Assessing the difficulties in teaching and learning of geometry in grade 9 based on the van hiele theory in Komga, East London Education District in South Africa’s Eastern Cape Province
- Authors: Xakwe, Nomawethu
- Date: 2019
- Subjects: Special education Geometry
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16588 , vital:40734
- Description: Geometry prepares learners by equipping them with the knowledge to use higher order thinking skills. The purpose of this research was to assess the difficulties in the teaching and learning of geometry in Grade 9 based on the van Hiele theory in a rural education district in South Africa’s Eastern Cape Province. van Hiele levels complement each other and therefore, geometry educators need to have good pedagogical content knowledge and apply effective teaching and learning strategies to promote geometry learning. The study adopted the pragmatic paradigm and mixed method approach. Convenient sampling based on proximity to the researcher’s workplace was used to select three schools in Komga education circuit for data collection. The educators’ sample consisted of the Grade 9 mathematics educators from each of the three schools making up a total of 3 educators. The learners’ sample consisted of 27 Grade 9 learners,9 from each of the same three schools from where the educators were selected. Quantitative data were collected from educators and learners using different questionnaires. Qualitative data were collected using different in-depth interview schedules for educators and learners. All members of the sample were interviewed. Observations also were carried out in the classroom during teaching and learning of geometry in order to probe the use of strategies by educators. The quantitative data were subjected to descriptive statistical analysis and tabulated. The qualitative data from interviews were thematically analysed and observation data were transcribed, analysed and tabulated. Final conclusions were drawn through triangulating the different data sets. Findings revealed the strengths and weakenesses of the strategies used by educators and the difficulties faced by the learners. Some of the prominent strengths for educators’ strategies were: ability to promote interactive learning and facilitating a conducive environment, enhancement of critical thinking and development of learners’ confidence through participation. Some of the prominent weakenesses of educators’ strategies were:lack of understanding on how to deal with slow learners and inability to change teaching methods to accommodate all learners, thus inhibiting inclusive education.The prominent strenghts for learners were eagerness to participate in all activities and exhibition of confidence in problem solving. The prominent weakenesses of learners were that the respondents struggled with the P a g e | ii geometrical vocabulary and language needed to express their understanding, deficiency in the understanding of geometric concepts and not having the required understanding of the characteristics of triangles. The study recommends that the geometry educators should plan activities for geometry lessons that will encourage the development of geometric vocabulary among their learners. Geometry educators also need to to include questions in their assessments that test conceptual understanding. In-service workshops should be conducted to equip the educators about how to deal with inclusive education.
- Full Text:
- Date Issued: 2019
- Authors: Xakwe, Nomawethu
- Date: 2019
- Subjects: Special education Geometry
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16588 , vital:40734
- Description: Geometry prepares learners by equipping them with the knowledge to use higher order thinking skills. The purpose of this research was to assess the difficulties in the teaching and learning of geometry in Grade 9 based on the van Hiele theory in a rural education district in South Africa’s Eastern Cape Province. van Hiele levels complement each other and therefore, geometry educators need to have good pedagogical content knowledge and apply effective teaching and learning strategies to promote geometry learning. The study adopted the pragmatic paradigm and mixed method approach. Convenient sampling based on proximity to the researcher’s workplace was used to select three schools in Komga education circuit for data collection. The educators’ sample consisted of the Grade 9 mathematics educators from each of the three schools making up a total of 3 educators. The learners’ sample consisted of 27 Grade 9 learners,9 from each of the same three schools from where the educators were selected. Quantitative data were collected from educators and learners using different questionnaires. Qualitative data were collected using different in-depth interview schedules for educators and learners. All members of the sample were interviewed. Observations also were carried out in the classroom during teaching and learning of geometry in order to probe the use of strategies by educators. The quantitative data were subjected to descriptive statistical analysis and tabulated. The qualitative data from interviews were thematically analysed and observation data were transcribed, analysed and tabulated. Final conclusions were drawn through triangulating the different data sets. Findings revealed the strengths and weakenesses of the strategies used by educators and the difficulties faced by the learners. Some of the prominent strengths for educators’ strategies were: ability to promote interactive learning and facilitating a conducive environment, enhancement of critical thinking and development of learners’ confidence through participation. Some of the prominent weakenesses of educators’ strategies were:lack of understanding on how to deal with slow learners and inability to change teaching methods to accommodate all learners, thus inhibiting inclusive education.The prominent strenghts for learners were eagerness to participate in all activities and exhibition of confidence in problem solving. The prominent weakenesses of learners were that the respondents struggled with the P a g e | ii geometrical vocabulary and language needed to express their understanding, deficiency in the understanding of geometric concepts and not having the required understanding of the characteristics of triangles. The study recommends that the geometry educators should plan activities for geometry lessons that will encourage the development of geometric vocabulary among their learners. Geometry educators also need to to include questions in their assessments that test conceptual understanding. In-service workshops should be conducted to equip the educators about how to deal with inclusive education.
- Full Text:
- Date Issued: 2019
Transformative potential of social protection in fragile contexts : a case study of the social cash transfer pilot scheme on child wellbeing in Bomi County of Liberia
- Authors: Ngwerume, Christopher
- Date: 2018
- Subjects: Economic development -- Social aspects Political development -- Social aspects
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/13631 , vital:39686
- Description: The topic of social cash transfers is often viewed with scepticism. In the context of fragile states, questions of misuse, inaccessibility of social services, dependency and sustainability are often raised. This study sought to examine the transformative potential of social cash transfers on child wellbeing in fragile contexts through a case study of the social cash transfer pilot scheme in Bomi County of Liberia. The study specifically set out to to assess the relevance of cash transfers in the context of child wellbeing; determine how the wellbeing of child recipients of cash transfers had transformed; and analyse the determinants of the transformative effects of cash transfers on child wellbeing. The study adopted a quasi-experimental, mixed method, and cross-sectional research design. It utilised existing household survey datasets of the mid term and end term evaluations of the Bomi County pilot social cash transfer scheme conducted in Liberia in 2012 and 2015 respectively. A sample size of 224 (about 12percent of the sample frame) was used where Confidence Level was 95percent and P=0.5. This sample size was divided equally between households receiving cash (experimental group) and households with the same characteristics although not receiving cash transfers (control group). For the qualitative method, 66 participants were purposively sampled. A total of 34 participants participated in the indepth interviews, 32 children were sampled for focus group discussions. These were divided into 16 children from the experimental group and 16 children from the control group. Quantitative data sets were analysed in Statistical Package for Social Sciences (SPSS), and qualitative data was analysed through thematic analysis. The findings from the study provide a persuasive case for the transformative potential of social protection in fragile contexts. The study confirms the relevance of social cash transfers in promoting child wellbeing through empowering families to address children‘s physical and dependency-related vulnerabilities and institutional disadvantage. The study also confirms the transformative effects of social cash transfers on child health, food consumption, education, housing conditions, household assets, and child labour. In addition, the results indicate that social cash transfers mitigated gender based institutionalised disadvantage, created safe and protective environments for children and positively impacted on the local economy. However, the study also showed that, to a limited extent, social cash transfers had unintended impacts, particularly increase in child labour, where children were requested to sell in family petty businesses, and instances in which recipients misused the cash. The transformative effects of social cash transfers on child wellbeing were dependent on the size of the transfer, priorities in the use of cash, decision-making dynamics, and fairness of the selection process. The study proffers a Child Sensitive Transformative Social Cash Transfer Model based on the determinants of the impact of social cash transfer. The study ends by highlighting the critical role of social protection in infusing a transformative dimension to social work practice in fragile contexts, with a view to addressing equity, gender equality and child rights through confronting child vulnerabilities and institutionalised disadvantage.
