An analysis of quota conflicts in the fishing industry of the Western Cape: the plight of the small scale fisher sector from 1994 to the present day
- Authors: Green, Michael Anthony
- Date: 2017
- Subjects: Small-scale fisheries -- South Africa Fishery policy -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: http://hdl.handle.net/10948/18838 , vital:28736
- Description: This treatise tracks the sequence of events that took place within the South African Fishing Industry post 1994, and focuses specifically on the plight of the small scale artisanal fisher sector, which operates in the in-shore and near-shore coastal waters of the Western and Southern Cape. In exploring this area of conflict, it focuses on the attempts of this sector to gain official recognition, sanction and inclusion in the country’s statutory framework. It is an intensive investigation into the activities of the various role players, being this fisher sector, various fishing bodies, the government and business, and through personal interactions with these stakeholders, a diverse set of perceptions and perspectives is detailed. Through the use of Participlan methodology, utilised in one-on-one interactions as well as focus group workshops, issues relating to the past, present and future are surfaced, leading to what the different entities believe to be a collective way forward. The dissertation concludes that there is a need for the three entities as defined, to communicate on a formalised basis in order to progress issues relating to the management, protection and sustainability of the in-shore and near-shore fish resources. It shows further that there is a desire and willingness across all these sectors to share ideas and thoughts in a structured environment to establish a common ground and to create a solution to resolve this conflict scenario. Specifically, the study illustrates that the small-scale artisanal fisher sector is a justifiable participant in the fishing industry, warranting recognition and inclusion as a distinct entity in the country’s Marine Living Resources Act.
- Full Text:
- Date Issued: 2017
- Authors: Green, Michael Anthony
- Date: 2017
- Subjects: Small-scale fisheries -- South Africa Fishery policy -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: http://hdl.handle.net/10948/18838 , vital:28736
- Description: This treatise tracks the sequence of events that took place within the South African Fishing Industry post 1994, and focuses specifically on the plight of the small scale artisanal fisher sector, which operates in the in-shore and near-shore coastal waters of the Western and Southern Cape. In exploring this area of conflict, it focuses on the attempts of this sector to gain official recognition, sanction and inclusion in the country’s statutory framework. It is an intensive investigation into the activities of the various role players, being this fisher sector, various fishing bodies, the government and business, and through personal interactions with these stakeholders, a diverse set of perceptions and perspectives is detailed. Through the use of Participlan methodology, utilised in one-on-one interactions as well as focus group workshops, issues relating to the past, present and future are surfaced, leading to what the different entities believe to be a collective way forward. The dissertation concludes that there is a need for the three entities as defined, to communicate on a formalised basis in order to progress issues relating to the management, protection and sustainability of the in-shore and near-shore fish resources. It shows further that there is a desire and willingness across all these sectors to share ideas and thoughts in a structured environment to establish a common ground and to create a solution to resolve this conflict scenario. Specifically, the study illustrates that the small-scale artisanal fisher sector is a justifiable participant in the fishing industry, warranting recognition and inclusion as a distinct entity in the country’s Marine Living Resources Act.
- Full Text:
- Date Issued: 2017
An analysis of selected grade 11 learners’ interactions with geometry tasks using visualization processes: a case study in Namibia
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
- Full Text:
- Date Issued: 2017
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
- Full Text:
- Date Issued: 2017
An analysis of teachers' experiences in using English as medium of instruction among grade 4 learners in Maluti district
- Authors: Rabelemane, Tsielo Aron
- Date: 2017
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/8221 , vital:32058
- Description: The issue of medium of instruction has been a growing concern for most researchers, especially in contexts where English is used as medium of instruction at the expense of the learner’s mother tongue. In a South African context, the problem is being aggravated by the fact that English becomes a language of learning and teaching in Grade 4 whereas the learners’ medium of instruction in the lower grades has been their mother tongue and therefore did not have a firm grasp of the English language. Subsequently, there is a general outcry in South Africa that the shift from mother tongue to English as language of learning and teaching happens too early. The objectives in this thesis were to examine the experiences faced by Grade 4 teachers in using English as language of learning and teaching; to determine how these experiences impinge on learning and teaching in Grade 4 and to determine whether the teachers’ perceptions of English as the language of learning and teaching impinges on the success of the Grade 4 learners. The theoretical framework of this study is based on bilingualism and multilingualism theories. Qualitative and quantitative approaches were used in the study. The study followed a survey design and both purposive and convenience sampling techniques were used. A sample of 100 teachers from 30 selected schools was chosen. The researcher collected data using individual interviews, questionnaires and observation. The qualitative data was analysed thematically whereas SPSS was used for the quantitative data. The findings of the study revealed that learners lacked confidence in expressing themselves in English in front of their peers and as a result the majority of learners did not participate in class when teachers were teaching in English. The results further showed that learners were passive due to poor understanding of the English language which sometimes resulted in communication breakdown between the teacher and the learner. The researcher recommended that the Government should provide the teachers with workshops that will unpack the strategies of teaching Grade 4 learners in using English as a medium of instruction.
- Full Text:
- Date Issued: 2017
- Authors: Rabelemane, Tsielo Aron
- Date: 2017
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/8221 , vital:32058
- Description: The issue of medium of instruction has been a growing concern for most researchers, especially in contexts where English is used as medium of instruction at the expense of the learner’s mother tongue. In a South African context, the problem is being aggravated by the fact that English becomes a language of learning and teaching in Grade 4 whereas the learners’ medium of instruction in the lower grades has been their mother tongue and therefore did not have a firm grasp of the English language. Subsequently, there is a general outcry in South Africa that the shift from mother tongue to English as language of learning and teaching happens too early. The objectives in this thesis were to examine the experiences faced by Grade 4 teachers in using English as language of learning and teaching; to determine how these experiences impinge on learning and teaching in Grade 4 and to determine whether the teachers’ perceptions of English as the language of learning and teaching impinges on the success of the Grade 4 learners. The theoretical framework of this study is based on bilingualism and multilingualism theories. Qualitative and quantitative approaches were used in the study. The study followed a survey design and both purposive and convenience sampling techniques were used. A sample of 100 teachers from 30 selected schools was chosen. The researcher collected data using individual interviews, questionnaires and observation. The qualitative data was analysed thematically whereas SPSS was used for the quantitative data. The findings of the study revealed that learners lacked confidence in expressing themselves in English in front of their peers and as a result the majority of learners did not participate in class when teachers were teaching in English. The results further showed that learners were passive due to poor understanding of the English language which sometimes resulted in communication breakdown between the teacher and the learner. The researcher recommended that the Government should provide the teachers with workshops that will unpack the strategies of teaching Grade 4 learners in using English as a medium of instruction.
