fluids, within a closed system. Later magma impulses reached higher levels in the cooled upper magma chamber, where meteoric water invaded the fracture system. This produced an explosive emplacement of phreatomagmatic breccias, as seen at Mount Leyshon. Widespread sericitisation and pyrite mineralisation are common, with cavity fill, disseminated and fracturelveincontrolled gold and base metal sulphides. The Kidston and Mount Leyshon breccia complexes have hydrothermal alteration and mineralisation characteristics of the 'Lowell-Guilbert Model'. However, the argillic zone is generally not well defined. The gold travelled as chloride complexes with the hydrothermal fluids before being deposited into cavities and fractures of the breccias. Later stage epithermal deposits formed at the top of the breccia complexes that were dominantly quartz-adularia-sericite-type. The erosion, collapse and further intrusion of later porphyry phases allowed the upper parts of the breccia complexes to mix with the lower hydrothermal systems. Exploration for gold-related volcanic breccia complexes is directed at identifying hydrothermal alteration. This is followed by detailed ground studies including geological, mineralogical, petrological and geochemical work, with the idea of constructing a 'model' that can be tested with subsequent subsurface work (e.g. drilling). Geomorphology, remote sensing, geochemistry, geophysics, petrology, isotopes and fluid inclusions are recommended exploration techniques for the search of gold-bearing volcanic breccia complexes. Spectral remote sensing has especially become an important tool for the detection of hydrothermal alteration. Clay and iron minerals of the altered rock, within the breccia complexes, have distinctive spectral characteristics that can be recognisable in multispectral images from the Landsat thematic mapper. The best combination of bands, when using TM remote sensing for hydrothermally altered rock, are 3/5/7 or 4/5/7. The breccia complexes have exploration signatures represented as topographic highs, emplaced within major structural weaknesses, associated I-type granitic batholiths, early potassic alteration with overprint of sericitic alteration, and an associated radiometric high and magnetic low. The exploration for gold-bearing volcanic breccia complex deposits cannot be disregarded, because of the numerous occurrences that are now the major gold producers in north Queensland.
- Full Text:
- Date Issued: 1994
- Authors: Mujdrica, Stefan
- Date: 1994
- Subjects: Gold mines and mining -- Australia -- Queensland , Gold ores -- Geology -- Australia -- Queensland
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4965 , http://hdl.handle.net/10962/d1005577 , Gold mines and mining -- Australia -- Queensland , Gold ores -- Geology -- Australia -- Queensland
- Description: Gold-bearing volcanic breccia complexes are the major sources of gold in the Tasman Fold Belt System in north Queensland. The Tasman Fold Belt System represents the site of continental accretion as a series of island-arcs and intra-arc basins with accompanying thick sedimentation, volcanism, plutonism, tectonism and mineralisation. In north Queensland, the fold belt system comprises the Hodgkinson-Broken River Fold Belt, Thomson Fold Belt, New England Fold Belt and the Georgetown Inlier. The most numerous ore deposits are associated with calc-alkaline volcanics and granitoid intrusivesof the transitional tectonic stage of the fold belt system. The formation and subsequent gold mineralisation of volcanic breccia complexes are related to Permo-Carboniferous magmatism within the Thomson Fold Belt and Georgetown Inlier. The two most important producing areas are at Mount Leyshon and Kidston mines, which are high tonnage, low-grade gold deposits. The Mount Leyshon breccia complex was emplaced along the contact between CambroOrdovician metasedimentary and metavolcanic rocks, and Ordovician-Devonian I-type granitoids of the Lolworth-Ravenswood Block. The Kidston breccia complex is located on a major lithological contact between the Early to Middle Proterozoic . Einasleigh Metamorphics and the Silurian-Devonian Oak River Granodiorite. The principal hosts to the gold mineralisation at the Mount Leyshon and Kidston deposits, are breccia pipes associated with several episodes of porphyry intrusives. The goldbearing magmatic-hydrothermal and phreatomagmatic breccias post-date the development of a porphyry-type protore. The magmatic-hydrothermal breccias were initially emplaced without the involvement of meteoric-hydrothermal fluids, within a closed system. Later magma impulses reached higher levels in the cooled upper magma chamber, where meteoric water invaded the fracture system. This produced an explosive emplacement of phreatomagmatic breccias, as seen at Mount Leyshon. Widespread sericitisation and pyrite mineralisation are common, with cavity fill, disseminated and fracturelveincontrolled gold and base metal sulphides. The Kidston and Mount Leyshon breccia complexes have hydrothermal alteration and mineralisation characteristics of the 'Lowell-Guilbert Model'. However, the argillic zone is generally not well defined. The gold travelled as chloride complexes with the hydrothermal fluids before being deposited into cavities and fractures of the breccias. Later stage epithermal deposits formed at the top of the breccia complexes that were dominantly quartz-adularia-sericite-type. The erosion, collapse and further intrusion of later porphyry phases allowed the upper parts of the breccia complexes to mix with the lower hydrothermal systems. Exploration for gold-related volcanic breccia complexes is directed at identifying hydrothermal alteration. This is followed by detailed ground studies including geological, mineralogical, petrological and geochemical work, with the idea of constructing a 'model' that can be tested with subsequent subsurface work (e.g. drilling). Geomorphology, remote sensing, geochemistry, geophysics, petrology, isotopes and fluid inclusions are recommended exploration techniques for the search of gold-bearing volcanic breccia complexes. Spectral remote sensing has especially become an important tool for the detection of hydrothermal alteration. Clay and iron minerals of the altered rock, within the breccia complexes, have distinctive spectral characteristics that can be recognisable in multispectral images from the Landsat thematic mapper. The best combination of bands, when using TM remote sensing for hydrothermally altered rock, are 3/5/7 or 4/5/7. The breccia complexes have exploration signatures represented as topographic highs, emplaced within major structural weaknesses, associated I-type granitic batholiths, early potassic alteration with overprint of sericitic alteration, and an associated radiometric high and magnetic low. The exploration for gold-bearing volcanic breccia complex deposits cannot be disregarded, because of the numerous occurrences that are now the major gold producers in north Queensland.
- Full Text:
- Date Issued: 1994
Base erosion and profit shifting by multinational corporations and weaknesses revealed in South African income tax legislation
- Authors: Peerbhai, Aneesa
- Date: 2015
- Subjects: International business enterprises -- Law and legislation -- South Africa , Corporations -- Taxation -- Law and legislation -- South Africa , Tax planning -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:917 , http://hdl.handle.net/10962/d1017540
- Description: This research examined the concept of base erosion and profit shifting in the context of tax schemes employed by multinational corporations. The objective of this thesis was to identify weaknesses within South Africa’s income tax legislation, based on these schemes, and further to propose recommendations to counter the occurrence of base erosion and profit shifting by multinational companies. The research also comprised of a limited review of current global and South African initiatives to address the problem of base erosion and profit shifting. It was concluded that there are a number of weaknesses in the definitions and provisions of the South African income tax legislation that need to be addressed in order to reduce base erosion and profit shifting. Brief recommendations were proposed in relation to each of the weaknesses, in order to address them.
- Full Text:
- Date Issued: 2015
- Authors: Peerbhai, Aneesa
- Date: 2015
- Subjects: International business enterprises -- Law and legislation -- South Africa , Corporations -- Taxation -- Law and legislation -- South Africa , Tax planning -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:917 , http://hdl.handle.net/10962/d1017540
- Description: This research examined the concept of base erosion and profit shifting in the context of tax schemes employed by multinational corporations. The objective of this thesis was to identify weaknesses within South Africa’s income tax legislation, based on these schemes, and further to propose recommendations to counter the occurrence of base erosion and profit shifting by multinational companies. The research also comprised of a limited review of current global and South African initiatives to address the problem of base erosion and profit shifting. It was concluded that there are a number of weaknesses in the definitions and provisions of the South African income tax legislation that need to be addressed in order to reduce base erosion and profit shifting. Brief recommendations were proposed in relation to each of the weaknesses, in order to address them.
