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Oluwa Funmi

- Peter Gabriels Muonagor (written, arranged, produced and composed by), Tosia Alesh (arranged and produced by), Studio 2000

Sing Hosanna (a medley of Praise)

- Peter Gabriels Muonagor (written, arranged, produced and composed by), Tosia Alesh (arranged and produced by), Studio 2000

Testimony

- Peter Gabriels Muonagor (written, arranged, produced and composed by), Tosia Alesh (arranged and produced by), Studio 2000

The dynamics of an emerging outcomes-based educational approach in a second language English classroom

- Westphal, Vivian

  • Authors: Westphal, Vivian
  • Date: 2000
  • Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Competency-based education -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1502 , http://hdl.handle.net/10962/d1003384
  • Description: Curriculum 2005 and outcomes-based education was introduced to South African educators in 1996 by the Minister of Education, Prof. S.M.E. Bengu as an alternative to the racially divided education system prior to the first democratic elections of 1995. The new curriculum was designed to transform the education system into a more equitable system by focussing on creating learners who would become creative thinkers, independent, productive workers and responsible, non-racial citizens. Learners would take a greater role in their own education and teachers would take on new roles as facilitators in the learning process. The new approach was introduced into grade 1 in 1998 and grade 2 in 1999. By using a modified ethnographic approach, this research project studies how one teacher has begun to think about Curriculum 2005 and implement an OBE approach to ESL teaching in a grade 2 classroom. It also focuses on gaining insights into how the teacher has attempted to make sense of the new curriculum in terms of her current practice and the training she has received in OBE. The ethnographic approach of the thesis has allowed the researcher to draw on many forms of data providing a holistic view. Tentative findings show that the teacher is experiencing difficulty in “unpacking” the underlying principles of OBE in terms of her current methods of teaching ESL. She continues to work from tacit knowledge. Because she has received very little training in OBE, she lacks the tools to become a more reflective practitioner. Despite this, her ESL lessons show a positive communicative approach to language teaching by focusing on stories, rhymes and songs as comprehensible input for the learners. The findings of this thesis tentatively suggest that unless teachers are given more adequate training and learning support materials, their classroom practices will remain relatively unchanged.
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  • Date Issued: 2000

Theatre voice as metaphor : the advocacy of a praxis based on the centrality of voice to performance

