Factors limiting township learners from discovering and developing their talents
- Authors: McKeown, Jim
- Date: 2011
- Subjects: Education -- Economic aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9108 , http://hdl.handle.net/10948/d1014323
- Description: Discovering and developing one’s talents significantly increases the likelihood of one leading a meaningful and fulfilling life, realising success in the world, and breaking out of the cycle of poverty. It should be the responsibility of schools to provide opportunities for learners to discover and develop talents that they are passionate about. This passion will then create a self-reinforcing cycle in which learners are more motivated to work hard in school and further develop their talents. Therefore, discovering and developing one’s talents should be seen as both a means to improved education and an end of education itself. This research paper sought to identify the factors limiting township learners from discovering and developing their talents and to make recommendations as to how to mitigate these factors. The researcher used the partnership between the Masinyusane Development Organisation, a local education non-profit organisation, and School A, a secondary school in the township of New Brighton, Port Elizabeth as a case study. Data from the study were carefully analysed and it was concluded that the township learners are not being provided the opportunities necessary, particularly in the schools, to discover and develop their talents. This has resulted in poor academic performance, high drop-out rates, low levels of motivation, confusion with regards to career development, and missed opportunities to break out of the cycle of poverty. The researcher believes this research sheds light on the issue and lays a foundation from which to provide South African township learners with greater opportunities to discover and develop their talents. These opportunities will assist learners in improving their school performance, ensuring that they embark on career paths they will realize success in, and ultimately, in breaking out of the cycle of poverty that traps so many of them.
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- Date Issued: 2011
A framework for evaluating instructional design models resulting in a model for designing and developing computer based learning tools with GIS technologies
- Authors: Stott, Deborah Ann
- Date: 2005
- Subjects: Computer-assisted instruction Geographic information systems Education, Secondary -- Computer network resources Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1548 , http://hdl.handle.net/10962/d1003430
- Description: With the increasing pressures and concerns in education regarding capability, lifelong learning, higher order cognitive skills, transdisciplinary education and so on, educators are seeking fresh ways to teach and new tools to support that teaching. In South Africa, Outcomes Based Education (OBE) has identified critical outcomes (skills) across all subject areas such as problem solving, teamwork, fostering critical thinking etc. as a way of responding to these pressures and concerns. But OBE has been criticised for lacking the necessary tools to develop these critical skills and to promote cross-discipline learning. One innovative way of offering transformative teaching, instruction and learning that may foster the development of these critical skills, particularly those concerned with critical thinking, is by using geographic information systems (GIS) technologies. The scope for using these technologies in secondary education is now being realised for teaching the more generic, cross-discipline skills described whereby students are learning not only about GIS but also with GIS. This realisation provides the opportunity to create flexible, computer-based learning materials that are rooted in authentic, real-world contexts, which aim to enhance the cognitive skills of the students. If these technologies can be used in an innovative way to develop critical outcomes and skills, a model needs to be defined to aid the design and development of learning materials using these technologies for use in schools. The primary aim of this study has been to develop such a model; a model which emphasises the development of real-world learning materials that develop higher-order thinking skills in learners. Another key product of this study is the submission of a comprehensive yet flexible framework for evaluating instructional design models found in the educational literature in order to determine if these design models can be used to develop learning materials forparticular contexts.
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- Date Issued: 2005
An exploratory study of inclusion of learners with visual impairment into mainstream schools : the learners' parents' and educators' perspectives
- Authors: Ngxata, Ncediwe Gratia
- Date: 2005
- Subjects: Blind -- Education -- South Africa -- Eastern Cape Blind children -- Education -- South Africa -- Eastern Cape Children with visual disabilities -- South Africa -- Eastern Cape Mainstreaming in education -- South Africa -- Eastern Cape People with visual disabilities -- Education -- South Africa -- Eastern Cape Inclusive education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape Parents of children with disabilities -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:5954 , http://hdl.handle.net/10962/d1008096
- Description: The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.