- Full Text:
- Date Issued: 2015
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
The effects of economic and political instability on decentralised secondary schools in Mashonaland Central Province, Zimbabwe: a case study
- Authors: Katsinde, Tapfuiwa James
- Date: 2020
- Subjects: Education, Secondary -- Political aspects -- Zimbabwe , Political violence -- Zimbabwe , Zimbabwe -- Economic conitions -- 1980- , Zimbabwe -- Politics and government -- 1980-
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/165610 , vital:41263
- Description: The purpose of the study was to analyse the effects of economic and political instability on decentralised secondary schools in Mashonaland Central Province, Zimbabwe between 2000 and 2017. Previous studies in Zimbabwe and elsewhere have shown that schools were negatively affected by economic and political instability. This study adds to this literature by using habitus as a conceptual framework. This was a qualitative study which made use of a multi-case research design. Data was collected using focus group discussions, interviews and document analysis. Eight research sites in the form of secondary schools in four districts were used. Data analysis was done using theoretical prepositions guided by research objectives and research questions. Data presentations was characterised by quotes of participants. Trustworthiness based on dependability, credibility, transferability and conformability formed the basis of quality assurance measures. The study revealed that economic and political instability had similar negative results in the field of secondary schools in the province. Economic instability negatively affected school activities which included teaching and learning, administration and development work. In addition economic instability affected individual secondary school actors psychologically. Economic instability affected relations among the secondary school actors by aggravating already existing contestations amongst actors. Similarly, political instability affected secondary school activities such as teaching and learning, school administration, development, donations and social benefits. Secondary school actors were individually affected psychologically and through physical abuse and the way they responded to political instability. The study has shown that decentralised secondary schools found it difficult to solve the problems introduced by economic and political instability especially when the instabilities occurred within the difficulties of the broader Zimbabwean context. It is therefore recommended that decentralised secondary schools should be assisted financially and with resources to withstand economic challenges. There is a need to protect secondary schools from political activities and activists as these have devastating effects on education if allowed to have a free reign. Further similar research is recommended for other provinces in the country.
- Full Text:
- Date Issued: 2020
- Authors: Katsinde, Tapfuiwa James
- Date: 2020
- Subjects: Education, Secondary -- Political aspects -- Zimbabwe , Political violence -- Zimbabwe , Zimbabwe -- Economic conitions -- 1980- , Zimbabwe -- Politics and government -- 1980-
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/165610 , vital:41263
- Description: The purpose of the study was to analyse the effects of economic and political instability on decentralised secondary schools in Mashonaland Central Province, Zimbabwe between 2000 and 2017. Previous studies in Zimbabwe and elsewhere have shown that schools were negatively affected by economic and political instability. This study adds to this literature by using habitus as a conceptual framework. This was a qualitative study which made use of a multi-case research design. Data was collected using focus group discussions, interviews and document analysis. Eight research sites in the form of secondary schools in four districts were used. Data analysis was done using theoretical prepositions guided by research objectives and research questions. Data presentations was characterised by quotes of participants. Trustworthiness based on dependability, credibility, transferability and conformability formed the basis of quality assurance measures. The study revealed that economic and political instability had similar negative results in the field of secondary schools in the province. Economic instability negatively affected school activities which included teaching and learning, administration and development work. In addition economic instability affected individual secondary school actors psychologically. Economic instability affected relations among the secondary school actors by aggravating already existing contestations amongst actors. Similarly, political instability affected secondary school activities such as teaching and learning, school administration, development, donations and social benefits. Secondary school actors were individually affected psychologically and through physical abuse and the way they responded to political instability. The study has shown that decentralised secondary schools found it difficult to solve the problems introduced by economic and political instability especially when the instabilities occurred within the difficulties of the broader Zimbabwean context. It is therefore recommended that decentralised secondary schools should be assisted financially and with resources to withstand economic challenges. There is a need to protect secondary schools from political activities and activists as these have devastating effects on education if allowed to have a free reign. Further similar research is recommended for other provinces in the country.
- Full Text:
- Date Issued: 2020
An investigation of nondeterminism in functional programming languages
- Authors: Graham, Gwyneth Clare
- Date: 1997
- Subjects: Functional programming languages
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4658 , http://hdl.handle.net/10962/d1006658 , Functional programming languages
- Description: This thesis investigates nondeterminism in functional programming languages. To establish a precise understanding of nondeterministic language properties, Sondergaard and Sestoft's analysis and definitions of functional language properties are adopted as are the characterizations of weak and strong nondeterminism. This groundwork is followed by a denotational semantic description of a nondeterministic language (suggested by Sondergaard and Sestoft). In this manner, a precise characterization of the effects of strong nondeterminism is developed. Methods used to hide nondeterminism to in order to overcome or sidestep the problem of strong nondeterminism in pure functional languages are defined. These different techniques ensure that functional languages remain pure but also include some of the advantages of nondeterminism. Lastly, this discussion of nondeterminism is applied to the area of functional parallel language implementation to indicate that the related problem and the possible solutions are not purely academic. This application gives rise to an interesting discussion on optimization of list parallelism. This technique relies on the ability to decide when a bag may be used instead of a list.
- Full Text:
- Date Issued: 1997
- Authors: Graham, Gwyneth Clare
- Date: 1997
- Subjects: Functional programming languages
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4658 , http://hdl.handle.net/10962/d1006658 , Functional programming languages
- Description: This thesis investigates nondeterminism in functional programming languages. To establish a precise understanding of nondeterministic language properties, Sondergaard and Sestoft's analysis and definitions of functional language properties are adopted as are the characterizations of weak and strong nondeterminism. This groundwork is followed by a denotational semantic description of a nondeterministic language (suggested by Sondergaard and Sestoft). In this manner, a precise characterization of the effects of strong nondeterminism is developed. Methods used to hide nondeterminism to in order to overcome or sidestep the problem of strong nondeterminism in pure functional languages are defined. These different techniques ensure that functional languages remain pure but also include some of the advantages of nondeterminism. Lastly, this discussion of nondeterminism is applied to the area of functional parallel language implementation to indicate that the related problem and the possible solutions are not purely academic. This application gives rise to an interesting discussion on optimization of list parallelism. This technique relies on the ability to decide when a bag may be used instead of a list.
- Full Text:
- Date Issued: 1997
Challenges faced by secondary school teachers in integrating ICT into the curriculum: a multiple case study in the Grahamstown Circuit
- Maholwana-Sotashe, Nikiwe Laura
- Authors: Maholwana-Sotashe, Nikiwe Laura
- Date: 2008
- Subjects: Educational technology -- South Africa -- Grahamstown Education, Secondary -- South Africa -- Grahamstown -- Data processing Information technology -- Study and teaching (Secondary) -- South Africa -- Grahamstown Internet in education -- South Africa -- Grahamstown Information technology -- South Africa -- Grahamstown Computer-assisted instruction -- South Africa -- Grahamstown Education, Secondary -- Curricula -- South Africa -- Grahamstown Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1445 , http://hdl.handle.net/10962/d1003326
- Description: The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.
- Full Text:
- Date Issued: 2008
- Authors: Maholwana-Sotashe, Nikiwe Laura
- Date: 2008
- Subjects: Educational technology -- South Africa -- Grahamstown Education, Secondary -- South Africa -- Grahamstown -- Data processing Information technology -- Study and teaching (Secondary) -- South Africa -- Grahamstown Internet in education -- South Africa -- Grahamstown Information technology -- South Africa -- Grahamstown Computer-assisted instruction -- South Africa -- Grahamstown Education, Secondary -- Curricula -- South Africa -- Grahamstown Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1445 , http://hdl.handle.net/10962/d1003326
- Description: The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.