- Mills, Elizabeth

  • Authors: Mills, Elizabeth
  • Date: 2000
  • Subjects: Voice , Voice culture , Acting
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2141 , http://hdl.handle.net/10962/d1002373 , Voice , Voice culture , Acting
  • Description: This study proposes a view of theatre voice as central to performance. It proposes a shift in paradigm through the foregrounding of the function of theatre voice as one of the creative strands of the theatre matrix. The function of theatre voice becomes a theatrical function. Theatre is created in the voice and, therefore, any act of theatre should include conscious questions about the meanings that are, or can be evoked through the voice in theatre. A second thrust to this study is that theatre voice practice should be included in, and theatre voice practitioners should actively engage in, broader debates about theatre. Introduction: The idea that the voice in performance is the enactment of conscious theatrical choices is set up through the notion of the theatrical use of the voice. The introduction outlines the kinds of performance contexts in which a theatrical use of the voice takes shape. This includes an assessment of the degree to which the specific South African context of the writer is useful to questions about a theatrical use of the voice. The concepts which are central to such a view of theatre voice are expanded. These are: the theatrical agency of the actor, theatre voice, the theatrical use of the voice and praxis. Selected examples from local and other productions are offered to illustrate a range of interpretive possibilities open to the voice when considered, in the first instance, as performance. Chapter one: The actor’s relationship with voice is explored through the notion of actor agency. Historically, actors were theatrically empowered by a closer involvement with playwriting, staging, apprenticeship forms of actor training and theatre management. It is argued that the emergence of the director as a new theatrical agent has diminished this actor agency. On the other hand, the introduction of a realist acting methodology has given the actor autonomy of craft, empowering the actor in unprecedented ways. The theatrical agency of actors, directors and theatre voice practitioners is explored as influencing the status and the perception of theatre voice within theatre. The proposal of the centrality of voice to performance is dependent on the agency of actors, directors and theatre voice practitioners. Chapter two: It is argued that an Aristotelian Poetics of Voice has, under the influence of realism, developed into a “Poetics of the Self”. The paradigmatic shift proposed through a view of the voice as central to theatre, is explored through a post realist, intertextuality of voice. This includes a re-consideration of the contemporary theatre voice notion of the “natural” voice. Chapter three: Cicely Berry’s work, with particular reference to The Actor and his Text (1987), is analysed in terms of realism and the theatrical use of the voice. A second focus in the analysis of Berry’s work supports the argument that voice practitioners theorise positions for theatre voice even though their texts are practical and technically orientated. Berry’s work is singled out here because the contemporary practice of the Central School tradition is the generic tradition of South African English theatre voice practice. Chapter four: Strategies and constructs are proposed in support of the centrality of voice to the theatre. Ways of realising a theatrical use of the voice are also suggested. This is based on a shift in the way in which practitioners think about theatre voice. In the first instance, it is suggested that practitioners move beyond positions of polarity and actively embrace that which is contradictory in theatre and theatre voice practice. Secondly, a traditional hermeneutic understanding of the interpretation of voice is challenged. Thirdly, the use of metaphor which is pertinent to actors, directors and voice practitioners is explored as a means to vocal action. Concrete examples of the creative use of the voice, are provided through the sonic texts of Performance Writing. By way of conclusion, some ideas are offered about the issue of empowering the actor in a theatrical use of the voice. This study is intended to contribute to a theoretical and practical debate which will promote the argument for the centrality of voice to performance.
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  • Date Issued: 2000

Towards an understanding of the role of commercialisation in programming at the Malawi Broadcasting Corporation from 1995 to 1998 : a case study

- Chikunkhuzeni, Francis Chim'ndomo

  • Authors: Chikunkhuzeni, Francis Chim'ndomo
  • Date: 2000
  • Subjects: Malawi Broadcasting Corporation , Broadcasting -- Malawi , Public broadcasting -- Malawi , Broadcasting policy -- Malawi , Broadcast advertising -- Malawi
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3422 , http://hdl.handle.net/10962/d1002875 , Malawi Broadcasting Corporation , Broadcasting -- Malawi , Public broadcasting -- Malawi , Broadcasting policy -- Malawi , Broadcast advertising -- Malawi
  • Description: Competition in many market-driven media systems in advanced industrial countries can sometimes compromise traditional public service broadcast values such as programming for diversity, citizenship, minority interests and national identity. This study investigates the presence and effects of commercial-logic in a state-owned broadcaster in a developing country: the Malawi Broadcasting Corporation. Using indepth interviews and analysis of records on finance and programme schedules, the study finds overwhelming indicators of the presence of commercial logic, not driven by competition, but a commitment to provide a public service under deteriorating financial conditions. Distinguishing between the impacts of advertising and sponsorship markets on media output, the study finds contradictory effects of commercialisation. Some effects confirm some of the adverse effects of commercialisation such as heavy sponsorinfluence on programme content, self-censorship among programme producers who avoid injuring sponsors and producers paying more attention to sponsored programmes at the expense ofthe quality of some non-sponsored public service programmes. However, effects are not always contrary to public service broadcasting but may Indeed reinforce such broadcasting. Commercialisation in some instances has led to the sustenance of a range of non-sponsored public service programmes including programmes to promote culture and civic rights. In general, this study highlights the need to focus on what is realistically possible within the dynamics of the Malawi Society as a precondition for a proactive and elaborate strategy for commercialisation ofthe country's public broadcaster.
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  • Date Issued: 2000

