A convenient approach to the deterministic routing of MIDI messages
- Authors: Shaw, Brent Roy
- Date: 2018
- Subjects: MIDI (Standard) , Microcontrollers , XMOS Limited , Computer architecture , Embedded computer systems
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63256 , vital:28387
- Description: This research investigates the design and development of a Wireless MIDI Connection Management solution in order to create a deterministic MIDI transmission system. A investigation of the MIDI protocol show it to have certain limitation that can be overcome through the use of transmission solutions. These solutions can be used to improve on the versatility of MIDI while overcoming the MIDI's notorious cable length limitation. XMOS's deterministic XS1 microcontrollers are used to enable the design of a real-time system. The MIDINet system is investigated to identify both the strengths and weaknesses of such a connection management system, while other systems for network transmission of MIDI messages are reviewed. These investigations lead to a design concept for a new network MIDI transmission system that allows for the remote management of connections. The design and subsequent implementation of both the transmission system and the connection management system are then detailed. A testing methodology is then devised to allow for the newly created connection management system to be compared to the MIDINet system. The findings show the deterministic system to have lower latency than that of the MIDINet system, while utilising more compact and power efficient hardware.
- Full Text:
- Date Issued: 2018
- Authors: Shaw, Brent Roy
- Date: 2018
- Subjects: MIDI (Standard) , Microcontrollers , XMOS Limited , Computer architecture , Embedded computer systems
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63256 , vital:28387
- Description: This research investigates the design and development of a Wireless MIDI Connection Management solution in order to create a deterministic MIDI transmission system. A investigation of the MIDI protocol show it to have certain limitation that can be overcome through the use of transmission solutions. These solutions can be used to improve on the versatility of MIDI while overcoming the MIDI's notorious cable length limitation. XMOS's deterministic XS1 microcontrollers are used to enable the design of a real-time system. The MIDINet system is investigated to identify both the strengths and weaknesses of such a connection management system, while other systems for network transmission of MIDI messages are reviewed. These investigations lead to a design concept for a new network MIDI transmission system that allows for the remote management of connections. The design and subsequent implementation of both the transmission system and the connection management system are then detailed. A testing methodology is then devised to allow for the newly created connection management system to be compared to the MIDINet system. The findings show the deterministic system to have lower latency than that of the MIDINet system, while utilising more compact and power efficient hardware.
- Full Text:
- Date Issued: 2018
A Flexible Approach for the Application of Immersive Audio to an Installation Performance:
- Devonport, Sean, Foss, Richard
- Authors: Devonport, Sean , Foss, Richard
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426720 , vital:72385 , https://www.isea-international.org/symposia/1988-2022/
- Description: This paper investigates the use of the ImmerGo spatial audio system and Ethernet AVB as a platform for the creation and deployment of immersive audio content. An analysis of Ethernet AVB and ImmerGo’s features is given. This is followed by a practical implementation of ImmerGo within an installation setting of a choreographed performance. This approach provided key features such as user control from a mobile device to render positions of audio tracks and control DAW transport. The Ethernet AVB network allowed for real-time synchronized audio streaming, audio device interoperability, distributed endpoint processing and simple audio routing schemes.
- Full Text:
- Date Issued: 2018
- Authors: Devonport, Sean , Foss, Richard
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426720 , vital:72385 , https://www.isea-international.org/symposia/1988-2022/
- Description: This paper investigates the use of the ImmerGo spatial audio system and Ethernet AVB as a platform for the creation and deployment of immersive audio content. An analysis of Ethernet AVB and ImmerGo’s features is given. This is followed by a practical implementation of ImmerGo within an installation setting of a choreographed performance. This approach provided key features such as user control from a mobile device to render positions of audio tracks and control DAW transport. The Ethernet AVB network allowed for real-time synchronized audio streaming, audio device interoperability, distributed endpoint processing and simple audio routing schemes.
- Full Text:
- Date Issued: 2018
A molecular phylogeny of the cicadas (Hemiptera: Cicadidae) with a review of tribe and subfamily classification:
- Marshall, David C, Moulds, Max, Hill, Kathy B R, Price, Benjamin W, Wade, Elizabeth J, Owen, Christopher L, Goemans, Geert, Marathe, Kiran, Sarkar, Vivek, Cooley, John R, Sanborn, Allen F, Kunte, Krushnamegh, Villet, Martin H, Simon, Chris
- Authors: Marshall, David C , Moulds, Max , Hill, Kathy B R , Price, Benjamin W , Wade, Elizabeth J , Owen, Christopher L , Goemans, Geert , Marathe, Kiran , Sarkar, Vivek , Cooley, John R , Sanborn, Allen F , Kunte, Krushnamegh , Villet, Martin H , Simon, Chris
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140601 , vital:37902 , DOI: 10.11646/zootaxa.4424.1.1
- Description: A molecular phylogeny and a review of family-group classification are presented for 137 species (ca. 125 genera) of the insect family Cicadidae, the true cicadas, plus two species of hairy cicadas (Tettigarctidae) and two outgroup species from Cercopidae. Five genes, two of them mitochondrial, comprise the 4992 base-pair molecular dataset. Maximum-likelihood and Bayesian phylogenetic results are shown, including analyses to address potential base composition bias. Tettigarcta is confirmed as the sister-clade of the Cicadidae and support is found for three subfamilies identified in an earlier morphological cladistic analysis. A set of paraphyletic deep-level clades formed by African genera are together named as Tettigomyiinae n. stat. Taxonomic reassignments of genera and tribes are made where morphological examination confirms incorrect placements suggested by the molecular tree, and 11 new tribes are defined (Arenopsaltriini n. tribe, Durangonini n. tribe, Katoini n. tribe, Lacetasini n. tribe, Macrotristriini n. tribe, Malagasiini n. tribe, Nelcyndanini n. tribe, Pagiphorini n. tribe, Pictilini n. tribe, Psaltodini n. tribe, and Selymbriini n. tribe). Tribe Tacuini n. syn. is synonymized with Cryptotympanini, and Tryellina n. syn. is synonymized with an expanded Tribe Lamotialnini. Tribe Hyantiini n. syn. is synonymized with Fidicinini. Tribe Sinosenini is transferred to Cicadinae from Cicadettinae, Cicadatrini is moved to Cicadettinae from Cicadinae, and Ydiellini and Tettigomyiini are transferred to Tettigomyiinae n. stat from Cicadettinae. While the subfamily Cicadinae, historically defined by the presence of timbal covers, is weakly supported in the molecular tree, high taxonomic rank is not supported for several earlier clades based on unique morphology associated with sound production.
