Religious nationalism and negotiation : Islamic identity and the resolution of the Israel/Palestine conflic
- Authors: De Villiers, Shirley
- Date: 2004
- Subjects: Arab-Israeli conflict Palestinian Arabs -- Civil rights -- Israel Nationalism -- Middle East Religion and politics -- Middle East Jewish-Arab relations Nationalism -- Religious aspects -- Islam -- History -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2873 , http://hdl.handle.net/10962/d1007815
- Description: The use of violence in the Israel/Palestine conflict has been justified and legitimised by an appeal to religion. Militant Islamist organisations like Ramas have become central players in the Palestinian political landscape as a result of the popular support that they enjoy. This thesis aims to investigate the reasons for this support by analysing the Israel/Palestine conflict in terms of Ruman Needs Theory. According to this Theory, humans have essential needs that need to be fulfilled in order to ensure survival and development. Among these needs, the need for identity and recognition of identity is of vital importance. This thesis thus explores the concept of identity as a need, and investigates this need as it relates to inter-group conflict. In situating this theory in the Israel/Palestine conflict, the study exammes how organisations like Ramas have Islamised Palestinian national identity in order to garner political support. The central contention, then, is that the primary identity group of the Palestinian population is no longer nationalist, but Islamic/nationalist. In Islamising the conflict with Israel as well as Palestinian identity, Ramas has been able to justify its often indiscriminate use of violence by appealing to religion. The conflict is thus perceived to be one between two absolutes - that of Islam versus Judaism. In considering the conflict as one of identities struggling for survival in a climate of perceived threat, any attempt at resolution of the conflict needs to include a focus on needs-based issues. The problem-solving approach to negotiation allows for parties to consider issues of identity, recognition and security needs, and thus ensures that the root causes of conflicts are addressed, The contention is that this approach is vital to any conflict resolution strategy where identity needs are at stake, and it provides the grounding for the success of more traditional zero-sum bargaining methods. A recognition of Islamic identity in negotiation processes in Israel/Palestine may thus make for a more comprehensive conflict resolution strategy, and make the outcomes of negotiations more acceptable to the people of Palestine, thus undermining the acceptance of violence that exists at present.
- Full Text:
- Date Issued: 2004
- Authors: De Villiers, Shirley
- Date: 2004
- Subjects: Arab-Israeli conflict Palestinian Arabs -- Civil rights -- Israel Nationalism -- Middle East Religion and politics -- Middle East Jewish-Arab relations Nationalism -- Religious aspects -- Islam -- History -- 20th century
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2873 , http://hdl.handle.net/10962/d1007815
- Description: The use of violence in the Israel/Palestine conflict has been justified and legitimised by an appeal to religion. Militant Islamist organisations like Ramas have become central players in the Palestinian political landscape as a result of the popular support that they enjoy. This thesis aims to investigate the reasons for this support by analysing the Israel/Palestine conflict in terms of Ruman Needs Theory. According to this Theory, humans have essential needs that need to be fulfilled in order to ensure survival and development. Among these needs, the need for identity and recognition of identity is of vital importance. This thesis thus explores the concept of identity as a need, and investigates this need as it relates to inter-group conflict. In situating this theory in the Israel/Palestine conflict, the study exammes how organisations like Ramas have Islamised Palestinian national identity in order to garner political support. The central contention, then, is that the primary identity group of the Palestinian population is no longer nationalist, but Islamic/nationalist. In Islamising the conflict with Israel as well as Palestinian identity, Ramas has been able to justify its often indiscriminate use of violence by appealing to religion. The conflict is thus perceived to be one between two absolutes - that of Islam versus Judaism. In considering the conflict as one of identities struggling for survival in a climate of perceived threat, any attempt at resolution of the conflict needs to include a focus on needs-based issues. The problem-solving approach to negotiation allows for parties to consider issues of identity, recognition and security needs, and thus ensures that the root causes of conflicts are addressed, The contention is that this approach is vital to any conflict resolution strategy where identity needs are at stake, and it provides the grounding for the success of more traditional zero-sum bargaining methods. A recognition of Islamic identity in negotiation processes in Israel/Palestine may thus make for a more comprehensive conflict resolution strategy, and make the outcomes of negotiations more acceptable to the people of Palestine, thus undermining the acceptance of violence that exists at present.
- Full Text:
- Date Issued: 2004
Replacing maize with barley in concetrates fed to jersey cows grazing on kikuyu/ryegrass pasture
- Authors: Lehmann, Maryna
- Date: 2004
- Subjects: Jersey cattle -- Feeding and feeds , Dairy cattle -- Feeding and feeds
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10732 , http://hdl.handle.net/10948/181 , Jersey cattle -- Feeding and feeds , Dairy cattle -- Feeding and feeds
- Description: The aim of the first study was to determine if barley could replace maize as an energy source in concentrates fed to dairy cows grazing on kikuyu/ryegrass pasture without affecting the milk production, milk composition, or cause metabolic disorders. Sixty Jersey cows, in early to mid lactation were randomly allocated to one of five treatments (n = 12) based on feeding concentrates with different ratios of maize to barley, ranging from 100:0, 75:25, 50:50, 25:75 and 0:100, respectively. Concentrates contained 12 MJ ME kg -1 and 130g CP kg-1 DM and cows were fed 3 kg (as-is) concentrate after each milking for a period of 42 days (14-day adaptation and 28-day measurement). Cows strip-grazed the irrigated kikuyu/ryegrass pastures (15.7 ± 1.8 percent DM; 20.2 ± 4.3 percent CP; 44.7 ± 3.5 percent NDF). Milk weights were recorded daily and milk samples collected weekly and analyzed for milk fat and protein content. Body condition score and live weight were recorded at the start and end of the experimental period. Data of all the studies were subjected to a one-way ANOVA. Daily milk yield, FCM, MUN, milk fat yield, milk fat percent, protein yield, protein percent, live weight change, or body condition score change were not affected by treatment and values were 15.8 kg, 17.2 kg, 14.9 mg dl-1, 0.72 kg, 4.56 percent, 0.59 kg, 3.77 percent, 6.67 kg, and 0.15 BCS; 15.6 kg, 17.4 kg, 15.2 mg dl-1, 0.73 kg, 4.3 percent, 0.57 kg, 3.71 percent, 1.33 kg and 0.04 BCS; 17.2 kg, 17.9 kg, 15.2 mg dl-1, 0.74 kg, 4.36 percent, 0.63 kg, 3.71 percent, 0.33 kg and 0.08 BCS; 15.6 kg, 16.4 kg, 15.5 mg dl-1, 0.67 kg, 4.33 percent, 0.60 kg, 3.83 percent, -1.46 kg and 0.11 BCS; and 15.0 kg, 16.0 kg, 15.5 mg dl-1, 0.67 kg, 4.57 percent, 0.57 kg, 3.85 percent, 8.86 kg, and 0.05 BCS, respectively for the cows fed 100:0, 75:25, 50:50, 25:75 and 0:100 maize to barley ratio concentrate. According to these results, barley can replace maize without significantly affecting the milk production or milk composition. None of the cows presented any visible symptoms of acidosis. As it was clear from the results in the first study that maize could replace barley the aim of study 2A was therefore focused on determining the effect of feeding different levels of such a barley-based (2.4, 4.8 or 7.2 kg cow-1day-1) concentrate, on milk production, milk composition and live weight change of Jersey cows on kikuyu/ryegrass pasture (23.1 ± 2.95 percent DM, 11.1 ± 0.11 percent CP, 60.8 ± 0.58 percent NDF). Forty-five Jersey cows (early- to mid lactation), were randomly allocated to one of three treatments (n = 15) involving different levels of concentrate (12 MJ ME and 130g CP kg-1 DM) feeding for a period of 42 days (14-day adaptation and 28-day measurement). Milk weights were also recorded daily, and milk samples collected weekly, and analyzed for milk fat and protein. Body condition score and live weight were