- Full Text:
- Date Issued: 2008
Some aspects of the construction and implementation of error-correcting linear codes
- Authors: Booth, Geoffrey L
- Date: 1978
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:20967 , http://hdl.handle.net/10962/5718
- Description: From Conclusion: The study of error-correcting codes is now approximately 25 years old. The first known publication on the subject was in 1949 by M. Golay, who later did much research into the subject of perfect codes. It has been recently established that all the perfect codes are known. R.W. Hamming presented his perfect single-error correcting codes in 1950, in ~n article in the Bell System Technical Journal. These codes turned out to be a special case of the powerful Bose-Chaudhuri codes which were discovered around 1960. Various work has been done on the theory of minimal redundancy of codes for a given error-correcting performance, by Plotkin, Gilbert, Varshamov and others, between 1950 and 1960. The binary BCH codes were found to be so close to the theoretical bounds that, to date, no better codes have been discovered. Although the BCH codes are extremely efficient in terms of ratio of information to check digits, they are not easily, decoded with a minimal amount of apparatus. Petersen in 1961 described an algorithm for d e coding BCH codes, but this was cumbersome compared with the majority-logic methods of Massey and others. Thus the search began for codes which are easily decoded with comparatively simple apparatus. The finite geometry codes which were described by Rudolph in a 1964 thesis were examples of codes which are easily decoded 58 by a small number of steps of majority logic. The simplicial codes of Saltzer are even better in this respect, since they can be decoded by a single step of majority logic, but are rather inefficient . The applications of coding theory have changed over the years, as well. The first computers were huge circuits of relays, which were unreliable and prone to errors. Error correcting codes were required to minimise the possibility of incorrect results. As vacuum tubes and later transistorised circuits made computers more reliable, the need for sophisticated and powerful codes in the computer world diminished. Other used presented themselves however, for example the control systems of unmanned space craft. Because of the difficulty of sending and receiving messages in this case, · very powerful codes were required. Other uses were found in transmission lines and telephone exchanges. The codes considered in this dissertation have, for the most part, been block codes for use on the binary symmetric channel. There are, however, several other applications, such as codes for use on an erasure channel, where bits are corrupted so as to be unrecognizable, rather than changed. There are also codes for burst-error correction, where chennel noise is not randomly distributed, but occurs in "bursts" a few bits long. Certain cyclic codes are of application in these cases. The theory of error correcting codes has risen from virtual non-existence in 1950 to a major and sophisticated part of communication theory. Judging from the articles in journals, it promises to be the subject of a great deal of research for some years to come.
- Full Text:
- Date Issued: 1978
- Authors: Booth, Geoffrey L
- Date: 1978
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:20967 , http://hdl.handle.net/10962/5718
- Description: From Conclusion: The study of error-correcting codes is now approximately 25 years old. The first known publication on the subject was in 1949 by M. Golay, who later did much research into the subject of perfect codes. It has been recently established that all the perfect codes are known. R.W. Hamming presented his perfect single-error correcting codes in 1950, in ~n article in the Bell System Technical Journal. These codes turned out to be a special case of the powerful Bose-Chaudhuri codes which were discovered around 1960. Various work has been done on the theory of minimal redundancy of codes for a given error-correcting performance, by Plotkin, Gilbert, Varshamov and others, between 1950 and 1960. The binary BCH codes were found to be so close to the theoretical bounds that, to date, no better codes have been discovered. Although the BCH codes are extremely efficient in terms of ratio of information to check digits, they are not easily, decoded with a minimal amount of apparatus. Petersen in 1961 described an algorithm for d e coding BCH codes, but this was cumbersome compared with the majority-logic methods of Massey and others. Thus the search began for codes which are easily decoded with comparatively simple apparatus. The finite geometry codes which were described by Rudolph in a 1964 thesis were examples of codes which are easily decoded 58 by a small number of steps of majority logic. The simplicial codes of Saltzer are even better in this respect, since they can be decoded by a single step of majority logic, but are rather inefficient . The applications of coding theory have changed over the years, as well. The first computers were huge circuits of relays, which were unreliable and prone to errors. Error correcting codes were required to minimise the possibility of incorrect results. As vacuum tubes and later transistorised circuits made computers more reliable, the need for sophisticated and powerful codes in the computer world diminished. Other used presented themselves however, for example the control systems of unmanned space craft. Because of the difficulty of sending and receiving messages in this case, · very powerful codes were required. Other uses were found in transmission lines and telephone exchanges. The codes considered in this dissertation have, for the most part, been block codes for use on the binary symmetric channel. There are, however, several other applications, such as codes for use on an erasure channel, where bits are corrupted so as to be unrecognizable, rather than changed. There are also codes for burst-error correction, where chennel noise is not randomly distributed, but occurs in "bursts" a few bits long. Certain cyclic codes are of application in these cases. The theory of error correcting codes has risen from virtual non-existence in 1950 to a major and sophisticated part of communication theory. Judging from the articles in journals, it promises to be the subject of a great deal of research for some years to come.
- Full Text:
- Date Issued: 1978
Three's a crowd: the process of triadic translation in a South African psychiatric institution
- Authors: Slabbert, Meggan
- Date: 2010
- Subjects: Mental health services -- South Africa -- Eastern Cape , Psychiatric hospitals -- South Africa -- Eastern Cape , Translating and interpreting -- Psychological aspects , Translating and interpreting -- Social aspects , Content analysis (Communication) , South Africa -- Languages -- Translating and interpreting , Intercultural communication -- South Africa -- Eastern Cape , Culture conflict -- South Africa -- Eastern Cape , Communication and culture -- South Africa -- Eastern Cape , Physician and patient -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3056 , http://hdl.handle.net/10962/d1002565 , Mental health services -- South Africa -- Eastern Cape , Psychiatric hospitals -- South Africa -- Eastern Cape , Translating and interpreting -- Psychological aspects , Translating and interpreting -- Social aspects , Content analysis (Communication) , South Africa -- Languages -- Translating and interpreting , Intercultural communication -- South Africa -- Eastern Cape , Culture conflict -- South Africa -- Eastern Cape , Communication and culture -- South Africa -- Eastern Cape , Physician and patient -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape
- Description: Mental health care in South Africa has long been governed by inequalities (Foster & Swartz, 1997). During apartheid, those who did not speak English and Afrikaans could not access mental health services in the same way as those who did (Foster & Swartz, 1997). One main reason for this is the majority of mental health practitioners could not, and were not required to speak languages other than English and Afrikaans (Swartz, 1991). The South African mental health literature suggests that language and communication must be prioritised if there is to be an improvement in mental health care services for those individuals who do not speak English and Afrikaans (Bantjes, 1999; Drennan & Swartz, 1999; Swartz & Drennan, 2000; Swartz & MacGregor, 2002). Drawing on Prasad's (2002) interpretation of Gadamer's critical hermeneutic theory and utilising thematic networks analysis (Attride-Stirling, 2001), this study investigated the process of translated clinical assessment interviews within a psychiatric hospital in the Eastern Cape Province within South Africa. Results of the study revealed that contextual factors, issues concerning linguistic and cultural heritage, clinicians' role expectations regarding translators' role performance, as well as relational dynamics regarding individual levels of control and influence within the translation triad, all impacted on the effectiveness of communication, translation and service provision. These fmdings are supported by literature on the theory and practice of translation that identifies these issues as prominent (Robinson, 2003). Specific recommendations regarding the formalisation of translation practices within the hospital setting, as well as the familiari~ation of clinical practitioners and psychiatric nurses with the intricacies of translation processes are offered.