- Full Text:
- Date Issued: 2017
An analysis of the academic support policies and strategies for underperforming students at Limpopo universities
- Lavhelani, Nyawasedza Phellecy
- Authors: Lavhelani, Nyawasedza Phellecy
- Date: 2017
- Subjects: Compensatory education--South Africa--Limpopo Universities and colleges--South Africa--Limpopo Support services (Management)--South Africa--Limpopo
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/11784 , vital:39106
- Description: The study sought to investigate academic support policies and strategies for underperforming students at Limpopo universities. By focusing on the University of Venda and that of Limpopo (which are located in rural settings), this study will contribute to the body of knowledge addressing the learning needs of underperforming students in resource constrained universities in South Africa. Qualitative research methodology was considered most appropriate in the present study. The researcher used various research instruments as the fact finding strategies. These comprised tools for data collection. The researcher used questionnaires and the survey of secondary sources for data collection. The researcher chose these instruments because this also means discussing the advantages of using questionnaires and reading, for example gaining an in-depth perspective regarding the actual experiences of students who underperform in their studies. The study focused on first year underperforming students, academic support policies and academic support programmes. Permission was sought from the two universities’ Research Departments to conduct this study. Once permission was granted, the questionnaire was sent out to prospective participants. In addition, the researcher involved intra-group despondence analysis. Since the bulk of the data from the questionnaires was qualitative, thematic analysis was utilised. This involved identifying patterns and emerging themes out of the differences and similarities from the despondences’ views. This study was conducted in the Limpopo Province, South Africa, where the two universities are situated.The study population were students, academics, Information Management Officer, CHETL staff and relevant personnel at the Limpopo. Universities. As envisaged, a total of 136 participants were chosen to participate in the study.
- Full Text:
- Date Issued: 2017
- Authors: Lavhelani, Nyawasedza Phellecy
- Date: 2017
- Subjects: Compensatory education--South Africa--Limpopo Universities and colleges--South Africa--Limpopo Support services (Management)--South Africa--Limpopo
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/11784 , vital:39106
- Description: The study sought to investigate academic support policies and strategies for underperforming students at Limpopo universities. By focusing on the University of Venda and that of Limpopo (which are located in rural settings), this study will contribute to the body of knowledge addressing the learning needs of underperforming students in resource constrained universities in South Africa. Qualitative research methodology was considered most appropriate in the present study. The researcher used various research instruments as the fact finding strategies. These comprised tools for data collection. The researcher used questionnaires and the survey of secondary sources for data collection. The researcher chose these instruments because this also means discussing the advantages of using questionnaires and reading, for example gaining an in-depth perspective regarding the actual experiences of students who underperform in their studies. The study focused on first year underperforming students, academic support policies and academic support programmes. Permission was sought from the two universities’ Research Departments to conduct this study. Once permission was granted, the questionnaire was sent out to prospective participants. In addition, the researcher involved intra-group despondence analysis. Since the bulk of the data from the questionnaires was qualitative, thematic analysis was utilised. This involved identifying patterns and emerging themes out of the differences and similarities from the despondences’ views. This study was conducted in the Limpopo Province, South Africa, where the two universities are situated.The study population were students, academics, Information Management Officer, CHETL staff and relevant personnel at the Limpopo. Universities. As envisaged, a total of 136 participants were chosen to participate in the study.
- Full Text:
- Date Issued: 2017
An analysis of the characterisation and transformation of the evil queen as depicted through traditional folklore narrative in comparison to contemporary television storytelling
- Authors: Le Clue,Natalie
- Date: 2017
- Subjects: Storytelling in literature Folk literature-- History and criticism Digital Storytelling
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44493 , vital:37851
- Description: In 1812 The Brothers Jacob and Wilhelm Grimm published a recorded folklore narrative of a young princess named Snow White and her evil stepmother, the queen.Through the decades and centuries that followed this first introduction the character of the Evil Queen has been portrayed and presented in a plethora of narrative structures and media. This paper has sought to analyse the characterization and transformation of Snow White’s Evil Queen as she has been depicted from traditional folklore narrative through to contemporary television storytelling. Following an in-depth literature review that sought to establish the origin of folklore, the first presentations of the Evil Queen character, a motif of the character, and the fan’s perception of the character in contemporary form, the findings of the paper were established through a detailed content analysis of character. It is evident that the modes of storytelling have evolved and changed significantly through time since Propp introduced character theory. However, the contemporary fairy tale character and narrative has not yet completely redefined his theory. Instead it has restructured and modernized the theory and made it more relevant to the 21st century method of television storytelling.
- Full Text:
- Date Issued: 2017
- Authors: Le Clue,Natalie
- Date: 2017
- Subjects: Storytelling in literature Folk literature-- History and criticism Digital Storytelling
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44493 , vital:37851
- Description: In 1812 The Brothers Jacob and Wilhelm Grimm published a recorded folklore narrative of a young princess named Snow White and her evil stepmother, the queen.Through the decades and centuries that followed this first introduction the character of the Evil Queen has been portrayed and presented in a plethora of narrative structures and media. This paper has sought to analyse the characterization and transformation of Snow White’s Evil Queen as she has been depicted from traditional folklore narrative through to contemporary television storytelling. Following an in-depth literature review that sought to establish the origin of folklore, the first presentations of the Evil Queen character, a motif of the character, and the fan’s perception of the character in contemporary form, the findings of the paper were established through a detailed content analysis of character. It is evident that the modes of storytelling have evolved and changed significantly through time since Propp introduced character theory. However, the contemporary fairy tale character and narrative has not yet completely redefined his theory. Instead it has restructured and modernized the theory and made it more relevant to the 21st century method of television storytelling.
- Full Text:
- Date Issued: 2017
An analysis of the effect that integrated reporting has had on the description of the strategy and strategic planning process in the banking sector in South Africa
- Authors: Musuwo, Getrude Tafadzwa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/40990 , vital:25045
- Description: The study was carried out in order to analyse the effect which the requirement for integrated reporting has had on the description of strategy and strategic planning processes of three South African Banks during the three-year period between 2012 and 2014. The study was conducted in three Johannesburg Stock Exchange listed Banks namely Barclays Bank, Capitec Bank and Standard Bank and focused on their integrated reports for 2012 to 2014. The objectives of the study were to analyse the change in the scope of the depth of reporting on strategy, analyse the evolution of the strategic planning process, compare and contrast the banks’ nature, scope and depth of reporting and establish how the requirement for integrated reporting has impacted on the strategic planning processes in the banks. The study was carried out as a content analysis of the integrated reports of the three banks. The sample for the study consisted for the 9 integrated reports issued by the three banks in the period from 2012 to 2014. There was an increasing trend in the prominence of reporting on strategy by the C.E.Os and chairmen of the companies in the integrated reports. All the companies exhibited an increase in the depth of their reporting on strategy in their overall integrated reports. There is a general increase in the depth of reporting on value creation in the integrated reports. From discussing their business models to some extent in 2012 and 2013, all integrated reports reported on strategy to a large extent in 2014. The study concluded that the scope and depth of reporting on strategy was growing. The study also concluded that strategic planning processes had been transformed due to the requirement for integrated reporting. It was also concluded that Standard Bank had the greatest focus on strategy. Further studies may focus beyond strategy and explore the extent to which companies are implementing non-financial measures in their integrated reporting.
- Full Text:
- Date Issued: 2017
- Authors: Musuwo, Getrude Tafadzwa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/40990 , vital:25045
- Description: The study was carried out in order to analyse the effect which the requirement for integrated reporting has had on the description of strategy and strategic planning processes of three South African Banks during the three-year period between 2012 and 2014. The study was conducted in three Johannesburg Stock Exchange listed Banks namely Barclays Bank, Capitec Bank and Standard Bank and focused on their integrated reports for 2012 to 2014. The objectives of the study were to analyse the change in the scope of the depth of reporting on strategy, analyse the evolution of the strategic planning process, compare and contrast the banks’ nature, scope and depth of reporting and establish how the requirement for integrated reporting has impacted on the strategic planning processes in the banks. The study was carried out as a content analysis of the integrated reports of the three banks. The sample for the study consisted for the 9 integrated reports issued by the three banks in the period from 2012 to 2014. There was an increasing trend in the prominence of reporting on strategy by the C.E.Os and chairmen of the companies in the integrated reports. All the companies exhibited an increase in the depth of their reporting on strategy in their overall integrated reports. There is a general increase in the depth of reporting on value creation in the integrated reports. From discussing their business models to some extent in 2012 and 2013, all integrated reports reported on strategy to a large extent in 2014. The study concluded that the scope and depth of reporting on strategy was growing. The study also concluded that strategic planning processes had been transformed due to the requirement for integrated reporting. It was also concluded that Standard Bank had the greatest focus on strategy. Further studies may focus beyond strategy and explore the extent to which companies are implementing non-financial measures in their integrated reporting.