- Full Text:
- Date Issued: 2018
- Authors: Ngwerume, Christopher
- Date: 2018
- Subjects: Economic development -- Social aspects Political development -- Social aspects
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/13631 , vital:39686
- Description: The topic of social cash transfers is often viewed with scepticism. In the context of fragile states, questions of misuse, inaccessibility of social services, dependency and sustainability are often raised. This study sought to examine the transformative potential of social cash transfers on child wellbeing in fragile contexts through a case study of the social cash transfer pilot scheme in Bomi County of Liberia. The study specifically set out to to assess the relevance of cash transfers in the context of child wellbeing; determine how the wellbeing of child recipients of cash transfers had transformed; and analyse the determinants of the transformative effects of cash transfers on child wellbeing. The study adopted a quasi-experimental, mixed method, and cross-sectional research design. It utilised existing household survey datasets of the mid term and end term evaluations of the Bomi County pilot social cash transfer scheme conducted in Liberia in 2012 and 2015 respectively. A sample size of 224 (about 12percent of the sample frame) was used where Confidence Level was 95percent and P=0.5. This sample size was divided equally between households receiving cash (experimental group) and households with the same characteristics although not receiving cash transfers (control group). For the qualitative method, 66 participants were purposively sampled. A total of 34 participants participated in the indepth interviews, 32 children were sampled for focus group discussions. These were divided into 16 children from the experimental group and 16 children from the control group. Quantitative data sets were analysed in Statistical Package for Social Sciences (SPSS), and qualitative data was analysed through thematic analysis. The findings from the study provide a persuasive case for the transformative potential of social protection in fragile contexts. The study confirms the relevance of social cash transfers in promoting child wellbeing through empowering families to address children‘s physical and dependency-related vulnerabilities and institutional disadvantage. The study also confirms the transformative effects of social cash transfers on child health, food consumption, education, housing conditions, household assets, and child labour. In addition, the results indicate that social cash transfers mitigated gender based institutionalised disadvantage, created safe and protective environments for children and positively impacted on the local economy. However, the study also showed that, to a limited extent, social cash transfers had unintended impacts, particularly increase in child labour, where children were requested to sell in family petty businesses, and instances in which recipients misused the cash. The transformative effects of social cash transfers on child wellbeing were dependent on the size of the transfer, priorities in the use of cash, decision-making dynamics, and fairness of the selection process. The study proffers a Child Sensitive Transformative Social Cash Transfer Model based on the determinants of the impact of social cash transfer. The study ends by highlighting the critical role of social protection in infusing a transformative dimension to social work practice in fragile contexts, with a view to addressing equity, gender equality and child rights through confronting child vulnerabilities and institutionalised disadvantage.
- Full Text:
- Date Issued: 2018
Agriculture vocational education programme and the promotion of job creation skills in the Free State Technical Vocational Education and Training College
- Authors: Thwala, William Mandla
- Date: 2017
- Subjects: Vocational education -- South Africa -- Free State Job creation -- South Africa -- Free State
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/11172 , vital:37199
- Description: The aim of the study was to investigate agriculture educational programme and the promotion of job creation skills in the OFS FET College. The interpretivism paradigm and design approach were adopted in this qualitative research. The sample consisted of three final year students, three facilitators and one coordinator. The non-probability and purposive sampling techniques was used for the qualitative research. The qualitative data was descriptive, and thematically analysed. The study found that there is a big demand for agricultural professional in South Africa but very few are choosing this career. The quality of education in agricultural sector is not where it should be. The demand for skilled people in the sector is growing, while the number of students enrolling in agriculture-related training continues to decrease. Africa’s agricultural education is failing to produce a new wave of farmers. The study found that FET colleges did not train and provide enough skills to students to enhance development in agriculture sectors and therefore make students non-productive at labour market. The study also found that the FET colleges had left a trail of low skills, partially educated and jobless youth behind. The study also found that the curriculum tended to be outmoded, irrelevant to adequately address the challenges facing modern agriculture .The curriculum still focused on farm production rather than encompassing all segments of agricultural value chains, entrepreneurship, and agriculture business processing market. Agriculture forms the basic food security of every country .It contributes a large proportion of gross domestic product in many developing countries and is the source of income and subsistence for many of the poorest and most vulnerable individuals and households.
- Full Text:
- Date Issued: 2017
- Authors: Thwala, William Mandla
- Date: 2017
- Subjects: Vocational education -- South Africa -- Free State Job creation -- South Africa -- Free State
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/11172 , vital:37199
- Description: The aim of the study was to investigate agriculture educational programme and the promotion of job creation skills in the OFS FET College. The interpretivism paradigm and design approach were adopted in this qualitative research. The sample consisted of three final year students, three facilitators and one coordinator. The non-probability and purposive sampling techniques was used for the qualitative research. The qualitative data was descriptive, and thematically analysed. The study found that there is a big demand for agricultural professional in South Africa but very few are choosing this career. The quality of education in agricultural sector is not where it should be. The demand for skilled people in the sector is growing, while the number of students enrolling in agriculture-related training continues to decrease. Africa’s agricultural education is failing to produce a new wave of farmers. The study found that FET colleges did not train and provide enough skills to students to enhance development in agriculture sectors and therefore make students non-productive at labour market. The study also found that the FET colleges had left a trail of low skills, partially educated and jobless youth behind. The study also found that the curriculum tended to be outmoded, irrelevant to adequately address the challenges facing modern agriculture .The curriculum still focused on farm production rather than encompassing all segments of agricultural value chains, entrepreneurship, and agriculture business processing market. Agriculture forms the basic food security of every country .It contributes a large proportion of gross domestic product in many developing countries and is the source of income and subsistence for many of the poorest and most vulnerable individuals and households.