A case study of feedback strategies in The Open Learning Systems Trust (OLSET) Radio Learning Programmes

- Kenyon, Jennifer Berry

  • Authors: Kenyon, Jennifer Berry
  • Date: 1999
  • Subjects: English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2352 , http://hdl.handle.net/10962/d1002634 , English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
  • Description: The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.
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  • Date Issued: 1999

Adaptive flow management of multimedia data with a variable quality of service

- Littlejohn, Paul Stephen

  • Authors: Littlejohn, Paul Stephen
  • Date: 1999
  • Subjects: Multimedia systems , Multimedia systems -- Evaluation
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:4605 , http://hdl.handle.net/10962/d1004863 , Multimedia systems , Multimedia systems -- Evaluation
  • Description: Much of the current research involving the delivery of multimedia data focuses on the need to maintain a constant Quality of Service (QoS) throughout the lifetime of the connection. Delivery of a constant QoS requires that a guaranteed bandwidth is available for the entire connection. Techniques, such as resource reservation, are able to provide for this. These approaches work well across networks that are fairly homogeneous, and which have sufficient resources to sustain the guarantees, but are not currently viable over either heterogeneous or unreliable networks. To cater for the great number of networks (including the Internet) which do not conform to the ideal conditions required by constant Quality of Service mechanisms, this thesis proposes a different approach, that of dynamically adjusting the QoS in response to changing network conditions. Instead of optimizing the Quality of Service, the approach used in this thesis seeks to ensure the delivery of the information, at the best possible quality, as determined by the carrying ability of the poorest segment in the network link. To illustrate and examine this model, a service-adaptive system is described, which allows for the streaming of multimedia audio data across a network using the RealTime Transport Protocol. This application continually adjusts its service requests in response to the current network conditions. A client/server model is outlined whereby the server attempts to provide scalable media content, in this case audio data, to a client at the highest possible Quality of Service. The thesis presents and evaluates a number of renegotiation methods for adjusting the Quality of Service between the client and server. An A djusted QoS renegotiation method algorithm is suggested, which delivers the best possible quality, within an acceptable loss boundary.
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  • Date Issued: 1999

An investigation into the use of IEEE 1394 for audio and control data distribution in music studio environments

- Laubscher, Robert Alan

  • Authors: Laubscher, Robert Alan
  • Date: 1999 , 2011-11-10
  • Subjects: Digital electronics , Sound -- Recording and reproducing -- Digital techniques , MIDI (Standard) , Music -- Data processing , Computer sound processing
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:4619 , http://hdl.handle.net/10962/d1006483 , Digital electronics , Sound -- Recording and reproducing -- Digital techniques , MIDI (Standard) , Music -- Data processing , Computer sound processing
  • Description: This thesis investigates the feasibility of using a new digital interconnection technology, the IEEE-1394 High Performance Serial Bus, for audio and control data distribution in local and remote music recording studio environments. Current methods for connecting studio devices are described, and the need for a new digital interconnection technology explained. It is shown how this new interconnection technology and developing protocol standards make provision for multi-channel audio and control data distribution, routing, copyright protection, and device synchronisation. Feasibility is demonstrated by the implementation of a custom hardware and software solution. Remote music studio connectivity is considered, and the emerging standards and technologies for connecting future music studio utilising this new technology are discussed. , Microsoft Word , Adobe Acrobat 9.46 Paper Capture Plug-in
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  • Date Issued: 1999

An investigation of how members of a school governing body perceive and experience their roles : a case study

