An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
- Full Text:
- Date Issued: 2015
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
- Full Text:
- Date Issued: 2015
An investigation into the nature of mathematical connections selected grade 7 teachers make when teaching fractions : a Namibian case study.
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
An investigation into the nature of mathematics connections used by selected Grade 11 teachers when teaching algebra : a case study
- Kanyanda, Ester Ndahekomwenyo
- Authors: Kanyanda, Ester Ndahekomwenyo
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Algebra -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Connections (Mathematics) , Teacher effectiveness -- Namibia -- Tsumeb
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2036 , http://hdl.handle.net/10962/d1017347
- Description: The purpose of this study was to investigate the nature of mathematical connections used by selected teachers when teaching the topic of algebra and to investigate their perceptions of their use of connections. The participants were selected on the basis of teaching experience as well as their willingness to share their ideas. An interpretive paradigm was used to collect and analyse data. The data was collected from three participating teachers. These participants were selected from the three secondary schools in the town of Tsumeb in Namibia. I used video recordings of two lessons per teacher as well as semi-structured interviews as my tools to gather data. After the two lessons were video recorded, I conducted a workshop with the teachers to introduce them to the 5 types of mathematical connections pertinent to this study. We analysed the videos together using Businskas' framework as a basis for analysis. This then formed part of the stimulated recall interviews. It was found that, even though teachers were not aware of the concept of mathematical connections before our interactions, there was strong evidence of connections being made and used in their lessons. The two types of connections that were used most frequently (24.1 percent each) were procedural and instruction-oriented connections respectively. Part-whole relationships connections were used the least with a frequency of 12 percent. All three teachers agreed that they needed to make more connections when teaching and that they would think more about connections in future, particularly when preparing their lessons. The study makes recommendations to encourage the continuous use of connections in teaching mathematics.
- Full Text:
- Date Issued: 2015
- Authors: Kanyanda, Ester Ndahekomwenyo
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Algebra -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Connections (Mathematics) , Teacher effectiveness -- Namibia -- Tsumeb
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2036 , http://hdl.handle.net/10962/d1017347
- Description: The purpose of this study was to investigate the nature of mathematical connections used by selected teachers when teaching the topic of algebra and to investigate their perceptions of their use of connections. The participants were selected on the basis of teaching experience as well as their willingness to share their ideas. An interpretive paradigm was used to collect and analyse data. The data was collected from three participating teachers. These participants were selected from the three secondary schools in the town of Tsumeb in Namibia. I used video recordings of two lessons per teacher as well as semi-structured interviews as my tools to gather data. After the two lessons were video recorded, I conducted a workshop with the teachers to introduce them to the 5 types of mathematical connections pertinent to this study. We analysed the videos together using Businskas' framework as a basis for analysis. This then formed part of the stimulated recall interviews. It was found that, even though teachers were not aware of the concept of mathematical connections before our interactions, there was strong evidence of connections being made and used in their lessons. The two types of connections that were used most frequently (24.1 percent each) were procedural and instruction-oriented connections respectively. Part-whole relationships connections were used the least with a frequency of 12 percent. All three teachers agreed that they needed to make more connections when teaching and that they would think more about connections in future, particularly when preparing their lessons. The study makes recommendations to encourage the continuous use of connections in teaching mathematics.
- Full Text:
- Date Issued: 2015
An investigation into the perceptions of female academics on their career development: a comparative study of South African and Zimbabwean universities
- Chitsamatanga, Bellita Banda
- Authors: Chitsamatanga, Bellita Banda
- Date: 2015
- Subjects: Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16223 , http://hdl.handle.net/10353/d1019735 , Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Description: This study investigated the perceptions of female academics on their career development in South African and Zimbabwean universities. The study attempted to unravel the story of the female academics which must be heard but is seldom accorded the space within the academia. The interpretive paradigm was utilised in this study because it focuses on individual perceptions and experiences. In addition a qualititative approach was employed for the collection of data since it allowed for triangulation of data collection techniques so as to gain in-depth and rich information on the career trajectory of female academics in South African and Zimbabwean universities. Therefore, semi-structured interviews, focus group interviews and document analysis were employed. The participants were purposively selected for the sample of this study and comprised of 5 senior female academics from each university and 5 junior female academics also representing each university respectively. Thematic content analysis was used to analyse data and this was carried out in line with the research questions, aims and objectives of the study. Through the participants' answers from both universities under study, a transcript was formulated, coded and categorised in view of the career development of female academics in South African and Zimbabwean universities. It was discovered from the data that the female academics still encounter a number of challenges with regard to their career mobility both in and out of academia inter alia, (1) gender stereotyping and male domination (2) knowledge retention (3) lack of mentorship and organisational support especially through funding and professional staff development programmes (4) lack of female solidarity (5) under-representation of female academics (6) teaching workloads and research publications and (7) lack of family support, were illuminated by the participants as common fixtures that hinder their career development in academia. Moreover, there were variances in both universities under study especially with relations to funding, gender policies in place and male domination. Consequently, the above mentioned factors were more pronounced in Zimbabwean universities than in South African universities. As a result, emphasis was that both South African and Zimbabwean universities have to draw a line between theory and practice especially on the professional staff development programmes that are offered to the academics. A crucial observation was made by the researcher on how most of the participants from both universities under study had negotiated their roles as mothers, wifes, academic and sisters in a bid to realise career growth, such that striking a balance between work and family posed a continuous hindrance their career development. As a result, hard work, commitment, confidence, self-assertiveness and sacrifice cut across both universities as strategies used if the battle of career development of female academics had to be won. In sum, this study attempted to illuminate the perceptions and experiences of female academics and what it means to be a female academicin the 21st century universityn and why there is a need to create, cultivate and have a conducive and supportive working environment. Moreover, promotion of knowledge expansion and sharing, gender equity and equality needs to be employed by both universities under research. Additionally, the professtional staff development programmes offered need to be conducted by qualified and experienced personnel in a bid to avoid repetition of workshops and training programs. Furthermore, formalisation of mentoring and role modelling should also be employed by South African and Zimbabwean universities. Lastly, the study recommended that there is a need for universities source out resources for its academics if there are to produce well rounded scholars who will be able to experience career development.
- Full Text:
- Date Issued: 2015
- Authors: Chitsamatanga, Bellita Banda
- Date: 2015
- Subjects: Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16223 , http://hdl.handle.net/10353/d1019735 , Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Description: This study investigated the perceptions of female academics on their career development in South African and Zimbabwean universities. The study attempted to unravel the story of the female academics which must be heard but is seldom accorded the space within the academia. The interpretive paradigm was utilised in this study because it focuses on individual perceptions and experiences. In addition a qualititative approach was employed for the collection of data since it allowed for triangulation of data collection techniques so as to gain in-depth and rich information on the career trajectory of female academics in South African and Zimbabwean universities. Therefore, semi-structured interviews, focus group interviews and document analysis were employed. The participants were purposively selected for the sample of this study and comprised of 5 senior female academics from each university and 5 junior female academics also representing each university respectively. Thematic content analysis was used to analyse data and this was carried out in line with the research questions, aims and objectives of the study. Through the participants' answers from both universities under study, a transcript was formulated, coded and categorised in view of the career development of female academics in South African and Zimbabwean universities. It was discovered from the data that the female academics still encounter a number of challenges with regard to their career mobility both in and out of academia inter alia, (1) gender stereotyping and male domination (2) knowledge retention (3) lack of mentorship and organisational support especially through funding and professional staff development programmes (4) lack of female solidarity (5) under-representation of female academics (6) teaching workloads and research publications and (7) lack of family support, were illuminated by the participants as common fixtures that hinder their career development in academia. Moreover, there were variances in both universities under study especially with relations to funding, gender policies in place and male domination. Consequently, the above mentioned factors were more pronounced in Zimbabwean universities than in South African universities. As a result, emphasis was that both South African and Zimbabwean universities have to draw a line between theory and practice especially on the professional staff development programmes that are offered to the academics. A crucial observation was made by the researcher on how most of the participants from both universities under study had negotiated their roles as mothers, wifes, academic and sisters in a bid to realise career growth, such that striking a balance between work and family posed a continuous hindrance their career development. As a result, hard work, commitment, confidence, self-assertiveness and sacrifice cut across both universities as strategies used if the battle of career development of female academics had to be won. In sum, this study attempted to illuminate the perceptions and experiences of female academics and what it means to be a female academicin the 21st century universityn and why there is a need to create, cultivate and have a conducive and supportive working environment. Moreover, promotion of knowledge expansion and sharing, gender equity and equality needs to be employed by both universities under research. Additionally, the professtional staff development programmes offered need to be conducted by qualified and experienced personnel in a bid to avoid repetition of workshops and training programs. Furthermore, formalisation of mentoring and role modelling should also be employed by South African and Zimbabwean universities. Lastly, the study recommended that there is a need for universities source out resources for its academics if there are to produce well rounded scholars who will be able to experience career development.
- Full Text:
- Date Issued: 2015
An investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms : a case study
- Authors: Mbelani, Xoliswa Lydia
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Boredom , Mathematics -- Study and teaching (Secondary) -- Evaluation , Mathematical ability , Teaching -- Aids and devices , Creative teaching -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2040 , http://hdl.handle.net/10962/d1017351
- Description: This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.
- Full Text:
- Date Issued: 2015
- Authors: Mbelani, Xoliswa Lydia
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Boredom , Mathematics -- Study and teaching (Secondary) -- Evaluation , Mathematical ability , Teaching -- Aids and devices , Creative teaching -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2040 , http://hdl.handle.net/10962/d1017351
- Description: This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.