- Full Text:
- Date Issued: 2017
A critical analysis of the role of strategic communication in strategic planning : a case study of South African universities
- Authors: Hadji, Mutambuli James
- Date: 2016
- Subjects: Communication in management Business communication Strategic planning
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/8209 , vital:31978
- Description: The debate on how the communication function can contribute at a strategic level to organisational success is an on-going one because communicators still need to prove their relevance at the top management level. In general, the contribution of communication as a management function in corporate strategy is not known. It is either considered an afterthought or as an element within other functional departments. In this regard, the purpose of this study was to analyse critically the role of communication in strategic planning at the selected South African universities. To achieve this main objective, institutional theory was applied, as it seeks to affirm the role of communication in decision-making with the intention to be legitimised. In-depth interviews were conducted with senior communicators and strategy planners at six universities on how they approach strategic planning in their respective universities. Significant from the findings was the fact that the South African universities follow the same process for strategic planning. Regarding the role of strategic communication, the findings confirmed literature in the sense that communication practice at functional level has been institutionalised but not at the top management level. It was this study’s finding that university reputation and positioning did not prominently feature in the strategic planning processes. Furthermore, this study found that communicators should play a leading in environmental scanning to identify society, industry and commerce with a view to fine-tune the university’s qualification mix. That is, communicators should provide intelligence on changes in the environment which serve as the basis of the development of university strategies. In other words, they should provide vital information to top management to enable them to take informed strategic decisions. Lastly, it was this study’s finding that communicators should conduct evaluation research to assist top management in comparing the set strategic objectives with actual performance. In addition, the communicators should assist top management in determining corrective actions if need be. In view of these findings, this study developed guidelines that will empower communicators to make a more meaningful contribution in the strategic planning process. Given the paucity of research evidence of strategic communication in a university context, the study provides a better understanding of the theory and practice thereof.
- Full Text:
- Date Issued: 2016
- Authors: Hadji, Mutambuli James
- Date: 2016
- Subjects: Communication in management Business communication Strategic planning
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/8209 , vital:31978
- Description: The debate on how the communication function can contribute at a strategic level to organisational success is an on-going one because communicators still need to prove their relevance at the top management level. In general, the contribution of communication as a management function in corporate strategy is not known. It is either considered an afterthought or as an element within other functional departments. In this regard, the purpose of this study was to analyse critically the role of communication in strategic planning at the selected South African universities. To achieve this main objective, institutional theory was applied, as it seeks to affirm the role of communication in decision-making with the intention to be legitimised. In-depth interviews were conducted with senior communicators and strategy planners at six universities on how they approach strategic planning in their respective universities. Significant from the findings was the fact that the South African universities follow the same process for strategic planning. Regarding the role of strategic communication, the findings confirmed literature in the sense that communication practice at functional level has been institutionalised but not at the top management level. It was this study’s finding that university reputation and positioning did not prominently feature in the strategic planning processes. Furthermore, this study found that communicators should play a leading in environmental scanning to identify society, industry and commerce with a view to fine-tune the university’s qualification mix. That is, communicators should provide intelligence on changes in the environment which serve as the basis of the development of university strategies. In other words, they should provide vital information to top management to enable them to take informed strategic decisions. Lastly, it was this study’s finding that communicators should conduct evaluation research to assist top management in comparing the set strategic objectives with actual performance. In addition, the communicators should assist top management in determining corrective actions if need be. In view of these findings, this study developed guidelines that will empower communicators to make a more meaningful contribution in the strategic planning process. Given the paucity of research evidence of strategic communication in a university context, the study provides a better understanding of the theory and practice thereof.
- Full Text:
- Date Issued: 2016
Tanzania's development agenda and poverty reduction : a case of Mkukuta I1
- Authors: Mandalu, Martin Petro
- Date: 2016
- Subjects: Poverty--Tanzania Tanzania--Economic conditions
- Language: English
- Type: Thesis , Doctoral , Development Studies
- Identifier: http://hdl.handle.net/10353/15616 , vital:40487
- Description: Poverty reduction has always been part of Tanzania‘s development agenda since independence in 1961. Despite wealth of natural resources, peace and political stability, the country has continued to be poor for decades. A number of strategies have been employed to address the problem; however, they have not been so successful. Studies have explored the problem and came up with explanations that are insufficient. In recent years, more studies on poverty reduction increased, following the country‘s magnificent economic growth which, however, fails to alleviate poverty in the country. Recent literature on poverty reduction calls for improvement in the productive sectors such as agriculture and construction to increase their contribution in poverty reduction. However, most studies did not pay attention to the development model/s that led the economy since independence. Motivated by the unsatisfactory results of the previous poverty reduction strategies, and lacunas of the preceding studies, this research, through MKUKUTA I, examines factors affecting the development agenda in Tanzania and their influence on poverty reduction. It investigates, as well, the development models employed in the country since independence. The study is guided by the change of development theories: from socialism to neo-liberalism. Furthermore, the study proposes an alternative development model beyond dependency and neo-liberalism schools of thoughts that have been struggling to influence development in the country for over five decades. The study employs mainly secondary data and primary data as supplementary methods to analyse and explain the mismatch between economic growth and poverty reduction in the country. The study argues that the productive sectors fail to produce sufficiently and contribute to poverty reduction since they are not guided by any specific development model. Findings suggest that failure in poverty reduction despite remarkable economic growth is caused by failure of growth in the agriculture sector which employs the largest part of the workforce in the country. Economic transformation in the country, which contributed to economic growth, failed to generate more jobs in the productive sectors. Incorrect methodologies used for obtaining economic data are alleged as possible logical explanation for the mismatch between economic growth and failure in poverty reduction. Failure in poverty reduction had a negative impact on human development as the poor, especially in the rural areas, had limited access to quality services of education, health care, water and sanitation. Moreover, findings revealed that neoliberal policies in the country are not effective enough in guiding the development agenda and poverty reduction. Despite the rule of law, peace, political stability and favourable conditions for capitalism in the country, significant features of a neoliberal economy have not been effectively developed. The local private sector is still weak at the embryonic stage, and the market is weakened by corruption and poor infrastructure for doing business. Moreover, findings suggest that for about three decades, Tanzania has not had a clear and distinct development model to guide its development agenda in poverty alleviation. The constitution suggests that the country is guided by a socialist development philosophy whereas the official government website and practices indicate that the country is run by neoliberal policies. To resolve the matter and in view of attaining the TDV 2025 and poverty reduction, this study proposes that Tanzania becomes a democratic developmental state while governed by a dependency-neoliberal theory from the amalgamation of reviewed dependency and neo-liberal schools of thoughts as a guiding principle since all developmental states need guiding philosophies to lead them. Moreover, the study proposes pragmatic interventions to implement the development model.