- Full Text:
- Date Issued: 2018
- Authors: Marshall, David C , Moulds, Max , Hill, Kathy B R , Price, Benjamin W , Wade, Elizabeth J , Owen, Christopher L , Goemans, Geert , Marathe, Kiran , Sarkar, Vivek , Cooley, John R , Sanborn, Allen F , Kunte, Krushnamegh , Villet, Martin H , Simon, Chris
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140601 , vital:37902 , DOI: 10.11646/zootaxa.4424.1.1
- Description: A molecular phylogeny and a review of family-group classification are presented for 137 species (ca. 125 genera) of the insect family Cicadidae, the true cicadas, plus two species of hairy cicadas (Tettigarctidae) and two outgroup species from Cercopidae. Five genes, two of them mitochondrial, comprise the 4992 base-pair molecular dataset. Maximum-likelihood and Bayesian phylogenetic results are shown, including analyses to address potential base composition bias. Tettigarcta is confirmed as the sister-clade of the Cicadidae and support is found for three subfamilies identified in an earlier morphological cladistic analysis. A set of paraphyletic deep-level clades formed by African genera are together named as Tettigomyiinae n. stat. Taxonomic reassignments of genera and tribes are made where morphological examination confirms incorrect placements suggested by the molecular tree, and 11 new tribes are defined (Arenopsaltriini n. tribe, Durangonini n. tribe, Katoini n. tribe, Lacetasini n. tribe, Macrotristriini n. tribe, Malagasiini n. tribe, Nelcyndanini n. tribe, Pagiphorini n. tribe, Pictilini n. tribe, Psaltodini n. tribe, and Selymbriini n. tribe). Tribe Tacuini n. syn. is synonymized with Cryptotympanini, and Tryellina n. syn. is synonymized with an expanded Tribe Lamotialnini. Tribe Hyantiini n. syn. is synonymized with Fidicinini. Tribe Sinosenini is transferred to Cicadinae from Cicadettinae, Cicadatrini is moved to Cicadettinae from Cicadinae, and Ydiellini and Tettigomyiini are transferred to Tettigomyiinae n. stat from Cicadettinae. While the subfamily Cicadinae, historically defined by the presence of timbal covers, is weakly supported in the molecular tree, high taxonomic rank is not supported for several earlier clades based on unique morphology associated with sound production.
- Full Text:
- Date Issued: 2018
Archie Mafeje and the question of philosophy as a liberatory discourse
- Authors: Dladla, Thabang
- Date: 2018
- Subjects: Philosophy, African Eurocentrism Liberty
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10353/12160 , vital:39192
- Description: This dissertation seeks to articulate a liberatory conception of philosophy which interprets reality on its own terms. It is an attempt to intervene in the practice of philosophy in South Africa, which has continued along colonial lines expressed through the marginality of African philosophy up to the present, to the general neglect of the unjust and divisive social reality that defines South Africa. It is our argument that such a continuity is indicative of outstanding liberation on the part of the indigenous people conquered in the unjust wars of colonisation. Our main task then is to struggle for this liberation at the epistemic level with Archie Mafeje, through an examination of his intellectual works and life as a revolutionary intellectual, as an inspiration and an instance of a liberatory practice of philosophy. We draw on the work of Archie Mafeje to elaborate and defend his account of African Philosophy, as a historically specific expression of the liberatory struggle of Africans against unjust Euro-centric colonial domination. This shall be achieved in three instances. In the first instance, Chapter 1, we trace the history of institutionalised philosophy in South Africa outlining Eurocentrism and mimesis as its defining features. In the second instance, Chapter 2, a history of contemporary African philosophy is outlined as emanative from the question concerning the existence of African philosophy, of which mainstream South African philosophy has largely been ignorant. In the final instance, Chapter 3 and 4, a liberatory practice of philosophy is presented, as a necessary response to this context, with Mafeje’s account of African philosophy defended as such an instance. The birth of the Azanian Philosophical Society is also presented as such an instance and as a challenge to the unchallenged hegemony of white philosophy in South Africa.
- Full Text:
- Date Issued: 2018
- Authors: Dladla, Thabang
- Date: 2018
- Subjects: Philosophy, African Eurocentrism Liberty
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10353/12160 , vital:39192
- Description: This dissertation seeks to articulate a liberatory conception of philosophy which interprets reality on its own terms. It is an attempt to intervene in the practice of philosophy in South Africa, which has continued along colonial lines expressed through the marginality of African philosophy up to the present, to the general neglect of the unjust and divisive social reality that defines South Africa. It is our argument that such a continuity is indicative of outstanding liberation on the part of the indigenous people conquered in the unjust wars of colonisation. Our main task then is to struggle for this liberation at the epistemic level with Archie Mafeje, through an examination of his intellectual works and life as a revolutionary intellectual, as an inspiration and an instance of a liberatory practice of philosophy. We draw on the work of Archie Mafeje to elaborate and defend his account of African Philosophy, as a historically specific expression of the liberatory struggle of Africans against unjust Euro-centric colonial domination. This shall be achieved in three instances. In the first instance, Chapter 1, we trace the history of institutionalised philosophy in South Africa outlining Eurocentrism and mimesis as its defining features. In the second instance, Chapter 2, a history of contemporary African philosophy is outlined as emanative from the question concerning the existence of African philosophy, of which mainstream South African philosophy has largely been ignorant. In the final instance, Chapter 3 and 4, a liberatory practice of philosophy is presented, as a necessary response to this context, with Mafeje’s account of African philosophy defended as such an instance. The birth of the Azanian Philosophical Society is also presented as such an instance and as a challenge to the unchallenged hegemony of white philosophy in South Africa.
- Full Text:
- Date Issued: 2018
Beasts we love
- Authors: Masolane, Tseliso Chrisjan
- Date: 2018
- Subjects: Creative writing (Higher education) -- South Africa , South African fiction (English) -- 21st century , Detective and mystery stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63098 , vital:28363
- Description: My thesis is a novella in flash, written as political crime fiction. It is set in contemporary South Africa and tells the story of Rafau Lekopo, a teacher from a little township called Dikgohlong, whose life is changed forever after he finds his wife and the mayor in bed and shoots them both dead. The information contained within the dead mayor's notebook proves to be explosive, showing that the mayor is far more than he seems, and that he is in fact in the employ of a foreign intelligence service. After his release from prison, the embittered Lekopo sets about his revenge against powerful men who abuse their political power. He takes refuge in Lesotho, masterminds a series of heists, car-hijackings and human trafficking, and expands his syndication back in South Africa. Using the contacts and information from the mayor's notebook, he manipulates the Lesotho government into a diplomatic feud with South Africa which treatens to escalate into a military conflict.