- Full Text:
- Date Issued: 2015
An investigation into the promotion of productive learning dispositions in government policies and teacher assessment in Grade R and Grade 1
- Authors: Long, Roxanne
- Date: 2015
- Subjects: Learning, Psychology of , Early childhood education -- Evaluation , Learning -- Evaluation , Educational psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2018 , http://hdl.handle.net/10962/d1017182
- Description: The impetus for this study came from the increasing acknowledgement of learning dispositions as a central, yet largely under explored area of numeracy learning, in both international education literature and in the current work conducted by the South African Numeracy Chair, based at Rhodes University. This coupled with my own personal interest in the crucial transitional phase between Grade R (the year before formal schooling) and Grade 1 and the role of developing progressively strengthened learning dispositions, particularly in relation to numeracy learning, to enable this transition. This, together with the lack of research around what constitutes a quality Grade R programme, especially in South Africa, inspired an investigation into the promotion of key productive learning dispositions within current government policy and in teacher assessment practices across Grade R and Grade 1 in six local schools. I designed a qualitative research study underpinned by a socio-cultural theoretical perspective that foregrounds learning. Within this broad theoretical perspective I drew on two key analytic frameworks that cohere with this socio cultural view that prioritises learning dispositions (ways of being, habits of mind). In particular the work of Kilpatrick et al. (2001) and Carr & Claxton (2010), in defining essential elements of key productive learning dispositions, were combined to enable the development of an indicator matrix used for the analysis of current government policy and teacher assessment practices in the Grade R and Grade 1. Additionally empirical data from the study enabled extension and adaptation of the indicator matrix derived from key literature. The research contributes an analysis of various curriculum and policy documents across Grade R and 1 in terms of the inclusion and promotion of learning dispositions. The presences of certain promoted dispositions are compared with international literature and frameworks and certain absences or under represented dispositions are noted. The empirical data derived from Gr R and Gr 1 teacher questionnaires and exemplar reports across 6 schools are analysed and related back to policy. Similarities and differences across teachers in different grades and teachers in different schools are discussed. The findings point towards several avenues of research and also provide an emergent dispositional discourse from empirical data, policy analysis and literature that could enable engagement between various stakeholders around the notion of learning dispositions as a central feature of schooling in the Grade R to Grade 1 transition. It is argued from the data that the inclusion of exemplar reports, in teacher assessment policy guides, which indicate possible ways to communicate dispositional priorities to both parents and learners, would assist teachers in achieving greater coherence between dispositions promoted in the classroom and those assessed and reported on.
- Full Text:
- Date Issued: 2015
- Authors: Long, Roxanne
- Date: 2015
- Subjects: Learning, Psychology of , Early childhood education -- Evaluation , Learning -- Evaluation , Educational psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2018 , http://hdl.handle.net/10962/d1017182
- Description: The impetus for this study came from the increasing acknowledgement of learning dispositions as a central, yet largely under explored area of numeracy learning, in both international education literature and in the current work conducted by the South African Numeracy Chair, based at Rhodes University. This coupled with my own personal interest in the crucial transitional phase between Grade R (the year before formal schooling) and Grade 1 and the role of developing progressively strengthened learning dispositions, particularly in relation to numeracy learning, to enable this transition. This, together with the lack of research around what constitutes a quality Grade R programme, especially in South Africa, inspired an investigation into the promotion of key productive learning dispositions within current government policy and in teacher assessment practices across Grade R and Grade 1 in six local schools. I designed a qualitative research study underpinned by a socio-cultural theoretical perspective that foregrounds learning. Within this broad theoretical perspective I drew on two key analytic frameworks that cohere with this socio cultural view that prioritises learning dispositions (ways of being, habits of mind). In particular the work of Kilpatrick et al. (2001) and Carr & Claxton (2010), in defining essential elements of key productive learning dispositions, were combined to enable the development of an indicator matrix used for the analysis of current government policy and teacher assessment practices in the Grade R and Grade 1. Additionally empirical data from the study enabled extension and adaptation of the indicator matrix derived from key literature. The research contributes an analysis of various curriculum and policy documents across Grade R and 1 in terms of the inclusion and promotion of learning dispositions. The presences of certain promoted dispositions are compared with international literature and frameworks and certain absences or under represented dispositions are noted. The empirical data derived from Gr R and Gr 1 teacher questionnaires and exemplar reports across 6 schools are analysed and related back to policy. Similarities and differences across teachers in different grades and teachers in different schools are discussed. The findings point towards several avenues of research and also provide an emergent dispositional discourse from empirical data, policy analysis and literature that could enable engagement between various stakeholders around the notion of learning dispositions as a central feature of schooling in the Grade R to Grade 1 transition. It is argued from the data that the inclusion of exemplar reports, in teacher assessment policy guides, which indicate possible ways to communicate dispositional priorities to both parents and learners, would assist teachers in achieving greater coherence between dispositions promoted in the classroom and those assessed and reported on.
- Full Text:
- Date Issued: 2015
An investigation into the relationship between employee value proposition and work engagement
- Authors: Vosloo, Petro
- Date: 2015
- Subjects: Management -- Employee participation , Bonuses (Employee fringe benefits)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4277 , vital:20579
- Description: The intention of this study was to measure the work engagement and EVP of employees and further to investigate the relationship between work engagement and EVP. A secondary objective was to determine to determine to what extend intrinsic rewards of EVP affects work engagement more than extrinsic rewards. The study was quantitative in nature and data was obtained by means of an electronic survey. The EVP questionnaire and UWES were used to measure EVP and work engagement respectively. Results showed that there is no practical relationship between work engagement and EVP; however, evidence suggested a statistically significant relationship between work engagement and EVP. There was no evidence to suggest that in the relationship between work engagement and EVP, intrinsic components of EVP affect work engagement more than extrinsic rewards. It was however suggested that although the extrinsic rewards component of EVP are important in attracting and retaining employees, rewards had no correlation with work engagement. Implications of the findings suggest that rewards might be important when attracting and retaining employees to a company. However, in order to develop levels of work engagement rewards play no significant role. Companies should invest in enhancing the intrinsic components of their EVP to such an extent that it contributes to levels of work engagement.
- Full Text:
- Date Issued: 2015
- Authors: Vosloo, Petro
- Date: 2015
- Subjects: Management -- Employee participation , Bonuses (Employee fringe benefits)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4277 , vital:20579
- Description: The intention of this study was to measure the work engagement and EVP of employees and further to investigate the relationship between work engagement and EVP. A secondary objective was to determine to determine to what extend intrinsic rewards of EVP affects work engagement more than extrinsic rewards. The study was quantitative in nature and data was obtained by means of an electronic survey. The EVP questionnaire and UWES were used to measure EVP and work engagement respectively. Results showed that there is no practical relationship between work engagement and EVP; however, evidence suggested a statistically significant relationship between work engagement and EVP. There was no evidence to suggest that in the relationship between work engagement and EVP, intrinsic components of EVP affect work engagement more than extrinsic rewards. It was however suggested that although the extrinsic rewards component of EVP are important in attracting and retaining employees, rewards had no correlation with work engagement. Implications of the findings suggest that rewards might be important when attracting and retaining employees to a company. However, in order to develop levels of work engagement rewards play no significant role. Companies should invest in enhancing the intrinsic components of their EVP to such an extent that it contributes to levels of work engagement.
- Full Text:
- Date Issued: 2015
An investigation into the role of social media in the 2014 South African general election
- Authors: Numa, Esethu
- Date: 2015
- Subjects: Social media -- South Africa , Communication in politics -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5271 , vital:20833
- Description: The citizens of a state make sense of political parties from what is communicated about the parties as well as how that message is communicated. The use of social media, as a campaign communication vehicle, by political parties and voters is increasing, which brings rise to the need to examine the role of social media in South African politics. This study, which is a necessary exploration of political communication in South Africa, particularly on social media post-1994, looks at the scope of political communication on social media pre and post the 2014 elections in South Africa. Through a content analysis, this study analyses the communication messages of political parties on Twitter and the public‟s response to those messages. Furthermore, drawing from the theories of Framing and Agenda setting, this study explores how issues are framed on social media as well as the agenda setting role of social media. The study also identifies the issues that present themselves in political communication through social media in South Africa, and proposes ways in which the political parties could campaign more compellingly and effectively on social media.
- Full Text:
- Date Issued: 2015
- Authors: Numa, Esethu
- Date: 2015
- Subjects: Social media -- South Africa , Communication in politics -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5271 , vital:20833
- Description: The citizens of a state make sense of political parties from what is communicated about the parties as well as how that message is communicated. The use of social media, as a campaign communication vehicle, by political parties and voters is increasing, which brings rise to the need to examine the role of social media in South African politics. This study, which is a necessary exploration of political communication in South Africa, particularly on social media post-1994, looks at the scope of political communication on social media pre and post the 2014 elections in South Africa. Through a content analysis, this study analyses the communication messages of political parties on Twitter and the public‟s response to those messages. Furthermore, drawing from the theories of Framing and Agenda setting, this study explores how issues are framed on social media as well as the agenda setting role of social media. The study also identifies the issues that present themselves in political communication through social media in South Africa, and proposes ways in which the political parties could campaign more compellingly and effectively on social media.