- Full Text:
- Date Issued: 2016
- Authors: Mandalu, Martin Petro
- Date: 2016
- Subjects: Poverty--Tanzania Tanzania--Economic conditions
- Language: English
- Type: Thesis , Doctoral , Development Studies
- Identifier: http://hdl.handle.net/10353/15616 , vital:40487
- Description: Poverty reduction has always been part of Tanzania‘s development agenda since independence in 1961. Despite wealth of natural resources, peace and political stability, the country has continued to be poor for decades. A number of strategies have been employed to address the problem; however, they have not been so successful. Studies have explored the problem and came up with explanations that are insufficient. In recent years, more studies on poverty reduction increased, following the country‘s magnificent economic growth which, however, fails to alleviate poverty in the country. Recent literature on poverty reduction calls for improvement in the productive sectors such as agriculture and construction to increase their contribution in poverty reduction. However, most studies did not pay attention to the development model/s that led the economy since independence. Motivated by the unsatisfactory results of the previous poverty reduction strategies, and lacunas of the preceding studies, this research, through MKUKUTA I, examines factors affecting the development agenda in Tanzania and their influence on poverty reduction. It investigates, as well, the development models employed in the country since independence. The study is guided by the change of development theories: from socialism to neo-liberalism. Furthermore, the study proposes an alternative development model beyond dependency and neo-liberalism schools of thoughts that have been struggling to influence development in the country for over five decades. The study employs mainly secondary data and primary data as supplementary methods to analyse and explain the mismatch between economic growth and poverty reduction in the country. The study argues that the productive sectors fail to produce sufficiently and contribute to poverty reduction since they are not guided by any specific development model. Findings suggest that failure in poverty reduction despite remarkable economic growth is caused by failure of growth in the agriculture sector which employs the largest part of the workforce in the country. Economic transformation in the country, which contributed to economic growth, failed to generate more jobs in the productive sectors. Incorrect methodologies used for obtaining economic data are alleged as possible logical explanation for the mismatch between economic growth and failure in poverty reduction. Failure in poverty reduction had a negative impact on human development as the poor, especially in the rural areas, had limited access to quality services of education, health care, water and sanitation. Moreover, findings revealed that neoliberal policies in the country are not effective enough in guiding the development agenda and poverty reduction. Despite the rule of law, peace, political stability and favourable conditions for capitalism in the country, significant features of a neoliberal economy have not been effectively developed. The local private sector is still weak at the embryonic stage, and the market is weakened by corruption and poor infrastructure for doing business. Moreover, findings suggest that for about three decades, Tanzania has not had a clear and distinct development model to guide its development agenda in poverty alleviation. The constitution suggests that the country is guided by a socialist development philosophy whereas the official government website and practices indicate that the country is run by neoliberal policies. To resolve the matter and in view of attaining the TDV 2025 and poverty reduction, this study proposes that Tanzania becomes a democratic developmental state while governed by a dependency-neoliberal theory from the amalgamation of reviewed dependency and neo-liberal schools of thoughts as a guiding principle since all developmental states need guiding philosophies to lead them. Moreover, the study proposes pragmatic interventions to implement the development model.
- Full Text:
- Date Issued: 2016
Supporting the implementation of alternatives to corporal punishment in the Eastern Cape secondary schools : towards a framework for school management teams and teachers
- Authors: Kalipa, Velelo Clifton
- Date: 2015
- Subjects: School discipline -- South Africa -- Eastern Cape Corporal punishment of children -- South Africa -- Eastern Cape Rewards and punishments in education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5664 , vital:29359
- Description: Alternative to corporal punishment in schools is a worldwide practice. Most countries have banned the use of corporal punishment in schools and have promulgated laws and adopted policies aiming to enforce the practice of alternative to corporal punishment. South Africa is one of the countries that have introduced policy on alternatives to corporal punishment. However, this policy does not provide details on how School Management Teams (SMTs) and teachers should support the implementation of alternatives to corporal punishment; as a result, schools end up having different approaches in as far as implementing alternatives to corporal punishment is concerned. There is also a serious problem of indiscipline in schools and this has since attracted growing attention of researchers in South Africa and the whole world. There are serious offences by learners in schools which range from serious criminal ones such as drug abuse, assaults, theft, murders and rapes to less serious ones such as truancy, incomplete projects, absenteeism and lateness, dodging and bunking of classes in schools. This study therefore sought to investigate how SMT and teachers support the implementation of alternatives to corporal punishment in schools. This was a multi case study of four secondary schools in the King Williams Town Education District which was conducted through qualitative research approach. Interviews and documentary analysis were used to collect data and a total of 16 participants (four principals, four SMT members and eight teachers) were selected. From the data, it emerged that some teachers were fixed in using corporal punishment to discipline learners in schools. The data also showed that the alternatives to corporal punishment (ATCP) policies were inconsistently applied as schools had different approaches in as far as how ATCP is implemented and that some schools had no ATCP policies at all. It also emerged from the data that school leadership was a problem in as far as supporting the implementation of ATCP in schools as in some schools the issues of disciplining learners was centralised in the principal’s office. It also became clear that the majority of participants did not understand the national policy on ATCP. There were no indications of parental involvement in the implementation of ATCP in schools. It can be concluded that the channels of communication among principals, SMTs, teachers with regards to the implementation of ATCP was problematic as there were no clear roles as to how each of these officials should implement ATCP. Some teachers still perceived the ATCP as unsuitable for maintaining discipline in rural schools and their discipline strategies were still characterized by punitive measures which border on corporal punishment. School discipline was not seen as a societal matter where other relevant stakeholders could play a pivotal role in learner discipline. This had a negative impact on the school discipline. Learners had no responsibility on maintenance of positive school atmosphere as they were not in any way part taking in the maintenance of discipline in schools. This study therefore recommends a comprehensive framework for the implementation of ATCP that will give details on the roles of SMTs and teachers in the implementation of ATCP in schools. It is recommended that this framework be inclusive of parents and other community stakeholders who would give different perspectives on the implementation of ATCP in schools as education is a societal matter. It is also recommended that more research be conducted that will deal with urban schools and on the involvement of parents and other stakeholders in the implementation of ATCP.