- Full Text:
- Date Issued: 2018
- Authors: Masolane, Tseliso Chrisjan
- Date: 2018
- Subjects: Creative writing (Higher education) -- South Africa , South African fiction (English) -- 21st century , Detective and mystery stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63098 , vital:28363
- Description: My thesis is a novella in flash, written as political crime fiction. It is set in contemporary South Africa and tells the story of Rafau Lekopo, a teacher from a little township called Dikgohlong, whose life is changed forever after he finds his wife and the mayor in bed and shoots them both dead. The information contained within the dead mayor's notebook proves to be explosive, showing that the mayor is far more than he seems, and that he is in fact in the employ of a foreign intelligence service. After his release from prison, the embittered Lekopo sets about his revenge against powerful men who abuse their political power. He takes refuge in Lesotho, masterminds a series of heists, car-hijackings and human trafficking, and expands his syndication back in South Africa. Using the contacts and information from the mayor's notebook, he manipulates the Lesotho government into a diplomatic feud with South Africa which treatens to escalate into a military conflict.
- Full Text:
- Date Issued: 2018
Bringing us back
- Authors: Dhliwayo, Mercy
- Date: 2018
- Subjects: South African fiction (English) -- 21st century , Short stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63077 , vital:28361
- Description: My thesis takes the form of a collection of short stories set mostly in Zimbabwe and South Africa under the current political, social and economic climate. The themes I explore include forced migrations, identity, family disintegration and destitution. I use non-linear narration inspired by my reading of Dambudzo Marechera and Lidia Yuknavitch’s use of photographic imagery, in Black Sunlight and The Small Backs of Children respectively, to heighten my thematic concerns. The poetry in their language also serves as a source of inspiration, as does the graphic imagery used by Ayi Kwei Armah. In addition, I draw on the fragmented form used by Deepak Unnikrishnan to explore migration in his collection, Temporary People and Miljenko Jergovic’s investigation of violence and displacement in Sarajevo Marlboro.
- Full Text:
- Date Issued: 2018
- Authors: Dhliwayo, Mercy
- Date: 2018
- Subjects: South African fiction (English) -- 21st century , Short stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63077 , vital:28361
- Description: My thesis takes the form of a collection of short stories set mostly in Zimbabwe and South Africa under the current political, social and economic climate. The themes I explore include forced migrations, identity, family disintegration and destitution. I use non-linear narration inspired by my reading of Dambudzo Marechera and Lidia Yuknavitch’s use of photographic imagery, in Black Sunlight and The Small Backs of Children respectively, to heighten my thematic concerns. The poetry in their language also serves as a source of inspiration, as does the graphic imagery used by Ayi Kwei Armah. In addition, I draw on the fragmented form used by Deepak Unnikrishnan to explore migration in his collection, Temporary People and Miljenko Jergovic’s investigation of violence and displacement in Sarajevo Marlboro.
- Full Text:
- Date Issued: 2018
Chasing shadow and make believe
- Authors: Mofokeng, Reikanne
- Date: 2018
- Subjects: Creative writing (Higher education) -- South Africa , South African fiction (English) -- 21st century , Science fiction, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63626 , vital:28449
- Description: My thesis is a science fiction novella. It follows the story of an adolescent boy, Shadow, and a little girl, Makebelieve, in an ahistorical future. The world that they traverse is earth, after being nursed back to health, by technologically advanced Southern African societies. A series of inexplicable astronomical events leads to their being hunted down. Through the travels of Shadow and Makebelieve I show how the world and the societies around them operate. I am inspired by Samuel R Delaney’s Aye, Gomorrah and Derrick Bell’s The Space Traders, because of their prowess in world building and exploration of complex and innovative ideas.
- Full Text:
- Date Issued: 2018
- Authors: Mofokeng, Reikanne
- Date: 2018
- Subjects: Creative writing (Higher education) -- South Africa , South African fiction (English) -- 21st century , Science fiction, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63626 , vital:28449
- Description: My thesis is a science fiction novella. It follows the story of an adolescent boy, Shadow, and a little girl, Makebelieve, in an ahistorical future. The world that they traverse is earth, after being nursed back to health, by technologically advanced Southern African societies. A series of inexplicable astronomical events leads to their being hunted down. Through the travels of Shadow and Makebelieve I show how the world and the societies around them operate. I am inspired by Samuel R Delaney’s Aye, Gomorrah and Derrick Bell’s The Space Traders, because of their prowess in world building and exploration of complex and innovative ideas.
- Full Text:
- Date Issued: 2018
Code-switching as a pedagogical strategy in classroom settings: the case of township schools in a South African Metropolitan Municipality
- Authors: Marawu, Sithembele
- Date: 2018
- Subjects: Code switching (Linguistics) , Multilingual education -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching -- Bilingual method , English language -- Social aspects -- South Africa , Language and education -- South Africa , Language and education -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62406 , vital:28173
- Description: The purpose of this study was to explore the use of code-switching as a pedagogical strategy in bi/multilingual classroom settings. It was prompted by the widespread use of codeswitching (CS) in classrooms, particularly in South African rural and township schools. This study highlighted that learners from disadvantaged backgrounds struggle to learn through the medium of English but aspire to acquire it because of its association with socio-economic advancement. However, poor proficiency in English excludes them from being part of the country's economy. Research studies show that there is a shift from the old orthodoxy which perceived CS as undesirable in classrooms to a new orthodoxy that acknowledges its academic contribution in classrooms. Although more research on classroom CS has been done, this study identified the need for development of new strategies on how to use CS effectively in classrooms as a linguistic and pedagogical resource. In line with critical classroom ethnography, qualitative interpretation of data was used to understand the teachers' discourse behaviour. Additionally, non-probability sampling - specifically purposive sampling - was used to collect data. These methods and approaches assisted in the analysis of the discourse of the three teachers who served as units of analysis in this study. These teachers relied on CS to impart the content of their subjects to the learners. It transpired from data analysis that teachers use CS in classrooms to achieve various functions like social and pedagogical functions. Another finding is that the switches teachers make do not affect the syntactic structure of the matrix language. Moreover, CS enhances understanding of the subject matter. This study concludes by stating that as learners are emergent bilinguals, additive bilingualism would be more ideal in the South African situation than subtractive bilingualism which parents and learners seem to prefer. Lastly, there is a need to harness CS as a communicative and pedagogical resource in classrooms.