- Full Text:
- Date Issued: 2017
An analysis of the impact of financialization on commodity markets
- Authors: Ndawona, Takudzwa Maitaishe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/7113 , vital:21218
- Description: An unprecedented increase in real commodity prices from 2002-2011 fuelled an intense debate as to the causes of the steep rise in prices and its possible implications for producers and consumers. On the one hand, the prolonged and dramatic rise in almost all commodity prices is attributed to growing demand from emerging market economies, supply shocks such as adverse weather conditions, export bans as well as other macroeconomic factors. Collectively these are known as the fundamental (demand and supply) factors. On the other hand, there is a growing body of evidence that suggests these fundamental factors alone are not sufficient enough to explain recent commodity price developments. It is noted that alongside changes in the fundamental factors, there was a major shift in trading activities on commodity derivative markets related to the increasing presence of financial investors, institutional investors and hedge funds. This had important effects, it is argued, on the microstructure of these markets and on price dynamics in a process termed “fmancialization”. Most of the empirical literature covers the period of rising commodity prices from 20022011. This study seeks to add to the existing literature by examining, in addition, the impact of financialization when commodity prices were falling from 2011-2015. Whereas the literature focuses mainly on the rise of agricultural commodity prices, the focus of this study is on metals, oil and bulk commodities (coal and iron ore). Two techniques are employed, namely the calculation of rolling correlations for futures and spot returns. Granger causality tests are then performed to examine the relationships between futures and spot prices. Rolling return correlations are calculated for i) different exchange- traded commodities and ii) exchange-traded commodities and bulk commodities not traded on exchanges. This is done to establish whether the increased correlations between different commodities found in the literature still hold now that commodity prices across all categories are falling. Granger causality tests are used in order to establish the link between the futures prices and spot prices both during the upswing period (2002-2011) and downswing period (2011-2015). It is found that rapidly growing indexed-based investment in commodity markets (financialization) during the upswing period is concurrent with increasingly correlated returns on the prices of unrelated commodities in both the futures and spot markets. These correlations decline during the period of falling commodity prices (2011-2015). This was a period in which the total amount of commodity assets under management fell sharply. This supports the a priori expectation that if the increased correlations of previously seemingly correlated and unrelated commodities during the upswing had been driven by financialization, the correlation would decline in the downturn. Granger causality results reveal statistically significant evidence of futures prices (returns) driving spot prices (returns) during the financialization period. However, post-financialization there is a shift to more bidirectional relationships. The study therefore concludes that, in addition to changing fundamental and macroeconomic factors, the financialization of commodity markets further drove the excessive and volatile price levels in commodity markets from 2002 to 2011.
- Full Text:
- Date Issued: 2017
- Authors: Ndawona, Takudzwa Maitaishe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/7113 , vital:21218
- Description: An unprecedented increase in real commodity prices from 2002-2011 fuelled an intense debate as to the causes of the steep rise in prices and its possible implications for producers and consumers. On the one hand, the prolonged and dramatic rise in almost all commodity prices is attributed to growing demand from emerging market economies, supply shocks such as adverse weather conditions, export bans as well as other macroeconomic factors. Collectively these are known as the fundamental (demand and supply) factors. On the other hand, there is a growing body of evidence that suggests these fundamental factors alone are not sufficient enough to explain recent commodity price developments. It is noted that alongside changes in the fundamental factors, there was a major shift in trading activities on commodity derivative markets related to the increasing presence of financial investors, institutional investors and hedge funds. This had important effects, it is argued, on the microstructure of these markets and on price dynamics in a process termed “fmancialization”. Most of the empirical literature covers the period of rising commodity prices from 20022011. This study seeks to add to the existing literature by examining, in addition, the impact of financialization when commodity prices were falling from 2011-2015. Whereas the literature focuses mainly on the rise of agricultural commodity prices, the focus of this study is on metals, oil and bulk commodities (coal and iron ore). Two techniques are employed, namely the calculation of rolling correlations for futures and spot returns. Granger causality tests are then performed to examine the relationships between futures and spot prices. Rolling return correlations are calculated for i) different exchange- traded commodities and ii) exchange-traded commodities and bulk commodities not traded on exchanges. This is done to establish whether the increased correlations between different commodities found in the literature still hold now that commodity prices across all categories are falling. Granger causality tests are used in order to establish the link between the futures prices and spot prices both during the upswing period (2002-2011) and downswing period (2011-2015). It is found that rapidly growing indexed-based investment in commodity markets (financialization) during the upswing period is concurrent with increasingly correlated returns on the prices of unrelated commodities in both the futures and spot markets. These correlations decline during the period of falling commodity prices (2011-2015). This was a period in which the total amount of commodity assets under management fell sharply. This supports the a priori expectation that if the increased correlations of previously seemingly correlated and unrelated commodities during the upswing had been driven by financialization, the correlation would decline in the downturn. Granger causality results reveal statistically significant evidence of futures prices (returns) driving spot prices (returns) during the financialization period. However, post-financialization there is a shift to more bidirectional relationships. The study therefore concludes that, in addition to changing fundamental and macroeconomic factors, the financialization of commodity markets further drove the excessive and volatile price levels in commodity markets from 2002 to 2011.
- Full Text:
- Date Issued: 2017
An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda
- Authors: Ssembatya, Henry Hollan
- Date: 2017
- Subjects: Ganda language -- Study and teaching -- Uganda African languages -- Study and teaching , Language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14422 , vital:27590
- Description: This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom.
- Full Text:
- Date Issued: 2017
- Authors: Ssembatya, Henry Hollan
- Date: 2017
- Subjects: Ganda language -- Study and teaching -- Uganda African languages -- Study and teaching , Language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14422 , vital:27590
- Description: This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom.
- Full Text:
- Date Issued: 2017
An analysis of the nature of visualisation objects in three Namibian grade 9 mathematics textbooks: a case study in Namibia
- Nghifimule, Selma Ndilipomwene
- Authors: Nghifimule, Selma Ndilipomwene
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6334 , vital:21090
- Description: Textbooks are a universal and central element of teaching and learning mathematics (Namibia. Ministry of Education [MoE], 2008). Steenpaß and Steinbring (2014) state that diagrams in mathematics textbooks are often used as Visualisation Objects (VOs) to enhance learning of mathematical concepts. VOs in textbooks are thus important teaching and learning tools (Fotakopoulou and Spiliotopoulou, 2008). This Namibian interpretive case study analysed the nature of VOs used in the three approved grade 9 Namibian mathematics textbooks namely: y=mx+c to success, Maths for Life 9 and Discover Mathematics 9. The VOs were analysed by using an analytical framework adapted from Fotakopoulou and Spiliotopoulou (2008). This analytic tool was specifically used to interrogate the following categories: the type of VOs, the roles of VOs, the relation of VOs to mathematical content, the relation of VOs to reality, and their properties. The 266 VOs under study were collected from the Algebra and Geometry chapters of each book. This study also included survey questionnaires with the 50 selected mathematics teachers, which sought their views and perceptions on the use of the identified VOs. In addition, the authors’ rationale in selecting the identified VOs used in their textbooks was sought through interviews. This research study is part of the “Visualisation in Namibia and Zambia” (VISNAMZA) project which seeks to research the effective use of visualisation processes in the mathematics classroom in Namibia and Zambia (Schäfer, 2015). It is hoped that this study contributes towards improving the quality of textbook evaluations, and design of suitable and more comprehensive assessment procedures in Namibia. It is also hoped that it creates a critical awareness of the roles of VOs in textbooks amongst teachers, inspiring them to help their learners interpret VOs effectively. It should also inspire potential authors to use suitable and appropriate VOs that enhance conceptual teaching and learning of mathematics. The study discovered that most of the VOs used in the selected textbooks align well with the mathematical content. The VOs can help make abstract ideas concrete, stimulate learning, simplify and clarify written texts. In addition, VOs can also be used as a tool for reasoning and an instrument for problem solving. The findings however also indicate that some of the VOs used are not self-explanatory; they are vague, unfamiliar and confusing, leading to misinterpretations by some learners. Another interesting finding was that some of the learners found it difficult to interpret VOs on their own without the help of the teacher.
