Educators' perceptions of inclusive education for learners with physical disabilities
- Authors: Mpu, Nondumiso Yolanda
- Date: 2018
- Subjects: People with disabilities -- Education -- South Africa Inclusive education -- South Africa Disability studies -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9401 , vital:34346
- Description: There is a grave concern that in South Africa, the total population of learners between the ages of 5 and 18 was estimated at approximately 14.6 million – of which near 1,000,000 are disabled. The record in addition to this regard estimates that the wide variety of children with disabilities who are of school‐going age, yet are out of school, could be as high as half a million. The motives why disabled children are not attending school are manifold; however paramount among them is that their needs are not catered for. Inclusive education entails changing values, attitudes of people, specifically of educators and learners, policies and the practices inside schools. Since post apartheid there is only one known policy which reveals that only 20 percent of learners with disabilities were accommodated in special schools. Current statistics show that only about 64,200 learners with disabilities or impairments are accommodated in about 380 special schools. This indicates that, potentially, 280,000 learners with disabilities or impairments are unaccounted for. Analysis of the data reveals the extent of the disparities in provision for learners with disabilities, for example: The incidence of disabilities in the Eastern Cape constitutes 17.39 percent of the disabled population, yet the province has only 10.79 percent of the total number of special schools. Gauteng has 17.14 percent of the disabled population but has 25.26 percent of the schools. The Western Cape has 5.47 percent of the disabled population but has 21.58 percent of the schools. This mismatch between needs and provision is a direct result of previous apartheid policies that allocated facilities on a racial basis. Inclusive education calls for an education system, which does no longer discriminate, however welcomes all individuals, providing support and services so that every child benefits equally in mainstream schools around their regions as only 41 special schools are in the Eastern Cape. Educator perceptions as the key personnel in the inclusion and in the implementation of policies related with classroom related issued play centre stage and need to be considered.
- Full Text:
- Date Issued: 2018
- Authors: Mpu, Nondumiso Yolanda
- Date: 2018
- Subjects: People with disabilities -- Education -- South Africa Inclusive education -- South Africa Disability studies -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9401 , vital:34346
- Description: There is a grave concern that in South Africa, the total population of learners between the ages of 5 and 18 was estimated at approximately 14.6 million – of which near 1,000,000 are disabled. The record in addition to this regard estimates that the wide variety of children with disabilities who are of school‐going age, yet are out of school, could be as high as half a million. The motives why disabled children are not attending school are manifold; however paramount among them is that their needs are not catered for. Inclusive education entails changing values, attitudes of people, specifically of educators and learners, policies and the practices inside schools. Since post apartheid there is only one known policy which reveals that only 20 percent of learners with disabilities were accommodated in special schools. Current statistics show that only about 64,200 learners with disabilities or impairments are accommodated in about 380 special schools. This indicates that, potentially, 280,000 learners with disabilities or impairments are unaccounted for. Analysis of the data reveals the extent of the disparities in provision for learners with disabilities, for example: The incidence of disabilities in the Eastern Cape constitutes 17.39 percent of the disabled population, yet the province has only 10.79 percent of the total number of special schools. Gauteng has 17.14 percent of the disabled population but has 25.26 percent of the schools. The Western Cape has 5.47 percent of the disabled population but has 21.58 percent of the schools. This mismatch between needs and provision is a direct result of previous apartheid policies that allocated facilities on a racial basis. Inclusive education calls for an education system, which does no longer discriminate, however welcomes all individuals, providing support and services so that every child benefits equally in mainstream schools around their regions as only 41 special schools are in the Eastern Cape. Educator perceptions as the key personnel in the inclusion and in the implementation of policies related with classroom related issued play centre stage and need to be considered.