- Lusaseni, Pamella Hombakazi

  • Authors: Lusaseni, Pamella Hombakazi
  • Date: 1999
  • Subjects: School management and organization -- South Africa School boards -- South Africa Educational leadership School personnel management
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1898 , http://hdl.handle.net/10962/d1006204
  • Description: Education in South Africa is currently facing a lot of changes. This study was prompted by one of these changes, the introduction of a School Governing Body (SGB), constituted in terms of the 1996 Schools Act (South Africa 1996), and replacing the previous Parent-Teacher-StudentAssociation (PTSA). The study investigates how the members of a School Governing Body perceive and experience their roles, in an attempt to make a contribution to understanding the nature and implications of education governance policy in South Africa. Central to this exercise is the attempt to understand how the execution of their duties, their practice of both democracy and accountability, and their resolving of tensions and/or differences among parents, teachers and students, impacts upon their school generally and relates both to the Department of Education and other organs of society. The methodology employed in this study includes a review of relevant literature, international and national, followed by a historical overview of education governance in South Africa. The core of the thesis is an interpretive case study of the SGB of one junior secondary school under the auspices of the Department of Education, Culture and Sport, in the South Eastern region of the Eastern Cape Province. The single most important data gathering instrument used was a series of in-depth interviews. The interviewees were the Executive members of the SGB of the school. The major findings of the study were that the SGB was powerful and effective in its area of operation in school governance, despite its lack of skills in the execution of its duties. Many of the difficulties it has encountered can be ascribed to a lack of guidance from the Department of Education. The study thus concludes that whereas the SGB studied represents an important step towards the full democratization of education in general and in this school in particular, its role in school governance can not be described as an unqualified success. However, despite the problems faced by the SGB, its role has made history in the governance of the school. Programmes which the SGB has implemented, such as measures to foster a culture of teaching and learning, have had an important impact on the progress of the school. Finally, the findings of the study indicate that the most important issues to be addressed in respect of the SGB researched are capacity building, communication, cultural understanding and the level of SGB understanding of the Schools Act. The study makes certain recommendations for the attention of SGBs and the Department of Education. These include a well co-ordinated capacity building prograrn to be developed and implemented, that will provide SGBs with access to knowledge of the relevant material and other resources necessary to sustain school governance functions. Because of the limited nature of the study in terms of methodology and constraints of time, the conclusions arrived at cannot and should not be generalized beyond the confines of the study.
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  • Date Issued: 1999

Dramatic learning : a case study of theatre for development and environmental education

- Burt, Jane Caroline

  • Authors: Burt, Jane Caroline
  • Date: 1999
  • Subjects: Drama in education -- South Africa Environmental education -- Study and teaching (Elementary)
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1501 , http://hdl.handle.net/10962/d1003383
  • Description: The aim of my research was to introduce drama, in the form of theatre for development processes, to local Grahamstown Primary School teachers, and to work closely with one teacher to explore theatre for development in the classroom, as a means of introducing both environmental education and learner-centred, constructivist teaching methodologies. I started my research by interviewing Primary School principals as well as sending out questionnaires to teachers, to survey their understanding and practice of drama and environmental education in the school curriculum and to invite them to participate in the research project. In collaboration with Educational Drama and Theatre students, I developed two workshops to introduce theatre for development processes such as image theatre and role-play to the teachers. Nine teachers attended this workshop which was video-taped. After the workshop I gave two lessons at a local school, in partnership with a teacher. Throughout this process I kept a research journal. All action components of the research were followed up with individual interviews, group discussions and a focus group. Although the study gave rise to multiple themes, I chose to highlight two: Firstly, Curriculum 2005 advocates a move towards more learner-centred,constructivist and process-orientated pedagogies. All of the participants in this study, including myself, had intentions of adopting a new approach tq education and teaching but found that we often reverted back to earlier learnt roles of product-orientated, text-based, authoritarian approaches to education which we originally had rejected. Secondly, I reflect on how we set out viewing environmental education, education, drama and research as a process and yet all the participants, including myself, continually tried to 'put on' the perfect performance in the form of a drama, a learning experience and research. This project was a participatory research project. The textwork of the research reflects a post-structural orientation. It has been written in the form of a drama to represent the many voices of the participants, but also to question the role of research in society and make research more accessible to non-academic readers. I also intend to perform the research process at a later stage.
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  • Date Issued: 1999