- Full Text:
- Date Issued: 2018
- Authors: Marawu, Sithembele
- Date: 2018
- Subjects: Code switching (Linguistics) , Multilingual education -- South Africa , Education, Bilingual -- South Africa , Language and languages -- Study and teaching -- Bilingual method , English language -- Social aspects -- South Africa , Language and education -- South Africa , Language and education -- Social aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62406 , vital:28173
- Description: The purpose of this study was to explore the use of code-switching as a pedagogical strategy in bi/multilingual classroom settings. It was prompted by the widespread use of codeswitching (CS) in classrooms, particularly in South African rural and township schools. This study highlighted that learners from disadvantaged backgrounds struggle to learn through the medium of English but aspire to acquire it because of its association with socio-economic advancement. However, poor proficiency in English excludes them from being part of the country's economy. Research studies show that there is a shift from the old orthodoxy which perceived CS as undesirable in classrooms to a new orthodoxy that acknowledges its academic contribution in classrooms. Although more research on classroom CS has been done, this study identified the need for development of new strategies on how to use CS effectively in classrooms as a linguistic and pedagogical resource. In line with critical classroom ethnography, qualitative interpretation of data was used to understand the teachers' discourse behaviour. Additionally, non-probability sampling - specifically purposive sampling - was used to collect data. These methods and approaches assisted in the analysis of the discourse of the three teachers who served as units of analysis in this study. These teachers relied on CS to impart the content of their subjects to the learners. It transpired from data analysis that teachers use CS in classrooms to achieve various functions like social and pedagogical functions. Another finding is that the switches teachers make do not affect the syntactic structure of the matrix language. Moreover, CS enhances understanding of the subject matter. This study concludes by stating that as learners are emergent bilinguals, additive bilingualism would be more ideal in the South African situation than subtractive bilingualism which parents and learners seem to prefer. Lastly, there is a need to harness CS as a communicative and pedagogical resource in classrooms.
- Full Text:
- Date Issued: 2018
Exploring grade 3 teachers’ resistance to ‘take up’progressive mathematics teaching roles
- Graven, Mellony, Westaway, Lise
- Authors: Graven, Mellony , Westaway, Lise
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69700 , vital:29568 , https://DOI: 10.1007/s13394-018-0237-7
- Description: This article addresses the question: Why teachers of mathematics have yet to ‘take up’ progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers’ identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers’ beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to ‘take-up’ progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Graven, Mellony , Westaway, Lise
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69700 , vital:29568 , https://DOI: 10.1007/s13394-018-0237-7
- Description: This article addresses the question: Why teachers of mathematics have yet to ‘take up’ progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers’ identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers’ beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to ‘take-up’ progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.
- Full Text:
- Date Issued: 2018
Exploring the standardization of musical and dancing styles in relation to worship styles in the Church of Central Africa Presbyterian, Blantyre Synod, Malawi
- Authors: University of Fort Hare
- Date: 2018
- Subjects: Presbyterian Church -- Malawi Presbyterians -- Malawi Church music -- Malawi
- Language: English
- Type: Thesis , Masters , Music
- Identifier: http://hdl.handle.net/10353/10442 , vital:35468
- Description: The study sought to explore the standardization of music and dance styles in relation to worship styles in the CCAP Blantyre Synod in Malawi. The study further sought to understand the factors that influence the selection of songs during worship, and strategies for standardizing the existing songs in the church. The research was guided by the qualitative research approach. The interpretive research paradigm guided the interpretation of data in this study. A case study research design was used to get an in- depth understanding of the issues related to music and dance in the CCAP. The participants were purposively selected and interviews were conducted. Focus group interviews and observation supplemented the data collected through one on one interviews. Data analysis was achieved through a detailed narration of the participants‟ responses and, thereafter, themes were identified for further discussion. The main findings of the study were: factors influencing selection of music during worship services; lack or availability of music selection guidelines; age of choir members; commercialization and instrumentation of music; the use of traditional and classical music in the church; mixed dancing styles being introduced in the church; and the suggestion to use the Bible as framework for resolving conflicts in the church; and the need to train church members on church music. The study recommends the use of detailed and appropriate music guidelines in selecting songs. In cases of conflicting tastes in music, the study has proposed a process of resolving such conflicts within the CCAP of Blantyre Synod. The study also examined music and dance styles but not on other aspects of worship such as prayer and offering. The findings of this study may be useful in advising and resolving challenges associated with the incorporation of music in the church.
- Full Text:
- Date Issued: 2018
- Authors: University of Fort Hare
- Date: 2018
- Subjects: Presbyterian Church -- Malawi Presbyterians -- Malawi Church music -- Malawi
- Language: English
- Type: Thesis , Masters , Music
- Identifier: http://hdl.handle.net/10353/10442 , vital:35468
- Description: The study sought to explore the standardization of music and dance styles in relation to worship styles in the CCAP Blantyre Synod in Malawi. The study further sought to understand the factors that influence the selection of songs during worship, and strategies for standardizing the existing songs in the church. The research was guided by the qualitative research approach. The interpretive research paradigm guided the interpretation of data in this study. A case study research design was used to get an in- depth understanding of the issues related to music and dance in the CCAP. The participants were purposively selected and interviews were conducted. Focus group interviews and observation supplemented the data collected through one on one interviews. Data analysis was achieved through a detailed narration of the participants‟ responses and, thereafter, themes were identified for further discussion. The main findings of the study were: factors influencing selection of music during worship services; lack or availability of music selection guidelines; age of choir members; commercialization and instrumentation of music; the use of traditional and classical music in the church; mixed dancing styles being introduced in the church; and the suggestion to use the Bible as framework for resolving conflicts in the church; and the need to train church members on church music. The study recommends the use of detailed and appropriate music guidelines in selecting songs. In cases of conflicting tastes in music, the study has proposed a process of resolving such conflicts within the CCAP of Blantyre Synod. The study also examined music and dance styles but not on other aspects of worship such as prayer and offering. The findings of this study may be useful in advising and resolving challenges associated with the incorporation of music in the church.