- Full Text:
- Date Issued: 2018
English first additional language teachers' understanding and implementation of reading strategies in senior classes of Mthatha District : South Africa
- Authors: Madikiza, Nophawu
- Date: 2017
- Subjects: Reading (Secondary English language -- Study and teaching English language
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6422 , vital:29671
- Description: Reading is a skill that teachers have to enthusiastically teach to encourage learning of complex set of reading skills, knowledge and understanding. Teaching of reading strategies to students to improve their reading ability is very important. However, surveys conducted in South Africa during 2001 and 2004 by the Department of Basic Education to establish literacy and numeracy levels in primary schools showed shockingly low levels of reading ability across the country. Therefore, the purpose of this study was to ascertain English First Additional Language teachers’ understanding and implementation of reading strategies. Obtaining teachers’ perceptions and challenges on reading strategies was vital for this study as a way of establishing their competency towards teaching reading. Four research questions were sought to determine namely; reading strategies currently adopted by teachers in their classes, teachers’ perceptions of reading strategies, reading problems or challenges that teachers were facing. A mixed method research was chosen for this study which involves both the qualitative and quantitative approaches. The study followed a survey research design and a case study research design. A purposive sampling was used to select 126 teachers from which questionnaires were administered to collect data and 10 teachers were randomly drawn from the sample to be interviewed and observed in class. Both qualitative and quantitative data were analysed concurrently using coding and categorization of themes for qualitative data and Statistical Package for Social Sciences (SPSS) for quantitative data. The results indicated that a majority of teachers seemed not to understand and implement certain reading strategies and there were few teachers who asserted to the understanding and implementation of these strategies. The teachers mentioned that they were not trained continuously on reading strategies and the schools had no libraries. A majority of teachers highlighted that there were indeed problematic reading strategies and they simply did away with the strategies that were not suitable for their learners and would try the ones they found relevant or suitable. The study presents a proposed reading enhancement model to assist teachers in the teaching of reading. English First Additional Language teachers may benefit from the model and incorporate some or all of the aspects to develop their reading strategy use programmes.
- Full Text:
- Date Issued: 2017
- Authors: Madikiza, Nophawu
- Date: 2017
- Subjects: Reading (Secondary English language -- Study and teaching English language
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6422 , vital:29671
- Description: Reading is a skill that teachers have to enthusiastically teach to encourage learning of complex set of reading skills, knowledge and understanding. Teaching of reading strategies to students to improve their reading ability is very important. However, surveys conducted in South Africa during 2001 and 2004 by the Department of Basic Education to establish literacy and numeracy levels in primary schools showed shockingly low levels of reading ability across the country. Therefore, the purpose of this study was to ascertain English First Additional Language teachers’ understanding and implementation of reading strategies. Obtaining teachers’ perceptions and challenges on reading strategies was vital for this study as a way of establishing their competency towards teaching reading. Four research questions were sought to determine namely; reading strategies currently adopted by teachers in their classes, teachers’ perceptions of reading strategies, reading problems or challenges that teachers were facing. A mixed method research was chosen for this study which involves both the qualitative and quantitative approaches. The study followed a survey research design and a case study research design. A purposive sampling was used to select 126 teachers from which questionnaires were administered to collect data and 10 teachers were randomly drawn from the sample to be interviewed and observed in class. Both qualitative and quantitative data were analysed concurrently using coding and categorization of themes for qualitative data and Statistical Package for Social Sciences (SPSS) for quantitative data. The results indicated that a majority of teachers seemed not to understand and implement certain reading strategies and there were few teachers who asserted to the understanding and implementation of these strategies. The teachers mentioned that they were not trained continuously on reading strategies and the schools had no libraries. A majority of teachers highlighted that there were indeed problematic reading strategies and they simply did away with the strategies that were not suitable for their learners and would try the ones they found relevant or suitable. The study presents a proposed reading enhancement model to assist teachers in the teaching of reading. English First Additional Language teachers may benefit from the model and incorporate some or all of the aspects to develop their reading strategy use programmes.