- Full Text:
- Date Issued: 2010
- Authors: Slabbert, Meggan
- Date: 2010
- Subjects: Mental health services -- South Africa -- Eastern Cape , Psychiatric hospitals -- South Africa -- Eastern Cape , Translating and interpreting -- Psychological aspects , Translating and interpreting -- Social aspects , Content analysis (Communication) , South Africa -- Languages -- Translating and interpreting , Intercultural communication -- South Africa -- Eastern Cape , Culture conflict -- South Africa -- Eastern Cape , Communication and culture -- South Africa -- Eastern Cape , Physician and patient -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3056 , http://hdl.handle.net/10962/d1002565 , Mental health services -- South Africa -- Eastern Cape , Psychiatric hospitals -- South Africa -- Eastern Cape , Translating and interpreting -- Psychological aspects , Translating and interpreting -- Social aspects , Content analysis (Communication) , South Africa -- Languages -- Translating and interpreting , Intercultural communication -- South Africa -- Eastern Cape , Culture conflict -- South Africa -- Eastern Cape , Communication and culture -- South Africa -- Eastern Cape , Physician and patient -- South Africa -- Eastern Cape , Communication in medicine -- South Africa -- Eastern Cape
- Description: Mental health care in South Africa has long been governed by inequalities (Foster & Swartz, 1997). During apartheid, those who did not speak English and Afrikaans could not access mental health services in the same way as those who did (Foster & Swartz, 1997). One main reason for this is the majority of mental health practitioners could not, and were not required to speak languages other than English and Afrikaans (Swartz, 1991). The South African mental health literature suggests that language and communication must be prioritised if there is to be an improvement in mental health care services for those individuals who do not speak English and Afrikaans (Bantjes, 1999; Drennan & Swartz, 1999; Swartz & Drennan, 2000; Swartz & MacGregor, 2002). Drawing on Prasad's (2002) interpretation of Gadamer's critical hermeneutic theory and utilising thematic networks analysis (Attride-Stirling, 2001), this study investigated the process of translated clinical assessment interviews within a psychiatric hospital in the Eastern Cape Province within South Africa. Results of the study revealed that contextual factors, issues concerning linguistic and cultural heritage, clinicians' role expectations regarding translators' role performance, as well as relational dynamics regarding individual levels of control and influence within the translation triad, all impacted on the effectiveness of communication, translation and service provision. These fmdings are supported by literature on the theory and practice of translation that identifies these issues as prominent (Robinson, 2003). Specific recommendations regarding the formalisation of translation practices within the hospital setting, as well as the familiari~ation of clinical practitioners and psychiatric nurses with the intricacies of translation processes are offered.
- Full Text:
- Date Issued: 2010
Rural livelihoods and food security in the aftermath of the fast track land reform in Zimbabwe
- Authors: Jowah, Eddah Vimbai
- Date: 2010
- Subjects: Land reform -- Zimbabwe Food security -- Zimbabwe Sustainable development -- Zimbabwe Right of property -- Zimbabwe Zimbabwe -- Economic conditions Rural development -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3302 , http://hdl.handle.net/10962/d1003090
- Description: Land reforms are back on the development agenda. Different types of land reforms have been adopted globally in recent years, but by far the most controversial and most radical has been the fast track land reform pursued by the Government of Zimbabwe from 2000. There is general scholarly agreement that the fast track process has been accompanied by various socio-economic and political challenges, including an increase in levels of food insecurity. This thesis examines fast track reform in specific relation to the livelihoods of smallholder households and household food security amongst land beneficiaries. It argues that the problem of food insecurity in Zimbabwe is a complex social, political and economic issue, which cannot be simplistically reduced to the failures of fast track. Understanding household food insecurity post-2000 needs to go beyond the notion that the nation‟s food security hinges on overall levels of production alone. In particular, livelihoods and food security need to be conceptualised at community and household levels. Therefore, while addressing the broad macro-level analysis and discourse around the process of fast track, the study also adopts a micro-level analysis to look at the varied impact of fast track on the actual beneficiaries. The research focuses on small-scale beneficiaries in the Goromonzi District of Zimbabwe and, through the use of the sustainable livelihoods framework, looks at how their local contexts have been influenced by the wider socio-economic and political processes, and how beneficiaries have sought ways of coping with the challenges they face.
- Full Text:
- Date Issued: 2010
- Authors: Jowah, Eddah Vimbai
- Date: 2010
- Subjects: Land reform -- Zimbabwe Food security -- Zimbabwe Sustainable development -- Zimbabwe Right of property -- Zimbabwe Zimbabwe -- Economic conditions Rural development -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3302 , http://hdl.handle.net/10962/d1003090
- Description: Land reforms are back on the development agenda. Different types of land reforms have been adopted globally in recent years, but by far the most controversial and most radical has been the fast track land reform pursued by the Government of Zimbabwe from 2000. There is general scholarly agreement that the fast track process has been accompanied by various socio-economic and political challenges, including an increase in levels of food insecurity. This thesis examines fast track reform in specific relation to the livelihoods of smallholder households and household food security amongst land beneficiaries. It argues that the problem of food insecurity in Zimbabwe is a complex social, political and economic issue, which cannot be simplistically reduced to the failures of fast track. Understanding household food insecurity post-2000 needs to go beyond the notion that the nation‟s food security hinges on overall levels of production alone. In particular, livelihoods and food security need to be conceptualised at community and household levels. Therefore, while addressing the broad macro-level analysis and discourse around the process of fast track, the study also adopts a micro-level analysis to look at the varied impact of fast track on the actual beneficiaries. The research focuses on small-scale beneficiaries in the Goromonzi District of Zimbabwe and, through the use of the sustainable livelihoods framework, looks at how their local contexts have been influenced by the wider socio-economic and political processes, and how beneficiaries have sought ways of coping with the challenges they face.
- Full Text:
- Date Issued: 2010
The factors affecting the interpretation of geochemical surveys in mineral exploration
- Authors: Fletcher, B A
- Date: 1982
- Subjects: Geochemistry , Geochemistry -- Environmental aspects , Mining geology , Minerals , Ore deposits , Geochemical prospecting
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5014 , http://hdl.handle.net/10962/d1006142
- Description: [From introduction] Exploration geochemistry is an indirect method of detecting mineral deposits by measuring the abundance and distribution of ore elements and elements closely associated with ore in natural materials at or near the earth's surface. The method relies on the assumption that a mineral deposit is reflected by unusual element abundances or distribution patterns (geochemical halos), and that these indications of mineralization can be detected by geochemical surveys involving the collection and analysis of natural materials. The interpretation of geochemical surveys in mineral exploration involves: 1) The use of geological and statistical inference, based on a knowledge of the normal behaviour and distribution of indicator elements in the exploration area, to recognize apparent geochemical anomalies in field and analytical data and to predict the type of geochemical halo reflected by the anomalies. 11) The use of geological inference, based on a knowledge of the characteristics of geochemical halos and their relationship to mineral deposits, to predict the presence and probable location of an ore body. The interpretation process is, however, complicated by the absence of a simple universal formula that relates the abundance and distribution of elements in natural materials to the presence or absence of a mineral deposit. The interpretation of a geochemical survey must, thus, be based on an empirical approach which avaluates each survey as an individual problem. The objective of this dissertation is to illustrate the factors affecting the "nuts and bolts" approach to the interpretation of geochemical surveys in mineral exploration. The discussion is aimed at providing field geologists responsible -for the planning and execution of geochemical surveys with some basic guidelines for interpreting the surveys. I hope that the contents of this dissertation will help field geologists to "look in the last place first".