- Full Text:
- Date Issued: 2018
I won’t be long
- Mhlambi, Ntombi Kayise Millicent
- Authors: Mhlambi, Ntombi Kayise Millicent
- Date: 2018
- Subjects: Creative writing (Higher education) -- South Africa , South African fiction (English) -- 21st century , South African poetry (English) -- 21st century , Short stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63603 , vital:28446
- Description: My thesis is a weave of short stories, flash fiction and vignettes of prose-poetry. It uses lyrical, scenic and explorative modes to explore the stories of women, past, present and future, from all walks of life. These women, young and old, struggle to find their way within a ‘world’ characterised as Salithambo (the pink castle) whose structures and survival preys on their bodies. The stories explore the themes of girlhood and maturation, violence (specifically against women), animality, scatology, time, gender roles and expectations, and their rejection. I draw inspiration, stylistically, from Irenosen Okojie’s depiction of beauty and terror in the same sentence; Selah Saterstrom’s fragmented plot and directorial stroke; Taban Lo Liyong & Amos Tutuola’s avant-gardism and amplification of language; Adania Shibli’s sensorial and spare prose, Lyudmila Petrushevskaya, Lily Hoang & Carol Oates’ normalized magic spell, Athena Villaverde & Espido Freire’s imaginative overload of childhood; Shelley Jackson & Chevisa Woods’ construction of body parts as bearing texts or as texts themselves.
- Full Text:
- Date Issued: 2018
- Authors: Mhlambi, Ntombi Kayise Millicent
- Date: 2018
- Subjects: Creative writing (Higher education) -- South Africa , South African fiction (English) -- 21st century , South African poetry (English) -- 21st century , Short stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63603 , vital:28446
- Description: My thesis is a weave of short stories, flash fiction and vignettes of prose-poetry. It uses lyrical, scenic and explorative modes to explore the stories of women, past, present and future, from all walks of life. These women, young and old, struggle to find their way within a ‘world’ characterised as Salithambo (the pink castle) whose structures and survival preys on their bodies. The stories explore the themes of girlhood and maturation, violence (specifically against women), animality, scatology, time, gender roles and expectations, and their rejection. I draw inspiration, stylistically, from Irenosen Okojie’s depiction of beauty and terror in the same sentence; Selah Saterstrom’s fragmented plot and directorial stroke; Taban Lo Liyong & Amos Tutuola’s avant-gardism and amplification of language; Adania Shibli’s sensorial and spare prose, Lyudmila Petrushevskaya, Lily Hoang & Carol Oates’ normalized magic spell, Athena Villaverde & Espido Freire’s imaginative overload of childhood; Shelley Jackson & Chevisa Woods’ construction of body parts as bearing texts or as texts themselves.
- Full Text:
- Date Issued: 2018
Pollution potential of on-site dry sanitation systems associated with the Mzimvubu Water Project, Eastern Cape, South Africa
- Authors: Mamera, Matthew
- Date: 2018
- Subjects: Water resources development Sustainable development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/6038 , vital:29485
- Description: Protecting the environment requires tools that can be used to monitor environmental conditions for proper sustainable management of water resources. The Mzimvubu River is the largest undeveloped river, in the poorest region of South Africa. The South African government announced plans to construct two large storage dams (Ntabelanga and Laleni) in the Tsitsa River, one of the largest tributaries to the Mzimvubu River. The dams and associated infrastructure is termed the Mzimvubu Water Project (MWP). In developing countries like South Africa, several households use pit latrines. Moreover, many people also rely upon untreated groundwater supplies for their drinking water. The shared utilization of both pit latrines and groundwater resources, can lead to human and ecological health risks from microbial and chemical pollutants. These threats can be accelerated due to a permanent rise in the water table associated with dam constructions. Four hillslope sites with pit latrines (MT1, MT2, MT3 and MT4) above 1st order tributaries to the Tsitsa River, in the vicinity of the proposed MWP were chosen for this study. The soils were described and classified at selected locations below the pit latrine and above the tributary. Undisturbed core samples were from representative soil horizons on which hydraulic properties were determined in the laboratory. Samples were also collected to determine the feacal coliform and other bacterial concentrations during a winter and summer period. Mechanistic modelling with Hydrus 2D for a 121 day period was conducted to determine the risk of pollution to surface and groundwater from the various sites. Apedal soils of the Clovelly form dominated upper slopes of MT1 and the lower slopes of MT2. A Clovelly form is hydropedologically termed a recharge soil, as morphological indicators of saturation are absent. Hydromorphic soil properties were observed in the sub-surface B horizons of a Tukulu form in MT1-3 and MT4. High clay contents and strong structure soils of the Sepane form were dominant in MT3. The soils of MT1 and MT2 are relatively sandy with slightly higher hydraulic conductivities compared to MT3 and MT4. In general higher measured faecal coliform concentrations were higher in winter as compared to summer seasons but in most sites both winter and summer seasons had counts < 1 CFU/g. The highest concentrations of total bacteria (9 x 106 CFU/ g soil) was observed in MT3-1. Other sites with potential pollution include MT3-3, with a count above 4 x 104 CFU /g soil in winter and MT1-1 with a count above 2.2 X 104 CFU /g soil in summer. In most of the sites, the E. coli bacteria detections were low (< 1 CFU/g) during both seasons. The highest value in summer of 1.8 x 102 CFU/g was observed in MT3-3 which increased from 1.2 x102 CFU/g in winter. As the soil water flow rate increase the mobility of bacteria increase as well. Hydrus simulations showed that surface water resources are threatened by pollution from MT3 and MT4 due to the prominence of lateral flow. Groundwater pollution is more likely to occur on MT1 and MT2 as the soils are freely drained. Future work should focus on the more direct measurements and modelling of the migration of bacterial pollutants from pit latrines to various water resources.