- Full Text:
- Date Issued: 2015
- Authors: Kalipa, Velelo Clifton
- Date: 2015
- Subjects: School discipline -- South Africa -- Eastern Cape Corporal punishment of children -- South Africa -- Eastern Cape Rewards and punishments in education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5664 , vital:29359
- Description: Alternative to corporal punishment in schools is a worldwide practice. Most countries have banned the use of corporal punishment in schools and have promulgated laws and adopted policies aiming to enforce the practice of alternative to corporal punishment. South Africa is one of the countries that have introduced policy on alternatives to corporal punishment. However, this policy does not provide details on how School Management Teams (SMTs) and teachers should support the implementation of alternatives to corporal punishment; as a result, schools end up having different approaches in as far as implementing alternatives to corporal punishment is concerned. There is also a serious problem of indiscipline in schools and this has since attracted growing attention of researchers in South Africa and the whole world. There are serious offences by learners in schools which range from serious criminal ones such as drug abuse, assaults, theft, murders and rapes to less serious ones such as truancy, incomplete projects, absenteeism and lateness, dodging and bunking of classes in schools. This study therefore sought to investigate how SMT and teachers support the implementation of alternatives to corporal punishment in schools. This was a multi case study of four secondary schools in the King Williams Town Education District which was conducted through qualitative research approach. Interviews and documentary analysis were used to collect data and a total of 16 participants (four principals, four SMT members and eight teachers) were selected. From the data, it emerged that some teachers were fixed in using corporal punishment to discipline learners in schools. The data also showed that the alternatives to corporal punishment (ATCP) policies were inconsistently applied as schools had different approaches in as far as how ATCP is implemented and that some schools had no ATCP policies at all. It also emerged from the data that school leadership was a problem in as far as supporting the implementation of ATCP in schools as in some schools the issues of disciplining learners was centralised in the principal’s office. It also became clear that the majority of participants did not understand the national policy on ATCP. There were no indications of parental involvement in the implementation of ATCP in schools. It can be concluded that the channels of communication among principals, SMTs, teachers with regards to the implementation of ATCP was problematic as there were no clear roles as to how each of these officials should implement ATCP. Some teachers still perceived the ATCP as unsuitable for maintaining discipline in rural schools and their discipline strategies were still characterized by punitive measures which border on corporal punishment. School discipline was not seen as a societal matter where other relevant stakeholders could play a pivotal role in learner discipline. This had a negative impact on the school discipline. Learners had no responsibility on maintenance of positive school atmosphere as they were not in any way part taking in the maintenance of discipline in schools. This study therefore recommends a comprehensive framework for the implementation of ATCP that will give details on the roles of SMTs and teachers in the implementation of ATCP in schools. It is recommended that this framework be inclusive of parents and other community stakeholders who would give different perspectives on the implementation of ATCP in schools as education is a societal matter. It is also recommended that more research be conducted that will deal with urban schools and on the involvement of parents and other stakeholders in the implementation of ATCP.
- Full Text:
- Date Issued: 2015
An investigation into understanding of academic literacies of students registered in Early Childhood Development courses
- Authors: Hackmack, Karin Erna
- Date: 2014
- Subjects: Academic writing -- Study and teaching -- South Africa -- Grahamstown , Discourse analysis , Information literacy -- Study and teaching (Higher) , Information literacy -- Social aspects , Early childhood education -- Study and teaching (Higher) -- South Africa -- Grahamstown , Education -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1996 , http://hdl.handle.net/10962/d1013548
- Description: Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discourse as the socially accepted way of thinking, believing and being. The study therefore investigated the enablers which assisted students to produce academic texts. This was achieved by finding out how the students and the course facilitators construct academic literacy; in other words what their discourses were regarding academic literacy. In order to ascertain this information, the students and the course facilitators were asked what reading and writing the students had done prior to enrolling on the course, what they had brought to the course, what the students and the course facilitators thought comprised a successful academic assignment, and how the students were supported in their academic literacy during the course. Data was gathered through interviews with both students and course facilitators, analysis of course assignments, and assessment reports written by the course facilitators. This data was analysed, looking for discourses on similarities and contradictions. Critical Discourse analysis was used to investigate the discourses that the course facilitators and students were using. Findings: It was evident from the data that the autonomous view of literacy was predominantly used. The course facilitators and, to a limited extent, the students, saw literacy as a set of technical skills that needed to be mastered. The students and course facilitators did not take into account that literacy is a social practice, and that literacy occurs within a particular social context and cultural context. The course facilitators tended to hold a deficit discourse related to the perception of inferior education under Bantu Education, which was seen as an inhibiting factor to academic literacy and academic success. The discourse of second language was also an issue that both the course facilitators and the students noted which prevented students' academic literacy. Christie's (1985) Received Tradition of Literacy, which focused on the forms and functions of literacy, was a discourse that both the students and the course facilitators ascribed to. Conclusions and recommendations: The course facilitators' and students' discourses were very similar, both being embedded within the autonomous and deficit models of literacy. It is recommended that course facilitators become cognisant with the models of academic literacy and that they become aware of the various discourses evident on the course and articulate these discourses for themselves. Furthermore they should assist the students by clearly articulating and unpacking the course requirements regarding academic literary.
- Full Text:
- Date Issued: 2014
- Authors: Hackmack, Karin Erna
- Date: 2014
- Subjects: Academic writing -- Study and teaching -- South Africa -- Grahamstown , Discourse analysis , Information literacy -- Study and teaching (Higher) , Information literacy -- Social aspects , Early childhood education -- Study and teaching (Higher) -- South Africa -- Grahamstown , Education -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1996 , http://hdl.handle.net/10962/d1013548
- Description: Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discourse as the socially accepted way of thinking, believing and being. The study therefore investigated the enablers which assisted students to produce academic texts. This was achieved by finding out how the students and the course facilitators construct academic literacy; in other words what their discourses were regarding academic literacy. In order to ascertain this information, the students and the course facilitators were asked what reading and writing the students had done prior to enrolling on the course, what they had brought to the course, what the students and the course facilitators thought comprised a successful academic assignment, and how the students were supported in their academic literacy during the course. Data was gathered through interviews with both students and course facilitators, analysis of course assignments, and assessment reports written by the course facilitators. This data was analysed, looking for discourses on similarities and contradictions. Critical Discourse analysis was used to investigate the discourses that the course facilitators and students were using. Findings: It was evident from the data that the autonomous view of literacy was predominantly used. The course facilitators and, to a limited extent, the students, saw literacy as a set of technical skills that needed to be mastered. The students and course facilitators did not take into account that literacy is a social practice, and that literacy occurs within a particular social context and cultural context. The course facilitators tended to hold a deficit discourse related to the perception of inferior education under Bantu Education, which was seen as an inhibiting factor to academic literacy and academic success. The discourse of second language was also an issue that both the course facilitators and the students noted which prevented students' academic literacy. Christie's (1985) Received Tradition of Literacy, which focused on the forms and functions of literacy, was a discourse that both the students and the course facilitators ascribed to. Conclusions and recommendations: The course facilitators' and students' discourses were very similar, both being embedded within the autonomous and deficit models of literacy. It is recommended that course facilitators become cognisant with the models of academic literacy and that they become aware of the various discourses evident on the course and articulate these discourses for themselves. Furthermore they should assist the students by clearly articulating and unpacking the course requirements regarding academic literary.
- Full Text:
- Date Issued: 2014
A social realist account of the tutorial system at the University of Johannesburg
- Authors: Layton, Delia Melanie
- Date: 2013
- Subjects: University of Johannesburg Education, Higher -- South Africa Tutors and tutoring -- South Africa College teaching -- South Africa Archer, Margaret Scotford College student development programs -- South Africa Social realism , Tutorial system
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1314 , http://hdl.handle.net/10962/d1001621
- Description: Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.
- Full Text:
- Date Issued: 2013
- Authors: Layton, Delia Melanie
- Date: 2013
- Subjects: University of Johannesburg Education, Higher -- South Africa Tutors and tutoring -- South Africa College teaching -- South Africa Archer, Margaret Scotford College student development programs -- South Africa Social realism , Tutorial system
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1314 , http://hdl.handle.net/10962/d1001621
- Description: Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.