Glimpsing the balance between earth and sky: a meeting ground for postmodernism and Christianity in four selected novels by Jeanette Winterson and John Irving

- Edwards, Ross Stephen

  • Authors: Edwards, Ross Stephen
  • Date: 1999
  • Subjects: Postmodernism -- Religious aspects Winterson, Jeanette, 1959- Irving, John, 1942- Postmodernism (Literature)
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2186 , http://hdl.handle.net/10962/d1002228
  • Description: The phrase “glimpsing the balance between earth and sky” in the thesis title is taken from Jeanette Winterson’s Oranges Are Not the Only Fruit. In this novel, the central character Jeanette believes she has glimpsed the possibility that human relationships can find their mirror in the relationship with God, as she understands the divine Other. This glimpse has set her wandering, trying to find such a balance. This examination of four selected novels by Jeanette Winterson and John Irving shows that for Irving, “glimpsing the balance” means in part, giving voice to a strongly “Christian” view of humankind and human nature but in an age where the prevailing intellectual worldview is strongly sceptical of any Grand Narrative. The “voice” expressed in Irving’s work has to be situated, like Winterson’s, as one among many possibilities. Irving’s voice is itself masked as different, other/Other, freakish, in the narrative worlds he creates. Through his use of grotesque comedy as a vehicle for deeper philosophical concerns, Irving asks us: What after all in the postmodern world is the main show? This thesis argues that if Winterson and Irving are testing or re-presenting a Christian worldview in a postmodern context, than they are asking whether Christianity is capable of assimilating and rising above the worst circumstances the world, writer, and life can throw at it. In Oranges Are Not the Only Fruit, Winterson tells a story of “forbidden love”, posed as a direct challenge to the prevailing way of knowing in her character’s community. In Gut Symmetries, she expands this challenge by employing the insights of quantum physics to make sense of the complexities raised by a triangular love relationship. Irving offers the story of Owen in A Prayer for Owen Meany as the kind of story which might possibly make a believer out of him; in short, that he would have to be a witness to some kind of miracle, something utterly inexplicable. In A Son of the Circus Irving narrates the quest for identity undertaken by an Indian doctor who is in every way a Displaced Person – the condition, he implies, of anyone who purports to find their piece of the truth. The theoretical concerns of the postmodern project are examined through Lawrence Cahoone’s argument that postmodern writing offers criticism of: presence, origin, unity and transcendence through an analytical strategy of constitutive otherness. In each of their texts, Irving and Winterson are seen to use these four critical elements and to offer a postmodern strategy of re-presenting meaning through “constitutive otherness”. Both writers also employ a strategy of historiographic metafiction (as defined by Linda Hutcheon) as a means of constructing and re-presenting their narrated stories. Postmodern paradox is compatible with what could be called a Christian plan for living, if the latter is in turn given an appropriate 1990s interpretation. The selected novels by Winterson and Irving are offered as contemporary evidence for this view. This thesis argues that the connection between postmodernism and other worldviews, particularly Christianity, is found in both projects’ process of making meanings through encounters with an other/Other.
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  • Date Issued: 1999