- Full Text:
- Date Issued: 2017
An evaluation of the potential for implementing adaptive co-management in the Waodani social-ecological system in the Ecuadorian Amazon
- Authors: Bryja, Malgorzata Anna
- Date: 2015
- Subjects: Adaptive natural resource management -- Ecuador -- Reserva de Biosfera Yasuni , Huao Indians -- Ecuador -- Reserva de Biosfera Yasuni , Natural resources -- Co-management -- Ecuador -- Reserva de Biosfera Yasuni , Social ecology -- Ecuador -- Reserva de Biosfera Yasuni , Sustainable development -- Ecuador -- Reserva de Biosfera Yasuni , Resource-based communities -- Ecuador -- Reserva de Biosfera Yasuni , Reserva de Biosfera Yasuni (Ecuador) -- Economic conditions , Huao Indians -- Ecuador -- Reserva de Biosfera Yasuni -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4784 , http://hdl.handle.net/10962/d1018192
- Description: Adaptive co-management (ACM), one of the most prominent management approaches to emerge in the recent years, combines iterative learning, flexibility, and adaptation promoted by adaptive management with the principles of nurturing diversity and fostering collaboration among different partners that underpin co-management philosophy. ACM has been proposed as an approach to address the deficiencies of centralized management in ensuring sustainability of social-ecological systems (SESs) in face of future uncertainties. This thesis aims to evaluate the readiness of resource users (the Waodani) as well as external actors (the Ecuadorian State and NGOs) for future implementation of ACM and thus enhancing the long-term social-ecological sustainability of the Waodani SES located in the Yasuni Biosphere Reserve in the Ecuadorian Amazon. Qualitative data obtained by means of focus groups with the Waodani and individual interviews with external actors and Waodani leaders revealed different levels of readiness for ACM. Firstly, in the case of the Waodani, the insufficient fulfillment of some conditions required for successful ACM as well as intercommunity differences in regards to these conditions can complicate the implementation of ACM, unless sufficient external assistance is offered to the SES. The analysis of NGOs demonstrated, on the other hand, a relative readiness for ACM, providing that such aspects as sufficient funding, long-term commitment to collaboration, and inter-institutional linkages are strengthened. The study also found that the Ecuadorian government’s potential to contribute to ACM is hindered by the lack of readiness to work with the indigenous society as well as by funding and communication challenges. Furthermore, the resource based economy supported by the State limits the scope of innovation and adaptation. Still, as in the case of other actors, overcoming the challenges and transitioning towards adaptive governance and thus ACM could be possible in the long-term, if recent legal and political changes are truly implemented.
- Full Text:
- Date Issued: 2015
- Authors: Bryja, Malgorzata Anna
- Date: 2015
- Subjects: Adaptive natural resource management -- Ecuador -- Reserva de Biosfera Yasuni , Huao Indians -- Ecuador -- Reserva de Biosfera Yasuni , Natural resources -- Co-management -- Ecuador -- Reserva de Biosfera Yasuni , Social ecology -- Ecuador -- Reserva de Biosfera Yasuni , Sustainable development -- Ecuador -- Reserva de Biosfera Yasuni , Resource-based communities -- Ecuador -- Reserva de Biosfera Yasuni , Reserva de Biosfera Yasuni (Ecuador) -- Economic conditions , Huao Indians -- Ecuador -- Reserva de Biosfera Yasuni -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4784 , http://hdl.handle.net/10962/d1018192
- Description: Adaptive co-management (ACM), one of the most prominent management approaches to emerge in the recent years, combines iterative learning, flexibility, and adaptation promoted by adaptive management with the principles of nurturing diversity and fostering collaboration among different partners that underpin co-management philosophy. ACM has been proposed as an approach to address the deficiencies of centralized management in ensuring sustainability of social-ecological systems (SESs) in face of future uncertainties. This thesis aims to evaluate the readiness of resource users (the Waodani) as well as external actors (the Ecuadorian State and NGOs) for future implementation of ACM and thus enhancing the long-term social-ecological sustainability of the Waodani SES located in the Yasuni Biosphere Reserve in the Ecuadorian Amazon. Qualitative data obtained by means of focus groups with the Waodani and individual interviews with external actors and Waodani leaders revealed different levels of readiness for ACM. Firstly, in the case of the Waodani, the insufficient fulfillment of some conditions required for successful ACM as well as intercommunity differences in regards to these conditions can complicate the implementation of ACM, unless sufficient external assistance is offered to the SES. The analysis of NGOs demonstrated, on the other hand, a relative readiness for ACM, providing that such aspects as sufficient funding, long-term commitment to collaboration, and inter-institutional linkages are strengthened. The study also found that the Ecuadorian government’s potential to contribute to ACM is hindered by the lack of readiness to work with the indigenous society as well as by funding and communication challenges. Furthermore, the resource based economy supported by the State limits the scope of innovation and adaptation. Still, as in the case of other actors, overcoming the challenges and transitioning towards adaptive governance and thus ACM could be possible in the long-term, if recent legal and political changes are truly implemented.