- Full Text:
- Date Issued: 2017
- Authors: Nghifimule, Selma Ndilipomwene
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6334 , vital:21090
- Description: Textbooks are a universal and central element of teaching and learning mathematics (Namibia. Ministry of Education [MoE], 2008). Steenpaß and Steinbring (2014) state that diagrams in mathematics textbooks are often used as Visualisation Objects (VOs) to enhance learning of mathematical concepts. VOs in textbooks are thus important teaching and learning tools (Fotakopoulou and Spiliotopoulou, 2008). This Namibian interpretive case study analysed the nature of VOs used in the three approved grade 9 Namibian mathematics textbooks namely: y=mx+c to success, Maths for Life 9 and Discover Mathematics 9. The VOs were analysed by using an analytical framework adapted from Fotakopoulou and Spiliotopoulou (2008). This analytic tool was specifically used to interrogate the following categories: the type of VOs, the roles of VOs, the relation of VOs to mathematical content, the relation of VOs to reality, and their properties. The 266 VOs under study were collected from the Algebra and Geometry chapters of each book. This study also included survey questionnaires with the 50 selected mathematics teachers, which sought their views and perceptions on the use of the identified VOs. In addition, the authors’ rationale in selecting the identified VOs used in their textbooks was sought through interviews. This research study is part of the “Visualisation in Namibia and Zambia” (VISNAMZA) project which seeks to research the effective use of visualisation processes in the mathematics classroom in Namibia and Zambia (Schäfer, 2015). It is hoped that this study contributes towards improving the quality of textbook evaluations, and design of suitable and more comprehensive assessment procedures in Namibia. It is also hoped that it creates a critical awareness of the roles of VOs in textbooks amongst teachers, inspiring them to help their learners interpret VOs effectively. It should also inspire potential authors to use suitable and appropriate VOs that enhance conceptual teaching and learning of mathematics. The study discovered that most of the VOs used in the selected textbooks align well with the mathematical content. The VOs can help make abstract ideas concrete, stimulate learning, simplify and clarify written texts. In addition, VOs can also be used as a tool for reasoning and an instrument for problem solving. The findings however also indicate that some of the VOs used are not self-explanatory; they are vague, unfamiliar and confusing, leading to misinterpretations by some learners. Another interesting finding was that some of the learners found it difficult to interpret VOs on their own without the help of the teacher.
- Full Text:
- Date Issued: 2017
An analysis of visualization processes used by selected Grade 11 and 12 learners when solving algebraic problems: a Namibian case study
- Authors: Josef, Joseane
- Date: 2017
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia -- Case studies , Mathematics -- Study and teaching (Secondary) -- Activity programs , Algebra -- Study and teaching (Secondary) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7843 , vital:21309
- Description: Visualisation is gaining visibility in mathematics education research. It is a powerful tool for solving different types of problems in many areas of mathematics, including Algebra - the mathematical domain of this study. The aim of this case study was to analyse the visualisation processes that selected senior secondary school learners used to solve a set of ten algebraic problems.The research was conducted at a secondary school in the Erongo region of Namibia. This is the school where the researcher is teaching. The sample consisted of six selected learners, three from Grade 11 and three from Grade 12. The learners were purposefully selected to participate in this study based on their mathematics performance in class and their willingness to participate. The participants were video recorded as they worked through the ten items of an Algebraic Visualisation Tasks (AVT) worksheet. They were also interviewed about the visualisation processes they employed when solving each of the tasks. The AVT, the videos and the interviews were analysed with the aid of an adapted visualisation template. The findings of the study show that learners used visualisations in all their problem-solving processes. These visualisations were used for different purposes such as starting points, for illustrative purposes, as organizational tools and as simplification tools. Visualisations as starting points were used when the problem was wordy and had lengthy descriptions and explanations. Illustrative visualisations enabled learners to articulate in their own way mathematical notations, mathematical equations and expressions that they then used to solve the problem. Organizational pictures provided a useful structural framework for solving the problems.This research suggests that the selected participants indeed used visualisation processes to solve algebraic problems. It is thus important for teachers to harness this aid and make the most use of these visualisation processes when teaching Algebra.
- Full Text:
- Date Issued: 2017
- Authors: Josef, Joseane
- Date: 2017
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia -- Case studies , Mathematics -- Study and teaching (Secondary) -- Activity programs , Algebra -- Study and teaching (Secondary) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7843 , vital:21309
- Description: Visualisation is gaining visibility in mathematics education research. It is a powerful tool for solving different types of problems in many areas of mathematics, including Algebra - the mathematical domain of this study. The aim of this case study was to analyse the visualisation processes that selected senior secondary school learners used to solve a set of ten algebraic problems.The research was conducted at a secondary school in the Erongo region of Namibia. This is the school where the researcher is teaching. The sample consisted of six selected learners, three from Grade 11 and three from Grade 12. The learners were purposefully selected to participate in this study based on their mathematics performance in class and their willingness to participate. The participants were video recorded as they worked through the ten items of an Algebraic Visualisation Tasks (AVT) worksheet. They were also interviewed about the visualisation processes they employed when solving each of the tasks. The AVT, the videos and the interviews were analysed with the aid of an adapted visualisation template. The findings of the study show that learners used visualisations in all their problem-solving processes. These visualisations were used for different purposes such as starting points, for illustrative purposes, as organizational tools and as simplification tools. Visualisations as starting points were used when the problem was wordy and had lengthy descriptions and explanations. Illustrative visualisations enabled learners to articulate in their own way mathematical notations, mathematical equations and expressions that they then used to solve the problem. Organizational pictures provided a useful structural framework for solving the problems.This research suggests that the selected participants indeed used visualisation processes to solve algebraic problems. It is thus important for teachers to harness this aid and make the most use of these visualisation processes when teaching Algebra.