- Full Text:
- Date Issued: 2015
An investigation into the role played by perceived security concerns in the adoption of mobile money services : a Zimbabwean case study
- Authors: Madebwe, Charles
- Date: 2015
- Subjects: Banks and banking, Mobile -- Zimbabwe , Global system for mobile communications , Cell phones -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4711 , http://hdl.handle.net/10962/d1017933
- Description: The ubiquitous nature of mobile phones and their popularity has led to opportunistic value added services (VAS), such as mobile money, riding on this phenomenon to be implemented. Several studies have been done to find factors that influence the adoption of mobile money and other information systems. The thesis looks at factors determining the uptake of mobile money over cellular networks with a special emphasis on aspects relating to perceived security even though other factors namely perceived usefulness, perceived ease of use, perceived trust and perceived cost were also looked at. The research further looks at the security threats introduced to mobile money by virtue of the nature, architecture, standards and protocols of Global System for Mobile Communications (GSM). The model employed for this research was the Technology Acceptance Model (TAM). Literature review was done on the security of GSM. Data was collected from a sample population around Harare, Zimbabwe using physical questionnaires. Statistical tests were performed on the collected data to find the significance of each construct to mobile money adoption. The research has found positive correlation between perceived security concerns and the adoption of money mobile money services over cellular networks. Perceived usefulness was found to be the most important factor in the adoption of mobile money. The research also found that customers need to trust the network service provider and the systems in use for them to adopt mobile money. Other factors driving consumer adoption were found to be perceived ease of use and perceived cost. The findings show that players who intend to introduce mobile money should strive to offer secure and useful systems that are trustworthy without making the service expensive or difficult to use. Literature review done showed that there is a possibility of compromising mobile money transactions done over GSM
- Full Text:
- Date Issued: 2015
- Authors: Madebwe, Charles
- Date: 2015
- Subjects: Banks and banking, Mobile -- Zimbabwe , Global system for mobile communications , Cell phones -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4711 , http://hdl.handle.net/10962/d1017933
- Description: The ubiquitous nature of mobile phones and their popularity has led to opportunistic value added services (VAS), such as mobile money, riding on this phenomenon to be implemented. Several studies have been done to find factors that influence the adoption of mobile money and other information systems. The thesis looks at factors determining the uptake of mobile money over cellular networks with a special emphasis on aspects relating to perceived security even though other factors namely perceived usefulness, perceived ease of use, perceived trust and perceived cost were also looked at. The research further looks at the security threats introduced to mobile money by virtue of the nature, architecture, standards and protocols of Global System for Mobile Communications (GSM). The model employed for this research was the Technology Acceptance Model (TAM). Literature review was done on the security of GSM. Data was collected from a sample population around Harare, Zimbabwe using physical questionnaires. Statistical tests were performed on the collected data to find the significance of each construct to mobile money adoption. The research has found positive correlation between perceived security concerns and the adoption of money mobile money services over cellular networks. Perceived usefulness was found to be the most important factor in the adoption of mobile money. The research also found that customers need to trust the network service provider and the systems in use for them to adopt mobile money. Other factors driving consumer adoption were found to be perceived ease of use and perceived cost. The findings show that players who intend to introduce mobile money should strive to offer secure and useful systems that are trustworthy without making the service expensive or difficult to use. Literature review done showed that there is a possibility of compromising mobile money transactions done over GSM
- Full Text:
- Date Issued: 2015
An investigation into the signals leakage from a smartcard based on different runtime code
- Frieslaar, Ibraheem, Irwin, Barry V W
- Authors: Frieslaar, Ibraheem , Irwin, Barry V W
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/427845 , vital:72466 , https://www.researchgate.net/profile/Ibraheem-Fries-laar/publication/307918229_An_investigation_into_the_signals_leakage_from_a_smartcard_based_on_different_runtime_code/links/57d1996008ae0c0081e04fd5/An-investigation-into-the-signals-leakage-from-a-smartcard-based-on-different-runtime-code.pdf
- Description: This paper investigates the power leakage of a smartcard. It is intended to answer two vital questions: what information is leaked out when different characters are used as output; and does the length of the output affect the amount of the information leaked. The investigation determines that as the length of the output is increased more bus lines are switched from a precharge state to a high state. This is related to the output array in the code increasing its length. Furthermore, this work shows that the output for different characters generates a different pattern. This is due to the fact that various characters needs different amount of bytes to be executed since they have different binary value. Additionally, the information leaked out can be directly linked to the smartcard’s interpreter.
- Full Text:
- Date Issued: 2015
- Authors: Frieslaar, Ibraheem , Irwin, Barry V W
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/427845 , vital:72466 , https://www.researchgate.net/profile/Ibraheem-Fries-laar/publication/307918229_An_investigation_into_the_signals_leakage_from_a_smartcard_based_on_different_runtime_code/links/57d1996008ae0c0081e04fd5/An-investigation-into-the-signals-leakage-from-a-smartcard-based-on-different-runtime-code.pdf
- Description: This paper investigates the power leakage of a smartcard. It is intended to answer two vital questions: what information is leaked out when different characters are used as output; and does the length of the output affect the amount of the information leaked. The investigation determines that as the length of the output is increased more bus lines are switched from a precharge state to a high state. This is related to the output array in the code increasing its length. Furthermore, this work shows that the output for different characters generates a different pattern. This is due to the fact that various characters needs different amount of bytes to be executed since they have different binary value. Additionally, the information leaked out can be directly linked to the smartcard’s interpreter.
- Full Text:
- Date Issued: 2015
An investigation into the synergistic action of cellulose-degrading enzymes on complex substrates
- Authors: Thoresen, Mariska
- Date: 2015
- Subjects: Lignocellulose , Biomass energy , Cellulosic ethanol , Saccharomyces cerevisiae , Cellulase , Enzymes -- Biotechnology , Hydrolases
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4154 , http://hdl.handle.net/10962/d1017915
- Full Text:
- Date Issued: 2015
- Authors: Thoresen, Mariska
- Date: 2015
- Subjects: Lignocellulose , Biomass energy , Cellulosic ethanol , Saccharomyces cerevisiae , Cellulase , Enzymes -- Biotechnology , Hydrolases
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4154 , http://hdl.handle.net/10962/d1017915
- Full Text:
- Date Issued: 2015
An investigation into the types of classroom tasks senior secondary school (grade 11 and 12) mathematics teachers give to their learners : a case study
- Authors: Shapange, Ismael
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Omusati , Task analysis in education -- Namibia -- Omusati , Student-centered learning -- Namibia -- Omusati , High school teaching -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2045 , http://hdl.handle.net/10962/d1017356
- Description: This interpretive case study was undertaken to investigate the nature of classroom tasks that teachers give to their learners and to gain insights into how they choose these tasks. It was carried out at two secondary schools in the Okahao circuit of the Omusati region in Namibia. The schools range from Grade 8 to Grade 12. This study focused mainly on teachers who teach Mathematics at senior secondary phase (Grade 11 and 12). The research participants were of four mathematics teachers – two from each school. The study was designed around two phases. Phase one consisted of video-recording of lessons, and phase two consisted of interviewing the teachers. The main purpose of the study was to ascertain the types and nature of tasks that teachers give to their learners and to gain insights into how they chose these tasks. The research adopted a combination of both qualitative and quantitative approaches. The study revealed that the participating teachers provided a near equal amount of lower level cognitive tasks and higher level cognitive tasks. It further revealed several factors that influence teachers when selecting the types of tasks they give to their learners. These factors include curriculum requirements, types of learners and their experiences, and learners’ contexts.
- Full Text:
- Date Issued: 2015
- Authors: Shapange, Ismael
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Omusati , Task analysis in education -- Namibia -- Omusati , Student-centered learning -- Namibia -- Omusati , High school teaching -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2045 , http://hdl.handle.net/10962/d1017356
- Description: This interpretive case study was undertaken to investigate the nature of classroom tasks that teachers give to their learners and to gain insights into how they choose these tasks. It was carried out at two secondary schools in the Okahao circuit of the Omusati region in Namibia. The schools range from Grade 8 to Grade 12. This study focused mainly on teachers who teach Mathematics at senior secondary phase (Grade 11 and 12). The research participants were of four mathematics teachers – two from each school. The study was designed around two phases. Phase one consisted of video-recording of lessons, and phase two consisted of interviewing the teachers. The main purpose of the study was to ascertain the types and nature of tasks that teachers give to their learners and to gain insights into how they chose these tasks. The research adopted a combination of both qualitative and quantitative approaches. The study revealed that the participating teachers provided a near equal amount of lower level cognitive tasks and higher level cognitive tasks. It further revealed several factors that influence teachers when selecting the types of tasks they give to their learners. These factors include curriculum requirements, types of learners and their experiences, and learners’ contexts.