- Full Text:
- Date Issued: 2015
The value of locally isolated freshwater micro-algae in toxicity testing for water resource management in South Africa
- Authors: Gola, Nontutuzelo Pearl
- Date: 2015
- Subjects: Microalgae -- South Africa , Toxicity testing , Water resources development -- South Africa , Aquatic habitats -- South Africa , Water -- Pollution -- Toxicology , Water quality management -- South Africa , Sewage disposal in rivers, lakes, etc. -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:6049 , http://hdl.handle.net/10962/d1017873
- Description: The ecological position of micro-algae at the base of the aquatic food web makes them critical components of aquatic ecosystems. Their short generation time also makes them useful biological indicators because they respond quickly to changes in environmental condition, enabling timely identification and assessment of water quality changes. The inclusion of micro-algae as indicators in water resource regulation and management in South Africa has started recently, their more extensive use in biomonitoring and ecotoxicology programmes for water resource management would contribute to the South African policy if water resource protection. The standard algal growth inhibition assay with the species Pseudokirchneriella subcapitata is currently used for monitoring toxicity of in-stream and industrial wastewater discharges to freshwater micro-algae. The relevance of the data generated by standard toxicity bioassays has been questioned, since micro-algae in particular are extremely variable in their sensitivity to a range of contaminants and these standard species used may not occur in the local aquatic environment. As a result, international regulatory agencies, have recommended algal growth inhibition tests be changed from a single standard species to tests with a number of species. One recommendation, in addition to the use of standard toxicity tests, is the use of species isolated from the local environment which may be more relevant for assessing site specific impacts. This study investigated the value and application of locally isolated South African freshwater micro-algae in toxicity tests for water resource management and was carried out in three phases. The first phase involved isolating micro-algae from South African aquatic resources. Micro-algae suitable for toxicity testing were identified and selected using as set of criteria. Three (Scenedesmus bicaudatus, Chlorella sorokiniana and Chlorella vulgaris) out of eight successfully isolated species satisfied the prescribed selection criteria and these were selected as potential toxicity test species. The second phase focused on refining and adapting the existing algal toxicity test protocol (the algal growth inhibition assay) for use on the locally isolated algal species. The refinement of the test protocol was achieved by exposing the locally isolated species to reference toxicants in order to assess and compare their growth and sensitivity to the toxicants under the prescribed toxicity test conditions with that of the standard toxicity test species (Pseudokirchneriella subcapitata) and a commercial laboratory species (Chlorella protothecoides). During this phase, one of the three local species (Scenedesmus bicaudatus) was eliminated as a potential toxicity test species due to inconsistent growth. The third phase of the study involved assessing the sensitivity of the two remaining species (C. vulgaris and C. sorokiniana) to a range of toxicants (reference toxicants, salts, effluents and a herbicide) and comparing it to that of the standard toxicity test species P. subcapitata and C. protothecoides. The toxicants were selected based on their relative importance in the South African context, as well as the practicality of using these local micro-algae to routinely determine the impact of these toxicants on local aquatic resources. The growth of the four micro-algae was stimulated by the selected effluents. The standard toxicity test species P. subcapitata was ranked the most sensitive and of the four species to two reference toxicants and two inorganic salts. Chlorella sorokiniana was ranked the most sensitive of the three Chlorella species to two reference toxicants and two inorganic salts. The herbicide stimulated the growth of C. vulgaris while inhibiting the growth of the other species. Pseudokirchneriela subcapitata and C. sorokiniana showed high intra-specific variability in growth, which made it difficult to determine the effective concentrations of the herbicide and therefore compare the sensitivity of the species. This varied response of micro-algal species to toxicants may result in the biodiversity shifts in aquatic ecosystems, and also supports the recommendation of using a battery of different species to support more informed decisions in water resource management.