- Full Text:
- Date Issued: 2017
An analysis on role of judges in interpreting tax legislation
- Authors: Chanhuwa, Mildred Kudzanai
- Date: 2017
- Subjects: Taxation -- Law and legislation -- South Africa , Law -- South Africa , Judicial discretion -- South Africa , Judicial opinion -- South Africa , Judges -- Attitudes -- South Africa , South Africa. Constitution of the Republic of South Africa, 1996
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/4289 , vital:20644
- Description: This thesis focusses on the role of judges as interpreters of tax legislation. It examines the role of judges by analysing how the perceptions of judges can impact on how they interpret legislation. It also analyses various other factors that play a role when judges interpret legislation, in an effort to answer the question to what extent do philosophical theories and interpretative approaches explain the role of judges as interpreters? Jurisprudential theories such as the natural law theory, positivist theories, and American realist theories are used to analyse how judges interpret and how theorists think judges should play their interpretational role. It is noted that in pre-constitutional South Africa the courts followed a positivist paradigm; as a result, the judges used a strict literal approach to interpretation. The new Constitution brought a change in the jurisprudential paradigm accepted in South Africa and has transformed how judges perceive and carry out their role as interpreters of legislation. Judges have now adopted the purposive value-laden approach as authoritative. As custodians of the Constitution, judges should interpret provisions against the values imposed by it. The purposive value-laden interpretational approach allows judges to take into account more considerations and to weigh a provision against the constitutional values. Other issues discussed pertain to how institutional guidelines such as the doctrine of precedent and separation of powers, to a lesser extent, play a role in how judges interpret the law. It is demonstrated that the doctrine of precedent does not limit the role of judges but rather contributes to maintaining certainty, predictability and coherence in the legal system. It is also noted that judicial discretion is the mechanism by which judges use extra-legal factors such as public policy and moral considerations to assist in interpreting legislation.
- Full Text:
- Date Issued: 2017
- Authors: Chanhuwa, Mildred Kudzanai
- Date: 2017
- Subjects: Taxation -- Law and legislation -- South Africa , Law -- South Africa , Judicial discretion -- South Africa , Judicial opinion -- South Africa , Judges -- Attitudes -- South Africa , South Africa. Constitution of the Republic of South Africa, 1996
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/4289 , vital:20644
- Description: This thesis focusses on the role of judges as interpreters of tax legislation. It examines the role of judges by analysing how the perceptions of judges can impact on how they interpret legislation. It also analyses various other factors that play a role when judges interpret legislation, in an effort to answer the question to what extent do philosophical theories and interpretative approaches explain the role of judges as interpreters? Jurisprudential theories such as the natural law theory, positivist theories, and American realist theories are used to analyse how judges interpret and how theorists think judges should play their interpretational role. It is noted that in pre-constitutional South Africa the courts followed a positivist paradigm; as a result, the judges used a strict literal approach to interpretation. The new Constitution brought a change in the jurisprudential paradigm accepted in South Africa and has transformed how judges perceive and carry out their role as interpreters of legislation. Judges have now adopted the purposive value-laden approach as authoritative. As custodians of the Constitution, judges should interpret provisions against the values imposed by it. The purposive value-laden interpretational approach allows judges to take into account more considerations and to weigh a provision against the constitutional values. Other issues discussed pertain to how institutional guidelines such as the doctrine of precedent and separation of powers, to a lesser extent, play a role in how judges interpret the law. It is demonstrated that the doctrine of precedent does not limit the role of judges but rather contributes to maintaining certainty, predictability and coherence in the legal system. It is also noted that judicial discretion is the mechanism by which judges use extra-legal factors such as public policy and moral considerations to assist in interpreting legislation.
- Full Text:
- Date Issued: 2017
An analysis on the re-emergence of SQL Slammer worm using network telescope data
- Chindipha, Stones D, Irwin, Barry V W
- Authors: Chindipha, Stones D , Irwin, Barry V W
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/428326 , vital:72503 , https://researchspace.csir.co.za/dspace/bitstream/handle/10204/9705/Chindipha_19658_2017.pdf?sequence=1ansisAllowed=y
- Description: The SQL Slammer worm is a self propagated computer virus that caused a denial of service on some Internet hosts and dramatically slowed down general Internet traffic. An observation of network traffic captured in the Rhodes University’s network telescopes shows that traf-fic observed in it shows an escalation in the number of packets cap-tured by the telescopes between January 2014 and December 2016 when the expected traffic was meant to take a constant decline in UDP packets from port 1434. Using data captured over a period of 84 months, the analysis done in this study identified top ten /24 source IP addresses that Slammer worm repeatedly used for this attack together with their geolocation. It also shows the trend of UDP 1434 packets re-ceived by the two network telescopes from January 2009 to December 2015. In line with epidemic model, the paper has shown how this traffic fits in as SQL Slammer worm attack. Consistent number of packets ob-served in the two telescopes between 2014 and 2016 shows qualities of the Slammer worm attack. Basic time series and decomposition of additive time series graphs have been used to show trend and ob-served UDP packets over the time frame of study.
- Full Text:
- Date Issued: 2017
- Authors: Chindipha, Stones D , Irwin, Barry V W
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/428326 , vital:72503 , https://researchspace.csir.co.za/dspace/bitstream/handle/10204/9705/Chindipha_19658_2017.pdf?sequence=1ansisAllowed=y
- Description: The SQL Slammer worm is a self propagated computer virus that caused a denial of service on some Internet hosts and dramatically slowed down general Internet traffic. An observation of network traffic captured in the Rhodes University’s network telescopes shows that traf-fic observed in it shows an escalation in the number of packets cap-tured by the telescopes between January 2014 and December 2016 when the expected traffic was meant to take a constant decline in UDP packets from port 1434. Using data captured over a period of 84 months, the analysis done in this study identified top ten /24 source IP addresses that Slammer worm repeatedly used for this attack together with their geolocation. It also shows the trend of UDP 1434 packets re-ceived by the two network telescopes from January 2009 to December 2015. In line with epidemic model, the paper has shown how this traffic fits in as SQL Slammer worm attack. Consistent number of packets ob-served in the two telescopes between 2014 and 2016 shows qualities of the Slammer worm attack. Basic time series and decomposition of additive time series graphs have been used to show trend and ob-served UDP packets over the time frame of study.
- Full Text:
- Date Issued: 2017
An analysis on the re-emergence of SQL Slammer worm using network telescope data
- Chindipha, Stones D, Irwin, Barry V W
- Authors: Chindipha, Stones D , Irwin, Barry V W
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/473718 , vital:77675 , xlink:href="https://www.researchgate.net/publication/327622806_An_Analysis_on_the_Re-emergence_of_SQL_Slammer_Worm_Using_Network_Telescope_Data"
- Description: The SQL Slammer worm is a self propagated computer virus that caused a denial of service on some Internet hosts and dramatically slowed down general Internet traffic. An observation of network traffic captured in the Rhodes University’s network telescopes shows that traffic observed in it shows an escalation in the number of packets captured by the telescopes between January 2014 and December 2016 when the expected traffic was meant to take a constant decline in UDP packets from port 1434. Using data captured over a period of 84 months, the analysis done in this study identified top ten /24 source IP addresses that Slammer worm repeatedly used for this attack together with their geolocation. It also shows the trend of UDP 1434 packets received by the two network telescopes from January 2009 to December 2015. In line with epidemic model, the paper has shown how this traffic fits in as SQL Slammer worm attack. Consistent number of packets observed in the two telescopes between 2014 and 2016 shows qualities of the Slammer worm attack. Basic time series and decomposition of additive time series graphs have been used to show trend and observed UDP packets over the time frame of study.
