How are the messages of the official grade ten sexuality education curriculum at a former model C girls' high school in South Africa mediated by student sexual cultures?
- Mthatyana, Andisiwe Tutula Zinzi
- Authors: Mthatyana, Andisiwe Tutula Zinzi
- Date: 2014
- Subjects: Sex instruction -- South Africa , Sex instruction -- Cross-cultural studies , Teenage pregnancy -- South Africa , High school girls -- Sexual behavior -- South Africa , Multicultural education -- South Africa , Model C schools (South Africa) , Girls' schools -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2883 , http://hdl.handle.net/10962/d1013262
- Description: The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.
- Full Text:
- Date Issued: 2014
- Authors: Mthatyana, Andisiwe Tutula Zinzi
- Date: 2014
- Subjects: Sex instruction -- South Africa , Sex instruction -- Cross-cultural studies , Teenage pregnancy -- South Africa , High school girls -- Sexual behavior -- South Africa , Multicultural education -- South Africa , Model C schools (South Africa) , Girls' schools -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2883 , http://hdl.handle.net/10962/d1013262
- Description: The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.
- Full Text:
- Date Issued: 2014
Extended studies students welcome
- Authors: Badat, Saleem
- Date: 2008-03-06
- Language: English
- Type: Text
- Identifier: vital:7668 , http://hdl.handle.net/10962/d1015813
- Full Text:
- Date Issued: 2008-03-06
- Authors: Badat, Saleem
- Date: 2008-03-06
- Language: English
- Type: Text
- Identifier: vital:7668 , http://hdl.handle.net/10962/d1015813
- Full Text:
- Date Issued: 2008-03-06
Template ecological analsyis of the narratives of partner’s and family member’s of women who consumed alcohol in pregnancy
- Authors: Tsetse, Agrinette Nontozamo
- Date: 2019
- Subjects: Pregnant women -- Alcohol use -- Social aspects , Substance abuse in pregnancy , Fetus -- Effect of drugs on , Pregnancy -- Psychological aspects , Pregnant women -- Substance use , Substance abuse -- Social aspects , Ecological Systems Theory
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/114905 , vital:34055
- Description: Although there is increasing research on alcohol in South Africa, most of this work has an epidemiological focus. Very little research has explored alcohol use during pregnancy specifically from the perspective of the woman’s partner or family member or focused on contextual risk factors beyond the pregnant woman. This information is important to ensure that interventions are formulated based on the social contexts within which drinking in pregnancy takes place and in guiding interventions that aim to prevent prenatal alcohol use, thereby preventing the occurrence of FASDs. This study was guided by Bronfenbrenner’s Ecological Systems Theory to understand partners’ and family members’ perspectives of prenatal exposure within the actual environments in which alcohol use takes place. According to this theory, an individual exists within layers of social relationships: the family, intimate partners, friendships, and healthcare workers (microsystems), interactions among these microsystems, for example, interaction between healthcare workers and intimate partner and family and social workers (mesosystem), accessibility of alcohol in the neighbourhoods (exosystems), religion, culture and society (macro-systems) and changes of the individual and socio-historical context (chronosystem). The data were collected using a biographic narrative interpretive method of interviewing. Thirteen narratives interviews were conducted with partners and family members in a disadvantaged community in Buffalo City, Eastern Cape Province. The interviews were analysed using Template Analysis within the Ecological Systems Theory to interrogate the stories of partners and family members. According to participants, some of the reasons women consumed alcohol in pregnancy are: drinking habits before pregnancy that were difficult to break in pregnancy; women drank during the first trimester of their pregnancy because of unplanned pregnancy; women continued drinking throughout their pregnancies to cope with the emotional upset caused by the trauma of rape and losing loved ones, stress, receiving HIV-diagnosis in pregnancy, intimate partner violence, infidelity, rejection and denial of pregnancy from partners. After birth, some women continued drinking. Consequently, their children were taken away from them by social workers and family members because the parents were unable to care for the child due to alcohol use. There was lack of compliance of shebeens with liquor regulations, heavy drinking, high rates of alcohol use in pregnancy, and easy accessibility of alcohol within this study community. Pregnant women used religious coping beliefs to cope with their circumstances such as changes in their health, relationships and finances. Drinking during pregnancy is a complex problem that stems from multiple social and structural issues and interventions should therefore not only focus on the individual, but also on social networks and communities.