- Full Text:
- Date Issued: 2015
An investigation into the use of social media channels within the South African retail banking environment in support of creating and maintaining brand loyalty
- Authors: Purohit, Ashish
- Date: 2015
- Subjects: Social media -- Economic aspects , Banks and banking -- Internet marketing -- South Africa , Bank marketing -- South Africa , Brand loyalty -- South Africa , Branding (Marketing) -- South Africa , Structural equation modeling
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1157 , http://hdl.handle.net/10962/d1018920
- Description: The use of social media in the retail banking environment has changed the way the banking industry communicates with customers, creates sales and performs marketing and operational tasks. Social media strategies need to be aligned to business goals and effectively used to integrate social media as part of the overall marketing strategy. Only by understanding brand loyalty, multi-channel systems and social media channels can marketers effectively implement social media. In measuring brand loyalty, factors that influence customer buying behaviour and components that influence online interaction are essential in engaging different groups of customers in social media. This research study aimed to examine the use of social media within the South African retail banking environment with a focus on creating and maintaining brand loyalty. An exploratory, mixed method research design was employed. Data collection instruments used in the study includes online surveys, structured interviews, and focus groups. Participants consisted of marketing personnel and customers. Three lead/head social media marketing personnel participated in the interview process, 14 marketing personnel took the online survey and 4 participated in a focus group. Participants for the online survey also consisted of 40 customers who were connected through the internet and performed various online banking activities. Data was analysed both quantitatively and qualitatively. Data from the online surveys completed by customers was analysed quantitatively using descriptive analysis, structural equation modelling (SEM) and factor analysis which was performed on the brand loyalty variables and the brand loyalty measures. Content analysis was used to qualitatively analyse data from the structured interviews. Data from the online surveys completed by marketing personnel was analysed quantitatively and qualitatively. Findings indicated that social media forms an integral part of the marketing strategy that needs be aligned with the core business goals. Banks therefore need to focus on creating campaigns that are fun, exciting and appealing to the target market. A culture of innovation and new ideas is essential to grow the product/service. Building brand trust and creating customer satisfaction forms the core of creating brand loyalty on social media. Banks need to be aware of factors that influence customer brand loyalty and components that influence loyalty on social media in order to measure things that matter through analytical tools so that an actionable strategy can be put in place and implemented.
- Full Text:
- Date Issued: 2015
- Authors: Purohit, Ashish
- Date: 2015
- Subjects: Social media -- Economic aspects , Banks and banking -- Internet marketing -- South Africa , Bank marketing -- South Africa , Brand loyalty -- South Africa , Branding (Marketing) -- South Africa , Structural equation modeling
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1157 , http://hdl.handle.net/10962/d1018920
- Description: The use of social media in the retail banking environment has changed the way the banking industry communicates with customers, creates sales and performs marketing and operational tasks. Social media strategies need to be aligned to business goals and effectively used to integrate social media as part of the overall marketing strategy. Only by understanding brand loyalty, multi-channel systems and social media channels can marketers effectively implement social media. In measuring brand loyalty, factors that influence customer buying behaviour and components that influence online interaction are essential in engaging different groups of customers in social media. This research study aimed to examine the use of social media within the South African retail banking environment with a focus on creating and maintaining brand loyalty. An exploratory, mixed method research design was employed. Data collection instruments used in the study includes online surveys, structured interviews, and focus groups. Participants consisted of marketing personnel and customers. Three lead/head social media marketing personnel participated in the interview process, 14 marketing personnel took the online survey and 4 participated in a focus group. Participants for the online survey also consisted of 40 customers who were connected through the internet and performed various online banking activities. Data was analysed both quantitatively and qualitatively. Data from the online surveys completed by customers was analysed quantitatively using descriptive analysis, structural equation modelling (SEM) and factor analysis which was performed on the brand loyalty variables and the brand loyalty measures. Content analysis was used to qualitatively analyse data from the structured interviews. Data from the online surveys completed by marketing personnel was analysed quantitatively and qualitatively. Findings indicated that social media forms an integral part of the marketing strategy that needs be aligned with the core business goals. Banks therefore need to focus on creating campaigns that are fun, exciting and appealing to the target market. A culture of innovation and new ideas is essential to grow the product/service. Building brand trust and creating customer satisfaction forms the core of creating brand loyalty on social media. Banks need to be aware of factors that influence customer brand loyalty and components that influence loyalty on social media in order to measure things that matter through analytical tools so that an actionable strategy can be put in place and implemented.
- Full Text:
- Date Issued: 2015
An investigation of enabling and constraining factors affecting the supply and demand of specific biodiversity scarce skills to the biodiversity sector
- Authors: Mckrill, Leanne Joy
- Date: 2015
- Subjects: Rhodes University , GreenMatter (South Africa) , CATHSSETA (South Africa) , Labor demand -- South Africa , Biodiversity conservation -- Employees -- Supply and demand -- South Africa , Wildlife veterinarians -- Supply and demand -- South Africa , Freshwater ecology -- Employees -- Supply and demand -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2067 , http://hdl.handle.net/10962/d1020837
- Description: This study is situated within the context of the emerging South African Biodiversity Sector and focuses on the supply of and demand for scarce skilled biodiversity professionals. It does so through investigating the transition a young biodiversity professional makes from a higher education institution to the workplace by drawing attention to the factors encountered or perceived to be encountered during this development. The study forms part of a research programme established between Rhodes University, GreenMatter and the Culture Arts Tourism Hospitality Sport Education and Training Authority (CATHSSETA), which seeks to contribute to the body of knowledge pertaining to "green" skills development and retention within the South African biodiversity sector. It is a qualitative study, comprising nested case studies within two larger case studies of scarce skills – those of wildlife veterinarians and freshwater ecologists – as identified by the biodiversity priority scarce skills list (SANBI & Lewis Foundation, 2012). The study is supported by Bronfenbrenner's (1979) Ecological Systems theory and underpinned by the principles of basic critical realism and emergence (Archer, Bhaskar, Collier, Lawson, & Norrie, 1998). Data was generated through a range of data collection methods, including semi-structured interviews, participant observation and document analysis. The aim of these methods was to enable a greater understanding of the factors influencing transitioning and the unique transitions of selected individuals. Findings revealed that the transitions of the participants, although unique to each of them, included the following commonalities: exposure to biodiversity at an early stage in an individual's life paved the way for the development and nurturing of an interest or passion in biodiversity; experience gained prior to entry into the workplace is a powerful enabling factor; the presence or absence of a mentor can be pivotal in the transition of an individual; the gap in knowledge pertaining to demand side or workplace information is a large constraining factor; workplace dynamics affect the demand for, and eventual supply of, biodiversity professionals; the presence of human capital development strategies and structures is beneficial to the individual's transition, and the overall ecosystemic development of an individual has an effect on the supply of specific scarce-skilled individuals to the workforce. This study demonstrates that through the employment of nested case studies, similar research focussing on other scarce skills within the biodiversity sector, as per the GreenMatter Priority Skills List of 2012, can be produced, which would help to address the knowledge gaps pertaining to scarce skills, as indicated by the Biodiversity Human Capital Development Strategy (2010).
- Full Text:
- Date Issued: 2015
- Authors: Mckrill, Leanne Joy
- Date: 2015
- Subjects: Rhodes University , GreenMatter (South Africa) , CATHSSETA (South Africa) , Labor demand -- South Africa , Biodiversity conservation -- Employees -- Supply and demand -- South Africa , Wildlife veterinarians -- Supply and demand -- South Africa , Freshwater ecology -- Employees -- Supply and demand -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2067 , http://hdl.handle.net/10962/d1020837
- Description: This study is situated within the context of the emerging South African Biodiversity Sector and focuses on the supply of and demand for scarce skilled biodiversity professionals. It does so through investigating the transition a young biodiversity professional makes from a higher education institution to the workplace by drawing attention to the factors encountered or perceived to be encountered during this development. The study forms part of a research programme established between Rhodes University, GreenMatter and the Culture Arts Tourism Hospitality Sport Education and Training Authority (CATHSSETA), which seeks to contribute to the body of knowledge pertaining to "green" skills development and retention within the South African biodiversity sector. It is a qualitative study, comprising nested case studies within two larger case studies of scarce skills – those of wildlife veterinarians and freshwater ecologists – as identified by the biodiversity priority scarce skills list (SANBI & Lewis Foundation, 2012). The study is supported by Bronfenbrenner's (1979) Ecological Systems theory and underpinned by the principles of basic critical realism and emergence (Archer, Bhaskar, Collier, Lawson, & Norrie, 1998). Data was generated through a range of data collection methods, including semi-structured interviews, participant observation and document analysis. The aim of these methods was to enable a greater understanding of the factors influencing transitioning and the unique transitions of selected individuals. Findings revealed that the transitions of the participants, although unique to each of them, included the following commonalities: exposure to biodiversity at an early stage in an individual's life paved the way for the development and nurturing of an interest or passion in biodiversity; experience gained prior to entry into the workplace is a powerful enabling factor; the presence or absence of a mentor can be pivotal in the transition of an individual; the gap in knowledge pertaining to demand side or workplace information is a large constraining factor; workplace dynamics affect the demand for, and eventual supply of, biodiversity professionals; the presence of human capital development strategies and structures is beneficial to the individual's transition, and the overall ecosystemic development of an individual has an effect on the supply of specific scarce-skilled individuals to the workforce. This study demonstrates that through the employment of nested case studies, similar research focussing on other scarce skills within the biodiversity sector, as per the GreenMatter Priority Skills List of 2012, can be produced, which would help to address the knowledge gaps pertaining to scarce skills, as indicated by the Biodiversity Human Capital Development Strategy (2010).
- Full Text:
- Date Issued: 2015
An investigation of ISO/IEC 27001 adoption in South Africa
- Authors: Coetzer, Christo
- Date: 2015
- Subjects: ISO 27001 Standard , Information technology -- Security measures , Computer security , Data protection
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4720 , http://hdl.handle.net/10962/d1018669
- Description: The research objective of this study is to investigate the low adoption of the ISO/IEC 27001 standard in South African organisations. This study does not differentiate between the ISO/IEC 27001:2005 and ISO/IEC 27001:2013 versions, as the focus is on adoption of the ISO/IEC 27001 standard. A survey-based research design was selected as the data collection method. The research instruments used in this study include a web-based questionnaire and in-person interviews with the participants. Based on the findings of this research, the organisations that participated in this study have an understanding of the ISO/IEC 27001 standard; however, fewer than a quarter of these have fully adopted the ISO/IEC 27001 standard. Furthermore, the main business objectives for organisations that have adopted the ISO/IEC 27001 standard were to ensure legal and regulatory compliance, and to fulfil client requirements. An Information Security Management System management guide based on the ISO/IEC 27001 Plan-Do-Check-Act model is developed to help organisations interested in the standard move towards ISO/IEC 27001 compliance.