- Full Text:
- Date Issued: 2017
- Authors: Chindipha, Stones D , Irwin, Barry V W
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/473718 , vital:77675 , xlink:href="https://www.researchgate.net/publication/327622806_An_Analysis_on_the_Re-emergence_of_SQL_Slammer_Worm_Using_Network_Telescope_Data"
- Description: The SQL Slammer worm is a self propagated computer virus that caused a denial of service on some Internet hosts and dramatically slowed down general Internet traffic. An observation of network traffic captured in the Rhodes University’s network telescopes shows that traffic observed in it shows an escalation in the number of packets captured by the telescopes between January 2014 and December 2016 when the expected traffic was meant to take a constant decline in UDP packets from port 1434. Using data captured over a period of 84 months, the analysis done in this study identified top ten /24 source IP addresses that Slammer worm repeatedly used for this attack together with their geolocation. It also shows the trend of UDP 1434 packets received by the two network telescopes from January 2009 to December 2015. In line with epidemic model, the paper has shown how this traffic fits in as SQL Slammer worm attack. Consistent number of packets observed in the two telescopes between 2014 and 2016 shows qualities of the Slammer worm attack. Basic time series and decomposition of additive time series graphs have been used to show trend and observed UDP packets over the time frame of study.
- Full Text:
- Date Issued: 2017
An appraisal of the role of the National Rural Youth Service Corps in youth development in peri-urban Buffalo City Metropolitan Municipality, South Africa
- Authors: Noruka, Asanda
- Date: 2017
- Subjects: Youth -- Employment Youth development -- South Africa
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/5795 , vital:29395
- Description: Youth unemployment is a global problem, but more-so in Southern globally positioned countries such as South Africa. The government of South Africa has implemented different interventions that attempt to alleviate national youth unemployment. Some of these programmes, such as the National Rural Youth Service Corps (NARYSEC), specifically target youth in rural and peri-urban areas. NARYSEC aims to develop skills of the youth in rural and peri-urban areas as well as assist in rural development. Despite the introduction of NARYSEC, unemployment among the youth continues to be a problem. Against this background, this study sought to examine rural youth and development interventions implemented by NARYSEC in peri-urban Buffalo City Metropolitan Municipality. Furthermore, the study assessed the extent to which NARYSEC interventions are contributing to rural youth and development in peri-urban Buffalo City Metropolitan Municipality. Lastly, the study examined the limitations of NARYSEC interventions in peri-urban youth development. To achieve the above objectives, the study used a qualitative research approach. The sampling procedure was purposive as the research required specific participants who have gone through NARYSEC training. A total of 24 respondents were eventually selected. In-depth, semi-structured interviews and key informant interviews were the primary data collection tools. Some of the main findings are that NARYSEC provides various skills training programmes which prepare young people for the labour market. NARYSEC interventions are also helping communities to reduce crime through providing youth employment opportunities. Furthermore, some youth actively participate in rural development projects such as rehabilitation of local clinics and construction projects. However, the study also found that there are a number of limitations and challenges that are experienced in the implementation of the NARYSEC programme. These challenges include lack of strategic planning in the programme, irregular stipend payments, strained professional relationships between NARYSEC programme facilitators and youth participants, limited passion and commitment to the programme by both youth participants and facilitators.
- Full Text:
- Date Issued: 2017
- Authors: Noruka, Asanda
- Date: 2017
- Subjects: Youth -- Employment Youth development -- South Africa
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/5795 , vital:29395
- Description: Youth unemployment is a global problem, but more-so in Southern globally positioned countries such as South Africa. The government of South Africa has implemented different interventions that attempt to alleviate national youth unemployment. Some of these programmes, such as the National Rural Youth Service Corps (NARYSEC), specifically target youth in rural and peri-urban areas. NARYSEC aims to develop skills of the youth in rural and peri-urban areas as well as assist in rural development. Despite the introduction of NARYSEC, unemployment among the youth continues to be a problem. Against this background, this study sought to examine rural youth and development interventions implemented by NARYSEC in peri-urban Buffalo City Metropolitan Municipality. Furthermore, the study assessed the extent to which NARYSEC interventions are contributing to rural youth and development in peri-urban Buffalo City Metropolitan Municipality. Lastly, the study examined the limitations of NARYSEC interventions in peri-urban youth development. To achieve the above objectives, the study used a qualitative research approach. The sampling procedure was purposive as the research required specific participants who have gone through NARYSEC training. A total of 24 respondents were eventually selected. In-depth, semi-structured interviews and key informant interviews were the primary data collection tools. Some of the main findings are that NARYSEC provides various skills training programmes which prepare young people for the labour market. NARYSEC interventions are also helping communities to reduce crime through providing youth employment opportunities. Furthermore, some youth actively participate in rural development projects such as rehabilitation of local clinics and construction projects. However, the study also found that there are a number of limitations and challenges that are experienced in the implementation of the NARYSEC programme. These challenges include lack of strategic planning in the programme, irregular stipend payments, strained professional relationships between NARYSEC programme facilitators and youth participants, limited passion and commitment to the programme by both youth participants and facilitators.
- Full Text:
- Date Issued: 2017
An appraisal of the role of the universities in city development : a case study of the University of Fort Hare in East London, South Africa
- Authors: Sibanda, Sipho
- Date: 2017
- Subjects: Community and college -- South Africa -- Eastern Cape Community development, Urban -- South Africa -- Eastern Cape City planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/5499 , vital:29283
- Description: The role of universities in contributing to the development of their host cities is a subject of ongoing scholarly debate. This is because the contemporary complex and competitive economic and technological global environment requires rapid adaptation to shifting opportunities and constraints in a global knowledge economy. Higher education has thus become an engine of development for cities and nations in the developing world. In line with this global trend, the South African government has thus mandated higher education institutions to play a more active role in addressing the development needs of the country. Within this context, this study therefore embarked on an appraisal of the University of Fort Hare’s (UFH) contribution to the development of its host city, East London in South Africa. The study employed a qualitative approach and used semi structured interviews as a primary data collection tool. The sampling technique was purposive sampling as the study targeted key respondents that had rich information about their departments and organisations. The study found that the university interacts with the city on a number of platforms and advisory boards established by some university departments. The main contribution was realised through relevant research carried out by academics in different departments within the city which informs developmental policy for the local government and contributes positively to the private sector. The University of Fort Hare also serves as a major labour supplier for both the public and private sector. The study however established that UFH is not producing technical graduates which are a critical skill in the private sector, specifically in the automotive industry which is the back bone of the city. This skills gap presents an opportunity for the university to expand its programmes so as to address the needs of private industry. In terms of policy, the study recommends the need for a convener or an intermediary to champion collaboration of the university with the city and the private sector.
- Full Text:
- Date Issued: 2017
- Authors: Sibanda, Sipho
- Date: 2017
- Subjects: Community and college -- South Africa -- Eastern Cape Community development, Urban -- South Africa -- Eastern Cape City planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/5499 , vital:29283
- Description: The role of universities in contributing to the development of their host cities is a subject of ongoing scholarly debate. This is because the contemporary complex and competitive economic and technological global environment requires rapid adaptation to shifting opportunities and constraints in a global knowledge economy. Higher education has thus become an engine of development for cities and nations in the developing world. In line with this global trend, the South African government has thus mandated higher education institutions to play a more active role in addressing the development needs of the country. Within this context, this study therefore embarked on an appraisal of the University of Fort Hare’s (UFH) contribution to the development of its host city, East London in South Africa. The study employed a qualitative approach and used semi structured interviews as a primary data collection tool. The sampling technique was purposive sampling as the study targeted key respondents that had rich information about their departments and organisations. The study found that the university interacts with the city on a number of platforms and advisory boards established by some university departments. The main contribution was realised through relevant research carried out by academics in different departments within the city which informs developmental policy for the local government and contributes positively to the private sector. The University of Fort Hare also serves as a major labour supplier for both the public and private sector. The study however established that UFH is not producing technical graduates which are a critical skill in the private sector, specifically in the automotive industry which is the back bone of the city. This skills gap presents an opportunity for the university to expand its programmes so as to address the needs of private industry. In terms of policy, the study recommends the need for a convener or an intermediary to champion collaboration of the university with the city and the private sector.