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- Date Issued: 2005
Paranoid metaphors: an examination of the discursive, theoretical and sometimes personal, interaction between the psychoanalyst, Jacques Lacan, the surrealist, Salvador Dali, and the English poet, David Gascoyne
- Authors: De Klerk, Eugene
- Date: 2003
- Subjects: Paranoia , Lacan, Jacques, 1901-1981 , Dali, Salvador, 1904-1989 , Gascoyne, David, 1916-2001
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2192 , http://hdl.handle.net/10962/d1002234 , Paranoia , Lacan, Jacques, 1901-1981 , Dali, Salvador, 1904-1989 , Gascoyne, David, 1916-2001
- Description: This thesis examines the historical interaction of the psychoanalyst, Jacques Lacan, the surrealist, Salvador Dali, and the English poet, David Gascoyne. It traces the discursive, and sometimes personal, relationship between these figures which led to a psychoanalytic-based conception of paranoia that impacted on both surrealism and the surrealist-inspired poetry and theory of David Gascoyne. Furthermore it seeks to identify the potential ramifications of this conception of paranoia, and the artistic practice it engendered, for literary, Marxist and psychoanalytic theory.
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- Date Issued: 2003
An investigation of the work-related values of educational managers of private church secondary schools in Malawi, and the implications of the values for OD interventions: a case study
- Authors: Kadyakapita, Mozecie Spector John
- Date: 1999
- Subjects: Church schools -- Malawi School management and organization -- Malawi Private schools -- Malawi Values -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1659 , http://hdl.handle.net/10962/d1003542
- Description: One of the organizational change technologies developed in response to the inherent weaknesses of the scientific and classical management theories is organization development (0D). The theories grew out of research experiments in change and training in intergroup relations conducted by Kurt Lewin in 1946 in the United States of America. They have been further developed by other researchers and applied to organizations since then, and to educational organizations since the 1960s. This study was carried out in the light of what some of the 0D esearchers and consultants observed, namely, that 0D interventions tend to be less successful in organizations outside the USA, especially in developing countries. They attributed the lack of success of the interventions to the nature of 0D theories, the skills, attitudes and behaviour of OD consultants, the nature of organizations and, especially, culture. Some of the OD consultants said the culture of the people in developing countries is unreceptive to the values which underpin OD theories. I carried out this study to investigate the work-related values of managers in an educational organization in Malawi, and assess the implications of their values for OD interventions. I used a qualitative case study method and the interview technique to gather data for the study. I also used observation and document analysis techniques to supplement the interview technique. The results of the study indicate that most of the work-related values of the managers closely match the values of OD theories. The findings contradict what some of the OD researchers and consultants said about the culture of the people in developing countries. Hence, OD consultants need to investigate the work-related values of the gatekeepers of cli nt organizations and design and implement OD interventions that fit the interests of the gatekeepers.
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- Date Issued: 1999
Development of a model of performance indicators required for the effective management of South African Universities and Technikons
- Authors: Hutton, Wendy
- Date: 1999
- Subjects: Universities and colleges -- South Africa -- Management , Performance -- Management , Performance standards , Performance -- Measurement
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10826 , http://hdl.handle.net/10948/16 , Universities and colleges -- South Africa -- Management , Performance -- Management , Performance standards , Performance -- Measurement
- Description: Research has been conducted on performance indicators in higher education institutions in a number of countries. However, in South Africa limited research in this field on a national level is available to the management of South African higher education institutions. The change in funding of these institutions has led to performance measurement becoming essential in order to justify the use of public funds. In order to obtain more relevant information about performance indicators in the South African context, a literature study was conducted to develop a questionnaire to test the concurrence of the importance of performance indicators in South African universities and technikons. The findings of the survey shows a high level of concurrence for the performance indicators identified in the literature study.