- Full Text:
- Date Issued: 2018
- Authors: Mamera, Matthew
- Date: 2018
- Subjects: Water resources development Sustainable development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/6038 , vital:29485
- Description: Protecting the environment requires tools that can be used to monitor environmental conditions for proper sustainable management of water resources. The Mzimvubu River is the largest undeveloped river, in the poorest region of South Africa. The South African government announced plans to construct two large storage dams (Ntabelanga and Laleni) in the Tsitsa River, one of the largest tributaries to the Mzimvubu River. The dams and associated infrastructure is termed the Mzimvubu Water Project (MWP). In developing countries like South Africa, several households use pit latrines. Moreover, many people also rely upon untreated groundwater supplies for their drinking water. The shared utilization of both pit latrines and groundwater resources, can lead to human and ecological health risks from microbial and chemical pollutants. These threats can be accelerated due to a permanent rise in the water table associated with dam constructions. Four hillslope sites with pit latrines (MT1, MT2, MT3 and MT4) above 1st order tributaries to the Tsitsa River, in the vicinity of the proposed MWP were chosen for this study. The soils were described and classified at selected locations below the pit latrine and above the tributary. Undisturbed core samples were from representative soil horizons on which hydraulic properties were determined in the laboratory. Samples were also collected to determine the feacal coliform and other bacterial concentrations during a winter and summer period. Mechanistic modelling with Hydrus 2D for a 121 day period was conducted to determine the risk of pollution to surface and groundwater from the various sites. Apedal soils of the Clovelly form dominated upper slopes of MT1 and the lower slopes of MT2. A Clovelly form is hydropedologically termed a recharge soil, as morphological indicators of saturation are absent. Hydromorphic soil properties were observed in the sub-surface B horizons of a Tukulu form in MT1-3 and MT4. High clay contents and strong structure soils of the Sepane form were dominant in MT3. The soils of MT1 and MT2 are relatively sandy with slightly higher hydraulic conductivities compared to MT3 and MT4. In general higher measured faecal coliform concentrations were higher in winter as compared to summer seasons but in most sites both winter and summer seasons had counts < 1 CFU/g. The highest concentrations of total bacteria (9 x 106 CFU/ g soil) was observed in MT3-1. Other sites with potential pollution include MT3-3, with a count above 4 x 104 CFU /g soil in winter and MT1-1 with a count above 2.2 X 104 CFU /g soil in summer. In most of the sites, the E. coli bacteria detections were low (< 1 CFU/g) during both seasons. The highest value in summer of 1.8 x 102 CFU/g was observed in MT3-3 which increased from 1.2 x102 CFU/g in winter. As the soil water flow rate increase the mobility of bacteria increase as well. Hydrus simulations showed that surface water resources are threatened by pollution from MT3 and MT4 due to the prominence of lateral flow. Groundwater pollution is more likely to occur on MT1 and MT2 as the soils are freely drained. Future work should focus on the more direct measurements and modelling of the migration of bacterial pollutants from pit latrines to various water resources.
- Full Text:
- Date Issued: 2018
Sepedi oral poetry with reference to kiba traditional dance of South Africa
- Authors: Maahlamela, Tebogo David
- Date: 2018
- Subjects: Northern Sotho poetry , Northern Sotho poetry -- History and criticism , Folk songs, Northern Sotho , Sound poetry -- South Africa , Archival materials -- Conservation and restoration , Spiritualism in literature , Cultural appropriation , Folk poetry, Northern Sotho , Kiba traditional dance , Kiba poetry
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63209 , vital:28381
- Description: Previous studies show that contrary to other African languages of fewer speakers, written poetry in Sepedi/Sesotho sa Leboa’s transition from oral to written did not only lag behind, its development was also slow, with less intense treatment. However, this scarcity is not of the actual oral material, but rather its documented version. Vast untreated material at various repositories such as the South African Broadcasting Corporation (SABC) library and the International Library of African Music (ILAM) are facing a risk of being lost due to limited resources and resourcefulness to digitalise them. Investigation of written poetry from 1906 to 2006 attests to the fact that in its written form, Sepedi/Sesotho sa Leboa poetry is still underdeveloped, dominated by “microwaved” collections aiming at nothing beyond meeting school prescription criteria. Calls have been made from the dominant South African poetry narrative that there are no innovative studies in the field of African languages, especially Sepedi/Sesotho sa Leboa. Musicological studies show that contemporary jazz artists have adopted and adapted kiba poetry into jazz music, which resulted into classics of all times. Intensive studies were conducted on such poetic kiba-influenced jazz, but the primary source remains a grey area. The analysis of selected kiba poems shows that kiba poetry is the richest poetic form in the Sepedi/Sesotho sa Leboa with its creative and artistic merit exceeds all other genres. The study further reveals that kiba poetry is the heart of Bapedi/Basotho ba Leboa spirituality, a heart without which some faith institutions will remain incomplete. Furthermore, kiba poetry embodies, among others, poetic genres rarely explored in the South African poetry milieu such as “sound poetry” and poetry of special metrical schemes, of dramatic and devotional essence. Scholarly attention is, therefore, recommended on this repertoire to explore the field beyond this preliminary study, so as to save as many kiba poems as possible, which will enrich the dwindling written poetry milieu. Literary excellence of the treated poems attests to the fact that the artistic wealth of kiba poetry is worthy of attention, and it has potential to transform not only the face of poetry in Sepedi/Sesotho sa Leboa, but of the entire South African poetry landscape.
- Full Text:
- Date Issued: 2018
- Authors: Maahlamela, Tebogo David
- Date: 2018
- Subjects: Northern Sotho poetry , Northern Sotho poetry -- History and criticism , Folk songs, Northern Sotho , Sound poetry -- South Africa , Archival materials -- Conservation and restoration , Spiritualism in literature , Cultural appropriation , Folk poetry, Northern Sotho , Kiba traditional dance , Kiba poetry
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63209 , vital:28381
- Description: Previous studies show that contrary to other African languages of fewer speakers, written poetry in Sepedi/Sesotho sa Leboa’s transition from oral to written did not only lag behind, its development was also slow, with less intense treatment. However, this scarcity is not of the actual oral material, but rather its documented version. Vast untreated material at various repositories such as the South African Broadcasting Corporation (SABC) library and the International Library of African Music (ILAM) are facing a risk of being lost due to limited resources and resourcefulness to digitalise them. Investigation of written poetry from 1906 to 2006 attests to the fact that in its written form, Sepedi/Sesotho sa Leboa poetry is still underdeveloped, dominated by “microwaved” collections aiming at nothing beyond meeting school prescription criteria. Calls have been made from the dominant South African poetry narrative that there are no innovative studies in the field of African languages, especially Sepedi/Sesotho sa Leboa. Musicological studies show that contemporary jazz artists have adopted and adapted kiba poetry into jazz music, which resulted into classics of all times. Intensive studies were conducted on such poetic kiba-influenced jazz, but the primary source remains a grey area. The analysis of selected kiba poems shows that kiba poetry is the richest poetic form in the Sepedi/Sesotho sa Leboa with its creative and artistic merit exceeds all other genres. The study further reveals that kiba poetry is the heart of Bapedi/Basotho ba Leboa spirituality, a heart without which some faith institutions will remain incomplete. Furthermore, kiba poetry embodies, among others, poetic genres rarely explored in the South African poetry milieu such as “sound poetry” and poetry of special metrical schemes, of dramatic and devotional essence. Scholarly attention is, therefore, recommended on this repertoire to explore the field beyond this preliminary study, so as to save as many kiba poems as possible, which will enrich the dwindling written poetry milieu. Literary excellence of the treated poems attests to the fact that the artistic wealth of kiba poetry is worthy of attention, and it has potential to transform not only the face of poetry in Sepedi/Sesotho sa Leboa, but of the entire South African poetry landscape.