- Full Text:
- Date Issued: 2017
An arts based comparative study of pre-service teachers' perceptions of lecturers' engagement with a humanizing pedagogy
- Authors: Wafula, Josphat Gamba
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa , Teacher-student relationships -- Kenya Teachers college graduates -- South Africa Teachers college graduates -- Kenya Teachers -- Training of -- South Africa Teachers -- Training of -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20162 , vital:29148
- Description: The tenet of this study was to elicit pre-service teachers’ insights, thoughts and opinions on their perceptions of lecturers’ engagement with a humanizing pedagogy through the analysis of the participants’ role plays, focused group interviews and written narratives. For the purposes of this study a qualitative approach was adopted employing a multiple case study design that focused on two African institutions; one in Kenya (University M) and one in South Africa (University N), involving 3rd year pre-service teachers in the intermediate phase programme of study. The accumulated data were coded, integrated and analyzed thematically. The findings revealed that although there are lectures who make concerted efforts to embrace humanizing pedagogy in their teaching and create opportunities for interactive learning, most of the teaching is concerned with the issuing of communiqués prepared by others with little input from students thereby leading to a one-way communication process, which denies students of a voice. One-way dialogue excludes the students from critical participation as highlighted by the participants in the study. Furthermore, the findings emerging from the study revealed that the participants perceived the humanizing pedagogy as key to facilitating a safe and friendly learning environment; a strategy that affirms interactive engagement and one which favors a learner-centered approach inclusive of positive pedagogical practices and approaches. The findings of the study also revealed that the dehumanizing experiences that participants had to contend with focused predominantly on the teachers’ obsession with banking education which the participants believed stifled the development of critical consciousness. It is hoped that the findings emerging from this study will inform an understanding and need for dialogue since the study provides valuable insights into the personal and professional transformation which can take place in the lecture rooms. Furthermore, the study has the potential to inform Kenyan and South African teacher education programs with a view to improving teaching practices and approaches that have the potential to stimulate critical and creative thinking through active participation, dialogue and interactive meaning-making.
- Full Text:
- Date Issued: 2017
- Authors: Wafula, Josphat Gamba
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa , Teacher-student relationships -- Kenya Teachers college graduates -- South Africa Teachers college graduates -- Kenya Teachers -- Training of -- South Africa Teachers -- Training of -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20162 , vital:29148
- Description: The tenet of this study was to elicit pre-service teachers’ insights, thoughts and opinions on their perceptions of lecturers’ engagement with a humanizing pedagogy through the analysis of the participants’ role plays, focused group interviews and written narratives. For the purposes of this study a qualitative approach was adopted employing a multiple case study design that focused on two African institutions; one in Kenya (University M) and one in South Africa (University N), involving 3rd year pre-service teachers in the intermediate phase programme of study. The accumulated data were coded, integrated and analyzed thematically. The findings revealed that although there are lectures who make concerted efforts to embrace humanizing pedagogy in their teaching and create opportunities for interactive learning, most of the teaching is concerned with the issuing of communiqués prepared by others with little input from students thereby leading to a one-way communication process, which denies students of a voice. One-way dialogue excludes the students from critical participation as highlighted by the participants in the study. Furthermore, the findings emerging from the study revealed that the participants perceived the humanizing pedagogy as key to facilitating a safe and friendly learning environment; a strategy that affirms interactive engagement and one which favors a learner-centered approach inclusive of positive pedagogical practices and approaches. The findings of the study also revealed that the dehumanizing experiences that participants had to contend with focused predominantly on the teachers’ obsession with banking education which the participants believed stifled the development of critical consciousness. It is hoped that the findings emerging from this study will inform an understanding and need for dialogue since the study provides valuable insights into the personal and professional transformation which can take place in the lecture rooms. Furthermore, the study has the potential to inform Kenyan and South African teacher education programs with a view to improving teaching practices and approaches that have the potential to stimulate critical and creative thinking through active participation, dialogue and interactive meaning-making.
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- Date Issued: 2017
An assessment of asset based community development as a paradigm to promote ownership to communities of Nkonkobe Local Municipality in the Eastern Cape
- Authors: Kapayi, Nceba Isaac
- Date: 2017
- Subjects: Community development -- South Africa -- Eastern Cape , Sustainable development -- Research -- South Africa -- Eastern Cape Economic development -- South Africa -- Eastern Cape Local government -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10948/17788 , vital:28454
- Description: Local economic development has received a lot of attention as a mechanism of community empowerment and poverty alleviation globally. However, great concerns still exist due to the limited sustainability of some of the community-based projects. This study investigates the application of the Asset Based Community Development approach in the Nkonkobe Municipality in the Eastern Cape Province. The study examines the access and utilisation of assets and skills by members of the community. Adopting a qualitative research design, data was collected through questionnaire collected through questionnaire.
- Full Text:
- Date Issued: 2017
- Authors: Kapayi, Nceba Isaac
- Date: 2017
- Subjects: Community development -- South Africa -- Eastern Cape , Sustainable development -- Research -- South Africa -- Eastern Cape Economic development -- South Africa -- Eastern Cape Local government -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10948/17788 , vital:28454
- Description: Local economic development has received a lot of attention as a mechanism of community empowerment and poverty alleviation globally. However, great concerns still exist due to the limited sustainability of some of the community-based projects. This study investigates the application of the Asset Based Community Development approach in the Nkonkobe Municipality in the Eastern Cape Province. The study examines the access and utilisation of assets and skills by members of the community. Adopting a qualitative research design, data was collected through questionnaire collected through questionnaire.
- Full Text:
- Date Issued: 2017
An assessment of community consultation and participation: a case study of the Umhlontlo Local Municipality
- Authors: Sondaba, Nomakhaya Princess
- Date: 2017
- Subjects: Local government -- South Africa -- Eastern Cape -- Citizen participation Political participation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/14389 , vital:27580
- Description: South African municipalities have often been labelled as failing in the provision of services to local communities. These allegations include poor governance, mal administration, corruption and poor delivery of services to where they are needed most. Certain municipalities, however, are unable to deliver sufficient services to the communities of their geographic areas due to mal administration, political interference and corruption. This study is about the analysis of Community Participation and Consultation in Local Government, using the Umhlontlo Local Municipality as a case study. The focus of the study was on the participation of communities in the decision making processes of their local municipalities. The issue of community participation in decision making has been receiving attention in South Africa, from both government and civil society sectors. Only 50% of the areas are receiving running water, enjoying electricity and living in RDP houses. Government in many parts of the world has begun to take a fresh look at the need for public participation in the decision making process. The main problem that will be addressed in this study, is the extent to which communities can be involved in the decision making process in the Umhlontlo Local Municipality. To address this research problem and to achieve the aim of this study, an in-depth review of the literature on decision making was conducted. The empirical research was done by distributing self-administered questionnaires to the participants in Umhlontlo Local Municipality. The research findings will reveal that there is poor community consultation. This report presents the findings of a study conducted to identify the strategies and consultation structures used in the participation of communities in the decision making processes. Measures of effectiveness of these strategies are also indicated in the report. A key indicator of the need for this study was triggered by the non-attendance of the communities in the IDP (Define IDP – Integrated Development Plan) road shows and also by the complaints of a serious lack in service delivery. It was also noted that there was little understanding of the IDP concept & documentation. The results of this study also show that the communities do not fully participate in the development planning processes. The researcher hopes that this study will sensitize the communities to participate in the affairs of their development so as to accelerate progress in communities, which will further improve the quality of their lives.