Migrant labour and colonial rule in Basutoland, 1890-1930

- Kimble, Judith M

  • Authors: Kimble, Judith M
  • Date: 1999
  • Subjects: Migrant labor -- Lesotho Markets -- Lesotho Produce trade -- Lesotho Lesotho -- Economic conditions Lesotho -- History -- To 1966 Lesotho -- Politics and government -- To 1966
  • Language: English
  • Type: Book , Text
  • Identifier: http://hdl.handle.net/10962/2542 , vital:20302 , ISBN 0868103594
  • Description: The original Introduction to the thesis, in summary, developed three main themes (a) a close analysis of the institutional arrangements of the pre-capitalist mode of production, demonstrating its complexity; (b) a broader perspective on the legal, political, social and economic aspects of colonialism; and (c) an account of the distinctive patterns of migrant labour which resulted. First. Judy examined the cheap labour hypothesis of Wolpe (1972), which identified the policy of Segregation as ‘the key mechanism in the subcontinent for the forcible generation and reproduction of labour power on a scale and at a price required by foreign mining capital'. Although she found this a major advance from earlier views of migrant labour as simply a system whereby "men oscillate between their home in some rural area and their place of work’ (Francis Wilson, 1972b), she criticised Wolpe’s hypothesis for failing to incorporate an adequate analysis of ‘the internal forces promoting labour migrancy in Basutoland under colonial rule’, to which she paid particular attention. She did not regard migrant labour solely as ‘The outcome of ruling class policy or ruling class intention’ (Brenner, 1977:78). Nor does she accept Wolpe’s assumption that the migrant labour system was an intended effect of the strategy of mining capital; this reduced "the variety of complex historical factors’ to "the driving force of “the needs of capital”. She therefore offered ‘a more extended exploration of the political dimension of colonial rule’ and a more complex analysis of mining capital and its relationship with pre-capitalist social formations. , Digitised by Rhodes University Library on behalf of the Institute of Social and Economic Research (ISER)
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  • Date Issued: 1999

No woman no cry

- Tonton Mac, Sugar Flavor, Caporal F (lead vocals), Suzanne Khar Fofana Ass II, Bouba (chorus), El hadji Cissokho, Babouli Cissokho (kora), Laye Kane, Urbain Lambert (guitar), Jazzy M (scratch), Studio 2000

Research portfolio

- Muwanga-Zake, Johnnie Wycliffe Frank

  • Authors: Muwanga-Zake, Johnnie Wycliffe Frank
  • Date: 1999
  • Subjects: Science -- Study and teaching Research
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1727 , http://hdl.handle.net/10962/d1003610
  • Description: A survey carried out during 1998 in rural schools of the South East Region (Butterworth) in the Eastern Cape Province revealed that science teachers do not seem to know their problems in teaching science. Teachers related their problems to lack of apparatus and laboratories. However, it appeared that lack of conceptual understanding of science and of practical skills prevented teachers from preparing practical approaches in the classrooms. Lack of conceptual understanding could have also been the cause of the teacher's inability to innovate and manipulate apparatus. The call for laboratories also seemed to be caused by lack of knowledge of what is done in a laboratory. Practical approaches to science seemed to be further undermined by the irrelevance of apparatus and science in a rural setting, where few community members and teachers might have never used apparatus or done practical exercises anywhere. It is recommended that an integrated approach towards improving science education is required. That is, by means of workshops, all role-players in science education such as teacher training institutions such as Rhodes University, NGOs, the Department of Education and pre-service as well as in-service teachers, should discuss the problems in science education. There is a need to supply basic apparatus and to make sure that in-service and pre-service courses emphasise skills in the use of apparatus, innovating apparatus and practical experiences, along with improving the teacher's conceptual understanding of science. A science college of education is highly recommended to enable a special focus on the plight of science education in the Eastern Cape Province. It also felt that rural areas require special attention in terms of designing outcomes and learning experiences that bear relevance to that environment. The assumption that science education as perceived in industrialised areas can be beneficial everywhere is dangerous and gives science a bad name in rural areas. The survey also showed that triangulation of research instruments is necessary to increase validity and reliability of any research programme. The most useful method appeared to be video recording the interviews.
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  • Date Issued: 1999

Running Scared

- Leff, Carol W

  • Authors: Leff, Carol W
  • Date: 1999
  • Subjects: To be catalogued
  • Language: English
  • Type: text , poem
  • Identifier: http://hdl.handle.net/10962/462875 , vital:76343 , ISBN 0028-4459 , https://journals.co.za/doi/epdf/10.10520/AJA00284459_532
  • Description: New Coin is one of South Africa's most established and influential poetry journals. It publishes poetry, and poetry-related reviews, commentary and interviews. New Coin places a particular emphasis on evolving forms and experimental use of the English language in poetry in the South African context. In this sense it has traced the most exciting trends and currents in contemporary poetry in South Africa for a decade of more. The journal is published twice a year in June and December by the Institute for the Study of English in Africa (ISEA), Rhodes University.
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  • Date Issued: 1999