- Full Text:
- Date Issued: 2013
Price discovery, price behaviour, and efficiency of selected grain commodities traded on the agricultural products division of the JSE securities exchange
- Authors: Viljoen, Christo
- Date: 2004
- Subjects: Johannesburg Stock Exchange Stock exchanges -- South Africa International economic relations Primary commodities -- South Africa Grain trade -- South Africa Financial futures -- South Africa Price regulation -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:952 , http://hdl.handle.net/10962/d1002686
- Description: Agricultural commodity derivatives were first introduced in South Africa in 1996 after the deregulation of the former marketing system. In the context of its proposed functions, namely price discovery and risk management, the question arose as to whether the futures market developed over time to performed its role efficiently. According to the Efficient Markets Hypothesis (EMH) an efficient market is one that accurately incorporates all information available at any point in time. The purpose of the research was to address the issue of price discovery efficiency, firstly, focusing on the weak-form methodology. Secondly, considering the behaviour of futures prices over time, the study addressed the concern of anomalies in daily returns – phenomena contradictory to the EMH by implication. Thirdly, as a means of defining the sources of inefficiency, the role of scheduled public information and its impact on futures prices was examined. Therefore, the primary objective of the research was to investigate and identify the main components of agricultural futures market inefficiency within the unique price formation structure of South African grain markets. The assessment of this problem is important in terms of evaluating the growth and development of the futures market for different grain commodities to date. The Exchange needs to review rules and regulations on a frequent basis in order to ensure proper functioning at all times especially in the case of a relatively new and fast growing market. The study contributed to the knowledge of understanding the price adjustment process and its implications for market efficiency in the context of the three grain markets considered. The weak-form efficiency was tested using a co-integration based model. Analysing daily spot and futures prices of white maize, yellow maize, and wheat, results indicated that all three markets were efficient and unbiased. Non-parametric tests revealed the significant presence of day-of-the-week and turn-of-the-month effects in the futures returns of the three commodities. Further non-parametric analyses suggested a high degree of uncertainty in futures returns around scheduled agricultural and macroeconomic information release dates also contributing significantly to the identified anomalies. It was concluded that (1) the markets’ ability to anticipate the contents of future information to be released, (2) the current skewed size distribution of broking members, (3) the significant role of the R/$ exchange rate in the price formation process of South African grains and, therefore, (4) the relationship to and influence of the broader economy enhanced the return effects (anomalies) creating opportunity for profitable arbitrage. This conclusion was mainly attributed to South Africa’s status as a price-taker in the world grain complex as well as the relatively short existence of the local agricultural futures markets.
- Full Text:
- Date Issued: 2004
- Authors: Viljoen, Christo
- Date: 2004
- Subjects: Johannesburg Stock Exchange Stock exchanges -- South Africa International economic relations Primary commodities -- South Africa Grain trade -- South Africa Financial futures -- South Africa Price regulation -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:952 , http://hdl.handle.net/10962/d1002686
- Description: Agricultural commodity derivatives were first introduced in South Africa in 1996 after the deregulation of the former marketing system. In the context of its proposed functions, namely price discovery and risk management, the question arose as to whether the futures market developed over time to performed its role efficiently. According to the Efficient Markets Hypothesis (EMH) an efficient market is one that accurately incorporates all information available at any point in time. The purpose of the research was to address the issue of price discovery efficiency, firstly, focusing on the weak-form methodology. Secondly, considering the behaviour of futures prices over time, the study addressed the concern of anomalies in daily returns – phenomena contradictory to the EMH by implication. Thirdly, as a means of defining the sources of inefficiency, the role of scheduled public information and its impact on futures prices was examined. Therefore, the primary objective of the research was to investigate and identify the main components of agricultural futures market inefficiency within the unique price formation structure of South African grain markets. The assessment of this problem is important in terms of evaluating the growth and development of the futures market for different grain commodities to date. The Exchange needs to review rules and regulations on a frequent basis in order to ensure proper functioning at all times especially in the case of a relatively new and fast growing market. The study contributed to the knowledge of understanding the price adjustment process and its implications for market efficiency in the context of the three grain markets considered. The weak-form efficiency was tested using a co-integration based model. Analysing daily spot and futures prices of white maize, yellow maize, and wheat, results indicated that all three markets were efficient and unbiased. Non-parametric tests revealed the significant presence of day-of-the-week and turn-of-the-month effects in the futures returns of the three commodities. Further non-parametric analyses suggested a high degree of uncertainty in futures returns around scheduled agricultural and macroeconomic information release dates also contributing significantly to the identified anomalies. It was concluded that (1) the markets’ ability to anticipate the contents of future information to be released, (2) the current skewed size distribution of broking members, (3) the significant role of the R/$ exchange rate in the price formation process of South African grains and, therefore, (4) the relationship to and influence of the broader economy enhanced the return effects (anomalies) creating opportunity for profitable arbitrage. This conclusion was mainly attributed to South Africa’s status as a price-taker in the world grain complex as well as the relatively short existence of the local agricultural futures markets.
- Full Text:
- Date Issued: 2004
Structural and synthetic investigations of diterpenoid natural products from southern African marine invertebrates
- Authors: Gray, Christopher Anthony
- Date: 2003
- Subjects: Ethyl acetoacetate Diterpenes Limpets -- South Africa Natural products -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4349 , http://hdl.handle.net/10962/d1005014
- Description: This thesis is divided into two parts. The first part (Chapter Two) documents a bioassay guided investigation of the ethyl acetate extracts of four marine invertebrates from Mozambique (an Irciniid sponge, a Haliclona sp. sponge, an ascidian tentatively identified as Diplosoma sp., and the soft coral Cladiella kashmani). Eight known compounds [ilimaquinone (2.1), renierone (2.7), N-formyl-1,2-dihydrorenierone (2.8), 1,6-dimethyl-7-methoxy-5,8-dihydroisoquinoline-5,8-dione (2.9), mimosamycin (2.10) 7Z-allylidene-5-hydroxy-7,7a-dihydro-2H-cyclopenta[b]pyran-6-one (2.11), flaccidoxide (2.18) and 11S,12S-epoxycembra-1Z,3E,7E-trien-14S-ol (2.19)] and a new diterpene [13S,14R-diacetoxy-11S,12R-epoxycembra-1Z,3E,7E-triene (2.20)] were isolated and identified using standard spectroscopic techniques. Anomalies in the published spectral data of 2.1 and 2.8 were exposed and corrected, and the absolute stereochemistry of the cembrane diterpenes 2.18 and 2.20 established using the modified Mosher’s method. The comparative activities of the nine natural products against four cancer cell lines (A549, LOX, OVCAR3, SNB19) are reported. The second part of the thesis (Chapter Three – Chapter Six) is concerned with an ecological, structural and synthetic study of diterpenes from the endemic South African pulmonate limpet Trimusculus costatus. Two new labdane diterpenes [6b,7a-diacetoxylabda-8,13E-dien-15-ol (3.10) and 2a,6b,7a-triacetoxylabda-8,13E-dien-15-ol (3.11)] were isolated from T. costatus and evaluated for anti-feeding activity against the common predatory fish Pomadasys commersonnii. A strategy for the semi-synthesis of 3.10 from rhinocerotinoic acid (4.14), a diterpene reportedly present in the ubiquitous South African shrub Elytropappus rhinocerotis, was devised in order to allow further bioactivity tests to be performed and unequivocally assign the unknown absolute stereochemistry of the T. costatus metabolites. Attempts to isolate rhinocerotinoic acid from local specimens of Elytropappus rhinocerotis were unsuccessful, and as the repetition of a published synthesis of 4.14 from (-)-sclareol (4.15) gave rhinocerotinoic acid in unacceptably low yields with poor stereoselectivity, an improved synthesis of 4.14 is presented. Comprehensive studies using hispanone (5.1) as a model compound showed that 6,7-dioxygenated labda-8-enes could be prepared from compounds possessing a 7-oxo-labda-8-ene skeleton with some degree of stereocontrol. In the process, fourteen new hispanone analogues were prepared and most of these were tested for activity in a suite of ten agro-chemical assays. The novel compound 7b-hydroxy-9a-carbonitrile-15,16-epoxylabda-13(16),14-dien-6-one (5.34) exhibited significant activity against the crop fungus Phytophthora infestans and is currently being subjected to further agro-chemical tests. Unfortunately, the results from the oxygenation study performed on the model compound 5.1 could not be directly extrapolated to rhinocerotinoic acid. Attempts to prepare the naturally occurring 3.10 from 4.14 via an alternative route were unsuccessful but yielded an analogue of 3.10 in which the substituents at C-6 and C-7 are in a diequatorial rather than a diaxial configuration.