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- Date Issued: 1999
Promoting learning in science: a case study of the appropriateness and implications of group work
- Authors: Ngcoza, Kenneth Mlungisi
- Date: 1999
- Subjects: Group work in education Science -- Study and teaching (Secondary) -- South Africa Museums and schools -- South Africa Albany Museum (Grahamstown, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1718 , http://hdl.handle.net/10962/d1003601
- Description: This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with the promotion of science in the primary schools in Grahamstown. From this group, twenty two (22) learners (12 girls and 10 boys) were interviewed and kept journals. The Science Olympiad facilitator (a science teacher from one of the schools involved in the project) and two teachers who attended the science classes and whose learners are part of the project were interviewed. Semi-structured interviews, journals kept by the learners and the researcher (who was a participant observer and a co-facilitator), observations and discussions constituted sources of data for the research project. The analysis of data indicated that the learners found science during the Science Olympiad Project classes interesting and challenging. There were many benefits reported by the learners including the use of group work, the effect of "hands-on" activities, their attitudes and perceptions towards science and the role of excursions. Teachers found the learner-centred approaches adopted helped to encourage the learners to be actively involved in their own learning. One concern raised by the teachers was what would happen to those learners who have been identified as enthusiastic in science when they go to secondary schools. The implications of the results to improve and sustain the project are discussed.
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- Date Issued: 1999
Constituent processes contributing to stress induced β-carotene accumulation in Dunaliella salina
- Authors: Phillips, Lesley Gail
- Date: 1995
- Subjects: Dunaliella Carotenes Plants -- Effect of stress on
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5658 , http://hdl.handle.net/10962/d1005341
- Description: The alga Dunaliella salina possesses the unique ability to accumulate up to 14 % of it's dry weight as β-carotene in response to stress conditions. This hyper-accumulation of β-carotene has led to the commercial exploitation of this alga for the biotechnological production of this important carotenoid. In order to maximise β-carotene production, a dual-stage process which separates the distinctive growth phase from the β-carotene accumulating stress phase has recently been patented. Preliminary laboratory studies showed that although stress factors such as high salinity and nutrient limitation enhance β-carotene accumulation in D. salina (± 10 pg.cell⁻¹), high light intensity was the single most important factor contributing to the induction of β-carotene accumulation in this alga (± 20 pg.cell⁻¹). Moreover, it was demonstrated that β-carotene accumulation can be further stimulated by exposing the alga to a combination of high light intensity, salt and nutrient stresses (± 30-60 pg.cell⁻¹). The response of D. salina to stress was shown to occur in two phases. The first phase occurred within 24 hours and was characterized most importantly by higher rates of β-carotene accumulation for all the stresses investigated. In cells exposed to multiple stress factors in mass culture, the β-carotene accumulation rate was as much as 9.5 pg.cell⁻¹.day⁻¹ in the first phase compared to only 3 pg.cell·day⁻¹ in the second phase. Since the rate of β-carotene accumulation was higher within the first 24 hours after exposure to stress, the first phase was considered crucial for stress-induced β-carotene accumulation. Characterization of this phase revealed that the stress response was multifaceted. Transition of cells from the growth stage to stress conditions was characterized by the following: 1) Change in cell volume. Hypersalinity caused cell shrinkage while cells exposed to nutrient limitation and/or high light intensity caused cells to swell. Restoration of cell volume was shown to occur within 8 hours for all stresses investigated. 2) Altered photosynthesis. Inhibition of both carbon fixation and oxygen evolution was demonstrated in cells immediately after exposure to multiple stress factors. 3) Production of abscisic acid. Intracellular ABA levels increased within 6-8 hours after exposure to all stresses investigated. The rise in intracellular ABA levels coincided with an increase or return to starting cell volume. High intracellular ABA levels were however transient and within 24 hours ABA began to partition into the culture medium. 4) Change in pigment composition. Changes in xanthophyll cycle pigment content was demonstrated soon after exposure to stress conditions. In hypersalinity shocked cells, initial epoxidation of zeaxanthin to violaxanthin and subsequent de-epoxidation to zeaxanthin occurred, whereas exposure to high stress resulted in an immediate and continued decrease in the epoxidation state indicating accumulation of zeaxanthin. A rapid rate of chlorophyll depletion was also demonstrated. In addition to the above responses a rapid decrease in growth rate during this phase was also noted. An interrelationship between cell volume change, ABA production, maintenance of xanthophyll cycle operation and β-carotene accumulation therefore appeared to exist. ABA production was shown to be stoichiometrically related to changes in xanthophyll content with r² = 0.84 and slope of the curve = 0.91 being achieved for high light stressed cells. This study therefore presents strong circumstantial evidence in support of a carotenoid origin for ABA in Dunaliella. In addition, enhanced β-carotene content was achieved by the application of exogenous ABA and related compounds suggesting a role for ABA as a regulator of the overall stress response. Furthermore, zeaxanthin accumulation was shown to be positively correlated ( r²≥ 0.81) to β-carotene accumulation for all the stresses investigated. The second phase was characterized by a return to homoeostasis of the physiological processes mentioned above, indicating acclimation of the cell to prevailing conditions. This stage was characterised by continued β-carotene accumulation and a decreased epoxidation state of the xanthophyll cycle which together appeared to sustain photosynthesis, allowing this organism to tolerate stress conditions.