The social construction of 'capacity building': a grounded theory study of organisation development consultants' accounts

- Eagar, Ryan

  • Authors: Eagar, Ryan
  • Date: 1999
  • Subjects: Organizational change -- South Africa , Business consultants -- South Africa
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: vital:2969 , http://hdl.handle.net/10962/d1002478 , Organizational change -- South Africa , Business consultants -- South Africa
  • Description: The primary aim of this thesis is to explore, through organisation development (OD) consultants' accounts, the meaning of 'capacity building' in the South African development context. The need for theory development in this area is apparent from two interrelated vantage points. Firstly, while 'capacity building' is an increasingly espoused development approach, it is seen to be a confusing and ill-defined concept, for which there exists no adequate theory. Secondly, there is an growing call within the OD field to perfonn 'recOIlllaissance' (Weick,1990) on OD as it is being practised in different socio-historical and organisational contexts, so as to discern future trends for this discipline. Due to the lack of documented debate which grounds OD issues in the South African development sector, OD practitioners' 'capacity building' interventions were seen to provide suitably unchartered terrain for this study. Given that theory generation was intended, the general epistemological principles provided by Glaser and Strauss's (1967) 'grounded theory' methodology were adopted. As a way of avoiding some of the criticisms and limitations of this approach, this thesis followed later conceptualisations of this method, in particular its reframing within the social constructionist idiom. In accordance with this perspective, this study directed attention to the ways in which OD consultants, in a non-governmental organisational (NGO) sector known as 'intermediary' NGOs, accounted for their 'capacity building' role in this development context. The results, based on in-depth interviews with ten OD consultants, indicate that 'capacity building' is an elusive and inchoate concept with more than one meaning for the participants. Their narrative account variously constructs 'capacity building' as value-driven OD process facilitation; funder and market regulated service provision; and people-driven product delivery. As a result of this multi-vocal construction, the participants' accounts reveal that OD consultancy in this sector is primarily concerned with 'managing the tensions' of the consultants' ambiguous and contradictory roles. By examining how the tensions articulated by the consultants inhere in their relationship to the environment in which they operate, this thesis firstly explores how the contradiction and anlbiguity attached to this concept can be traced to different stakeholder expectations of 'capacity building'. Secondly, it exanlines how these different stakeholder discourses conflict with each other and with an OD perspective. Thirdly, through an explication of the core category of 'managing tensions', it explores the image of OD consulting as a 'shifting and inconstant balancing act'. Fourthly, it shows how there exist wider contextual forces operating in the development sector which serve to throw these consultants 'off balance' and into delimited and 'received' service provision roles which run counter to their raison d'etre. Finally, the research examines new ways of approaching the 'capacity building' question and of understanding the nature of OD consultancy. It concludes with an attempt to respond to a conceptual aporia in OD literature by examining possible alternative images and metaphors for the role of the OD consultant.
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  • Date Issued: 1999

An account of second language teaching and learning in a multi-standard farm school classroom, utilising an ethnographic approach