recorded at the start and end of the experimental period. The results of this study indicated that increasing the concentrate level from 2.4 to 4.8 and 7.2kg cow-1day-1 did not increase the milk yield (14.0 kg, 15.2 kg, 14.4 kg; P = 0.19). The FCM production increased from 15.8 to 17.5kg (P = 0.04) as the concentrate level increased from 2.4 to 4.8kg cow-1day-1. Increasing the concentrate from 4.8 to 7.2kg cow-1day-1 did not result in a significant increase in FCM. The milk protein percent increased significantly from 3.4 - 3.6 percent when the concentrate feeding level was increased from 2.4 to 7.2kg cow-1day-1. The MUN levels were 17.09 mg dl-1, 16.03 5 mg dl-1, and 16.36 mg dl-1 for the 2.4, 4.8 and 7.2kg cow-1day-1 concentrate levels, respectively. This is well within the recommended MUN levels (12 – 18 mg dl-1) indicating that sufficient protein was fed to cows. Increasing the concentrate level from 4.8 to 7.2 kg cow-1day-1 did not increase production, probably due to a higher pasture substitution rate. Supplementing large quantities of rapidly fermentable grains, such as barley, can suppress rumen pH and may have a negative effect on the rate and extent of fibre digestion in the rumen. Therefore the aim of study 2B was not only to determine the effect of feeding different levels of a barley-based concentrate, on milk production, milk composition and live weight change, but was also to determine the effect of a low (4.8 kg cow-1day-1) versus a high (7.2 kg cow-1day-1) level of barley-based concentrate supplementation on ruminal DM and NDF degradability of Westerworld ryegrass sampled from the pastures that these cows were grazing on. Sixty Jersey cows (early- to mid lactation), were randomly allocated to one of three treatments (n = 20) involving different levels of concentrate feeding. Concentrate (12 MJ ME, 130g CP kg-1 DM) was fed at 2.4, 4.8 or 7.2 kg cow-1day-1 for a period of 74 days (14-day adaptation and 60-day measurement). These cows stripgrazed irrigated kikuyu/ryegrass pastures (14.7 ± 4.37 percent DM, 25.1 ± 1.53 percent CP, and 44.4 ± 2.58 percent NDF) at a daily pasture allocation of 10 kg DM cow-1. Milk weights were recorded daily and milk samples collected weekly and analyzed for milk fat and protein. Body condition score and live weight were recorded at the start and end of the experimental period. Twelve Jersey cows, fitted with ruminal cannulae, were randomly allocated to two of the three treatments in the production study and received either 2.4 or 7.2 kg cow-1 day-1, of the same barley-based concentrate, in a two-period crossover design. These cows strip-grazed the same irrigated kikuyu/ryegrass pastures as the sixty cows in the production study. Each period consisted of 21 days for adaptation and seven days for data collection. Rumen liquor samples were collected every 4 hours within a 24-hour cycle and repeated once. Rumen pH was measured immediately, recorded, and the supernatant fluid preserved and frozen, pending VFA analysis. The in situ nylon bag technique was used to determine DM and NDF degradation and dried samples of Westerworld ryegrass pasture were incubated for 0, 4, 8, 12, 20, 30, 48, 72 and 96 hours. The data were fitted in the non-linear model p = a + b (1-exp-ct) (Ørskov & McDonald, 1979). Daily milk production, fat corrected milk, milk fat yield and milk fat percent were not affected by treatment and values were 17.3 kg, 18.4 kg, 0.76 kg and 4.42 percent; 19.0 kg, 20.0 kg, 0.82 kg and 4.35 percent; and 18.1 kg, 19.1 kg, 0.79 kg and 4.37 percent for the 2.4, 4.8 and 7.2 kg cow-1 day-1 concentrate treatments, respectively. Milk protein percentage of cows on the 7.2 kg concentrate cow-1 day-1 was significantly higher than that of cows on 4.2 kg concentrate cow-1 day-1 feeding level. Live weight increased significantly as the level of concentrate feeding increased and values were 17.9 kg; and 28.9 kg on the 2.4 and 7.2kg concentrate treatment, respectively. There was a significant increase in the live weight of cows that were fed 7.2 kg cow-1 day-1 (as-is) in comparison to those cows that were fed 2.4 kg concentrate cow-1 day-1 (as-is). This may have resulted from more nutrients being partitioned to live weight gain rather than milk production. No further response in milk production was observed when concentrate daily feeding was increased from 4.8 to 7.2 kg cow-1 day-1. It is postulated that the higher concentrate allowance resulted in a higher substitution rate and lower DMI intake from pasture. 6 There was no significant decline in the rumen pH (6.2 ± 0.4 and 6.2 ± 0.5) when the concentrate level was increased from 2.4 to 7.2 kg cow-1 day-1 (as-is). The total VFA (118.1 ± 45.9 and 139.4 ± 45.6 mmol L-1) and isovalerate (0.009 ± 0.07 and 0.248 ± 0.52 mmol L-1) increased significantly when the concentrate was increased from 2.4 to 7.2 kg cow-1day-1. No other rumen parameters were affected by treatment. Ruminal DM and NDF degradability of the Kikuyu/ryegrass pature were not affected by the level of concentrate supplementation. An increase in the concentrate level from 2.4 to 7.2 kg cow-1day-1 did not reduce degradability of either DM (94.67 ± 5.97, 94.49 ± 5.09; P = 0.919) or NDF (92.15 ± 8.69, 94.4 ± 11.73; P = 0.451), respectively. Results of rumen parameters and PD values were within the range reported by Bargo et al., (2003), viz. pH 5.76 – 6.29, NH3-N concentration 8.7 – 32.2 mg dl-1, total VFA concentration 90.3 - 151.4 mmol L-1 and PD values 89.5 – 93.5 % reported by Bargo et al. (2003). According to these authors, there is no simple relationship between any amount of the concentrate supplemented, and the ruminal pH and concentrate feeding only affects the in situ ruminal digestion of pasture when it is fed, at quantities higher than 8 kg DM cow-1day-1 (Bargo et al., 2003).
- Full Text:
- Date Issued: 2004
- Authors: Lehmann, Maryna
- Date: 2004
- Subjects: Jersey cattle -- Feeding and feeds , Dairy cattle -- Feeding and feeds
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10732 , http://hdl.handle.net/10948/181 , Jersey cattle -- Feeding and feeds , Dairy cattle -- Feeding and feeds
- Description: The aim of the first study was to determine if barley could replace maize as an energy source in concentrates fed to dairy cows grazing on kikuyu/ryegrass pasture without affecting the milk production, milk composition, or cause metabolic disorders. Sixty Jersey cows, in early to mid lactation were randomly allocated to one of five treatments (n = 12) based on feeding concentrates with different ratios of maize to barley, ranging from 100:0, 75:25, 50:50, 25:75 and 0:100, respectively. Concentrates contained 12 MJ ME kg -1 and 130g CP kg-1 DM and cows were fed 3 kg (as-is) concentrate after each milking for a period of 42 days (14-day adaptation and 28-day measurement). Cows strip-grazed the irrigated kikuyu/ryegrass pastures (15.7 ± 1.8 percent DM; 20.2 ± 4.3 percent CP; 44.7 ± 3.5 percent NDF). Milk weights were recorded daily and milk samples collected weekly and analyzed for milk fat and protein content. Body condition score and live weight were recorded at the start and end of the experimental period. Data of all the studies were subjected to a one-way ANOVA. Daily milk yield, FCM, MUN, milk fat yield, milk fat percent, protein yield, protein percent, live weight change, or body condition score change were not affected by treatment and values were 15.8 kg, 17.2 kg, 14.9 mg dl-1, 0.72 kg, 4.56 percent, 0.59 kg, 3.77 percent, 6.67 kg, and 0.15 BCS; 15.6 kg, 17.4 kg, 15.2 mg dl-1, 0.73 kg, 4.3 percent, 0.57 kg, 3.71 percent, 1.33 kg and 0.04 BCS; 17.2 kg, 17.9 kg, 15.2 mg dl-1, 0.74 kg, 4.36 percent, 0.63 kg, 3.71 percent, 0.33 kg and 0.08 BCS; 15.6 kg, 16.4 kg, 15.5 mg dl-1, 0.67 kg, 4.33 percent, 0.60 kg, 3.83 percent, -1.46 kg and 0.11 BCS; and 15.0 kg, 16.0 kg, 15.5 mg dl-1, 0.67 kg, 4.57 percent, 0.57 kg, 3.85 percent, 8.86 kg, and 0.05 BCS, respectively for the cows fed 100:0, 75:25, 50:50, 25:75 and 0:100 maize to barley ratio concentrate. According to these results, barley can replace maize without significantly affecting the milk production or milk composition. None of the cows presented any visible symptoms of acidosis. As it was clear from the results in the first study that maize could replace barley the aim of study 2A was therefore focused on determining the effect of feeding different levels of such a barley-based (2.4, 4.8 or 7.2 kg cow-1day-1) concentrate, on milk production, milk composition and live weight change of Jersey cows on kikuyu/ryegrass pasture (23.1 ± 2.95 percent DM, 11.1 ± 0.11 percent CP, 60.8 ± 0.58 percent NDF). Forty-five Jersey cows (early- to mid lactation), were randomly allocated to one of three treatments (n = 15) involving different levels of concentrate (12 MJ ME and 130g CP kg-1 DM) feeding for a period of 42 days (14-day adaptation and 28-day measurement). Milk weights were also recorded daily, and milk samples collected weekly, and analyzed for milk fat and protein. Body condition score and live weight were recorded at the start and end of the experimental period. The results of this study indicated that increasing the concentrate level from 2.4 to 4.8 and 7.2kg cow-1day-1 did not increase the milk yield (14.0 kg, 15.2 kg, 14.4 kg; P = 0.19). The FCM production increased from 15.8 to 17.5kg (P = 0.04) as the concentrate level increased from 2.4 to 4.8kg cow-1day-1. Increasing the concentrate from 4.8 to 7.2kg cow-1day-1 did not result in a significant increase in FCM. The milk protein percent increased significantly from 3.4 - 3.6 percent when the concentrate feeding level was increased from 2.4 to 7.2kg cow-1day-1. The MUN levels were 17.09 mg dl-1, 16.03 5 mg dl-1, and 16.36 mg dl-1 for the 2.4, 4.8 and 7.2kg cow-1day-1 concentrate levels, respectively. This is well within the recommended MUN levels (12 – 18 mg dl-1) indicating that sufficient protein was fed to cows. Increasing the concentrate level from 4.8 to 7.2 kg cow-1day-1 did not increase production, probably due to a higher pasture substitution rate. Supplementing large quantities of rapidly fermentable grains, such as barley, can suppress rumen pH and may have a negative effect on the rate and extent of fibre digestion in the rumen. Therefore the aim of study 2B was not only to determine the effect of feeding different levels of a barley-based concentrate, on milk production, milk composition and live weight change, but was also to determine the effect of a low (4.8 kg cow-1day-1) versus a high (7.2 kg cow-1day-1) level of barley-based concentrate supplementation on ruminal DM and NDF degradability of Westerworld ryegrass sampled from the pastures that these cows were grazing on. Sixty Jersey cows (early- to mid lactation), were randomly allocated to one of three treatments (n = 20) involving different levels of concentrate feeding. Concentrate (12 MJ ME, 130g CP kg-1 DM) was fed at 2.4, 4.8 or 7.2 kg cow-1day-1 for a period of 74 days (14-day adaptation and 60-day measurement). These cows stripgrazed irrigated kikuyu/ryegrass pastures (14.7 ± 4.37 percent DM, 25.1 ± 1.53 percent CP, and 44.4 ± 2.58 percent NDF) at a daily pasture allocation of 10 kg DM cow-1. Milk weights were recorded daily and milk samples collected weekly and analyzed for milk fat and protein. Body condition score and live weight were recorded at the start and end of the experimental period. Twelve Jersey cows, fitted with ruminal cannulae, were randomly allocated to two of the three treatments in the production study and received either 2.4 or 7.2 kg cow-1 day-1, of the same barley-based concentrate, in a two-period crossover design. These cows strip-grazed the same irrigated kikuyu/ryegrass pastures as the sixty cows in the production study. Each period consisted of 21 days for adaptation and seven days for data collection. Rumen liquor samples were collected every 4 hours within a 24-hour cycle and repeated once. Rumen pH was measured immediately, recorded, and the supernatant fluid preserved and frozen, pending VFA analysis. The in situ nylon bag technique was used to determine DM and NDF degradation and dried samples of Westerworld ryegrass pasture were incubated for 0, 4, 8, 12, 20, 30, 48, 72 and 96 hours. The data were fitted in the non-linear model p = a + b (1-exp-ct) (Ørskov & McDonald, 1979). Daily milk production, fat corrected milk, milk fat yield and milk fat percent were not affected by treatment and values were 17.3 kg, 18.4 kg, 0.76 kg and 4.42 percent; 19.0 kg, 20.0 kg, 0.82 kg and 4.35 percent; and 18.1 kg, 19.1 kg, 0.79 kg and 4.37 percent for the 2.4, 4.8 and 7.2 kg cow-1 day-1 concentrate treatments, respectively. Milk protein percentage of cows on the 7.2 kg concentrate cow-1 day-1 was significantly higher than that of cows on 4.2 kg concentrate cow-1 day-1 feeding level. Live weight increased significantly as the level of concentrate feeding increased and values were 17.9 kg; and 28.9 kg on the 2.4 and 7.2kg concentrate treatment, respectively. There was a significant increase in the live weight of cows that were fed 7.2 kg cow-1 day-1 (as-is) in comparison to those cows that were fed 2.4 kg concentrate cow-1 day-1 (as-is). This may have resulted from more nutrients being partitioned to live weight gain rather than milk production. No further response in milk production was observed when concentrate daily feeding was increased from 4.8 to 7.2 kg cow-1 day-1. It is postulated that the higher concentrate allowance resulted in a higher substitution rate and lower DMI intake from pasture. 6 There was no significant decline in the rumen pH (6.2 ± 0.4 and 6.2 ± 0.5) when the concentrate level was increased from 2.4 to 7.2 kg cow-1 day-1 (as-is). The total VFA (118.1 ± 45.9 and 139.4 ± 45.6 mmol L-1) and isovalerate (0.009 ± 0.07 and 0.248 ± 0.52 mmol L-1) increased significantly when the concentrate was increased from 2.4 to 7.2 kg cow-1day-1. No other rumen parameters were affected by treatment. Ruminal DM and NDF degradability of the Kikuyu/ryegrass pature were not affected by the level of concentrate supplementation. An increase in the concentrate level from 2.4 to 7.2 kg cow-1day-1 did not reduce degradability of either DM (94.67 ± 5.97, 94.49 ± 5.09; P = 0.919) or NDF (92.15 ± 8.69, 94.4 ± 11.73; P = 0.451), respectively. Results of rumen parameters and PD values were within the range reported by Bargo et al., (2003), viz. pH 5.76 – 6.29, NH3-N concentration 8.7 – 32.2 mg dl-1, total VFA concentration 90.3 - 151.4 mmol L-1 and PD values 89.5 – 93.5 % reported by Bargo et al. (2003). According to these authors, there is no simple relationship between any amount of the concentrate supplemented, and the ruminal pH and concentrate feeding only affects the in situ ruminal digestion of pasture when it is fed, at quantities higher than 8 kg DM cow-1day-1 (Bargo et al., 2003).
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Muituti, J M
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia Curriculum planning -- Namibia Home economics -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1736 , http://hdl.handle.net/10962/d1003619
- Description: In Namibia, as in many other countries, curriculum changes have resulted from a “highly complex mix of ideological, political, social, philosophical, economic and other influences” (McGee, 1995, cited by Swarts). Over time some influences become stronger while others lose ground. Different conceptions exist as to what school curricula should be. These conceptions are sometimes referred to as “theories of curricular” or ideologies (ibid). Ideologies in general are “belief systems that provide value premises from which decisions about practical educational matters are made” (Eisner, 1994:47). They derive from broad, international perspectives and views. Some views are unproblematic in that they are generally agreed, such as all children should learn to read and write. Others are more controversial and problematic, e.g. whether sex education should be taught in school. As a result of exposure to other views and perspectives, there is overlap between ideologies and no ideology represents a clear-cut concise school of thought. Nevertheless they provide a theoretical basis for the Home Ecology syllabus. This paper will attempt to provide a critical analysis of the Home Ecology syllabus, the socio-historic and economic analysis of the learners for whom the curriculum has been designed and the analysis of the learning environment in which this curriculum is presented. The synthesis, which will link the sections together, and conclusion will draw the threads together. In providing this analysis it is imperative to provide a definition of what a curriculum is. In the broader sense, a curriculum is the offering of socially valued knowledge, skills and attitudes made available to learners through a variety of programmes. Forquin (1995) cited in Swarts (1996:23) has the following to say about curriculum: ‘The concept of curriculum, indeed, implies taking into consideration the whole of the course of studies and not just one aspect or one stage considered separately’. In examining official educational documents, especially curricular documents written after independence, there are signs of continuing traditional emphasis however, this is expected, as Fullan (1991) contends that change does not take place just because it has been decreed and written down in the book of reforms. Change takes time to work its way in.