- Full Text:
- Date Issued: 2018
Skilled Migrants and Remittances in a Development Context: A Social Value Analysis of Skills and Home Remittances among Zimbabweans living in East London, South Africa
- Authors: Mafuso, Leo Tsakata
- Date: 2018
- Subjects: Migration Emigrant remittances Migrant labor
- Language: English
- Type: Thesis , Doctoral , PhD(Sociology)
- Identifier: http://hdl.handle.net/10353/8840 , vital:33672
- Description: Against the backdrop of a growing orthodoxy that places the issue of home remittances by a country’s emigrant citizens at the centre of national and international development, this study presents a social value analysis of skills and home remittances in the Zimbabwean context. The study unveils the narratives of skilled Zimbabwean citizens living and working in East London, South Africa, with specific regard to the extent to which the revenues gained by the Zimbabwean economy through home remittances offset the skills lost by the same economy through the emigration of its skilled citizens. A mixed-methods approach was adopted, with data drawn from a survey of 158 skilled Zimbabweans, three key informant interviews (with officers of immigration stakeholder organisations) and one focus group discussion. The study found that an overwhelming majority of survey respondents regularly remitted money home, and believed that such remittances helped them to fulfil filial and other familial obligations, besides being vital to the Zimbabwean economy as a whole. They emphasised, however, that the total value of home remittances, though substantial in monetary terms, was miniscule when compared to the skills the country had lost as a result of migration. Respondents expressed the view that home remittances could not substitute for the skills lost by a country and that the proper utilisation of, and compensation for, their skills at home would develop their country faster. The study thus cuts through the dominant discourse on the developmental significance of home remittances and provides insights into the importance of skilled professionals in the Zimbabwean context, and the developmental consequences of seeing them simply as “remitters” of foreign exchange. By privileging the perspectives of skilled migrants, the study highlights how skilled professionals see themselves and their role within the migration-development debate. This therefore was a study of the migration-remittance-development nexus as though the migrant mattered.
- Full Text:
- Date Issued: 2018
- Authors: Mafuso, Leo Tsakata
- Date: 2018
- Subjects: Migration Emigrant remittances Migrant labor
- Language: English
- Type: Thesis , Doctoral , PhD(Sociology)
- Identifier: http://hdl.handle.net/10353/8840 , vital:33672
- Description: Against the backdrop of a growing orthodoxy that places the issue of home remittances by a country’s emigrant citizens at the centre of national and international development, this study presents a social value analysis of skills and home remittances in the Zimbabwean context. The study unveils the narratives of skilled Zimbabwean citizens living and working in East London, South Africa, with specific regard to the extent to which the revenues gained by the Zimbabwean economy through home remittances offset the skills lost by the same economy through the emigration of its skilled citizens. A mixed-methods approach was adopted, with data drawn from a survey of 158 skilled Zimbabweans, three key informant interviews (with officers of immigration stakeholder organisations) and one focus group discussion. The study found that an overwhelming majority of survey respondents regularly remitted money home, and believed that such remittances helped them to fulfil filial and other familial obligations, besides being vital to the Zimbabwean economy as a whole. They emphasised, however, that the total value of home remittances, though substantial in monetary terms, was miniscule when compared to the skills the country had lost as a result of migration. Respondents expressed the view that home remittances could not substitute for the skills lost by a country and that the proper utilisation of, and compensation for, their skills at home would develop their country faster. The study thus cuts through the dominant discourse on the developmental significance of home remittances and provides insights into the importance of skilled professionals in the Zimbabwean context, and the developmental consequences of seeing them simply as “remitters” of foreign exchange. By privileging the perspectives of skilled migrants, the study highlights how skilled professionals see themselves and their role within the migration-development debate. This therefore was a study of the migration-remittance-development nexus as though the migrant mattered.
- Full Text:
- Date Issued: 2018
Still
- Authors: Hall, Leila
- Date: 2018
- Subjects: South African fiction (English) -- 21st century , Short stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63638 , vital:28450
- Description: This thesis is a novella in fragments set in contemporary Lesotho. It tells the story of a Mosotho woman in her 30s who has spent a long time living out of the country. She returns to search for a former lover who she hasn’t seen for 15 years. The nonlinear narrative follows her journey, exploring a range of themes, including sexuality, gender and class relations, memory and time, relationship to place, non-conformity and defiance in the face of societal pressure and conformism. The style of writing is inspired by a diverse range of writers, including Sonallah Ibrahim for his understated, sparse and minimalist prose, Tina May Hall for her ability to tell a story in fragmented vignettes, Noy Holland for her understanding of time as synchronous and non-linear, and Ayi Kwei Armah for his skill in evoking the feelings, textures and specificities of a place.
- Full Text:
- Date Issued: 2018
- Authors: Hall, Leila
- Date: 2018
- Subjects: South African fiction (English) -- 21st century , Short stories, South African (English) -- 21st century
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63638 , vital:28450
- Description: This thesis is a novella in fragments set in contemporary Lesotho. It tells the story of a Mosotho woman in her 30s who has spent a long time living out of the country. She returns to search for a former lover who she hasn’t seen for 15 years. The nonlinear narrative follows her journey, exploring a range of themes, including sexuality, gender and class relations, memory and time, relationship to place, non-conformity and defiance in the face of societal pressure and conformism. The style of writing is inspired by a diverse range of writers, including Sonallah Ibrahim for his understated, sparse and minimalist prose, Tina May Hall for her ability to tell a story in fragmented vignettes, Noy Holland for her understanding of time as synchronous and non-linear, and Ayi Kwei Armah for his skill in evoking the feelings, textures and specificities of a place.