- Full Text:
- Date Issued: 2015
- Authors: Coetzer, Christo
- Date: 2015
- Subjects: ISO 27001 Standard , Information technology -- Security measures , Computer security , Data protection
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4720 , http://hdl.handle.net/10962/d1018669
- Description: The research objective of this study is to investigate the low adoption of the ISO/IEC 27001 standard in South African organisations. This study does not differentiate between the ISO/IEC 27001:2005 and ISO/IEC 27001:2013 versions, as the focus is on adoption of the ISO/IEC 27001 standard. A survey-based research design was selected as the data collection method. The research instruments used in this study include a web-based questionnaire and in-person interviews with the participants. Based on the findings of this research, the organisations that participated in this study have an understanding of the ISO/IEC 27001 standard; however, fewer than a quarter of these have fully adopted the ISO/IEC 27001 standard. Furthermore, the main business objectives for organisations that have adopted the ISO/IEC 27001 standard were to ensure legal and regulatory compliance, and to fulfil client requirements. An Information Security Management System management guide based on the ISO/IEC 27001 Plan-Do-Check-Act model is developed to help organisations interested in the standard move towards ISO/IEC 27001 compliance.
- Full Text:
- Date Issued: 2015
An investigation of record-keeping as a catalyst in ensuring accountability and transparency : a case study of the Provincial Department of Basic Education in the Eastern Cape
- Authors: Ntontela, Majama
- Date: 2015
- Subjects: Public records -- Management Government information -- South Africa -- Management Transparency in government -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/4415 , vital:28336
- Description: Not all documents are records. One of the central concerns of contemporary governance is the reduced or complete lack of accountability among public officials when rendering public services. In the absence of accountability and records, corruption thrives. This research examines the relationship that exists between transparency, accountability and record keeping in order to find the effect that records has; in terms of producing positive audit outcomes and in eliminating corrupt activities by public official/s. Since the transition to democracy in South Africa, the new constitution demands transparency and accountability on matters of governance supported with available information (records). Various pieces of legislation in South Africa are available in support of timely, accessible and accurate information in pursuit of official duties. The difficulty in ensuring an effective record keeping creates an opportunity for governance, transparency and accountability to fail. The essence of this research undertaking was motivated by the fact that, absence of records (which has a negative effect in achieving clean audits) renders governance chaotic and infringes on the democratic principles enshrined in the Constitution such as accountability and transparency. The purpose of the study was to investigate the practice of record keeping in the Eastern Cape Provincial Department of Basic Education (ECDoE) in ensuring accountability and transparency. This research undertaking was guided by the following three research questions: (1) what is the legal/normative framework that governs record keeping in South African public service? (2) How does ECDoE practice record-keeping in ensuring accountability and transparency? And (3) how does the practice of ECDoE’s record-keeping compare with the requirements of the legal/normative framework? After all the gathering of information from different sources, it is therefore recommended that the ECDoE send its employees for records management courses and there must be strict adherence to legislation and recommendations made by the Auditor General in his last audit report for the department. During the conduct of this research undertaking, these are the findings that emerged from the study: at the ECDoE (1) There is no adequate training provided to employees in record keeping. (2) There are ineffective internal control systems. (3) There is no risk management contingency plan. (4) There is no proper record keeping. (5) There is non-compliance with legislation by officials. (6) There is no strong or effective leadership. (7) There is shortage of staff and qualified personnel. (8) Lack of commitment to excel. (9) No significant corrective action undertaken to eliminate past inaccuracies. (10) There is absence of following up on recommendations made by the external audit. Lastly, the researcher accepts the arguments raised by the different authors about record keeping, transparency and accountability in that: there can be no accountable and transparent government without an effective record-keeping in place. Records are vital sources of evidence admissible to any institution be it a court of law or standing committees should clarity be required.
- Full Text:
- Date Issued: 2015
- Authors: Ntontela, Majama
- Date: 2015
- Subjects: Public records -- Management Government information -- South Africa -- Management Transparency in government -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/4415 , vital:28336
- Description: Not all documents are records. One of the central concerns of contemporary governance is the reduced or complete lack of accountability among public officials when rendering public services. In the absence of accountability and records, corruption thrives. This research examines the relationship that exists between transparency, accountability and record keeping in order to find the effect that records has; in terms of producing positive audit outcomes and in eliminating corrupt activities by public official/s. Since the transition to democracy in South Africa, the new constitution demands transparency and accountability on matters of governance supported with available information (records). Various pieces of legislation in South Africa are available in support of timely, accessible and accurate information in pursuit of official duties. The difficulty in ensuring an effective record keeping creates an opportunity for governance, transparency and accountability to fail. The essence of this research undertaking was motivated by the fact that, absence of records (which has a negative effect in achieving clean audits) renders governance chaotic and infringes on the democratic principles enshrined in the Constitution such as accountability and transparency. The purpose of the study was to investigate the practice of record keeping in the Eastern Cape Provincial Department of Basic Education (ECDoE) in ensuring accountability and transparency. This research undertaking was guided by the following three research questions: (1) what is the legal/normative framework that governs record keeping in South African public service? (2) How does ECDoE practice record-keeping in ensuring accountability and transparency? And (3) how does the practice of ECDoE’s record-keeping compare with the requirements of the legal/normative framework? After all the gathering of information from different sources, it is therefore recommended that the ECDoE send its employees for records management courses and there must be strict adherence to legislation and recommendations made by the Auditor General in his last audit report for the department. During the conduct of this research undertaking, these are the findings that emerged from the study: at the ECDoE (1) There is no adequate training provided to employees in record keeping. (2) There are ineffective internal control systems. (3) There is no risk management contingency plan. (4) There is no proper record keeping. (5) There is non-compliance with legislation by officials. (6) There is no strong or effective leadership. (7) There is shortage of staff and qualified personnel. (8) Lack of commitment to excel. (9) No significant corrective action undertaken to eliminate past inaccuracies. (10) There is absence of following up on recommendations made by the external audit. Lastly, the researcher accepts the arguments raised by the different authors about record keeping, transparency and accountability in that: there can be no accountable and transparent government without an effective record-keeping in place. Records are vital sources of evidence admissible to any institution be it a court of law or standing committees should clarity be required.
- Full Text:
- Date Issued: 2015
An investigation of skills and knowledge of women participating in water and food security projects in the Eastern Cape Province: a case of Mbekweni village, Sirhosheni and Lutengele villages
- Authors: Makeleni, Maliviwe
- Date: 2015
- Subjects: Agricultural development projects -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc Agric (Agricultural Economics)
- Identifier: vital:11235 , http://hdl.handle.net/10353/d1021306 , Agricultural development projects -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape
- Description: The South African government initiated programmes to ensure that women in agriculture are empowered with sufficient agricultural skills and knowledge to engage in agriculture in order to alleviate poverty for their families and communities. Studies argue that within the agricultural sector, women are not capacitated adequately enough in terms of the skills and knowledge they need to acquire, and particularly as this relates to their ability to have knowledge about more advanced technologies in farming. This includes the most up to date knowledge related to sustainable-development. This study has attempted to investigate skills and knowledge possessed by women participating in water and food security projects in the Eastern Cape. Selected study areas were Mbekweni village located in Whittlesea, Sirhosheni village which is situated in Willowvale and Lutengele village in Port St Johns. The thesis was also aiming to find the skills/knowledge gap amongst the sample so as to come up with recommendations. The data was collected using two semi-structured questionnaires. The first questionnaire was for the main survey which mainly concentrated on the socio-economic information of the respondents. This data were collected from 163 households across three sites using systematic sampling. The second questionnaire was mainly used to gain more in-depth analysis. The data were collected from 30 households across three sites using purposive sampling. Both questionnaires were administered through face-to-face interviews. The majority of respondents have stated that they have basic knowledge and skills in farming, however they need further training on appropriate planting methods for various crops, irrigation scheduling and frequency, application of pesticides and marketing skills. Econometric analysis, through the use of the binomial regression model revealed that education affects the level of knowledge of farmers in selecting appropriate planting methods as well as farmers’ knowledge in determining seed depth of a crop. Gender influences the level of knowledge farmers have when selecting appropriate planting methods. Having extension assistance was recognised to affect farmers’ knowledge in determining irrigation scheduling and intensity. All variables were statistically significant showing a 5% level. The thesis ultimately argues that encouraging support to agricultural extension that respects local-level indigenous farming will increase the food-security potential of residents within the Eastern Cape.