- Full Text:
- Date Issued: 2004
- Authors: Muituti, J M
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia Curriculum planning -- Namibia Home economics -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1736 , http://hdl.handle.net/10962/d1003619
- Description: In Namibia, as in many other countries, curriculum changes have resulted from a “highly complex mix of ideological, political, social, philosophical, economic and other influences” (McGee, 1995, cited by Swarts). Over time some influences become stronger while others lose ground. Different conceptions exist as to what school curricula should be. These conceptions are sometimes referred to as “theories of curricular” or ideologies (ibid). Ideologies in general are “belief systems that provide value premises from which decisions about practical educational matters are made” (Eisner, 1994:47). They derive from broad, international perspectives and views. Some views are unproblematic in that they are generally agreed, such as all children should learn to read and write. Others are more controversial and problematic, e.g. whether sex education should be taught in school. As a result of exposure to other views and perspectives, there is overlap between ideologies and no ideology represents a clear-cut concise school of thought. Nevertheless they provide a theoretical basis for the Home Ecology syllabus. This paper will attempt to provide a critical analysis of the Home Ecology syllabus, the socio-historic and economic analysis of the learners for whom the curriculum has been designed and the analysis of the learning environment in which this curriculum is presented. The synthesis, which will link the sections together, and conclusion will draw the threads together. In providing this analysis it is imperative to provide a definition of what a curriculum is. In the broader sense, a curriculum is the offering of socially valued knowledge, skills and attitudes made available to learners through a variety of programmes. Forquin (1995) cited in Swarts (1996:23) has the following to say about curriculum: ‘The concept of curriculum, indeed, implies taking into consideration the whole of the course of studies and not just one aspect or one stage considered separately’. In examining official educational documents, especially curricular documents written after independence, there are signs of continuing traditional emphasis however, this is expected, as Fullan (1991) contends that change does not take place just because it has been decreed and written down in the book of reforms. Change takes time to work its way in.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Haingura, Paulinus
- Date: 2004
- Subjects: Education -- Namibia Education and state -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1732 , http://hdl.handle.net/10962/d1003615
- Description: The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
- Full Text:
- Date Issued: 2004
- Authors: Haingura, Paulinus
- Date: 2004
- Subjects: Education -- Namibia Education and state -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1732 , http://hdl.handle.net/10962/d1003615
- Description: The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Hoveka, E P
- Date: 2004
- Subjects: Education -- Namibia Teaching -- Namibia Curriculum planning -- Namibia Educational change -- Namibia English language -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1733 , http://hdl.handle.net/10962/d1003616
- Description: The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
- Full Text:
- Date Issued: 2004
- Authors: Hoveka, E P
- Date: 2004
- Subjects: Education -- Namibia Teaching -- Namibia Curriculum planning -- Namibia Educational change -- Namibia English language -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1733 , http://hdl.handle.net/10962/d1003616
- Description: The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Kruger, H J M
- Date: 2004
- Subjects: Mathematics -- Study and teaching (Elementary) -- Namibia Problem solving -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1874 , http://hdl.handle.net/10962/d1005629
- Description: Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
- Full Text:
- Date Issued: 2004
- Authors: Kruger, H J M
- Date: 2004
- Subjects: Mathematics -- Study and teaching (Elementary) -- Namibia Problem solving -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1874 , http://hdl.handle.net/10962/d1005629
- Description: Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Mungongi, Fillemon
- Date: 2004
- Subjects: Education, Elementary -- Namibia Teaching -- Namibia Educational change -- Namibia English language -- Study and teaching (Elementary) -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1937 , http://hdl.handle.net/10962/d1007716
- Description: 1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.
- Full Text:
- Date Issued: 2004
- Authors: Mungongi, Fillemon
- Date: 2004
- Subjects: Education, Elementary -- Namibia Teaching -- Namibia Educational change -- Namibia English language -- Study and teaching (Elementary) -- Namibia Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1937 , http://hdl.handle.net/10962/d1007716
- Description: 1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Gontes, Karolina
- Date: 2004
- Subjects: Curriculum planning -- Namibia African languages -- Study and teaching -- Namibia Language and languages -- Study and teaching -- Curricula--Namibia Language and education -- Namibia Language policy -- Namibia Nama language -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1731 , http://hdl.handle.net/10962/d1003614
- Description: The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
- Full Text:
- Date Issued: 2004
- Authors: Gontes, Karolina
- Date: 2004
- Subjects: Curriculum planning -- Namibia African languages -- Study and teaching -- Namibia Language and languages -- Study and teaching -- Curricula--Namibia Language and education -- Namibia Language policy -- Namibia Nama language -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1731 , http://hdl.handle.net/10962/d1003614
- Description: The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Katewa, E N M
- Date: 2004
- Subjects: Rundu College of Education (Namibia) Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Curriculum change -- Namibia Teaching -- Namibia Universities and colleges -- Namibia -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1734 , http://hdl.handle.net/10962/d1003617
- Description: The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.
- Full Text:
- Date Issued: 2004
- Authors: Katewa, E N M
- Date: 2004
- Subjects: Rundu College of Education (Namibia) Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Curriculum change -- Namibia Teaching -- Namibia Universities and colleges -- Namibia -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1734 , http://hdl.handle.net/10962/d1003617
- Description: The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Bock, L J
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia Curriculum change -- Namibia College teachers -- Training of -- Namibia Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1895 , http://hdl.handle.net/10962/d1006128
- Full Text:
- Date Issued: 2004
- Authors: Bock, L J
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia Curriculum change -- Namibia College teachers -- Training of -- Namibia Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1895 , http://hdl.handle.net/10962/d1006128
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
- Date Issued: 2004
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Boois, Yvonne
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia School libraries -- Namibia Information services -- Namibia Education -- Political aspects -- Namibia Libraries and state -- Namibia Information science -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1896 , http://hdl.handle.net/10962/d1006152
- Full Text:
- Date Issued: 2004
- Authors: Boois, Yvonne
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia School libraries -- Namibia Information services -- Namibia Education -- Political aspects -- Namibia Libraries and state -- Namibia Information science -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1896 , http://hdl.handle.net/10962/d1006152
- Full Text:
- Date Issued: 2004
Research portfolio
- Authors: Garosas, Elfriede S
- Date: 2004
- Subjects: Education -- Namibia , Curriculum planning -- Namibia , Home economics -- Study and teaching -- Namibia , Teaching -- Namibia , College teachers -- Training of -- Namibia , Universities and colleges -- Curricula -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2010 , http://hdl.handle.net/10962/d1015966
- Description: [From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
- Full Text:
- Date Issued: 2004
- Authors: Garosas, Elfriede S
- Date: 2004
- Subjects: Education -- Namibia , Curriculum planning -- Namibia , Home economics -- Study and teaching -- Namibia , Teaching -- Namibia , College teachers -- Training of -- Namibia , Universities and colleges -- Curricula -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2010 , http://hdl.handle.net/10962/d1015966
- Description: [From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
- Full Text:
- Date Issued: 2004
Reviewing review:
- Authors: Garman, Anthea
- Date: 2004
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158773 , vital:40227 , https://hdl.handle.net/10520/EJC146216
- Description: In this 10th year of freedom of media in South Africa, the Rhodes Journalism Review has entered its 14th year as chronicler of media in South Africa. RJR was started in the year that actually unrolled the changes we now live with - 1990 - and attempted to document the complex journey out of apartheid. In the last 10 years Review has been charting the even more complex journey into freedom.
- Full Text:
- Date Issued: 2004
- Authors: Garman, Anthea
- Date: 2004
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158773 , vital:40227 , https://hdl.handle.net/10520/EJC146216
- Description: In this 10th year of freedom of media in South Africa, the Rhodes Journalism Review has entered its 14th year as chronicler of media in South Africa. RJR was started in the year that actually unrolled the changes we now live with - 1990 - and attempted to document the complex journey out of apartheid. In the last 10 years Review has been charting the even more complex journey into freedom.