- Full Text:
- Date Issued: 2017
- Authors: Sondaba, Nomakhaya Princess
- Date: 2017
- Subjects: Local government -- South Africa -- Eastern Cape -- Citizen participation Political participation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/14389 , vital:27580
- Description: South African municipalities have often been labelled as failing in the provision of services to local communities. These allegations include poor governance, mal administration, corruption and poor delivery of services to where they are needed most. Certain municipalities, however, are unable to deliver sufficient services to the communities of their geographic areas due to mal administration, political interference and corruption. This study is about the analysis of Community Participation and Consultation in Local Government, using the Umhlontlo Local Municipality as a case study. The focus of the study was on the participation of communities in the decision making processes of their local municipalities. The issue of community participation in decision making has been receiving attention in South Africa, from both government and civil society sectors. Only 50% of the areas are receiving running water, enjoying electricity and living in RDP houses. Government in many parts of the world has begun to take a fresh look at the need for public participation in the decision making process. The main problem that will be addressed in this study, is the extent to which communities can be involved in the decision making process in the Umhlontlo Local Municipality. To address this research problem and to achieve the aim of this study, an in-depth review of the literature on decision making was conducted. The empirical research was done by distributing self-administered questionnaires to the participants in Umhlontlo Local Municipality. The research findings will reveal that there is poor community consultation. This report presents the findings of a study conducted to identify the strategies and consultation structures used in the participation of communities in the decision making processes. Measures of effectiveness of these strategies are also indicated in the report. A key indicator of the need for this study was triggered by the non-attendance of the communities in the IDP (Define IDP – Integrated Development Plan) road shows and also by the complaints of a serious lack in service delivery. It was also noted that there was little understanding of the IDP concept & documentation. The results of this study also show that the communities do not fully participate in the development planning processes. The researcher hopes that this study will sensitize the communities to participate in the affairs of their development so as to accelerate progress in communities, which will further improve the quality of their lives.
- Full Text:
- Date Issued: 2017
An assessment of industrial development zones in growing SMMEs: the East London industrial development zone case
- Authors: Tinta, Akhona Nelisa
- Date: 2017
- Subjects: Small business -- South Africa -- East London -- Growth Economic development -- South Africa -- East London , Industrial development projects -- South Africa -- East London Business enterprises
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/21427 , vital:29516
- Description: The small, medium and micro enterprises sector in South Africa is critical in addressing poverty, job creation and social instability inherited by the democratic government. The transformation of the economy has seen various pieces of legislation being enacted in order to promote a favourable environment for the growth of the SMME sector. As such, instruments such as the Industrial Development Zones were put in place to facilitate investment, create jobs and promote exports with one of the main objectives to grow the SMME sector. In this study, the case of the East London Industrial Development Zone (ELIDZ) in supporting the growth of the SMME sector in economic growth and addressing socio-economic challenges was analysed. The exploratory qualitative research methodology was used in the study. Structured questionnaires and a semi-structured interview guide were used to collect data from the 49 identified participants and an Executive Management representative from the ELIDZ in order to present the data obtained precisely. The study recommends that an integrated model of SMME growth by the private and public sector be developed in ensuring that there are clear expectations on the determinants of growth for the sector. In addition, the Buffalo City Metropolitan Municipality must have in place a consolidated database of SMMEs in order for the private and public institutions to elect the SMMEs which can be participants in their SMME development programmes.
- Full Text:
- Date Issued: 2017
- Authors: Tinta, Akhona Nelisa
- Date: 2017
- Subjects: Small business -- South Africa -- East London -- Growth Economic development -- South Africa -- East London , Industrial development projects -- South Africa -- East London Business enterprises
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/21427 , vital:29516
- Description: The small, medium and micro enterprises sector in South Africa is critical in addressing poverty, job creation and social instability inherited by the democratic government. The transformation of the economy has seen various pieces of legislation being enacted in order to promote a favourable environment for the growth of the SMME sector. As such, instruments such as the Industrial Development Zones were put in place to facilitate investment, create jobs and promote exports with one of the main objectives to grow the SMME sector. In this study, the case of the East London Industrial Development Zone (ELIDZ) in supporting the growth of the SMME sector in economic growth and addressing socio-economic challenges was analysed. The exploratory qualitative research methodology was used in the study. Structured questionnaires and a semi-structured interview guide were used to collect data from the 49 identified participants and an Executive Management representative from the ELIDZ in order to present the data obtained precisely. The study recommends that an integrated model of SMME growth by the private and public sector be developed in ensuring that there are clear expectations on the determinants of growth for the sector. In addition, the Buffalo City Metropolitan Municipality must have in place a consolidated database of SMMEs in order for the private and public institutions to elect the SMMEs which can be participants in their SMME development programmes.
- Full Text:
- Date Issued: 2017
An assessment of municipal performance assessment system as a tool to improve performance in Ngqushwa local municipality in the Eastern Cape
- Authors: Batayi, Nokuthula
- Date: 2017
- Subjects: Performance -- Evaluation Local government -- South Africa -- Eastern Cape Public administration -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/13436 , vital:39661
- Description: Monitoring and evaluation is a key contributing factor in the accomplishment of the vision, mission and strategic goals of the department. It is an on-going communication, undertaken in partnership between employees and their immediate supervisors. This research study focused on assessing the performance management system as a tool to improve performance in Ngqushwa Local Municipality. It has been found that Ngqushwa Local Municipality has undertaken measures to implement the performance management system which is aligned with legislative frameworks i.e. Republic of South African Constitution of 1996, Municipal Systems Act 32 of 2000, Municipal Structures Act 117 of 1998, Municipal Finance Management Act 56 of 2003, Public Service Regulation 2001, and Monitoring and Evaluation Frameworks. However, the research findings showed that such efforts were not sufficient in terms of implementation of Performance Management System. The study suggested that 1) the system should also accommodate employees who are in lower levels as way to strengthen the implementation of the system; 2) Involvement of stakeholders should be prioritised so as to promote ownership of the system 3) Continuous training of employees and feedback should also be considered.
- Full Text:
- Date Issued: 2017
- Authors: Batayi, Nokuthula
- Date: 2017
- Subjects: Performance -- Evaluation Local government -- South Africa -- Eastern Cape Public administration -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/13436 , vital:39661
- Description: Monitoring and evaluation is a key contributing factor in the accomplishment of the vision, mission and strategic goals of the department. It is an on-going communication, undertaken in partnership between employees and their immediate supervisors. This research study focused on assessing the performance management system as a tool to improve performance in Ngqushwa Local Municipality. It has been found that Ngqushwa Local Municipality has undertaken measures to implement the performance management system which is aligned with legislative frameworks i.e. Republic of South African Constitution of 1996, Municipal Systems Act 32 of 2000, Municipal Structures Act 117 of 1998, Municipal Finance Management Act 56 of 2003, Public Service Regulation 2001, and Monitoring and Evaluation Frameworks. However, the research findings showed that such efforts were not sufficient in terms of implementation of Performance Management System. The study suggested that 1) the system should also accommodate employees who are in lower levels as way to strengthen the implementation of the system; 2) Involvement of stakeholders should be prioritised so as to promote ownership of the system 3) Continuous training of employees and feedback should also be considered.
- Full Text:
- Date Issued: 2017