- Full Text:
- Date Issued: 2015
- Authors: Gola, Nontutuzelo Pearl
- Date: 2015
- Subjects: Microalgae -- South Africa , Toxicity testing , Water resources development -- South Africa , Aquatic habitats -- South Africa , Water -- Pollution -- Toxicology , Water quality management -- South Africa , Sewage disposal in rivers, lakes, etc. -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:6049 , http://hdl.handle.net/10962/d1017873
- Description: The ecological position of micro-algae at the base of the aquatic food web makes them critical components of aquatic ecosystems. Their short generation time also makes them useful biological indicators because they respond quickly to changes in environmental condition, enabling timely identification and assessment of water quality changes. The inclusion of micro-algae as indicators in water resource regulation and management in South Africa has started recently, their more extensive use in biomonitoring and ecotoxicology programmes for water resource management would contribute to the South African policy if water resource protection. The standard algal growth inhibition assay with the species Pseudokirchneriella subcapitata is currently used for monitoring toxicity of in-stream and industrial wastewater discharges to freshwater micro-algae. The relevance of the data generated by standard toxicity bioassays has been questioned, since micro-algae in particular are extremely variable in their sensitivity to a range of contaminants and these standard species used may not occur in the local aquatic environment. As a result, international regulatory agencies, have recommended algal growth inhibition tests be changed from a single standard species to tests with a number of species. One recommendation, in addition to the use of standard toxicity tests, is the use of species isolated from the local environment which may be more relevant for assessing site specific impacts. This study investigated the value and application of locally isolated South African freshwater micro-algae in toxicity tests for water resource management and was carried out in three phases. The first phase involved isolating micro-algae from South African aquatic resources. Micro-algae suitable for toxicity testing were identified and selected using as set of criteria. Three (Scenedesmus bicaudatus, Chlorella sorokiniana and Chlorella vulgaris) out of eight successfully isolated species satisfied the prescribed selection criteria and these were selected as potential toxicity test species. The second phase focused on refining and adapting the existing algal toxicity test protocol (the algal growth inhibition assay) for use on the locally isolated algal species. The refinement of the test protocol was achieved by exposing the locally isolated species to reference toxicants in order to assess and compare their growth and sensitivity to the toxicants under the prescribed toxicity test conditions with that of the standard toxicity test species (Pseudokirchneriella subcapitata) and a commercial laboratory species (Chlorella protothecoides). During this phase, one of the three local species (Scenedesmus bicaudatus) was eliminated as a potential toxicity test species due to inconsistent growth. The third phase of the study involved assessing the sensitivity of the two remaining species (C. vulgaris and C. sorokiniana) to a range of toxicants (reference toxicants, salts, effluents and a herbicide) and comparing it to that of the standard toxicity test species P. subcapitata and C. protothecoides. The toxicants were selected based on their relative importance in the South African context, as well as the practicality of using these local micro-algae to routinely determine the impact of these toxicants on local aquatic resources. The growth of the four micro-algae was stimulated by the selected effluents. The standard toxicity test species P. subcapitata was ranked the most sensitive and of the four species to two reference toxicants and two inorganic salts. Chlorella sorokiniana was ranked the most sensitive of the three Chlorella species to two reference toxicants and two inorganic salts. The herbicide stimulated the growth of C. vulgaris while inhibiting the growth of the other species. Pseudokirchneriela subcapitata and C. sorokiniana showed high intra-specific variability in growth, which made it difficult to determine the effective concentrations of the herbicide and therefore compare the sensitivity of the species. This varied response of micro-algal species to toxicants may result in the biodiversity shifts in aquatic ecosystems, and also supports the recommendation of using a battery of different species to support more informed decisions in water resource management.
- Full Text:
- Date Issued: 2015
The impact of the identification process and the corporate social responsibility process on the effectiveness of multi-racial advertising in South Africa
- Authors: Johnson, Guillaume Desire
- Date: 2008
- Subjects: Marketing -- South Africa Advertising -- South Africa Sales promotion -- South Africa Consumers' preferences -- South Africa Marketing research -- South Africa Consumer behavior -- South Africa Consumption (Economics) -- Social aspect Attribution (Social psychology) South Africans -- Race identity Race awareness -- South Africa Ethnopsychology -- South Africa Group identity Racially mixed people
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1196 , http://hdl.handle.net/10962/d1008263
- Description: Selecting actors to appear in an advertisement is an important decision which has a crucial impact on the effectiveness of an advertising campaign. The same message, delivered by different actors, produces varying outcomes among consumers. This dilemma concerning the choice of actors occurs particularly in multi-racial societies, such as South Africa, where advertisers have to target different sectors of the community. In multi-racial societies, the choice of actors in advertisements goes beyond the usual commercial reasons. Indeed, two dimensions are generally conferred to multi-racial advertising. Firstly, the use of multi-racial representations allows for the targeting of a wider population that also owns a wider purchasing power. Marketers who want to market their brand use, for example, white and black actors so that white and black consumers can identify with the actors and recognize themselves as the target of the advertisement. Secondly, the multi-racial representations of this type of advertising hold a social role that counteracts the segregated depiction of the society. Consumers who are exposed to a multi-racial advertisement might perceive this social dimension and attribute a social responsibility to the advertisement. The purpose of this thesis is to examine the influence of the above dimensions on the effectiveness of a multi-racial advertisement. On the one hand, this study investigates the Identification Process followed by a consumer exposed to a multi-racial advertisement. On the other hand, it examines how consumers attribute a social responsibility to a specific multiracial advertisement and how this attribution, in turn, influences their responses to the advertisement and brand. Finally, the impacts of both of these dimensions on consumer behaviour are compared and the most persuasive dimension is identified. This thesis draws on Attribution Theory and Identification Theory in arguing that there are strong economic imperatives for adopting a multi-racial advertising approach. The thesis develops a conceptual framework and tests empirically hypotheses regarding the key constructs and moderating variables. The empirical results point out that both dimensions symbiotically influence the effectiveness of a multi-racial advertisement. Specifically, the results highlight that the social responsibility attributed by the viewers to the advertisement influences their behaviour more than the Identification Process.