- Full Text:
- Date Issued: 2004
Revision of the Indo-Pacific dottyback fish subfamily Pseudochrominae (Perciformes:Pseudochromidae)
- Authors: Gill, Anthony C
- Date: 2004
- Subjects: Fishes -- Indo-Pacific Region -- Classification , Pseudochromidae
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/137669 , vital:37548
- Description: The 100 nominal species in the pseudochromid subfamily Pseudochrominae are referred to 70 valid species, and an additional ten species are described as new. These species are assigned to ten genera: Assiculoides Gill & Hutchins, 1997, Assiculus Richardson, 1846, Cypho Myers, 1940, Labracinns Schlegel, 1858, Ogilbyina Fowler, 1931, Pseudochromis Riippell, 1835, and four new genera, Manonichthvs, Oxvcercichthys, Pholidochromis and Pictichromis. In previous recent studies only two genera, Labracinns and Pseudochromis , had been generally recognised; species assigned to the remaining genera had been previously placed in Pseudochromis. Species included in the subfamily are: Assiculoides desmonotus Gill & Hutchins, 1997 (Western Australia); Assiculus punctatus Richardson, 1846 (northwestern Australia); Cypho purpurascens (De Vis, 1884) (southwest Pacific); C. zaps sp. nov. (Indonesia to Ryukyu Ids); Labracinns atrofasciatus (Herre, 1933) (Culion, Philippines); L. cyclophthalmus (Muller & Troschel, 1849) (Japan to northwestern Australia, Papua New Guinea); L. lineatus (Castelnau, 1875) (Western Australia); Manonichthvs a/leni sp. nov. (Sabah, Borneo); M. paranox (Lubbock & Goldman, 1976) (Solomon Ids, Papua New Guinea, Great Barrier Reef); M. polynemus (Fowler, 1931) (northeastern Indonesia, Belau); M. splendens (Fowler, 1931) (southeastern Indonesia); M. winterbottomi sp nov. (Cebu, Philippines); Ogilbyina novaehollandiae (Steindachner, 1880) (southern Great Barrier Reef and Queensland); O. queenslandiae (Saville-Kent, 1893) (Queensland, Great Barrier Reef); O. salvati (Plessis & Fourmanoir, 1966) (New Caledonia); Oxvcercichthys veliferus (Lubbock, 1980) (Great Barrier Reef, western Coral Sea); Pholidochromis marginata (Lubbock, 1980) (northeastern Indonesia to Bougainville); Pictichromis aurifrons (Lubbock, 1980) (New Guinea); P. coralensis sp. nov. (Great Barrier Reef to New Caledonia); P. diadema (Lubbock & Randall, 1978) (Malaysia to Philippines and northern Borneo); P. ephippiata (Gill, Pyle & Earle, 1996) (northern Sulawesi, southeastern Papua New Guinea); P. paccagnellae (Axelrod, 1973) (Indonesia, Timor Sea to Solomon Ids); P. porphyrea (Lubbock & Goldman, 1974) (Ryukyu Ids and northeastern Indonesia to Marshall Ids and Tonga); Pseudochromis aldabraensis Bauchot-Boutin, 1958 (Aldabra, northwestern Indian Ocean); P. alticaudex sp. nov. (northeastern Indonesia to Solomon Ids); P. andamanensis Lubbock, 1980 (Andaman Sea to Timor Sea, Australia); P. aureolineatus sp. nov. (Comoro Ids); P. aurulentus Gill & Randall, 1998 (Komodo Id, Indonesia); P. bitaeniatus (Fowler, 1931) (Philippines to Timor Sea, Australia, Solomon Ids); P. caudalis Boulenger, 1898 (Arabian Sea to Sri Lanka); P. coccinicauda (Tickell, 1888) (Laccadive Ids to central Indonesia); P. colei Herre, 1933 (Culion, Philippines); P. cometes Gill & Randall, 1998 (Komodo Id, Indonesia); P. cyanotaenia Bleeker, 1857 (Japan to Australia and Vanuatu); P dilectus Lubbock, 1976 (Sri Lanka); P. dixurus Lubbock, 1975 (Red Sea); P. dutoiti Smith, 1955 (east coast of Africa); P. elongatus Lubbock, 1980 (eastern Indonesia); P. flammicauda Lubbock & Goldman, 1976 (Great Barrier Reef); P. flavivertex Riippell, 1835 (Red Sea); P. flavopunctatus Gill & Randall, 1998 (Komodo Id, Indonesia); P. fowleri Herre, 1934 (Philippines and Sabah, Borneo); P. fridmani Klausewitz, 1968 (Red Sea); P. fuscus Muller & Troschel, 1849 (Sri Lanka to Vanuatu); P. howsoni Allen, 1995 (northwestern Australia); P. jamesi Schultz, 1943 (southwest Pacific); P kolythrus Gill & Winterbottom, 1993 (New Caledonia); P. kristinae sp. nov. (east coast of Africa to Madagascar); P. leucorhynchus Lubbock, 1977 (Kenya to Oman); P. linda Randall & Stanaland, 1989 (Gulf of Aden to Pakistan); P. litus Gill & Randall, 1998 (southeastern Indonesia); P. luteus Aoyagi, 1943 (Ryukyu Ids to Philippines); P. madagascariensis sp. nov. (northeastern Madagascar); P. magnificus Lubbock, 1977 (Cargados Carajos Shoals); P. marshallensis Schultz, 1953 (Western Australia to Marshall Ids); P. melanurus sp. nov. (Fiji and Tonga); P. melas Lubbock, 1977 (east coast of Africa); P. mooii sp. nov. (Komodo Id, Indonesia); P. moorei Fowler, 1931 (Philippines); P. natalensis Regan, 1916 (east coast of Africa); P. nigrovittatus Boulenger, 1897 (Red Sea, Gulf of Aden, Socotra to Persian Gulf); P- olivaceus Riippell, 1835 (Red Sea); P. omanensis Gill & Mee, 1993 (Oman); P. persicus Murray, 1887 (Persian Gulf to Pakistan); P. perspicillatus Gunther, 1862 (Philippines and Indonesia); P. pesi Lubbock, 1975 (Red Sea); P. pictus Gill & Randall, 1998 (Alor Id, Indonesia); P. punctatus Kotthaus, 1970 (Somalia and southern Oman); P. pylei Randall & McCosker, 1989 (southeastern Indonesia and Belau); P quinquedentatus McCulloch, 1926 (northern Australia); P. ransonneti Steindachner, 1870 (Gulf of Thailand to Seribu Ids, Indonesia); P. reticulatus Gill & Woodland, 1992 (northwestern Australia); P. sankeyi Lubbock, 1975 (southern Red Sea, Gulf of Aden); P. springeri Lubbock, 1975 (Red Sea); P. steenei Gill & Randall, 1992 (southern Indonesia); P. striatus Gill, Shao & Chen, 1995 (Philippines, Taiwan, Ryukyu Ids); P. tapeinosoma Bleeker, 1853 (Andaman Sea to Solomon Ids); P. tauberae Lubbock, 1977 (east coast of Africa to Madagascar); P. viridis Gill & Allen, 1996 (Christmas Id, Indian Ocean); and P. wilsoni Whitley, 1929 (northern Australia). A key to genera and keys to species within genera are provided. Synonymy lists, suggested vernacular names, morphological descriptions, habitat notes, and distribution maps are given for each species. Photographs showing live and/or freshly dead colourations (including sexual and other intraspecific variation) are provided for all but a few species.