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- Date Issued: 1995
Aspects of the biology of the musselcracker, Sparodon Durbanensis, and the bronze bream, Pachymetopon grande, (Pisces : Sparidae), with notes on the Eastern Cape recreational rock-angling and spear fisheries
- Authors: Clarke, John Ross
- Date: 1988
- Subjects: Sparidea -- South Africa Sparodon Durbanensis Bream fishing
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5190 , http://hdl.handle.net/10962/d1001966
- Description: The musselcracker, Soarodon durbanensis, and the bronze bream, Pachymetopon arande, are important components of rock-angling and spearfishing catches In the Eastern Cape. Aspects of their biology, including age and growth, reproduction, nursery areas and feeding, were Investigated to provide a basis for the rational exploitation of the resource. Both species are slow-growing and long-lived. Growth in S. durbanensls was described by the von Bertalanffy growth equation: Lt(mm) = 1021.2(1-e⁻°.°⁹°°⁽t ⁻° .⁷°⁹⁾). The von Bertalanffy growth model did not describe the total data set in P. grande, but by excluding the zero and one year old fish the data were described by: Lt(mm) = 461.1(1-e⁻°.¹⁵³⁽t ⁺¹.⁶⁴°⁾). Detailed histological examination of gonadal development showed that S. durbanensis and P. grande are rudimentary hermaphrodites. Both species had restricted breeding seasons which coincided with peak exploitation. Results indicated that both species are group spawners with pelagic eggs. Size at 50% maturity in S. durbanensis and P. grande was determined at 350 and 300mm fork length, respectively, corresponding to ages of 4.5 and 5.5 years. Intertidal pools functioned as nursery areas for S. durbanensis during the first year, whereas subtidal waters were more important for larger juveniles. P. grande juveniles were commonly observed on subtidal weed beds to a depth of 10m. A size-related change in the diet of S. durbanensis was observed. The juveniles were omnivorous, feeding predominantly on gastropods, echinoids and chlorophytes. The adults fed on a variety of large, reef-associated invertebrates. P. grande were omnivorous, with macroalgae being the principal dietary component. This species appears to utilise the storage and extracellular carbohydrates of the macroalgae. Results showed that macroalgal degradation by gut endosymbionts and the utilisation of macroalgal epibionts does not appear to occur in this species. A detailed analysis of catch composition and catch per unit of effort In the Port Elizabeth rock-angling fishery and the Eastern Cape spearfishery emphasised the recreational importance of S. durbanensis and P. grande. The localised distribution, slow growth and late maturation in both species results in their being susceptible to over-exploitation in these size-selective fisheries. Current legislation protecting these fish is discussed in relation to the findings of this study and additional management measures are proposed.
- Full Text:
- Date Issued: 1988
Group work in black history classes
- Authors: Mrwetyana, Notemba
- Date: 1987
- Subjects: History -- Study and teaching (Secondary) , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1359 , http://hdl.handle.net/10962/d1001425
- Description: As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
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- Date Issued: 1987