- Full Text:
- Date Issued: 2015
- Authors: Makeleni, Maliviwe
- Date: 2015
- Subjects: Agricultural development projects -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc Agric (Agricultural Economics)
- Identifier: vital:11235 , http://hdl.handle.net/10353/d1021306 , Agricultural development projects -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape
- Description: The South African government initiated programmes to ensure that women in agriculture are empowered with sufficient agricultural skills and knowledge to engage in agriculture in order to alleviate poverty for their families and communities. Studies argue that within the agricultural sector, women are not capacitated adequately enough in terms of the skills and knowledge they need to acquire, and particularly as this relates to their ability to have knowledge about more advanced technologies in farming. This includes the most up to date knowledge related to sustainable-development. This study has attempted to investigate skills and knowledge possessed by women participating in water and food security projects in the Eastern Cape. Selected study areas were Mbekweni village located in Whittlesea, Sirhosheni village which is situated in Willowvale and Lutengele village in Port St Johns. The thesis was also aiming to find the skills/knowledge gap amongst the sample so as to come up with recommendations. The data was collected using two semi-structured questionnaires. The first questionnaire was for the main survey which mainly concentrated on the socio-economic information of the respondents. This data were collected from 163 households across three sites using systematic sampling. The second questionnaire was mainly used to gain more in-depth analysis. The data were collected from 30 households across three sites using purposive sampling. Both questionnaires were administered through face-to-face interviews. The majority of respondents have stated that they have basic knowledge and skills in farming, however they need further training on appropriate planting methods for various crops, irrigation scheduling and frequency, application of pesticides and marketing skills. Econometric analysis, through the use of the binomial regression model revealed that education affects the level of knowledge of farmers in selecting appropriate planting methods as well as farmers’ knowledge in determining seed depth of a crop. Gender influences the level of knowledge farmers have when selecting appropriate planting methods. Having extension assistance was recognised to affect farmers’ knowledge in determining irrigation scheduling and intensity. All variables were statistically significant showing a 5% level. The thesis ultimately argues that encouraging support to agricultural extension that respects local-level indigenous farming will increase the food-security potential of residents within the Eastern Cape.
- Full Text:
- Date Issued: 2015
An investigation of socio-ecological issues and risks and capabilities in the 'my future is my choice' HIV and AIDS programme : a case in northern Namibia
- Authors: Tjiveze, Wakaa
- Date: 2015
- Subjects: My Future is My Choice (Program : Namibia) , HIV infections -- Social aspects -- Namibia , AIDS (Disease) -- Social aspects -- Namibia , AIDS (Disease) -- Study and teaching -- Namibia , AIDS (Disease) -- Risk factors -- Namibia , AIDS (Disease) -- Moral and ethical aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2050 , http://hdl.handle.net/10962/d1017769
- Description: The HIV and AIDS crisis can be presented as a socio-ecological issue, with an ever-increasing impact on both human beings and the environment. Teaching about socio-ecological issues and the consideration of individual capabilities has become crucial within HIV and AIDS education programmes. Issues of deforestation, land degradation and other environmental problems have worsened since the advent of HIV and AIDS, especially in developing countries. The My Future is My Choice (MFMC) programme has been identified as an important HIV and AIDS education initiative that caters for young people in Namibian secondary schools (Grades 8-12). One of the themes within the programme (Facing HIV and AIDS) is highlighted in this study. This study was constituted as a case study of one school in rural Omuthiya, in the Oshikoto region. The study investigated the opportunities for the integration of a focus on socio-ecological issues and risks, within the MFMC education programme. The study also investigated the way in which the program develops learners‟ capabilities to respond to HIV and AIDS related socio-ecological issues and risks/vulnerabilities. The study also presents the constraints and enabling factors influencing the implementation of the programme. This study used a qualitative, interpretive case study methodology. The research methods included the analysis of eight documents and nineteen semi-structured interviews, with the Programme Coordinator, the Programme Facilitator, the School Principal and with the programme participants. The analysis also included two focus group discussions with a group of learners; and two classroom observations; and the learners' submissions (reflection sheets). Convenience sampling was used, and ethical issues were taken into consideration throughout the study. The study revealed the following as key findings: The aims and objectives of the HIV and AIDS education programme can enhance and constrain the development of capabilities, as well as opportunities and challenges for the integration of a focus on socio-environmental issues and risks as additional learning content. Teaching and learning methods that are participatory and rooted within the learner centered approach can make the integration of HIV and AIDS inherent socio-environmental issues and risks into the MFMC education programme possible. The values and beliefs inherent within the MFMC education programme stand as opportunities for the successful development of capabilities in the education programme. The study concluded by recommending that capabilities within the MFMC programme be developed through teaching learners about their rights, respect for human dignity, and the right to health and to living the life free from discriminatory practices, as a moral entitlement of each and every individual. While teaching learners about their right to health and the importance of healthy diets, this study found that the programme could include learning about food production and handling practices for the benefit of those living with HIV and AIDS, while caring for the environment. Another recommendation was that future research should consider actively involving young people in decision-making with regard to the programme, as this will allow them to choose and decide on what knowledge and skills they need and want to acquire. The study further explained that this will promote the programme participants‟ sense of agency, and their freedom to choose what they value being and doing as an important element in enhancing learner capabilities. Ultimately, this will also enable the learners to acquire the necessary skills and knowledge they need in order to respond to the socio-ecological problems they face in their communities.
- Full Text:
- Date Issued: 2015
- Authors: Tjiveze, Wakaa
- Date: 2015
- Subjects: My Future is My Choice (Program : Namibia) , HIV infections -- Social aspects -- Namibia , AIDS (Disease) -- Social aspects -- Namibia , AIDS (Disease) -- Study and teaching -- Namibia , AIDS (Disease) -- Risk factors -- Namibia , AIDS (Disease) -- Moral and ethical aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2050 , http://hdl.handle.net/10962/d1017769
- Description: The HIV and AIDS crisis can be presented as a socio-ecological issue, with an ever-increasing impact on both human beings and the environment. Teaching about socio-ecological issues and the consideration of individual capabilities has become crucial within HIV and AIDS education programmes. Issues of deforestation, land degradation and other environmental problems have worsened since the advent of HIV and AIDS, especially in developing countries. The My Future is My Choice (MFMC) programme has been identified as an important HIV and AIDS education initiative that caters for young people in Namibian secondary schools (Grades 8-12). One of the themes within the programme (Facing HIV and AIDS) is highlighted in this study. This study was constituted as a case study of one school in rural Omuthiya, in the Oshikoto region. The study investigated the opportunities for the integration of a focus on socio-ecological issues and risks, within the MFMC education programme. The study also investigated the way in which the program develops learners‟ capabilities to respond to HIV and AIDS related socio-ecological issues and risks/vulnerabilities. The study also presents the constraints and enabling factors influencing the implementation of the programme. This study used a qualitative, interpretive case study methodology. The research methods included the analysis of eight documents and nineteen semi-structured interviews, with the Programme Coordinator, the Programme Facilitator, the School Principal and with the programme participants. The analysis also included two focus group discussions with a group of learners; and two classroom observations; and the learners' submissions (reflection sheets). Convenience sampling was used, and ethical issues were taken into consideration throughout the study. The study revealed the following as key findings: The aims and objectives of the HIV and AIDS education programme can enhance and constrain the development of capabilities, as well as opportunities and challenges for the integration of a focus on socio-environmental issues and risks as additional learning content. Teaching and learning methods that are participatory and rooted within the learner centered approach can make the integration of HIV and AIDS inherent socio-environmental issues and risks into the MFMC education programme possible. The values and beliefs inherent within the MFMC education programme stand as opportunities for the successful development of capabilities in the education programme. The study concluded by recommending that capabilities within the MFMC programme be developed through teaching learners about their rights, respect for human dignity, and the right to health and to living the life free from discriminatory practices, as a moral entitlement of each and every individual. While teaching learners about their right to health and the importance of healthy diets, this study found that the programme could include learning about food production and handling practices for the benefit of those living with HIV and AIDS, while caring for the environment. Another recommendation was that future research should consider actively involving young people in decision-making with regard to the programme, as this will allow them to choose and decide on what knowledge and skills they need and want to acquire. The study further explained that this will promote the programme participants‟ sense of agency, and their freedom to choose what they value being and doing as an important element in enhancing learner capabilities. Ultimately, this will also enable the learners to acquire the necessary skills and knowledge they need in order to respond to the socio-ecological problems they face in their communities.
- Full Text:
- Date Issued: 2015
An investigation of source rocks and depositional environments on acid mine drainage in South African coal mines: a comparison of the main Karoo basin and sub-basins.