- Full Text:
- Date Issued: 2004
- Authors: Gill, Anthony C
- Date: 2004
- Subjects: Fishes -- Indo-Pacific Region -- Classification , Pseudochromidae
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/137669 , vital:37548
- Description: The 100 nominal species in the pseudochromid subfamily Pseudochrominae are referred to 70 valid species, and an additional ten species are described as new. These species are assigned to ten genera: Assiculoides Gill & Hutchins, 1997, Assiculus Richardson, 1846, Cypho Myers, 1940, Labracinns Schlegel, 1858, Ogilbyina Fowler, 1931, Pseudochromis Riippell, 1835, and four new genera, Manonichthvs, Oxvcercichthys, Pholidochromis and Pictichromis. In previous recent studies only two genera, Labracinns and Pseudochromis , had been generally recognised; species assigned to the remaining genera had been previously placed in Pseudochromis. Species included in the subfamily are: Assiculoides desmonotus Gill & Hutchins, 1997 (Western Australia); Assiculus punctatus Richardson, 1846 (northwestern Australia); Cypho purpurascens (De Vis, 1884) (southwest Pacific); C. zaps sp. nov. (Indonesia to Ryukyu Ids); Labracinns atrofasciatus (Herre, 1933) (Culion, Philippines); L. cyclophthalmus (Muller & Troschel, 1849) (Japan to northwestern Australia, Papua New Guinea); L. lineatus (Castelnau, 1875) (Western Australia); Manonichthvs a/leni sp. nov. (Sabah, Borneo); M. paranox (Lubbock & Goldman, 1976) (Solomon Ids, Papua New Guinea, Great Barrier Reef); M. polynemus (Fowler, 1931) (northeastern Indonesia, Belau); M. splendens (Fowler, 1931) (southeastern Indonesia); M. winterbottomi sp nov. (Cebu, Philippines); Ogilbyina novaehollandiae (Steindachner, 1880) (southern Great Barrier Reef and Queensland); O. queenslandiae (Saville-Kent, 1893) (Queensland, Great Barrier Reef); O. salvati (Plessis & Fourmanoir, 1966) (New Caledonia); Oxvcercichthys veliferus (Lubbock, 1980) (Great Barrier Reef, western Coral Sea); Pholidochromis marginata (Lubbock, 1980) (northeastern Indonesia to Bougainville); Pictichromis aurifrons (Lubbock, 1980) (New Guinea); P. coralensis sp. nov. (Great Barrier Reef to New Caledonia); P. diadema (Lubbock & Randall, 1978) (Malaysia to Philippines and northern Borneo); P. ephippiata (Gill, Pyle & Earle, 1996) (northern Sulawesi, southeastern Papua New Guinea); P. paccagnellae (Axelrod, 1973) (Indonesia, Timor Sea to Solomon Ids); P. porphyrea (Lubbock & Goldman, 1974) (Ryukyu Ids and northeastern Indonesia to Marshall Ids and Tonga); Pseudochromis aldabraensis Bauchot-Boutin, 1958 (Aldabra, northwestern Indian Ocean); P. alticaudex sp. nov. (northeastern Indonesia to Solomon Ids); P. andamanensis Lubbock, 1980 (Andaman Sea to Timor Sea, Australia); P. aureolineatus sp. nov. (Comoro Ids); P. aurulentus Gill & Randall, 1998 (Komodo Id, Indonesia); P. bitaeniatus (Fowler, 1931) (Philippines to Timor Sea, Australia, Solomon Ids); P. caudalis Boulenger, 1898 (Arabian Sea to Sri Lanka); P. coccinicauda (Tickell, 1888) (Laccadive Ids to central Indonesia); P. colei Herre, 1933 (Culion, Philippines); P. cometes Gill & Randall, 1998 (Komodo Id, Indonesia); P. cyanotaenia Bleeker, 1857 (Japan to Australia and Vanuatu); P dilectus Lubbock, 1976 (Sri Lanka); P. dixurus Lubbock, 1975 (Red Sea); P. dutoiti Smith, 1955 (east coast of Africa); P. elongatus Lubbock, 1980 (eastern Indonesia); P. flammicauda Lubbock & Goldman, 1976 (Great Barrier Reef); P. flavivertex Riippell, 1835 (Red Sea); P. flavopunctatus Gill & Randall, 1998 (Komodo Id, Indonesia); P. fowleri Herre, 1934 (Philippines and Sabah, Borneo); P. fridmani Klausewitz, 1968 (Red Sea); P. fuscus Muller & Troschel, 1849 (Sri Lanka to Vanuatu); P. howsoni Allen, 1995 (northwestern Australia); P. jamesi Schultz, 1943 (southwest Pacific); P kolythrus Gill & Winterbottom, 1993 (New Caledonia); P. kristinae sp. nov. (east coast of Africa to Madagascar); P. leucorhynchus Lubbock, 1977 (Kenya to Oman); P. linda Randall & Stanaland, 1989 (Gulf of Aden to Pakistan); P. litus Gill & Randall, 1998 (southeastern Indonesia); P. luteus Aoyagi, 1943 (Ryukyu Ids to Philippines); P. madagascariensis sp. nov. (northeastern Madagascar); P. magnificus Lubbock, 1977 (Cargados Carajos Shoals); P. marshallensis Schultz, 1953 (Western Australia to Marshall Ids); P. melanurus sp. nov. (Fiji and Tonga); P. melas Lubbock, 1977 (east coast of Africa); P. mooii sp. nov. (Komodo Id, Indonesia); P. moorei Fowler, 1931 (Philippines); P. natalensis Regan, 1916 (east coast of Africa); P. nigrovittatus Boulenger, 1897 (Red Sea, Gulf of Aden, Socotra to Persian Gulf); P- olivaceus Riippell, 1835 (Red Sea); P. omanensis Gill & Mee, 1993 (Oman); P. persicus Murray, 1887 (Persian Gulf to Pakistan); P. perspicillatus Gunther, 1862 (Philippines and Indonesia); P. pesi Lubbock, 1975 (Red Sea); P. pictus Gill & Randall, 1998 (Alor Id, Indonesia); P. punctatus Kotthaus, 1970 (Somalia and southern Oman); P. pylei Randall & McCosker, 1989 (southeastern Indonesia and Belau); P quinquedentatus McCulloch, 1926 (northern Australia); P. ransonneti Steindachner, 1870 (Gulf of Thailand to Seribu Ids, Indonesia); P. reticulatus Gill & Woodland, 1992 (northwestern Australia); P. sankeyi Lubbock, 1975 (southern Red Sea, Gulf of Aden); P. springeri Lubbock, 1975 (Red Sea); P. steenei Gill & Randall, 1992 (southern Indonesia); P. striatus Gill, Shao & Chen, 1995 (Philippines, Taiwan, Ryukyu Ids); P. tapeinosoma Bleeker, 1853 (Andaman Sea to Solomon Ids); P. tauberae Lubbock, 1977 (east coast of Africa to Madagascar); P. viridis Gill & Allen, 1996 (Christmas Id, Indian Ocean); and P. wilsoni Whitley, 1929 (northern Australia). A key to genera and keys to species within genera are provided. Synonymy lists, suggested vernacular names, morphological descriptions, habitat notes, and distribution maps are given for each species. Photographs showing live and/or freshly dead colourations (including sexual and other intraspecific variation) are provided for all but a few species.
- Full Text:
- Date Issued: 2004
Rhizome connections...
- Authors: Lotz-Sisitka, Heila
- Date: 2004
- Language: English
- Type: Article
- Identifier: vital:6097 , http://hdl.handle.net/10962/d1008620
- Description: There are a number of papers in the journal that reflect a trend in environmental education towards deliberating recuperative, relational epistemologies. In their paper addressing the near-schism between those that appear to be antagonistic to post-structuralism and deconstruction, and those that find them generative in their inquiries, Noel Gough and Leigh Price go right to the heart of human inquiry by questioning the most commonly held assumption in the research enterprise – that the social sciences require a different methodology from the natural sciences.Through giving attention to relativist (constructionist) epistemology and a stratified, realist ontology – which assumes a relational account of ontology – they suggest the same basic methodology for both the social and natural sciences, arguing that ‘... society and humans mutually transform/reproduce each other, just as nature and humans mutually transform/reproduce each other’. In doing this, they address over-simplified dialectics between ‘constructionism’ and realism which has shaped much human inquiry (including environmental education research).
- Full Text:
- Date Issued: 2004
- Authors: Lotz-Sisitka, Heila
- Date: 2004
- Language: English
- Type: Article
- Identifier: vital:6097 , http://hdl.handle.net/10962/d1008620
- Description: There are a number of papers in the journal that reflect a trend in environmental education towards deliberating recuperative, relational epistemologies. In their paper addressing the near-schism between those that appear to be antagonistic to post-structuralism and deconstruction, and those that find them generative in their inquiries, Noel Gough and Leigh Price go right to the heart of human inquiry by questioning the most commonly held assumption in the research enterprise – that the social sciences require a different methodology from the natural sciences.Through giving attention to relativist (constructionist) epistemology and a stratified, realist ontology – which assumes a relational account of ontology – they suggest the same basic methodology for both the social and natural sciences, arguing that ‘... society and humans mutually transform/reproduce each other, just as nature and humans mutually transform/reproduce each other’. In doing this, they address over-simplified dialectics between ‘constructionism’ and realism which has shaped much human inquiry (including environmental education research).