- Full Text:
- Date Issued: 2003
- Authors: Gray, Christopher Anthony
- Date: 2003
- Subjects: Ethyl acetoacetate Diterpenes Limpets -- South Africa Natural products -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4349 , http://hdl.handle.net/10962/d1005014
- Description: This thesis is divided into two parts. The first part (Chapter Two) documents a bioassay guided investigation of the ethyl acetate extracts of four marine invertebrates from Mozambique (an Irciniid sponge, a Haliclona sp. sponge, an ascidian tentatively identified as Diplosoma sp., and the soft coral Cladiella kashmani). Eight known compounds [ilimaquinone (2.1), renierone (2.7), N-formyl-1,2-dihydrorenierone (2.8), 1,6-dimethyl-7-methoxy-5,8-dihydroisoquinoline-5,8-dione (2.9), mimosamycin (2.10) 7Z-allylidene-5-hydroxy-7,7a-dihydro-2H-cyclopenta[b]pyran-6-one (2.11), flaccidoxide (2.18) and 11S,12S-epoxycembra-1Z,3E,7E-trien-14S-ol (2.19)] and a new diterpene [13S,14R-diacetoxy-11S,12R-epoxycembra-1Z,3E,7E-triene (2.20)] were isolated and identified using standard spectroscopic techniques. Anomalies in the published spectral data of 2.1 and 2.8 were exposed and corrected, and the absolute stereochemistry of the cembrane diterpenes 2.18 and 2.20 established using the modified Mosher’s method. The comparative activities of the nine natural products against four cancer cell lines (A549, LOX, OVCAR3, SNB19) are reported. The second part of the thesis (Chapter Three – Chapter Six) is concerned with an ecological, structural and synthetic study of diterpenes from the endemic South African pulmonate limpet Trimusculus costatus. Two new labdane diterpenes [6b,7a-diacetoxylabda-8,13E-dien-15-ol (3.10) and 2a,6b,7a-triacetoxylabda-8,13E-dien-15-ol (3.11)] were isolated from T. costatus and evaluated for anti-feeding activity against the common predatory fish Pomadasys commersonnii. A strategy for the semi-synthesis of 3.10 from rhinocerotinoic acid (4.14), a diterpene reportedly present in the ubiquitous South African shrub Elytropappus rhinocerotis, was devised in order to allow further bioactivity tests to be performed and unequivocally assign the unknown absolute stereochemistry of the T. costatus metabolites. Attempts to isolate rhinocerotinoic acid from local specimens of Elytropappus rhinocerotis were unsuccessful, and as the repetition of a published synthesis of 4.14 from (-)-sclareol (4.15) gave rhinocerotinoic acid in unacceptably low yields with poor stereoselectivity, an improved synthesis of 4.14 is presented. Comprehensive studies using hispanone (5.1) as a model compound showed that 6,7-dioxygenated labda-8-enes could be prepared from compounds possessing a 7-oxo-labda-8-ene skeleton with some degree of stereocontrol. In the process, fourteen new hispanone analogues were prepared and most of these were tested for activity in a suite of ten agro-chemical assays. The novel compound 7b-hydroxy-9a-carbonitrile-15,16-epoxylabda-13(16),14-dien-6-one (5.34) exhibited significant activity against the crop fungus Phytophthora infestans and is currently being subjected to further agro-chemical tests. Unfortunately, the results from the oxygenation study performed on the model compound 5.1 could not be directly extrapolated to rhinocerotinoic acid. Attempts to prepare the naturally occurring 3.10 from 4.14 via an alternative route were unsuccessful but yielded an analogue of 3.10 in which the substituents at C-6 and C-7 are in a diequatorial rather than a diaxial configuration.
- Full Text:
- Date Issued: 2003
European stylistic influence on early twentieth century South African painters
- Mannering, Hildegard Kirsten
- Authors: Mannering, Hildegard Kirsten
- Date: 1996
- Subjects: Painters -- South Africa -- European influences Art, South African -- European influences
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2411 , http://hdl.handle.net/10962/d1002207
- Description: South African artists, d i ssatisfied with the staid environment in local circles, felt the need to travel abroad for fresh stimulation. This need allowed for a historical investigation into the results, beneficial or otherwise, of the influence of European modernism on early twentieth century South African painters. Because of the numerous practising artists in South Africa at the time, it was found necessary to give cohesion to the artists discussed and, therefore the most pertinent were grouped into artistic movements. Thus, H.Naude, R . G. Goodman and H.S. Caldecott are discussed in conjunction with Impressionism. B. Everard, R. Everard-Haden and J.H. Pierneef are compared to the post-Impressionists and finally, I.Stern and M. Laubser are equated with the Fauves and Expressionists. To ascertain the true effect of European stylistic influence, a comparative analysis of work executed before European visits and upon the artists' return was imperative. Simultaneously, as part of the analysis, reference was also made to any work executed by these artists while in Europe. European movements of the period are also reviewed, enabling precise grouping and better understanding of t he styles adopted by the chosen group of early twentieth century South African artists. Some attention is given to the impact these artists had on South African art upon their return, as this confirms the degree of European influence and facilitates the classification of styles adopted by the selected group. In conclusion, to establish the extent to which European art was influential, a brief synopsis shows the changes in local groups, once these artists had re-established themselves in South Africa.