- Authors: Ncube, Lindani
- Date: 2015
- Subjects: Mine drainage -- Environmental aspects -- South Africa , Coal mines and mining -- Environmental aspects -- South Africa , Acid mine drainage -- Environmental aspects -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19556 , vital:43139
- Description: The coal deposits have been and continue to be the primary source of energy in South Africa. The continuous use of coal presents many challenges that includes genesis of acid mine drainage (AMD) which is as a result of the oxidation of predominant pyrite (FeS2) and other sulphides. The aim of this study was to investigate the role of source rocks and their depositional environments on AMD generation in South African coal mine environments. Five collieries from five coalfields were selected as case studies: Brandspruit in the Highveld, Vaalkrantz in the Vryheid, the Elitheni in the Molteno-Indwe, the Arnot in the Witbank and the Malatleng Exploration Project in the Waterberg Coalfields. Brandspruit, Vaalkrantz and Elitheni Collieries are located in the Main Karoo Basin, while the Witbank and the Waterberg Coalfields are located in Sub-Basins. The study investigated a variety of indices such as palaeo-depositional environments, mineral assemblages, geochemical signatures, water quality parameters, acid base accounting (ABA) and water leach tests for the coal and associated non-coal strata. An effort was made to establish the relationship between the mineralogy of the studied lithologies and the associated water quality. The study resulted in delineation of detrital and diagenetic rock components and interpretation of source area of rock types and the origin and timing of diagenetic alterations. Sandstone units are prevalent, except in the Waterberg Coalfield where mudstones are prevalent. Classifications of the mineralogical composition with descriptive adjectives yield the rock names arkose to sub-arkose categories in the Main Karoo Basin, and sub-arenites to quartz arenites in the Sub-Basins with the sandstones of recycled origin. Further, the sandstones of the Main Karoo Basin are of mixed provenance whilst those of Sub-Basins represent cratonic interior provenance. Sandstone from the Main Karoo Basin generally exhibit high concentrations of feldspars, which favour either high relief, arid or arctic climates with less chemical weathering at the source area. The presence of glauconite in sediments of the Main Karoo Basin attests to a marine continental shelf depositional environment. Sediments of the Main Karoo Basin have high contents of tadpole-shaped pyrite in coal and non-coal strata as compared to sediments of the Sub-Basins. The observed pyrite is ascribed to early diagenetic origin, and is closely related to the generation of acid mining drainage. The sediments have experienced an involved sequence of diagenetic alterations. The alterations considered to be typical for sandstones in the Main Karoo Basin are calcite cementation, feldspar dissolution, kaolinite infilling, pyrite grain coatings, albitization and pressure solution; whereas, quartz overgrowth and clay matrix filling are characteristics of sediments of Sub-Basins. The sequence and distribution of these alterations are related to the source mineral composition, depositional environment, stratigraphic relationships and burial history of the sediments. A direct link exists among the depositional environments, the mineral assemblages and the geochemical compositions of the lithologies. SiO2 is the dominant major oxide and is abundant in coals from coalfields located in the Sub-Basins. Si, Al, Fe, Ca, S, Mg, K and Na show strong association with their discrete minerals. The sandstones are substantially enriched in elements that are chemically immobile and associated with terrigenous influx, such as SiO2, Al2O3, and TiO2. The observed high contents of SiO2 are probably due to source rocks and silicification. SiO2, Al2O3 and TiO2 are related to clay and heavy minerals, with elevated Fe2O3 (Total) content in sediments of the Main Karoo Basin ascribed to sulphidization. Sediments from the Main Karoo Basin are enriched in both Na2O and K2O due to albitization and muscovitization. Substantial concentrations of Ba, Rb and Zr are in accordance to the high amount of phyllosilicates and heavy minerals. Muscovitization contributes to the correlation of Rb and Ba with K2O. The shales are substantially depleted in SiO2, CaO, MgO, Na2O, K2O, TiO2 and Fe2O3 due to weathering and diagenetic alteration, but are enriched in Al2O3 and P2O5. The ABA test clearly indicates that sandstones from the Main Karoo Basin have a potential of generating AMD as they contain sufficient pyrite to generate acid, with the final pH values of the samples turning acidic upon complete oxidation of pyrite. On the contrary, sediments of SubBasins contain sufficient calcite that serves to limit the amount of acid generation. Both sandstone and coal from collieries representing the Main Karoo Basin are characterised by elevated contents of S percent in comparison to coal from collieries representing the Sub-Basins. In general, the quality of water is as a result of a combination of complex geochemical interactions that involves various ions from different sources. Water leaching test shows that the leachates have varied chemical compositions with pH values in the range of 4.5-9 for the sandstone, and 2– 8.9 for the coal leachates. Variations in the pH values are attributed to regional phenomena controlled by the mineralogical and hydrological environments. Furthermore, the variation in pH is ascribed to the presence of acid forming pyrite and acid neutralizing carbonate minerals that are highly reactive in the mining environment. Elements Na, Ca, Mg and K occur in non-compliant concentrations in both coal and non-coal leachates indicating their abundance in all of the lithologies. Na enrichment in the lithologies is associated with albite, clay minerals and Al-Ksulphate coatings. Elements Fe, Al, Cd and Pb are easily leached from the lithologies. According to the equilibrium model, gibbsite, cuprite, diaspore and boehmite are the supersaturated minerals in the lithologies. Influencing factors such as the mineralogical composition of rocks are reflected in the wide variation of pH, TDS, EC and the ion concentrations of the studied water samples. The pH of the studied areas is neutral to alkaline. High levels of TDS and EC are observed in the Brandspruit Colliery, which is due to dissolution of soluble salts from the rock sequence that the water passes through. The anion chemistry shows the dominance of SO4 2- in the surface and groundwater of Brandspruit, Vaalkrantz and Elitheni Collieries, whereas HCO3 - dominates in the Arnot Colliery. SO4 2- is ascribed to the oxidative weathering of pyrites. Cldominates in groundwater from the Arnot Colliery and the Waterberg Coalfield. The cation chemistry is dominated by Na+ in the surface and groundwater of the Brandspruit, Vaalkrantz and Elitheni Collieries. Mg2+ dominates in groundwater from the Arnot Colliery, while K+ dominates in the Waterberg Coalfield. Fe is highly enriched in water from the Brandspruit Colliery, and is linked to the oxidation of pyrite. Carbonates are the supersaturated minerals in the Sub-Basins whilst sulphates are supersaturated in the Main Karoo Basin. The research shows that variations in regional mineral distribution is a result of a palaeo-deposition environment that was of marine nature for the coal sequence in the Main Karoo Basin and of fresh water for the coal sequence in Sub-Basins. A direct link therefore exists between depositional environments, mineral assemblages and whole rock geochemistry. It can be concluded that AMD is directly linked to pyrite and other sulphides, the coal mines located in the Main Karoo Basin have the possibility to deteriorate surface- and ground-water quality and to generate AMD during the mining processes; coal miners need to seriously consider applying environmental protection measures when mining coal in the Main Karoo Basin. Whereas, coal mining in the Sub-Basins has low possibility of generating AMD and pollution. , Thesis (PhD) (Geology) -- University of Fort Hare, 2015
- Full Text:
- Date Issued: 2015
- Authors: Ncube, Lindani
- Date: 2015
- Subjects: Mine drainage -- Environmental aspects -- South Africa , Coal mines and mining -- Environmental aspects -- South Africa , Acid mine drainage -- Environmental aspects -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19556 , vital:43139
- Description: The coal deposits have been and continue to be the primary source of energy in South Africa. The continuous use of coal presents many challenges that includes genesis of acid mine drainage (AMD) which is as a result of the oxidation of predominant pyrite (FeS2) and other sulphides. The aim of this study was to investigate the role of source rocks and their depositional environments on AMD generation in South African coal mine environments. Five collieries from five coalfields were selected as case studies: Brandspruit in the Highveld, Vaalkrantz in the Vryheid, the Elitheni in the Molteno-Indwe, the Arnot in the Witbank and the Malatleng Exploration Project in the Waterberg Coalfields. Brandspruit, Vaalkrantz and Elitheni Collieries are located in the Main Karoo Basin, while the Witbank and the Waterberg Coalfields are located in Sub-Basins. The study investigated a variety of indices such as palaeo-depositional environments, mineral assemblages, geochemical signatures, water quality parameters, acid base accounting (ABA) and water leach tests for the coal and associated non-coal strata. An effort was made to establish the relationship between the mineralogy of the studied lithologies and the associated water quality. The study resulted in delineation of detrital and diagenetic rock components and interpretation of source area of rock types and the origin and timing of diagenetic alterations. Sandstone units are prevalent, except in the Waterberg Coalfield where mudstones are prevalent. Classifications of the mineralogical composition with descriptive adjectives yield the rock names arkose to sub-arkose categories in the Main Karoo Basin, and sub-arenites to quartz arenites in the Sub-Basins with the sandstones of recycled origin. Further, the sandstones of the Main Karoo Basin are of mixed provenance whilst those of Sub-Basins represent cratonic interior provenance. Sandstone from the Main Karoo Basin generally exhibit high concentrations of feldspars, which favour either high relief, arid or arctic climates with less chemical weathering at the source area. The presence of glauconite in sediments of the Main Karoo Basin attests to a marine continental shelf depositional environment. Sediments of the Main Karoo Basin have high contents of tadpole-shaped pyrite in coal and non-coal strata as compared to sediments of the Sub-Basins. The observed pyrite is ascribed to early diagenetic origin, and is closely related to the generation of acid mining drainage. The sediments have experienced an involved sequence of diagenetic alterations. The alterations considered to be typical for sandstones in the Main Karoo Basin are calcite cementation, feldspar dissolution, kaolinite infilling, pyrite grain coatings, albitization and pressure solution; whereas, quartz overgrowth and clay matrix filling are characteristics of sediments of Sub-Basins. The sequence and distribution of these alterations are related to the source mineral composition, depositional environment, stratigraphic relationships and burial history of the sediments. A direct link exists among the depositional environments, the mineral assemblages and the geochemical compositions of the lithologies. SiO2 is the dominant major oxide and is abundant in coals from coalfields located in the Sub-Basins. Si, Al, Fe, Ca, S, Mg, K and Na show strong association with their discrete minerals. The sandstones are substantially enriched in elements that are chemically immobile and associated with terrigenous influx, such as SiO2, Al2O3, and TiO2. The observed high contents of SiO2 are probably due to source rocks and silicification. SiO2, Al2O3 and TiO2 are related to clay and heavy minerals, with elevated Fe2O3 (Total) content in sediments of the Main Karoo Basin ascribed to sulphidization. Sediments from the Main Karoo Basin are enriched in both Na2O and K2O due to albitization and muscovitization. Substantial concentrations of Ba, Rb and Zr are in accordance to the high amount of phyllosilicates and heavy minerals. Muscovitization contributes to the correlation of Rb and Ba with K2O. The shales are substantially