- Full Text:
- Date Issued: 2004
Rhodes University Graduation Ceremony 2004
- Authors: Rhodes University
- Date: 2004
- Language: English
- Type: text
- Identifier: vital:8143 , http://hdl.handle.net/10962/d1007261
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 2 April 2004 at 10:30; 14:30 & 18:00 [and] Saturday, 3 April 2004 at 10:30 [and] Friday, 30 July 2004 at 18:00 , RU East London Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 7 May 2004 at 10:30: 14:30 & 18:00 [and] Saturday, 8 May 2004 at 10:30
- Full Text:
- Date Issued: 2004
- Authors: Rhodes University
- Date: 2004
- Language: English
- Type: text
- Identifier: vital:8143 , http://hdl.handle.net/10962/d1007261
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 2 April 2004 at 10:30; 14:30 & 18:00 [and] Saturday, 3 April 2004 at 10:30 [and] Friday, 30 July 2004 at 18:00 , RU East London Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 7 May 2004 at 10:30: 14:30 & 18:00 [and] Saturday, 8 May 2004 at 10:30
- Full Text:
- Date Issued: 2004
Rhodes University Research Report 2004
- Authors: Rhodes University
- Date: 2004
- Language: English
- Type: Text
- Identifier: vital:559 , http://hdl.handle.net/10962/d1011950
- Description: [From Introduction] Rhodes University has had another successful year in terms of research activities and outputs in what has been an exciting Centenary year and I would like to add my congratulations and thanks to those of the Vice-Chancellor to all staff and postgraduate students for their research efforts in 2004. This report documents the research highlights and outputs in its many forms during 2004. Research which is not disseminated in this manner is wasted and I would like to encourage all staff and students to continue to publish their research in the most appropriate way. I would particularly like to stress the importance of publishing research findings in subsidy earning journals and of converting conference papers into journal articles where possible. Outputs in accredited journals are one of the principle means by which the University earns research subsidy and increasing the subsidy earned in this way will directly benefit internally funded research activities. In terms of journal publications 2004 has been a very good year with the audited but still to be awarded journal units increasing to 202 units from 165 awarded in 2003. I am confident that this is a sustainable trend and it is particularly encouraging in the context of a national trend of declining research outputs. A particularly successful publication was the special edition of the SA Journal of Science which was dedicated to the Rhodes University Centenary. I would like to thank all of those staff and students who submitted articles for publication in this edition and Professor Barker for initiating and co-ordinating this publication. An aspect of research outputs which remains a serious concern is the continued poor recognition by the Department of Education of publications in the form of books, chapters, refereed conference proceedings and patents. Not only are a small fraction of these outputs accepted for subsidy purposes but to date no feedback has been given in terms of which books, chapters, etc have in fact been subsidised or why the majority of submissions are not accepted. The Department of Education has, however, indicated that such feedback will be forthcoming from 2005. A further, and possibly even more problematic, aspect of recognition of research outputs (and NRF rating) is the inability to assess outputs in the Performing and Visual Arts. Attempts have been made to address this issue at a national level but no solution appears to be likely in the near future. A concerted and unified national approach to addressing the issue of recognition of research outputs other than articles in accredited journals is urgently needed at the highest level if the research efforts in many disciplines are not to be undermined. My thanks once again to all staff and students for their continued commitment to research.
- Full Text:
- Date Issued: 2004
- Authors: Rhodes University
- Date: 2004
- Language: English
- Type: Text
- Identifier: vital:559 , http://hdl.handle.net/10962/d1011950
- Description: [From Introduction] Rhodes University has had another successful year in terms of research activities and outputs in what has been an exciting Centenary year and I would like to add my congratulations and thanks to those of the Vice-Chancellor to all staff and postgraduate students for their research efforts in 2004. This report documents the research highlights and outputs in its many forms during 2004. Research which is not disseminated in this manner is wasted and I would like to encourage all staff and students to continue to publish their research in the most appropriate way. I would particularly like to stress the importance of publishing research findings in subsidy earning journals and of converting conference papers into journal articles where possible. Outputs in accredited journals are one of the principle means by which the University earns research subsidy and increasing the subsidy earned in this way will directly benefit internally funded research activities. In terms of journal publications 2004 has been a very good year with the audited but still to be awarded journal units increasing to 202 units from 165 awarded in 2003. I am confident that this is a sustainable trend and it is particularly encouraging in the context of a national trend of declining research outputs. A particularly successful publication was the special edition of the SA Journal of Science which was dedicated to the Rhodes University Centenary. I would like to thank all of those staff and students who submitted articles for publication in this edition and Professor Barker for initiating and co-ordinating this publication. An aspect of research outputs which remains a serious concern is the continued poor recognition by the Department of Education of publications in the form of books, chapters, refereed conference proceedings and patents. Not only are a small fraction of these outputs accepted for subsidy purposes but to date no feedback has been given in terms of which books, chapters, etc have in fact been subsidised or why the majority of submissions are not accepted. The Department of Education has, however, indicated that such feedback will be forthcoming from 2005. A further, and possibly even more problematic, aspect of recognition of research outputs (and NRF rating) is the inability to assess outputs in the Performing and Visual Arts. Attempts have been made to address this issue at a national level but no solution appears to be likely in the near future. A concerted and unified national approach to addressing the issue of recognition of research outputs other than articles in accredited journals is urgently needed at the highest level if the research efforts in many disciplines are not to be undermined. My thanks once again to all staff and students for their continued commitment to research.
- Full Text:
- Date Issued: 2004
Rights-based restitution in South Africa : developmental land reform or relocation in reverse?
- Authors: Roodt, Monty
- Date: 2004
- Subjects: Restitution -- South Africa , Land reform -- South Africa , Right of property -- South Africa , Land settlement -- South Africa , Land tenure -- South Africa , South Africa -- Commission on Restitution of Land Rights
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3351 , http://hdl.handle.net/10962/d1007211 , Restitution -- South Africa , Land reform -- South Africa , Right of property -- South Africa , Land settlement -- South Africa , Land tenure -- South Africa , South Africa -- Commission on Restitution of Land Rights
- Description: The main question of this thesis is to what extent the rights-based and market-driven nature of the restitution program has given rise to a legalistic and bureaucratic process that negates both the demand-driven and the developmental aspects of restitution as land reform. I answer this question by showing that the choice of a Constitutional model with a Bill of Rights provides the background for a rights-based land reform program. This is especially true for the restitution sub-program, one of the three branches along with redistribution and tenure of the overall land reform program. I then consider the debate around the property clause, and how its inclusion provided the context for a market and rights-based approach to land reform as opposed to a supply-led administrative approach. Because the property clause as a First Generation right prevents expropriation of land without market-related compensation, a complex and legalistic land reform program falling within the ambit of Second Generation rights was formulated to address the gross imbalance in land ownership in South Africa. I argue that the contemporary origin of Second Generation human rights lies within the context of class and anti-globalisation struggles for democracy, and that they are something to be fought for and defended. I discuss the distinction between First, Second and Third Generation rights and identify four spheres within which the struggle for Second and Third Generation rights takes place within modern democratic states. These are the state, the representative public sphere, civil society and the private sphere. I then deal with the problem of trying to turn "paper rights" into realisable rights for the more disadvantaged sectors of society. I also look at what impedes their realisation. I argue that a number of strategies are necessary to ensure the delivery of Second and Third Generation rights. These are an adequate legislative framework, a good communication strategy, the development of institutional capacity to deliver, and if all else fails, access to conflict resolution mechanisms. I consider the major impediments to the realisation of Second and Third Generation rights to be the way in which they are defined in relation to First Generation rights, especially the property clause, the way in which access to rights-backed resources through formal institutions are mediated by the operation of informal institutions, and the dearth of administrative competence in South Africa. My point is that in order for Second and Third Generation rights to have practical benefit for the dispossessed and poor, extraordinary measures are needed. The Restitution arm of the land reform program provides in theory just such extraordinary measures, albeit for only a section of the population. I analyse the effectiveness of the Land Claims Court in assisting restitution claimants and the rural poor to realize their rights. I trace the slow and haphazard shift from a positivistic statutory interpretation (narrow, literal, legalistic) to a purposive interpretation (informed by the Constitutional spirit and social purpose of the legislation) by the Court. This is followed by an analysis of the restitution business process, which means tracing the path of the claim from lodgement to settlement. I set out the costly, complex and legalistic implementation and policy process in some detail. My argument is that in order for a rights-based approach to overcome the impediments outlined in Chapter 3, as well as the property clause in the Constitution, its architects designed a complex process that in the end proved counter-productive in terms of its original aims. The failure of the process to deliver led in 1998 the then Minister of Land Affairs, Derek Hannekom, to appoint a Ministerial Review to investigate the problems. Problems included: slowness of delivery, the crisis of unplannability, low levels of trust between implementers, and high levels of frustration. Two issues are analysed more fully, the rights-driven approach as opposed to the rights-based approach and the lack of claimant participation in taking control of the restitution process. I examine the relationship of the Restitution Commission to the Department of Land Affairs and to municipal land use planning processes. The emphasis on rights within the restitution program had the effect of distancing restitution, especially in the first few years of the programs' existence, from the rest of the land reform program, as well as from the local government process of formulating land development objectives (LDOs), and the Integrated Development Planning (lOP) process. I look at the Port Elizabeth Land and Community Restoration Association (Pelcra) as a case study as it embodies an approach that tries to move beyond a mere reclaiming of rights in land and attempts to implement a developmental approach. I conclude that the rights-based restitution program in spite of its many shortcomings has had some success. It has moved slowly from an overly legalistic judicial program to a more administrative but still bureaucratic process, that has delivered only 27 percent of its product as land reform, the rest going to monetary compensation mainly in urban areas. Thus it can be argued that restitution has been more successful as a program to promote reconciliation along the lines of the Truth and Reconciliation Commission, than as a land reform program, especially if one regards land reform as the restoration of rural land to the indigenous population. There have also been some successful attempts by the Commission, such as in the case of PELCRA, to integrate the processing of its claims with local government planning processes, but progress in this direction remains patchy.