- Krause, Siobbhan Karen

  • Authors: Krause, Siobbhan Karen
  • Date: 1998
  • Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers Rural schools -- South Africa Community and school -- South Africa English language -- Study and teaching -- Foreign speakers Education, Rural -- South Africa Black people -- Education -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1416 , http://hdl.handle.net/10962/d1003297
  • Description: Multi-standard classrooms are a distinctive feature of many South African farm schools. This study adopts an ethnographic approach in order to explore how classroom life in one particular Eastern Cape multistandard farm school classroom is shaped by a set of circumstances which influence the nature of teaching and learning in that classroom. The research focuses on the extent to which the difficulties associated with teaching a multi-standard class dictate the teacher's approach to lesson planning and style of teaching and how the resultant pattern of interaction influences language learning within a second language context. Data from a variety of sources, obtained primarily through classroom observations, interviews and questionnaires, is presented. Findings tend to indicate that the demands made on the teachers and pupils in terms of large, multi-standard classes, second language medium of instruction and lack of teaching aids, encourages the use of rote learning techniques which are not conducive to language learning. The pattern of interaction that predominates is a teacher-led series of questions and prompts followed by a chorus response from the pupils. This pattern tends to undermine the communicative aspects of language learning by reducing natural interaction and results in pupil passivity as language learners.
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  • Date Issued: 1998

Analysis of selected choral works by John Tavener with particular reference to the post-1977 works

- Imrie, Sally

  • Authors: Imrie, Sally
  • Date: 1998
  • Subjects: Tavener, John Choral music
  • Language: English
  • Type: Thesis , Masters , MMus
  • Identifier: vital:2642 , http://hdl.handle.net/10962/d1002307
  • Description: This thesis deals with sacred choral music written by John Tavener, a British composer born in 1944. It touches briefly on the background of Tavener and his early works (i.e. from about 1960-1976) - two works from that period have been selected for analysis, Celtic Requiem and Nomine Jesu. The main body of the thesis is concerned with those works composed,.after 1977, which show the influence of the Orthodox Church and Byzantine hymnography on Tavener's stylistic development. The selected works from this period to be analysed are: Ode of St Andrew of Crete, Two Hymns to the Mother of God, Magnificat, Nunc Dimittis, The Uncreated Eros, Eonia and We Shall See Him As Heis.
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  • Date Issued: 1998

At play in the master's workshop: the experience of reading in the novels of Henry James

- Seddon, Deborah Ann

  • Authors: Seddon, Deborah Ann
  • Date: 1998
  • Subjects: James, Henry, 1843-1916 -- Criticism and interpretation
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2278 , http://hdl.handle.net/10962/d1007451 , James, Henry, 1843-1916 -- Criticism and interpretation
  • Description: James's belief that "it is art that makes life" is essential to his own literary technique and to the reading experience within and in relation to his novels. The thesis seeks to posit the notion of reading as a fundamental concern in Henry James's fiction. Drawing largely on the phenomenological and anthropological approaches to the reading process of Wolfgang Iser, this thesis examines the Jamesian text as a performative event involving author, reader and character in creative and interpretative narrational struggles. Iser uses "play" as an integral term to describe the dynamic between author-reader-text which produces a literary work of art. In James's fiction the doubling of the author/reader and reader/character role within the text crucially structures a narrative form which is itself an inquiry into the human use of fiction. The Iserian conception of the act of reading as an engagement with the "gaps" within the play-space of the literary text can elucidate James's structural and thematic use of such sites of indeterminacy to foreground the enlivening necessity of an indeterminate "felt life" within human narrative structures. What Maisie Knew highlights the most important rule in the game -- the necessity for the reader to create meaning from the indeterminate aspects of the text. The shared exercise for author-reader-character is the attempt to access the child's unformulated inner reality to ascertain what Maisie knows. In the section on The Portrait of a Lady Iser's notion of reading as an ideational activity aids an inquiry into the human use of mental fictive picturing to compose reality. The Ambassadors demonstrates the "anthropological" need for the particular mode of consciousness brought about by the literary text when we engage in a world as real as but different to our own. Strether is the reader's ambassador in this world and his interpretative activity mirrors the reader's quest. In The Golden Bowl the bewildering multiplicity of readings made possible by the indeterminate aspects of the literary text instigates a contest for narrative forms in which the chosen fictions of the readers/characters must be actively willed into existence.
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  • Date Issued: 1998
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