- Full Text:
- Date Issued: 1982
- Authors: Fletcher, B A
- Date: 1982
- Subjects: Geochemistry , Geochemistry -- Environmental aspects , Mining geology , Minerals , Ore deposits , Geochemical prospecting
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5014 , http://hdl.handle.net/10962/d1006142
- Description: [From introduction] Exploration geochemistry is an indirect method of detecting mineral deposits by measuring the abundance and distribution of ore elements and elements closely associated with ore in natural materials at or near the earth's surface. The method relies on the assumption that a mineral deposit is reflected by unusual element abundances or distribution patterns (geochemical halos), and that these indications of mineralization can be detected by geochemical surveys involving the collection and analysis of natural materials. The interpretation of geochemical surveys in mineral exploration involves: 1) The use of geological and statistical inference, based on a knowledge of the normal behaviour and distribution of indicator elements in the exploration area, to recognize apparent geochemical anomalies in field and analytical data and to predict the type of geochemical halo reflected by the anomalies. 11) The use of geological inference, based on a knowledge of the characteristics of geochemical halos and their relationship to mineral deposits, to predict the presence and probable location of an ore body. The interpretation process is, however, complicated by the absence of a simple universal formula that relates the abundance and distribution of elements in natural materials to the presence or absence of a mineral deposit. The interpretation of a geochemical survey must, thus, be based on an empirical approach which avaluates each survey as an individual problem. The objective of this dissertation is to illustrate the factors affecting the "nuts and bolts" approach to the interpretation of geochemical surveys in mineral exploration. The discussion is aimed at providing field geologists responsible -for the planning and execution of geochemical surveys with some basic guidelines for interpreting the surveys. I hope that the contents of this dissertation will help field geologists to "look in the last place first".
- Full Text:
- Date Issued: 1982
Structures and struggles of rural local government in South Africa: the case of traditional authorities in the Eastern Cape
- Authors: Ntsebeza, Lungisile
- Date: 2003
- Subjects: Local government -- South Africa -- Eastern Cape Tribal government -- South Africa -- Eastern Cape Political leadership -- South Africa -- Eastern Cape Tribal government -- South Africa -- History South Africa -- Politics and government
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3304 , http://hdl.handle.net/10962/d1003092
- Description: This thesis is about the political implications of the constitutional recognition of the hereditary institution of traditional leadership in post-1994 South Africa for the democratization process in the rural areas of the former Bantustans. The thesis is organized around three related conceptual, historical and political questions. The conceptual question deals with the meaning of democracy in rural areas under the jurisdiction of traditional authorities. The historical question traces how the institution and traditional authorities have survived to the present post-colonial period. Lastly, this study investigates the political issue of why an ANC-led government came to recognize the institution. The focus of the thesis is the sphere of rural local government in the Xhalanga district, where these issues are best illustrated. The thesis argues that the institution of traditional leadership and its officials survived precisely because they were incorporated into the colonial and apartheid administrative structures in the project of indirect rule. Traditional authorities were central to the apartheid policy of retribalisation, which was essentially a form of control of Africans in the Bantustans. Rural residents engaged in fierce struggles against the imposition of rural local government structures such as the District Council and Tribal Authorities. In so far as traditional authorities were part of government structures, they could not avoid being targets in these struggles. In explaining the recognition of the institution of traditional leadership, the thesis focuses on the policies of the ANC, the majority party in the Government of National Unity, towards traditional authorities. Organisationally weak on the rural grounds, the ANC operated through what they considered to be “good/progressive/comrade chiefs”. The ANC had hoped that these traditional authorities would accept a non-political ceremonial role. However, traditional authorities have rejected this ceremonial role. Their refusal, coupled with the ANC’s ambivalence in resolving the tension imply, the study concludes, that the (political) citizenship rights of rural people are partial: they are neither citizens nor subjects.
- Full Text:
- Date Issued: 2003
- Authors: Ntsebeza, Lungisile
- Date: 2003
- Subjects: Local government -- South Africa -- Eastern Cape Tribal government -- South Africa -- Eastern Cape Political leadership -- South Africa -- Eastern Cape Tribal government -- South Africa -- History South Africa -- Politics and government
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3304 , http://hdl.handle.net/10962/d1003092
- Description: This thesis is about the political implications of the constitutional recognition of the hereditary institution of traditional leadership in post-1994 South Africa for the democratization process in the rural areas of the former Bantustans. The thesis is organized around three related conceptual, historical and political questions. The conceptual question deals with the meaning of democracy in rural areas under the jurisdiction of traditional authorities. The historical question traces how the institution and traditional authorities have survived to the present post-colonial period. Lastly, this study investigates the political issue of why an ANC-led government came to recognize the institution. The focus of the thesis is the sphere of rural local government in the Xhalanga district, where these issues are best illustrated. The thesis argues that the institution of traditional leadership and its officials survived precisely because they were incorporated into the colonial and apartheid administrative structures in the project of indirect rule. Traditional authorities were central to the apartheid policy of retribalisation, which was essentially a form of control of Africans in the Bantustans. Rural residents engaged in fierce struggles against the imposition of rural local government structures such as the District Council and Tribal Authorities. In so far as traditional authorities were part of government structures, they could not avoid being targets in these struggles. In explaining the recognition of the institution of traditional leadership, the thesis focuses on the policies of the ANC, the majority party in the Government of National Unity, towards traditional authorities. Organisationally weak on the rural grounds, the ANC operated through what they considered to be “good/progressive/comrade chiefs”. The ANC had hoped that these traditional authorities would accept a non-political ceremonial role. However, traditional authorities have rejected this ceremonial role. Their refusal, coupled with the ANC’s ambivalence in resolving the tension imply, the study concludes, that the (political) citizenship rights of rural people are partial: they are neither citizens nor subjects.
- Full Text:
- Date Issued: 2003
Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia
- Authors: Young, Catherine
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- Zambia Arithmetic -- Study and teaching (Elementary) -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4977 , vital:20749
- Description: Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South African Numeracy Chair project to early mathematics intervention with Grade 2 learners. It investigated the possible adaptation of the Mathematics Recovery programme to facilitate learner progression in early arithmetic strategies. This study aimed to investigate the possibility of adapting the Mathematics Recovery programme for use in a whole class setting, and to research the effectiveness of such an adapted programme. This study also aimed to investigate the extent of the phenomenon of unit counting and other early arithmetic strategies used in the early years in Zambia. This study was conducted from an emergent perspective. A review of the literature indicated that children who become stuck using unit counting face later mathematical difficulties, and that teacher over-emphasis on unit counting in the early years of schooling may be a contributing factor. This study used a qualitative design research methodology that consisted of a preparation phase, teaching experiment and retrospective analysis. The context of this teaching experiment was a seven week after-school intervention with a class of Grade 2 learners aged seven to eight in a rural Zambian primary school. Data collection and analysis focused on video recordings of a sample of 6 learners. The experimental teaching content focused on the Early Arithmetic Strategies aspect of the Mathematics Recovery programme. Although limited by time and research focus, this study found that all learners made some progress in early arithmetic strategies, and indicates that the Mathematics Recovery programme has potential for adaptation for early intervention in whole class teaching to address the mathematical education challenges in Zambia and beyond. This study also found that unit counting predominated in the sample learners, but that strategies were not yet entrenched, indicating this was a suitable age for early intervention. This study makes methodological contributions to a growing body of research into the adaptation of the Mathematics Recovery in Southern African contexts and suggests avenues for possible further research.