- Full Text:
- Date Issued: 2008
- Authors: Johnson, Guillaume Desire
- Date: 2008
- Subjects: Marketing -- South Africa Advertising -- South Africa Sales promotion -- South Africa Consumers' preferences -- South Africa Marketing research -- South Africa Consumer behavior -- South Africa Consumption (Economics) -- Social aspect Attribution (Social psychology) South Africans -- Race identity Race awareness -- South Africa Ethnopsychology -- South Africa Group identity Racially mixed people
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1196 , http://hdl.handle.net/10962/d1008263
- Description: Selecting actors to appear in an advertisement is an important decision which has a crucial impact on the effectiveness of an advertising campaign. The same message, delivered by different actors, produces varying outcomes among consumers. This dilemma concerning the choice of actors occurs particularly in multi-racial societies, such as South Africa, where advertisers have to target different sectors of the community. In multi-racial societies, the choice of actors in advertisements goes beyond the usual commercial reasons. Indeed, two dimensions are generally conferred to multi-racial advertising. Firstly, the use of multi-racial representations allows for the targeting of a wider population that also owns a wider purchasing power. Marketers who want to market their brand use, for example, white and black actors so that white and black consumers can identify with the actors and recognize themselves as the target of the advertisement. Secondly, the multi-racial representations of this type of advertising hold a social role that counteracts the segregated depiction of the society. Consumers who are exposed to a multi-racial advertisement might perceive this social dimension and attribute a social responsibility to the advertisement. The purpose of this thesis is to examine the influence of the above dimensions on the effectiveness of a multi-racial advertisement. On the one hand, this study investigates the Identification Process followed by a consumer exposed to a multi-racial advertisement. On the other hand, it examines how consumers attribute a social responsibility to a specific multiracial advertisement and how this attribution, in turn, influences their responses to the advertisement and brand. Finally, the impacts of both of these dimensions on consumer behaviour are compared and the most persuasive dimension is identified. This thesis draws on Attribution Theory and Identification Theory in arguing that there are strong economic imperatives for adopting a multi-racial advertising approach. The thesis develops a conceptual framework and tests empirically hypotheses regarding the key constructs and moderating variables. The empirical results point out that both dimensions symbiotically influence the effectiveness of a multi-racial advertisement. Specifically, the results highlight that the social responsibility attributed by the viewers to the advertisement influences their behaviour more than the Identification Process.