- Full Text:
- Date Issued: 2019
- Authors: Tsetse, Agrinette Nontozamo
- Date: 2019
- Subjects: Pregnant women -- Alcohol use -- Social aspects , Substance abuse in pregnancy , Fetus -- Effect of drugs on , Pregnancy -- Psychological aspects , Pregnant women -- Substance use , Substance abuse -- Social aspects , Ecological Systems Theory
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/114905 , vital:34055
- Description: Although there is increasing research on alcohol in South Africa, most of this work has an epidemiological focus. Very little research has explored alcohol use during pregnancy specifically from the perspective of the woman’s partner or family member or focused on contextual risk factors beyond the pregnant woman. This information is important to ensure that interventions are formulated based on the social contexts within which drinking in pregnancy takes place and in guiding interventions that aim to prevent prenatal alcohol use, thereby preventing the occurrence of FASDs. This study was guided by Bronfenbrenner’s Ecological Systems Theory to understand partners’ and family members’ perspectives of prenatal exposure within the actual environments in which alcohol use takes place. According to this theory, an individual exists within layers of social relationships: the family, intimate partners, friendships, and healthcare workers (microsystems), interactions among these microsystems, for example, interaction between healthcare workers and intimate partner and family and social workers (mesosystem), accessibility of alcohol in the neighbourhoods (exosystems), religion, culture and society (macro-systems) and changes of the individual and socio-historical context (chronosystem). The data were collected using a biographic narrative interpretive method of interviewing. Thirteen narratives interviews were conducted with partners and family members in a disadvantaged community in Buffalo City, Eastern Cape Province. The interviews were analysed using Template Analysis within the Ecological Systems Theory to interrogate the stories of partners and family members. According to participants, some of the reasons women consumed alcohol in pregnancy are: drinking habits before pregnancy that were difficult to break in pregnancy; women drank during the first trimester of their pregnancy because of unplanned pregnancy; women continued drinking throughout their pregnancies to cope with the emotional upset caused by the trauma of rape and losing loved ones, stress, receiving HIV-diagnosis in pregnancy, intimate partner violence, infidelity, rejection and denial of pregnancy from partners. After birth, some women continued drinking. Consequently, their children were taken away from them by social workers and family members because the parents were unable to care for the child due to alcohol use. There was lack of compliance of shebeens with liquor regulations, heavy drinking, high rates of alcohol use in pregnancy, and easy accessibility of alcohol within this study community. Pregnant women used religious coping beliefs to cope with their circumstances such as changes in their health, relationships and finances. Drinking during pregnancy is a complex problem that stems from multiple social and structural issues and interventions should therefore not only focus on the individual, but also on social networks and communities.