- Full Text:
- Date Issued: 2017
- Authors: Young, Catherine
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- Zambia Arithmetic -- Study and teaching (Elementary) -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4977 , vital:20749
- Description: Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South African Numeracy Chair project to early mathematics intervention with Grade 2 learners. It investigated the possible adaptation of the Mathematics Recovery programme to facilitate learner progression in early arithmetic strategies. This study aimed to investigate the possibility of adapting the Mathematics Recovery programme for use in a whole class setting, and to research the effectiveness of such an adapted programme. This study also aimed to investigate the extent of the phenomenon of unit counting and other early arithmetic strategies used in the early years in Zambia. This study was conducted from an emergent perspective. A review of the literature indicated that children who become stuck using unit counting face later mathematical difficulties, and that teacher over-emphasis on unit counting in the early years of schooling may be a contributing factor. This study used a qualitative design research methodology that consisted of a preparation phase, teaching experiment and retrospective analysis. The context of this teaching experiment was a seven week after-school intervention with a class of Grade 2 learners aged seven to eight in a rural Zambian primary school. Data collection and analysis focused on video recordings of a sample of 6 learners. The experimental teaching content focused on the Early Arithmetic Strategies aspect of the Mathematics Recovery programme. Although limited by time and research focus, this study found that all learners made some progress in early arithmetic strategies, and indicates that the Mathematics Recovery programme has potential for adaptation for early intervention in whole class teaching to address the mathematical education challenges in Zambia and beyond. This study also found that unit counting predominated in the sample learners, but that strategies were not yet entrenched, indicating this was a suitable age for early intervention. This study makes methodological contributions to a growing body of research into the adaptation of the Mathematics Recovery in Southern African contexts and suggests avenues for possible further research.
- Full Text:
- Date Issued: 2017
Exploring change-oriented learning, competencies and agency in a regional teacher professional development programme's change projects
- Authors: Mandikonza, Caleb
- Date: 2017
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern , International Certificate in Environmental Education , Environmental education -- Africa, Southern , Teachers, Training of -- Africa, Southern , Education -- Philosophy , Mediated learning experience , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4410 , vital:20660
- Description: This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.
- Full Text:
- Date Issued: 2017
- Authors: Mandikonza, Caleb
- Date: 2017
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern , International Certificate in Environmental Education , Environmental education -- Africa, Southern , Teachers, Training of -- Africa, Southern , Education -- Philosophy , Mediated learning experience , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4410 , vital:20660
- Description: This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.
- Full Text:
- Date Issued: 2017
Exploring transformative social learning and sustainability in community based irrigation scheme contexts in Mozambique
- Authors: Baloi, Aristides
- Date: 2017
- Subjects: Social learning -- Mozambique , Irrigation -- Social aspects -- Mozambique , Water resources development -- Mozambique , Sustainable agriculture -- Mozambique , Community development -- Mozambique
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/50154 , vital:25963
- Description: This study set out to examine transformative social learning and sustainability in the context of community-based irrigation systems in Mozambique. These irrigation systems are socio-ecological in nature. The history of irrigation systems in Mozambique can be described in two periods: pre-Independence period (mainly the colonial period) and the post-Independence period from 1975 onwards. Most recently, the Mozambique Government has introduced a policy which supports community-based irrigation system implementation and management via irrigation associations in a move to support a shift from rain-fed farming practices to irrigation-supported farming practices amongst smallholder farmers. It is this shift in the object of activity that this study focusses on. It does this by studying learning process in the constituted irrigation associations, examining whether such learning is transformative and sustainability oriented or not, and how such learning can be further expanded and supported. Learning may occur in socio-ecological systems, but whether that learning enables transformation and sustainability of irrigation systems and the constituted associations is as yet under-explored in the Mozambique context and in the context of Education for Sustainable Development in southern Africa. The aim of this research was therefore to understand transformative social learning within the development of sustainable irrigation practices in the context of irrigation associations and new agrarian policy development in Mozambique. To examine transformative social learning in sustainable irrigation system practices (including management practices), the study worked with three research goals, which also formed phases of the study’s design: GOAL 1: Examine how and what transformative social learning has (or has not) emerged in existing activity systems to date (Phase 1: Activity System Analysis). GOAL 2: Examine how transformative social learning could emerge through expansive learning processes (Phase 2: Identification of contradictions and new solution modelling through Developmental Work Research and Change Laboratories). GOAL 3: Identify what opportunities exist for ongoing transformative social learning (Phase 3: Identification of absences and ongoing dialectical transformation possibilities). The study draws on theories of Social Learning, Transformative Learning and Cultural Historical Activity Theory’s (CHAT) expansive learning and formative interventionist research framework to develop insights into the learning processes. It works especially with third generation Cultural Historical Activity Theory which provides a theory of expansive social learning and collective transformative agency formation, which I deemed most appropriate for the need to understand the transformation of farmers’ activities in a collective formation such as an irrigation association. The study involved identification and examination of interacting activity systems, contradictions or dissonances in two case studies of community-based irrigation system development via the respective associations. It involved identifying existing learning, as well as engaging in formative intervention research to expand learning in two case study sites: namely the Macubulane and Massaca Irrigation Associations, located near Maputo, Mozambique in the Inkomati and Umbeluzi river basins. The Macubulane community practices a monocropping system of sugar cane plantations using sprinkler irrigation methods and the Massaca community practices a mixed cropping system growing vegetables using mainly gravity or furrow irrigation methods. The study uses a qualitative research approach and is underlaboured by Dialectical Critical Realism which allowed for a deeper probing of ontology and transformative praxis, and transformative learning. The study used methods which included in-depth interviews, change laboratory workshops, document analysis and focus group interviews with farmers and subjects in associated activity systems. Analysis involved activity system analysis, identification of contradictions, modeling of solutions, transformative agency analysis, as well as analysis of real and nominal absences and generative mechanisms as recommended in dialectical critical realism. I used inductive, abductive and retroductive modes of inference, relying on the latter to identify further potential for transformative learning. The study demonstrates that within the associations, transformative social learning is taking place as farmers seek to address problems and contradictions. This learning leads to the creation of new agency and capabilities by ensuring good yields and continuous improvement of management practices and social status. Learning operates through formal mediation in the irrigation system of workplace-based operation, maintenance and crop management practices (i.e. through workplace learning). Social learning occurs through collective engagement with the constraints that the association faces while applying new knowledge, introducing new technology, in the process of administration and planning of irrigation activities. Expansive learning is possible when mediated actively through formative interventions in change laboratory workshops. All three types of learning were found to be present and possible in the context of the two irrigation scheme contexts. The main study findings are that transformative social learning is a collective object-driven process in the context of a transforming object (from rain-fed to sustainable community-based irrigation scheme farming in this study), that can be explained from the level of generative mechanisms and associated real absences that shape nominal absences and contradictions within and between activity systems. These induce, and have potential to induce, transformative learning in irrigation systems, including the emergence of transformative agency via learning through workplace-based, wider social learning, and expansive learning interaction processes amongst subjects in interacting activity systems. Absenting absences is also crucial for extending the potential of transformative learning in irrigation associations. The study further shows how critical realism helps to interpret learning processes and how it strengthens the empirical findings obtained from qualitative analysis. A key outcome of the study is a model that frames conceptualisation of transformative social learning in irrigation systems. The model and the insights gained into farmers learning around the transformation of the object of activity explored in this study have implications for wider curriculum and policy development interventions. The study therefore also makes recommendations for curriculum development and policy implementation intervention. The curriculum development recommendations are not at the level of making recommendations for new courses only, but frame how the design of new courses should take into account the wider processes of learning and change associated with the transformation of an object of activity as articulated in the study. It recommends an approach that allows for in-field engagement with contradictions and the absenting of absences (a problem-based type of curriculum) that will also allow for conceptual development and understanding of the changing object of activity (i.e. community-based irrigation scheme practice and management). The main policy recommendation made from the study is to invest more in farmer support and farmers’ learning so that they can transition from rain-fed agriculture to sustainable irrigation scheme development and management via their associations. The research contributes to knowledge production on irrigation practices; considering that substantial understandings were generated through analysis of communal irrigation scheme practice and management and its implications, especially from a transformative learning perspective. As shown in this study, transformative social learning theories are still not well understood in the context of irrigation system development, and this study has contributed knowledge to this field. The study contributes towards understanding of sustainability learning in irrigation associations in terms of concepts and practices. The study offers a model for transformative social learning in irrigation scheme development and suggests an expanded curriculum for community-based irrigation association practice and management. Overall, the study contributes to an understanding of transformative, sustainability oriented learning processes as support for the emergence of community-based irrigation associations. Additionally, the study has added perspectives on how to frame transformative social learning from a CHAT and critical realist perspective in Education for Sustainable Development. The study also contributes to a growing body of scholarship in southern Africa which seeks to develop expansive, transformative social learning approaches in response to concerns experienced by communities who are reliant on natural resources and the environment for their livelihoods and well-being, and who are also seeking to emerge out of poverty.