- Full Text:
- Date Issued: 2008
A phenomenological investigation into lecturers' understanding of themselves as assessors at Rhodes University
- Authors: Grant, Rosemary
- Date: 2005
- Subjects: Curriculum-based assessment -- South Africa Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa Education, Higher -- Evaluation Case studies Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1315 , http://hdl.handle.net/10962/d1003948
- Description: This thesis sets out to obtain an understanding of what it means to be an assessor in higher education, more especially within the Rhodes University context. The concept of assessment, a highly contentious and complex issue, is examined against a background of competing understandings of the nature and purpose of higher education, including the striving for excellence versus the call to more equitable ideals associated with a mass higher education and training system. An overview of salient issues is presented in which both traditional and alternative paradigms of measurement and assessment theory are explored with a view to considering foundational principles upon which sound assessment practice should be based. Specific methods and instruments of assessment are examined with the purpose of evaluating their potential for empowering students as active participants in their own learning and in the assessment process. In a field in which much of the literature seeks improved assessment merely through the administration of increasingly sophisticated assessment techniques, a phenomenological investigation offered a unique way of understanding the meaning assessors make of their practice. Making use of in-depth interviews with five lecturers at Rhodes University the researcher, interacting in a personal manner with people not viewed as experimental objects but as human subjects, assisted participants in moving towards non-theoretical descriptions that accurately reflected their experience. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The essence of how these educators understand themselves as assessors at Rhodes University is perhaps best encapsulated by a considerable sense of agency or initiative on their part. While participants make use of a variety of assessment strategies, they are conscious that assessment cannot be viewed in isolation from other aspects of their teaching and the curriculum. Not only do they make use of different assessment methods but, conscious of accommodating the diverse needs of students, understand their responsibility in terms of providing learning opportunities to assist students in meeting the course outcomes and fulfilling their potential. Rather than allowing pressures from within and outside of the academy to dictate, these lecturers, with significant hard work, courage and a capacity for reflective practice, have embraced the challenges associated with higher education in a state of transition.
- Full Text:
- Date Issued: 2005
- Authors: Grant, Rosemary
- Date: 2005
- Subjects: Curriculum-based assessment -- South Africa Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa Education, Higher -- Evaluation Case studies Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1315 , http://hdl.handle.net/10962/d1003948
- Description: This thesis sets out to obtain an understanding of what it means to be an assessor in higher education, more especially within the Rhodes University context. The concept of assessment, a highly contentious and complex issue, is examined against a background of competing understandings of the nature and purpose of higher education, including the striving for excellence versus the call to more equitable ideals associated with a mass higher education and training system. An overview of salient issues is presented in which both traditional and alternative paradigms of measurement and assessment theory are explored with a view to considering foundational principles upon which sound assessment practice should be based. Specific methods and instruments of assessment are examined with the purpose of evaluating their potential for empowering students as active participants in their own learning and in the assessment process. In a field in which much of the literature seeks improved assessment merely through the administration of increasingly sophisticated assessment techniques, a phenomenological investigation offered a unique way of understanding the meaning assessors make of their practice. Making use of in-depth interviews with five lecturers at Rhodes University the researcher, interacting in a personal manner with people not viewed as experimental objects but as human subjects, assisted participants in moving towards non-theoretical descriptions that accurately reflected their experience. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The essence of how these educators understand themselves as assessors at Rhodes University is perhaps best encapsulated by a considerable sense of agency or initiative on their part. While participants make use of a variety of assessment strategies, they are conscious that assessment cannot be viewed in isolation from other aspects of their teaching and the curriculum. Not only do they make use of different assessment methods but, conscious of accommodating the diverse needs of students, understand their responsibility in terms of providing learning opportunities to assist students in meeting the course outcomes and fulfilling their potential. Rather than allowing pressures from within and outside of the academy to dictate, these lecturers, with significant hard work, courage and a capacity for reflective practice, have embraced the challenges associated with higher education in a state of transition.
- Full Text:
- Date Issued: 2005
A history of the Xhosa, c1700-1835
- Authors: Peires, J B (Jeffrey B)
- Date: 1977
- Subjects: Xhosa (African people) -- History
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2611 , http://hdl.handle.net/10962/d1013024
- Description: The boundaries of the territory occupied by the Xhosa fluctuated considerably, but in the period 1700-1835 they did not often extend west of the Sundays River, or east of the Mbashe River, along the coastal strip which separates the escarpment of South Africa's inland plateau from the Indian Ocean. It is an area of temperate grassland, permitting the cultivation of cereals and light crops, such as maize, millet, tobacco and pumpkins but better suited to stock-farming than intensive agriculture.
- Full Text:
- Date Issued: 1977
- Authors: Peires, J B (Jeffrey B)
- Date: 1977
- Subjects: Xhosa (African people) -- History
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2611 , http://hdl.handle.net/10962/d1013024
- Description: The boundaries of the territory occupied by the Xhosa fluctuated considerably, but in the period 1700-1835 they did not often extend west of the Sundays River, or east of the Mbashe River, along the coastal strip which separates the escarpment of South Africa's inland plateau from the Indian Ocean. It is an area of temperate grassland, permitting the cultivation of cereals and light crops, such as maize, millet, tobacco and pumpkins but better suited to stock-farming than intensive agriculture.
- Full Text:
- Date Issued: 1977
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