- Full Text:
- Date Issued: 2004
- Authors: Roodt, Monty
- Date: 2004
- Subjects: Restitution -- South Africa , Land reform -- South Africa , Right of property -- South Africa , Land settlement -- South Africa , Land tenure -- South Africa , South Africa -- Commission on Restitution of Land Rights
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3351 , http://hdl.handle.net/10962/d1007211 , Restitution -- South Africa , Land reform -- South Africa , Right of property -- South Africa , Land settlement -- South Africa , Land tenure -- South Africa , South Africa -- Commission on Restitution of Land Rights
- Description: The main question of this thesis is to what extent the rights-based and market-driven nature of the restitution program has given rise to a legalistic and bureaucratic process that negates both the demand-driven and the developmental aspects of restitution as land reform. I answer this question by showing that the choice of a Constitutional model with a Bill of Rights provides the background for a rights-based land reform program. This is especially true for the restitution sub-program, one of the three branches along with redistribution and tenure of the overall land reform program. I then consider the debate around the property clause, and how its inclusion provided the context for a market and rights-based approach to land reform as opposed to a supply-led administrative approach. Because the property clause as a First Generation right prevents expropriation of land without market-related compensation, a complex and legalistic land reform program falling within the ambit of Second Generation rights was formulated to address the gross imbalance in land ownership in South Africa. I argue that the contemporary origin of Second Generation human rights lies within the context of class and anti-globalisation struggles for democracy, and that they are something to be fought for and defended. I discuss the distinction between First, Second and Third Generation rights and identify four spheres within which the struggle for Second and Third Generation rights takes place within modern democratic states. These are the state, the representative public sphere, civil society and the private sphere. I then deal with the problem of trying to turn "paper rights" into realisable rights for the more disadvantaged sectors of society. I also look at what impedes their realisation. I argue that a number of strategies are necessary to ensure the delivery of Second and Third Generation rights. These are an adequate legislative framework, a good communication strategy, the development of institutional capacity to deliver, and if all else fails, access to conflict resolution mechanisms. I consider the major impediments to the realisation of Second and Third Generation rights to be the way in which they are defined in relation to First Generation rights, especially the property clause, the way in which access to rights-backed resources through formal institutions are mediated by the operation of informal institutions, and the dearth of administrative competence in South Africa. My point is that in order for Second and Third Generation rights to have practical benefit for the dispossessed and poor, extraordinary measures are needed. The Restitution arm of the land reform program provides in theory just such extraordinary measures, albeit for only a section of the population. I analyse the effectiveness of the Land Claims Court in assisting restitution claimants and the rural poor to realize their rights. I trace the slow and haphazard shift from a positivistic statutory interpretation (narrow, literal, legalistic) to a purposive interpretation (informed by the Constitutional spirit and social purpose of the legislation) by the Court. This is followed by an analysis of the restitution business process, which means tracing the path of the claim from lodgement to settlement. I set out the costly, complex and legalistic implementation and policy process in some detail. My argument is that in order for a rights-based approach to overcome the impediments outlined in Chapter 3, as well as the property clause in the Constitution, its architects designed a complex process that in the end proved counter-productive in terms of its original aims. The failure of the process to deliver led in 1998 the then Minister of Land Affairs, Derek Hannekom, to appoint a Ministerial Review to investigate the problems. Problems included: slowness of delivery, the crisis of unplannability, low levels of trust between implementers, and high levels of frustration. Two issues are analysed more fully, the rights-driven approach as opposed to the rights-based approach and the lack of claimant participation in taking control of the restitution process. I examine the relationship of the Restitution Commission to the Department of Land Affairs and to municipal land use planning processes. The emphasis on rights within the restitution program had the effect of distancing restitution, especially in the first few years of the programs' existence, from the rest of the land reform program, as well as from the local government process of formulating land development objectives (LDOs), and the Integrated Development Planning (lOP) process. I look at the Port Elizabeth Land and Community Restoration Association (Pelcra) as a case study as it embodies an approach that tries to move beyond a mere reclaiming of rights in land and attempts to implement a developmental approach. I conclude that the rights-based restitution program in spite of its many shortcomings has had some success. It has moved slowly from an overly legalistic judicial program to a more administrative but still bureaucratic process, that has delivered only 27 percent of its product as land reform, the rest going to monetary compensation mainly in urban areas. Thus it can be argued that restitution has been more successful as a program to promote reconciliation along the lines of the Truth and Reconciliation Commission, than as a land reform program, especially if one regards land reform as the restoration of rural land to the indigenous population. There have also been some successful attempts by the Commission, such as in the case of PELCRA, to integrate the processing of its claims with local government planning processes, but progress in this direction remains patchy.
- Full Text:
- Date Issued: 2004
Rural livelihoods at Dwesa/Cwebe: poverty, development and natural resource use on the Wild Coast, South Africa
- Authors: Timmermans, Herman Gerald
- Date: 2004
- Subjects: Poverty -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Land reform -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Conservation of natural resources -- South Africa -- Eastern Cape , Income distribution -- South Africa -- Eastern Cape , Household surveys -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4767 , http://hdl.handle.net/10962/d1007174 , Poverty -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Land reform -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Conservation of natural resources -- South Africa -- Eastern Cape , Income distribution -- South Africa -- Eastern Cape , Household surveys -- South Africa -- Eastern Cape
- Description: This thesis uses the sustainable rural livelihoods framework to investigate the livelihoods of communities residing adjacent to a remote protected area on the Wild Coast. The communities living in the area are among the poorest in South Africa and are largely dependent on migrant remittances and state welfare grants for their survival. Soon after South Africa's first democratic elections in 1994, the communities lodged a land claim against the protected area on the basis of past removals. In 2001, their land rights to the protected area were restored, opening up new avenues for the development of the area. It is argued that livelihood systems in the area are complex, varied and dynamic, and that for development to be sustainable, it needs to be informed by a thorough understanding of the many factors that shape the context in which livelihoods are generated. The research is based primarily on 'in-depth' micro-studies of two villages in the area - Ntubeni and Cwebe. It includes a detailed assessment of the extent and distribution of poverty and the various factors that make households vulnerable to livelihood shocks. The role of the rich and diverse natural resource base, the property rights associated with it, and the under-development of infrastructure and services in the area, are discussed in relation to livelihood prospects. A systems approach is used to examine the various ways in which livestock husbandry, cropping, natural resource use, employment and welfare dependence interact. Finally, the thesis examines in some detail the distribution of household assets, livelihood strategies and livelihood outcomes between the two villages, and between households in different income groups.
- Full Text:
- Date Issued: 2004
- Authors: Timmermans, Herman Gerald
- Date: 2004
- Subjects: Poverty -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Land reform -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Conservation of natural resources -- South Africa -- Eastern Cape , Income distribution -- South Africa -- Eastern Cape , Household surveys -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4767 , http://hdl.handle.net/10962/d1007174 , Poverty -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Land reform -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Conservation of natural resources -- South Africa -- Eastern Cape , Income distribution -- South Africa -- Eastern Cape , Household surveys -- South Africa -- Eastern Cape
- Description: This thesis uses the sustainable rural livelihoods framework to investigate the livelihoods of communities residing adjacent to a remote protected area on the Wild Coast. The communities living in the area are among the poorest in South Africa and are largely dependent on migrant remittances and state welfare grants for their survival. Soon after South Africa's first democratic elections in 1994, the communities lodged a land claim against the protected area on the basis of past removals. In 2001, their land rights to the protected area were restored, opening up new avenues for the development of the area. It is argued that livelihood systems in the area are complex, varied and dynamic, and that for development to be sustainable, it needs to be informed by a thorough understanding of the many factors that shape the context in which livelihoods are generated. The research is based primarily on 'in-depth' micro-studies of two villages in the area - Ntubeni and Cwebe. It includes a detailed assessment of the extent and distribution of poverty and the various factors that make households vulnerable to livelihood shocks. The role of the rich and diverse natural resource base, the property rights associated with it, and the under-development of infrastructure and services in the area, are discussed in relation to livelihood prospects. A systems approach is used to examine the various ways in which livestock husbandry, cropping, natural resource use, employment and welfare dependence interact. Finally, the thesis examines in some detail the distribution of household assets, livelihood strategies and livelihood outcomes between the two villages, and between households in different income groups.
- Full Text:
- Date Issued: 2004