- Full Text:
- Date Issued: 2017
- Authors: Baloi, Aristides
- Date: 2017
- Subjects: Social learning -- Mozambique , Irrigation -- Social aspects -- Mozambique , Water resources development -- Mozambique , Sustainable agriculture -- Mozambique , Community development -- Mozambique
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/50154 , vital:25963
- Description: This study set out to examine transformative social learning and sustainability in the context of community-based irrigation systems in Mozambique. These irrigation systems are socio-ecological in nature. The history of irrigation systems in Mozambique can be described in two periods: pre-Independence period (mainly the colonial period) and the post-Independence period from 1975 onwards. Most recently, the Mozambique Government has introduced a policy which supports community-based irrigation system implementation and management via irrigation associations in a move to support a shift from rain-fed farming practices to irrigation-supported farming practices amongst smallholder farmers. It is this shift in the object of activity that this study focusses on. It does this by studying learning process in the constituted irrigation associations, examining whether such learning is transformative and sustainability oriented or not, and how such learning can be further expanded and supported. Learning may occur in socio-ecological systems, but whether that learning enables transformation and sustainability of irrigation systems and the constituted associations is as yet under-explored in the Mozambique context and in the context of Education for Sustainable Development in southern Africa. The aim of this research was therefore to understand transformative social learning within the development of sustainable irrigation practices in the context of irrigation associations and new agrarian policy development in Mozambique. To examine transformative social learning in sustainable irrigation system practices (including management practices), the study worked with three research goals, which also formed phases of the study’s design: GOAL 1: Examine how and what transformative social learning has (or has not) emerged in existing activity systems to date (Phase 1: Activity System Analysis). GOAL 2: Examine how transformative social learning could emerge through expansive learning processes (Phase 2: Identification of contradictions and new solution modelling through Developmental Work Research and Change Laboratories). GOAL 3: Identify what opportunities exist for ongoing transformative social learning (Phase 3: Identification of absences and ongoing dialectical transformation possibilities). The study draws on theories of Social Learning, Transformative Learning and Cultural Historical Activity Theory’s (CHAT) expansive learning and formative interventionist research framework to develop insights into the learning processes. It works especially with third generation Cultural Historical Activity Theory which provides a theory of expansive social learning and collective transformative agency formation, which I deemed most appropriate for the need to understand the transformation of farmers’ activities in a collective formation such as an irrigation association. The study involved identification and examination of interacting activity systems, contradictions or dissonances in two case studies of community-based irrigation system development via the respective associations. It involved identifying existing learning, as well as engaging in formative intervention research to expand learning in two case study sites: namely the Macubulane and Massaca Irrigation Associations, located near Maputo, Mozambique in the Inkomati and Umbeluzi river basins. The Macubulane community practices a monocropping system of sugar cane plantations using sprinkler irrigation methods and the Massaca community practices a mixed cropping system growing vegetables using mainly gravity or furrow irrigation methods. The study uses a qualitative research approach and is underlaboured by Dialectical Critical Realism which allowed for a deeper probing of ontology and transformative praxis, and transformative learning. The study used methods which included in-depth interviews, change laboratory workshops, document analysis and focus group interviews with farmers and subjects in associated activity systems. Analysis involved activity system analysis, identification of contradictions, modeling of solutions, transformative agency analysis, as well as analysis of real and nominal absences and generative mechanisms as recommended in dialectical critical realism. I used inductive, abductive and retroductive modes of inference, relying on the latter to identify further potential for transformative learning. The study demonstrates that within the associations, transformative social learning is taking place as farmers seek to address problems and contradictions. This learning leads to the creation of new agency and capabilities by ensuring good yields and continuous improvement of management practices and social status. Learning operates through formal mediation in the irrigation system of workplace-based operation, maintenance and crop management practices (i.e. through workplace learning). Social learning occurs through collective engagement with the constraints that the association faces while applying new knowledge, introducing new technology, in the process of administration and planning of irrigation activities. Expansive learning is possible when mediated actively through formative interventions in change laboratory workshops. All three types of learning were found to be present and possible in the context of the two irrigation scheme contexts. The main study findings are that transformative social learning is a collective object-driven process in the context of a transforming object (from rain-fed to sustainable community-based irrigation scheme farming in this study), that can be explained from the level of generative mechanisms and associated real absences that shape nominal absences and contradictions within and between activity systems. These induce, and have potential to induce, transformative learning in irrigation systems, including the emergence of transformative agency via learning through workplace-based, wider social learning, and expansive learning interaction processes amongst subjects in interacting activity systems. Absenting absences is also crucial for extending the potential of transformative learning in irrigation associations. The study further shows how critical realism helps to interpret learning processes and how it strengthens the empirical findings obtained from qualitative analysis. A key outcome of the study is a model that frames conceptualisation of transformative social learning in irrigation systems. The model and the insights gained into farmers learning around the transformation of the object of activity explored in this study have implications for wider curriculum and policy development interventions. The study therefore also makes recommendations for curriculum development and policy implementation intervention. The curriculum development recommendations are not at the level of making recommendations for new courses only, but frame how the design of new courses should take into account the wider processes of learning and change associated with the transformation of an object of activity as articulated in the study. It recommends an approach that allows for in-field engagement with contradictions and the absenting of absences (a problem-based type of curriculum) that will also allow for conceptual development and understanding of the changing object of activity (i.e. community-based irrigation scheme practice and management). The main policy recommendation made from the study is to invest more in farmer support and farmers’ learning so that they can transition from rain-fed agriculture to sustainable irrigation scheme development and management via their associations. The research contributes to knowledge production on irrigation practices; considering that substantial understandings were generated through analysis of communal irrigation scheme practice and management and its implications, especially from a transformative learning perspective. As shown in this study, transformative social learning theories are still not well understood in the context of irrigation system development, and this study has contributed knowledge to this field. The study contributes towards understanding of sustainability learning in irrigation associations in terms of concepts and practices. The study offers a model for transformative social learning in irrigation scheme development and suggests an expanded curriculum for community-based irrigation association practice and management. Overall, the study contributes to an understanding of transformative, sustainability oriented learning processes as support for the emergence of community-based irrigation associations. Additionally, the study has added perspectives on how to frame transformative social learning from a CHAT and critical realist perspective in Education for Sustainable Development. The study also contributes to a growing body of scholarship in southern Africa which seeks to develop expansive, transformative social learning approaches in response to concerns experienced by communities who are reliant on natural resources and the environment for their livelihoods and well-being, and who are also seeking to emerge out of poverty.