depleted in SiO2, CaO, MgO, Na2O, K2O, TiO2 and Fe2O3 due to weathering and diagenetic alteration, but are enriched in Al2O3 and P2O5. The ABA test clearly indicates that sandstones from the Main Karoo Basin have a potential of generating AMD as they contain sufficient pyrite to generate acid, with the final pH values of the samples turning acidic upon complete oxidation of pyrite. On the contrary, sediments of SubBasins contain sufficient calcite that serves to limit the amount of acid generation. Both sandstone and coal from collieries representing the Main Karoo Basin are characterised by elevated contents of S percent in comparison to coal from collieries representing the Sub-Basins. In general, the quality of water is as a result of a combination of complex geochemical interactions that involves various ions from different sources. Water leaching test shows that the leachates have varied chemical compositions with pH values in the range of 4.5-9 for the sandstone, and 2– 8.9 for the coal leachates. Variations in the pH values are attributed to regional phenomena controlled by the mineralogical and hydrological environments. Furthermore, the variation in pH is ascribed to the presence of acid forming pyrite and acid neutralizing carbonate minerals that are highly reactive in the mining environment. Elements Na, Ca, Mg and K occur in non-compliant concentrations in both coal and non-coal leachates indicating their abundance in all of the lithologies. Na enrichment in the lithologies is associated with albite, clay minerals and Al-Ksulphate coatings. Elements Fe, Al, Cd and Pb are easily leached from the lithologies. According to the equilibrium model, gibbsite, cuprite, diaspore and boehmite are the supersaturated minerals in the lithologies. Influencing factors such as the mineralogical composition of rocks are reflected in the wide variation of pH, TDS, EC and the ion concentrations of the studied water samples. The pH of the studied areas is neutral to alkaline. High levels of TDS and EC are observed in the Brandspruit Colliery, which is due to dissolution of soluble salts from the rock sequence that the water passes through. The anion chemistry shows the dominance of SO4 2- in the surface and groundwater of Brandspruit, Vaalkrantz and Elitheni Collieries, whereas HCO3 - dominates in the Arnot Colliery. SO4 2- is ascribed to the oxidative weathering of pyrites. Cldominates in groundwater from the Arnot Colliery and the Waterberg Coalfield. The cation chemistry is dominated by Na+ in the surface and groundwater of the Brandspruit, Vaalkrantz and Elitheni Collieries. Mg2+ dominates in groundwater from the Arnot Colliery, while K+ dominates in the Waterberg Coalfield. Fe is highly enriched in water from the Brandspruit Colliery, and is linked to the oxidation of pyrite. Carbonates are the supersaturated minerals in the Sub-Basins whilst sulphates are supersaturated in the Main Karoo Basin. The research shows that variations in regional mineral distribution is a result of a palaeo-deposition environment that was of marine nature for the coal sequence in the Main Karoo Basin and of fresh water for the coal sequence in Sub-Basins. A direct link therefore exists between depositional environments, mineral assemblages and whole rock geochemistry. It can be concluded that AMD is directly linked to pyrite and other sulphides, the coal mines located in the Main Karoo Basin have the possibility to deteriorate surface- and ground-water quality and to generate AMD during the mining processes; coal miners need to seriously consider applying environmental protection measures when mining coal in the Main Karoo Basin. Whereas, coal mining in the Sub-Basins has low possibility of generating AMD and pollution. , Thesis (PhD) (Geology) -- University of Fort Hare, 2015
- Full Text:
- Date Issued: 2015
An investigation of the consumer protection Act (2008) and plain language application at selected businesses in the Port Elizabeth metropole
- Authors: Van Jaarsveld, Roslynn
- Date: 2015
- Subjects: South Africa. Consumer Protection Act, 2008 , Consumer protection -- Law and legislation -- South Africa , Administrative law -- South Africa -- Language , Administrative law -- Language
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4012 , vital:20504
- Description: Businesses communicate a wide variety of messages to diverse audiences using a number of different communication types and channels daily. For example, business communication includes business reports, documents (booklets, leaflets, and official communiqués), notices, agreements, web copy and advertisements that are produced continually to address a variety of business communication needs for a variety of audiences. Although written business communication has a significant impact on customer satisfaction and consumer attitude which, in turn, affects consumer behaviour positively or negatively, there is a lack of research investigating the knowledge and application of plain language in business communication. Many studies were found to be related to communication and language, however, studies about plain language use were less prevalent. Therefore, this study aimed to investigate the awareness of the plain language regulations stipulated in the South African Consumer Protection Act (CPA) 68 of 2008 (2009). The application of these plain language principles within businesses in the Port Elizabeth Metropole, with specific reference to its use in written business communication was also investigated. The study also aimed to identify plain language best practices and constraints resulting from plain language application or non-application within the selected organisations. The research focused attention on the impact of business communication on customer satisfaction, consumer attitude and, ultimately, consumer behaviour as well as the need for plain language use in written business communication practices to ensure effective and fair (ethical) communication. A comprehensive literature review was conducted on communication, communication theory and consumer behaviour, as well as on plain language principles which might add to the effectiveness of organisations’ written business communication, to provide a theoretical foundation for the study. The study’s research methodology was approached from a phenomenological (descriptive and interpretive), and somewhat positivistic perspective, utilising qualitative and limited quantitative measures to obtain data. For this reason, three managers from three respective organisations within the Port Elizabeth Metropole were interviewed and asked to complete a rating-scale survey to obtain insight on the written business communication practices of these organisations. A content analysis of documents supplied by the participating organisations were also reviewed to provide commentary on the plain language application in each organisation. Furthermore, Section 2 of the South African CPA 68 of 2008 (2009) was also reviewed to measure and comment on the application of plain language in these organisations. Based on the data analysis, it was evident that organisations in the Port Elizabeth Metropole were aware of plain language and the plain language regulations stipulated in the South African CPA 68 of 2008 (2009), but that they were not certain what the regulations entailed exactly. Furthermore, plain language principles were applied in the participating organisations, however, complications and areas for possible improvement were identified in the data. From the study’s findings, various recommendations were made that could assist the organisations to improve their organisations’ plain language application. These recommendations included, for example, appointing plain language champions to monitor plain language application in the organisation, as well as assessing language competence of staff and training them to improve their language competencies. Recommendations for future research suggested that future studies needed to include a larger research sample, a more diverse sample population to include consumers and a broader industrial demographic. In addition, future studies could attempt to investigate communication barriers that inhibit or challenge comprehension in consumer communication.
- Full Text:
- Date Issued: 2015
- Authors: Van Jaarsveld, Roslynn
- Date: 2015
- Subjects: South Africa. Consumer Protection Act, 2008 , Consumer protection -- Law and legislation -- South Africa , Administrative law -- South Africa -- Language , Administrative law -- Language
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4012 , vital:20504
- Description: Businesses communicate a wide variety of messages to diverse audiences using a number of different communication types and channels daily. For example, business communication includes business reports, documents (booklets, leaflets, and official communiqués), notices, agreements, web copy and advertisements that are produced continually to address a variety of business communication needs for a variety of audiences. Although written business communication has a significant impact on customer satisfaction and consumer attitude which, in turn, affects consumer behaviour positively or negatively, there is a lack of research investigating the knowledge and application of plain language in business communication. Many studies were found to be related to communication and language, however, studies about plain language use were less prevalent. Therefore, this study aimed to investigate the awareness of the plain language regulations stipulated in the South African Consumer Protection Act (CPA) 68 of 2008 (2009). The application of these plain language principles within businesses in the Port Elizabeth Metropole, with specific reference to its use in written business communication was also investigated. The study also aimed to identify plain language best practices and constraints resulting from plain language application or non-application within the selected organisations. The research focused attention on the impact of business communication on customer satisfaction, consumer attitude and, ultimately, consumer behaviour as well as the need for plain language use in written business communication practices to ensure effective and fair (ethical) communication. A comprehensive literature review was conducted on communication, communication theory and consumer behaviour, as well as on plain language principles which might add to the effectiveness of organisations’ written business communication, to provide a theoretical foundation for the study. The study’s research methodology was approached from a phenomenological (descriptive and interpretive), and somewhat positivistic perspective, utilising qualitative and limited quantitative measures to obtain data. For this reason, three managers from three respective organisations within the Port Elizabeth Metropole were interviewed and asked to complete a rating-scale survey to obtain insight on the written business communication practices of these organisations. A content analysis of documents supplied by the participating organisations were also reviewed to provide commentary on the plain language application in each organisation. Furthermore, Section 2 of the South African CPA 68 of 2008 (2009) was also reviewed to measure and comment on the application of plain language in these organisations. Based on the data analysis, it was evident that organisations in the Port Elizabeth Metropole were aware of plain language and the plain language regulations stipulated in the South African CPA 68 of 2008 (2009), but that they were not certain what the regulations entailed exactly. Furthermore, plain language principles were applied in the participating organisations, however, complications and areas for possible improvement were identified in the data. From the study’s findings, various recommendations were made that could assist the organisations to improve their organisations’ plain language application. These recommendations included, for example, appointing plain language champions to monitor plain language application in the organisation, as well as assessing language competence of staff and training them to improve their language competencies. Recommendations for future research suggested that future studies needed to include a larger research sample, a more diverse sample population to include consumers and a broader industrial demographic. In addition, future studies could attempt to investigate communication barriers that inhibit or challenge comprehension in consumer communication.
- Full Text:
- Date Issued: 2015