- Full Text:
- Date Issued: 1996
- Authors: Mannering, Hildegard Kirsten
- Date: 1996
- Subjects: Painters -- South Africa -- European influences Art, South African -- European influences
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2411 , http://hdl.handle.net/10962/d1002207
- Description: South African artists, d i ssatisfied with the staid environment in local circles, felt the need to travel abroad for fresh stimulation. This need allowed for a historical investigation into the results, beneficial or otherwise, of the influence of European modernism on early twentieth century South African painters. Because of the numerous practising artists in South Africa at the time, it was found necessary to give cohesion to the artists discussed and, therefore the most pertinent were grouped into artistic movements. Thus, H.Naude, R . G. Goodman and H.S. Caldecott are discussed in conjunction with Impressionism. B. Everard, R. Everard-Haden and J.H. Pierneef are compared to the post-Impressionists and finally, I.Stern and M. Laubser are equated with the Fauves and Expressionists. To ascertain the true effect of European stylistic influence, a comparative analysis of work executed before European visits and upon the artists' return was imperative. Simultaneously, as part of the analysis, reference was also made to any work executed by these artists while in Europe. European movements of the period are also reviewed, enabling precise grouping and better understanding of t he styles adopted by the chosen group of early twentieth century South African artists. Some attention is given to the impact these artists had on South African art upon their return, as this confirms the degree of European influence and facilitates the classification of styles adopted by the selected group. In conclusion, to establish the extent to which European art was influential, a brief synopsis shows the changes in local groups, once these artists had re-established themselves in South Africa.
- Full Text:
- Date Issued: 1996
Economic geology of sulphide nickel deposits
- Authors: Harrison, P A
- Date: 1983
- Subjects: Nickel sulfide , Ore deposits , Geology, Economic , Silicate minerals , Geochemistry
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5022 , http://hdl.handle.net/10962/d1006349
- Description: From Chapter 1: It has been a long standing belief that many nickel sulphide ores are derivatives of magmatic processes in ultramafic and mafic rocks, and that they segregate from these magmas as immiscible sulphide droplets which are then concentrated into an orebody by gravitational settling either during intrusion or extrusion, or during the early stages of crystallization of the magma (Naldrett, 1981). Some geologists however, have suggested alternative mechanisms to explain the concentration of nickeliferous sulphides in the mafic and ultramafic hosts. These include hydrothermal replacement (Fleet, 1977), exhalative volcanic processes (Lusk, 1976), or major metamorphic upgrading of low grade, initially magmatic deposits (Barrett et al., 1977). It is not the purpose of this study to verify or disprove these hypotheses, but in so far as the initial concentration of sulphides in most deposits is concerned, these effects are relatively unimportant (Naldrett, 1981). The nickel sulphide ores associated with these mafic and ultramafic host rocks, invariably consist of nickeliferous pyrrhotite as the dominant phase, together with lesser, but variable, amounts of magnetite, pentlandite, chalcopyrite, cubanite, and platinum group elements (Reynolds, 1982).
- Full Text:
- Date Issued: 1983
- Authors: Harrison, P A
- Date: 1983
- Subjects: Nickel sulfide , Ore deposits , Geology, Economic , Silicate minerals , Geochemistry
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5022 , http://hdl.handle.net/10962/d1006349
- Description: From Chapter 1: It has been a long standing belief that many nickel sulphide ores are derivatives of magmatic processes in ultramafic and mafic rocks, and that they segregate from these magmas as immiscible sulphide droplets which are then concentrated into an orebody by gravitational settling either during intrusion or extrusion, or during the early stages of crystallization of the magma (Naldrett, 1981). Some geologists however, have suggested alternative mechanisms to explain the concentration of nickeliferous sulphides in the mafic and ultramafic hosts. These include hydrothermal replacement (Fleet, 1977), exhalative volcanic processes (Lusk, 1976), or major metamorphic upgrading of low grade, initially magmatic deposits (Barrett et al., 1977). It is not the purpose of this study to verify or disprove these hypotheses, but in so far as the initial concentration of sulphides in most deposits is concerned, these effects are relatively unimportant (Naldrett, 1981). The nickel sulphide ores associated with these mafic and ultramafic host rocks, invariably consist of nickeliferous pyrrhotite as the dominant phase, together with lesser, but variable, amounts of magnetite, pentlandite, chalcopyrite, cubanite, and platinum group elements (Reynolds, 1982).
- Full Text:
- Date Issued: 1983
A study of the utilisation of East London harbour and its relative importance in the South African import and export trade, to 1975
- Authors: De Beer, David Petrus
- Date: 1979
- Subjects: Harbors -- South Africa -- East London , Exports -- South Africa -- East London , Imports -- South Africa -- East London , Export marketing -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:835 , http://hdl.handle.net/10962/d1013316
- Description: From Ch. 1: The object of this study is to consider the utilisation of East London Harbour and its relative importance in the South African import and export trade to 1975. The principal harbours of the Republic of South Africa are Table Bay (Cape TOwn), Algoa Bay (Port Elizabeth), Buffalo Harbour (East London) and Durban, and Walvis Bay in South West Africa. Small harbours suitable only for coastal shipping are Mossel Bay, Simonstown, Lamberts Bay, St. Helena Bay and Port Nolloth in the Republic and LUderitz in South West Africa. Two harbours, Saldanha Bay and Richards Bay are at present being built. The ports of the Republic of South Africa and South West Africa are owned by the Government, are constructed, controlled and operated by the South African Railways and Harbours Administration, under the direction of the Minister of Transport, and are managed by the General Manager, whose headquarters are in Johannesburg.
- Full Text:
- Date Issued: 1979
- Authors: De Beer, David Petrus
- Date: 1979
- Subjects: Harbors -- South Africa -- East London , Exports -- South Africa -- East London , Imports -- South Africa -- East London , Export marketing -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:835 , http://hdl.handle.net/10962/d1013316
- Description: From Ch. 1: The object of this study is to consider the utilisation of East London Harbour and its relative importance in the South African import and export trade to 1975. The principal harbours of the Republic of South Africa are Table Bay (Cape TOwn), Algoa Bay (Port Elizabeth), Buffalo Harbour (East London) and Durban, and Walvis Bay in South West Africa. Small harbours suitable only for coastal shipping are Mossel Bay, Simonstown, Lamberts Bay, St. Helena Bay and Port Nolloth in the Republic and LUderitz in South West Africa. Two harbours, Saldanha Bay and Richards Bay are at present being built. The ports of the Republic of South Africa and South West Africa are owned by the Government, are constructed, controlled and operated by the South African Railways and Harbours Administration, under the direction of the Minister of Transport, and are managed by the General Manager, whose headquarters are in Johannesburg.
- Full Text:
- Date Issued: 1979
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