- Full Text:
- Date Issued: 2017
Dynamics of larval fish and zooplankton in selected south and west coast estuaries of South Africa
- Montoya-Maya, Phanor Hernando
- Authors: Montoya-Maya, Phanor Hernando
- Date: 2009
- Subjects: Marine zooplankton -- South Africa , Zooplankton -- South Africa , Fishes -- Larvae -- South Africa , Estuarine ecology -- South Africa , Estuaries -- South Africa -- Management , Environmental monitoring -- South Africa , Coastal zone management -- South Africa , Estuarine area conservation -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5263 , http://hdl.handle.net/10962/d1005107 , Marine zooplankton -- South Africa , Zooplankton -- South Africa , Fishes -- Larvae -- South Africa , Estuarine ecology -- South Africa , Estuaries -- South Africa -- Management , Environmental monitoring -- South Africa , Coastal zone management -- South Africa , Estuarine area conservation -- South Africa
- Description: Larval fish and zooplankton assemblages were studied in nine south and west coast estuaries in the cool-temperate and the cool/warm-temperate boundary region between June 2003 and March 2004. This study served to provide new information on previously unstudied estuaries and expand on existing knowledge of larval fish and zooplankton assemblages associated with various estuary types. The south and west coast estuaries sampled in this study showed lower salinities (12.2 - 13.7), lower water temperatures (14.5 - 16.9 °C) and higher turbidities (k = 0.02 - 0.04) in winter and spring while higher salinities (21.7 - 21.8), higher water temperatures (21.7 - 23.1°C) and lower turbidities (k <0.02) were observed in summer and autumn. Mean winter and summer water temperatures in estuaries were lower than those observed in warm-temperate and subtropical systems by other researchers. A total of 49274 larval fishes were caught, comprising 9 orders, 20 families, 29 genera and 47 taxa. The clupeid Gilchristella aestuaria (78.8 %) dominated the larval fish assemblages and occurred in all estuaries. The majority (70 %) of identified species are endemic to southern Africa and 96.4 % of larval fishes caught were estuary-resident species. The zooplankton study yielded a total of 44 taxa, comprising 7 phyla, >20 orders and >35 families. The copepod Pseudodiaptomus hessei dominated (59 %) the zooplankton and occurred in similar densities to those observed in other South African estuaries. Larval fish and zooplankton varied across seasons, peaking simultaneously in summer although zooplankton showed additional density peaks during the closed phase of some estuaries. Both plankton components were more abundant in the oligohaline and mesohaline zones within the estuaries. Freshwater input, estuary type and the biogeography of the area influenced the composition and structure of larval fish and zooplankton assemblages in these estuaries. The findings suggest that the estuaries are functioning as successful breeding areas for the larvae of endemic estuary-resident fish species and that these estuaries have to be managed to ensure an adequate freshwater supply to maintain the biological integrity of the ecosystem, specially the maintenance of the highly productive River-Estuary Interface (REI) regions.
- Full Text:
- Date Issued: 2009
- Authors: Montoya-Maya, Phanor Hernando
- Date: 2009
- Subjects: Marine zooplankton -- South Africa , Zooplankton -- South Africa , Fishes -- Larvae -- South Africa , Estuarine ecology -- South Africa , Estuaries -- South Africa -- Management , Environmental monitoring -- South Africa , Coastal zone management -- South Africa , Estuarine area conservation -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5263 , http://hdl.handle.net/10962/d1005107 , Marine zooplankton -- South Africa , Zooplankton -- South Africa , Fishes -- Larvae -- South Africa , Estuarine ecology -- South Africa , Estuaries -- South Africa -- Management , Environmental monitoring -- South Africa , Coastal zone management -- South Africa , Estuarine area conservation -- South Africa
- Description: Larval fish and zooplankton assemblages were studied in nine south and west coast estuaries in the cool-temperate and the cool/warm-temperate boundary region between June 2003 and March 2004. This study served to provide new information on previously unstudied estuaries and expand on existing knowledge of larval fish and zooplankton assemblages associated with various estuary types. The south and west coast estuaries sampled in this study showed lower salinities (12.2 - 13.7), lower water temperatures (14.5 - 16.9 °C) and higher turbidities (k = 0.02 - 0.04) in winter and spring while higher salinities (21.7 - 21.8), higher water temperatures (21.7 - 23.1°C) and lower turbidities (k <0.02) were observed in summer and autumn. Mean winter and summer water temperatures in estuaries were lower than those observed in warm-temperate and subtropical systems by other researchers. A total of 49274 larval fishes were caught, comprising 9 orders, 20 families, 29 genera and 47 taxa. The clupeid Gilchristella aestuaria (78.8 %) dominated the larval fish assemblages and occurred in all estuaries. The majority (70 %) of identified species are endemic to southern Africa and 96.4 % of larval fishes caught were estuary-resident species. The zooplankton study yielded a total of 44 taxa, comprising 7 phyla, >20 orders and >35 families. The copepod Pseudodiaptomus hessei dominated (59 %) the zooplankton and occurred in similar densities to those observed in other South African estuaries. Larval fish and zooplankton varied across seasons, peaking simultaneously in summer although zooplankton showed additional density peaks during the closed phase of some estuaries. Both plankton components were more abundant in the oligohaline and mesohaline zones within the estuaries. Freshwater input, estuary type and the biogeography of the area influenced the composition and structure of larval fish and zooplankton assemblages in these estuaries. The findings suggest that the estuaries are functioning as successful breeding areas for the larvae of endemic estuary-resident fish species and that these estuaries have to be managed to ensure an adequate freshwater supply to maintain the biological integrity of the ecosystem, specially the maintenance of the highly productive River-Estuary Interface (REI) regions.
- Full Text:
- Date Issued: 2009
Raising student teachers’awareness around issues of professional conduct : an action research project
- Authors: Chishimba, Felix Nkalamo
- Date: 2014
- Subjects: Teachers -- Training of , Teachers -- Professional ethics , Teachers -- Professional relationships
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2012 , http://hdl.handle.net/10962/d1016338
- Description: The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
- Full Text:
- Date Issued: 2014
- Authors: Chishimba, Felix Nkalamo
- Date: 2014
- Subjects: Teachers -- Training of , Teachers -- Professional ethics , Teachers -- Professional relationships
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2012 , http://hdl.handle.net/10962/d1016338
- Description: The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
- Full Text:
- Date Issued: 2014
Still
- Authors: Hall, Leila
- Date: 2018
- Subjects: South African fiction (English) -- 21st century , Short stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63638 , vital:28450
- Description: This thesis is a novella in fragments set in contemporary Lesotho. It tells the story of a Mosotho woman in her 30s who has spent a long time living out of the country. She returns to search for a former lover who she hasn’t seen for 15 years. The nonlinear narrative follows her journey, exploring a range of themes, including sexuality, gender and class relations, memory and time, relationship to place, non-conformity and defiance in the face of societal pressure and conformism. The style of writing is inspired by a diverse range of writers, including Sonallah Ibrahim for his understated, sparse and minimalist prose, Tina May Hall for her ability to tell a story in fragmented vignettes, Noy Holland for her understanding of time as synchronous and non-linear, and Ayi Kwei Armah for his skill in evoking the feelings, textures and specificities of a place.
- Full Text:
- Date Issued: 2018
- Authors: Hall, Leila
- Date: 2018
- Subjects: South African fiction (English) -- 21st century , Short stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63638 , vital:28450
- Description: This thesis is a novella in fragments set in contemporary Lesotho. It tells the story of a Mosotho woman in her 30s who has spent a long time living out of the country. She returns to search for a former lover who she hasn’t seen for 15 years. The nonlinear narrative follows her journey, exploring a range of themes, including sexuality, gender and class relations, memory and time, relationship to place, non-conformity and defiance in the face of societal pressure and conformism. The style of writing is inspired by a diverse range of writers, including Sonallah Ibrahim for his understated, sparse and minimalist prose, Tina May Hall for her ability to tell a story in fragmented vignettes, Noy Holland for her understanding of time as synchronous and non-linear, and Ayi Kwei Armah for his skill in evoking the feelings, textures and specificities of a place.
- Full Text:
- Date Issued: 2018