- Full Text:
- Date Issued: 2019
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
An analysis of how Zimbabwean female audiences decode meaning from the Shona-language radio programme Nguva Yevanhukadzi (Time for Women) against the background of their lived experiences
- Authors: Chihota-Charamba, Audrey
- Date: 2014
- Subjects: Radio and women -- Zimbabwe , Mass media and women -- Zimbabwe , Radio audiences -- Zimbabwe , Women in mass media , Mass media -- Zimbabwe , Women -- Zimbabwe -- Social conditions , Patriarchy -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3522 , http://hdl.handle.net/10962/d1011750 , Radio and women -- Zimbabwe , Mass media and women -- Zimbabwe , Radio audiences -- Zimbabwe , Women in mass media , Mass media -- Zimbabwe , Women -- Zimbabwe -- Social conditions , Patriarchy -- Zimbabwe
- Description: This study investigates the Zimbabwean women listeners of a gender-focused radio programme Nguva yevanhukadzi (Time for Women) to find out what meanings they take from the programme. Located within the broad theoretical framework of cultural studies and drawing on audience reception theories, the study focuses on the ways in which Shona-speaking women bring their understandings of their social roles, derived from their lived socio-cultural experiences of patriarchy, to their decoding of the text. The study was set in Harare’s high-density suburb of Mbare and used the qualitative research methods of individual and focus group interviews. The study was conducted against the backdrop of the signing of the Global Political Agreement (GPA) of September 2008, which ended the impasse among the warring political parties, ZANU PF, MDC-T and MDC and introduced a new era of collectively tackling socio-economic development, including redressing gender disparities through women’s empowerment. This study examines the factors shaping the audiences’ readings of the programme and seeks to establish whether the mass media has determining power on its audience in the reception of messages or if the audiences (women) have interpretive freedom. Using Hall’s (1980) Encoding/ Decoding model, the study examines the factors that influence the audiences’ choice in making preferred, negotiated or oppositional readings and the arguments they advance in line with those readings. While the interviews revealed that most of the female listeners “negotiated” the dominant encoded meanings, seeking their relevance to their varied situations and contexts (O’ Sullivan et al. 1994:152; Ang 1990: 159), of interest is the manner in which the women dealt with the discourse of patriarchy within the context of promoting women empowerment. The contestation between women empowerment and addressing patriarchy reflected the subverted notions of maintaining the status quo, while applauding the women’s commitment and ability to interrogate the practicality of issues under discussion and drawing lessons relevant to their day to day lives prior to making the preferred reading. As such, the study revealed that preferred readings are not always automated, but can be a result of intense interrogation among media audiences.
- Full Text:
- Date Issued: 2014
- Authors: Chihota-Charamba, Audrey
- Date: 2014
- Subjects: Radio and women -- Zimbabwe , Mass media and women -- Zimbabwe , Radio audiences -- Zimbabwe , Women in mass media , Mass media -- Zimbabwe , Women -- Zimbabwe -- Social conditions , Patriarchy -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3522 , http://hdl.handle.net/10962/d1011750 , Radio and women -- Zimbabwe , Mass media and women -- Zimbabwe , Radio audiences -- Zimbabwe , Women in mass media , Mass media -- Zimbabwe , Women -- Zimbabwe -- Social conditions , Patriarchy -- Zimbabwe
- Description: This study investigates the Zimbabwean women listeners of a gender-focused radio programme Nguva yevanhukadzi (Time for Women) to find out what meanings they take from the programme. Located within the broad theoretical framework of cultural studies and drawing on audience reception theories, the study focuses on the ways in which Shona-speaking women bring their understandings of their social roles, derived from their lived socio-cultural experiences of patriarchy, to their decoding of the text. The study was set in Harare’s high-density suburb of Mbare and used the qualitative research methods of individual and focus group interviews. The study was conducted against the backdrop of the signing of the Global Political Agreement (GPA) of September 2008, which ended the impasse among the warring political parties, ZANU PF, MDC-T and MDC and introduced a new era of collectively tackling socio-economic development, including redressing gender disparities through women’s empowerment. This study examines the factors shaping the audiences’ readings of the programme and seeks to establish whether the mass media has determining power on its audience in the reception of messages or if the audiences (women) have interpretive freedom. Using Hall’s (1980) Encoding/ Decoding model, the study examines the factors that influence the audiences’ choice in making preferred, negotiated or oppositional readings and the arguments they advance in line with those readings. While the interviews revealed that most of the female listeners “negotiated” the dominant encoded meanings, seeking their relevance to their varied situations and contexts (O’ Sullivan et al. 1994:152; Ang 1990: 159), of interest is the manner in which the women dealt with the discourse of patriarchy within the context of promoting women empowerment. The contestation between women empowerment and addressing patriarchy reflected the subverted notions of maintaining the status quo, while applauding the women’s commitment and ability to interrogate the practicality of issues under discussion and drawing lessons relevant to their day to day lives prior to making the preferred reading. As such, the study revealed that preferred readings are not always automated, but can be a result of intense interrogation among media audiences.
- Full Text:
- Date Issued: 2014
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