- Full Text:
- Date Issued: 2018
Strategies teachers use to enhance grade 7 learners' reading comprehension skills in first additional language : four primary schools in Fort Beaufort
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2018
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9533 , vital:34363
- Description: This study focused on the strategies teachers use to enhance grade 7 learners’ reading comprehension skills in English First Additional Language at Fort Beaufort District. This study was impelled by low performance of learners in English language, where learners were unable to read and answer questions promptly due lack of understanding what they read. This study is qualitative in approach and underpinned interpretive paradigm position. Fort Beaufort Education District used as a case study whereby four schools were purposively selected and each with six grade seven learners, teachers and Subject Advisor. Qualitative data was gathered through semi-structured interviews, focus group interviews, observations and documents analysis. Interviews and focus groups discussions were taped, transcribed, analysed and the data was categorised into themes. The findings of this study disclosed the weak correlation between teachers’ knowledge and teaching practices and lack of support from the district. The participating teachers had limited understanding of reading comprehension strategies; as a result, they regarded teaching reading comprehension as a challenge since they do not know what comprehension strategies are, and how to apply them. Teachers lack theoretical knowledge and practice concerning the teaching of reading for comprehension resulted to a negative attitude and a total neglect towards teaching reading for comprehension. The participants showed dissatisfaction with the intervention of the Department of Education and the policies they impose on them. The Curriculum and Assessment Policy Statement has no clear guidelines on how to teach these strategies of reading comprehension, rather it places reading comprehension under three phases, namely: Pre-reading, During- reading and Post-reading. As they lack appropriate techniques to teach English comprehension effectively, more workshops should be done to empower them in order to become competent teachers. Teachers need more training on active approaches in order to change their comprehension instruction and to select texts that are relevant to learners’ life situations or experiences, in order for them to relate with the text and thus would cause them to read with understanding.
- Full Text:
- Date Issued: 2018
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2018
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9533 , vital:34363
- Description: This study focused on the strategies teachers use to enhance grade 7 learners’ reading comprehension skills in English First Additional Language at Fort Beaufort District. This study was impelled by low performance of learners in English language, where learners were unable to read and answer questions promptly due lack of understanding what they read. This study is qualitative in approach and underpinned interpretive paradigm position. Fort Beaufort Education District used as a case study whereby four schools were purposively selected and each with six grade seven learners, teachers and Subject Advisor. Qualitative data was gathered through semi-structured interviews, focus group interviews, observations and documents analysis. Interviews and focus groups discussions were taped, transcribed, analysed and the data was categorised into themes. The findings of this study disclosed the weak correlation between teachers’ knowledge and teaching practices and lack of support from the district. The participating teachers had limited understanding of reading comprehension strategies; as a result, they regarded teaching reading comprehension as a challenge since they do not know what comprehension strategies are, and how to apply them. Teachers lack theoretical knowledge and practice concerning the teaching of reading for comprehension resulted to a negative attitude and a total neglect towards teaching reading for comprehension. The participants showed dissatisfaction with the intervention of the Department of Education and the policies they impose on them. The Curriculum and Assessment Policy Statement has no clear guidelines on how to teach these strategies of reading comprehension, rather it places reading comprehension under three phases, namely: Pre-reading, During- reading and Post-reading. As they lack appropriate techniques to teach English comprehension effectively, more workshops should be done to empower them in order to become competent teachers. Teachers need more training on active approaches in order to change their comprehension instruction and to select texts that are relevant to learners’ life situations or experiences, in order for them to relate with the text and thus would cause them to read with understanding.
- Full Text:
- Date Issued: 2018
Strategies used by teachers to promote reading in grade 4 : a case of english first additional language learners
- Authors: Fesi, Liziwe
- Date: 2018
- Subjects: English language -- Study and teaching English language -- Rhetoric Reading -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9264 , vital:34316
- Description: The study examines strategies used by teachers to promote reading: A Case of English First Additional Language Learners. The study was located within the constructivism paradigm of reading and used a qualitative research approach that incorporated a case study research design in the collection, analysis and interpretation of the data. The data instruments used were interviews and observations. Data were analyzed using non-statistical procedures. The findings of the study revealed that reading problems are still eminent in Grade Four. It was found that the resources in schools inhibits the progress to promote reading. The educational system is underdeveloped and under resourced with respect to reading materials, and schools are in a bad state due to obsolete facilities. Inadequate infrastructure is also another challenge since most of the participants reported that classes are overcrowded; thus, limiting the space to interact with learners. It was found that primary schools have no libraries; as a result, it was difficult for the teachers to instill the culture of reading. Some participants revealed that technology can be useful to encourage reading, however, their schools have no computer centers and most teachers do not know how to use computers. It emerged from the findings that parents fail to involve themselves in their children’s education. In addition, it was found that poor socio-economic backgrounds affect many homes, and this has a negative impact on schools. Most South African parents are found to be unable to support their children at all. There are also challenges interconnected with the English First Additional Language learners, the eccentricities of the English language, the teacher training and continuing professional development of teachers, as it emerged from the findings of this study that most teachers do not understand the reading strategies, skills of teaching reading and learners lack vocabulary, hence their resistance to reading. A comprehensive model of strategies to improve reading in primary schools was developed by the researcher based on the findings of the study and an extensive literature review.
- Full Text:
- Date Issued: 2018
- Authors: Fesi, Liziwe
- Date: 2018
- Subjects: English language -- Study and teaching English language -- Rhetoric Reading -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9264 , vital:34316
- Description: The study examines strategies used by teachers to promote reading: A Case of English First Additional Language Learners. The study was located within the constructivism paradigm of reading and used a qualitative research approach that incorporated a case study research design in the collection, analysis and interpretation of the data. The data instruments used were interviews and observations. Data were analyzed using non-statistical procedures. The findings of the study revealed that reading problems are still eminent in Grade Four. It was found that the resources in schools inhibits the progress to promote reading. The educational system is underdeveloped and under resourced with respect to reading materials, and schools are in a bad state due to obsolete facilities. Inadequate infrastructure is also another challenge since most of the participants reported that classes are overcrowded; thus, limiting the space to interact with learners. It was found that primary schools have no libraries; as a result, it was difficult for the teachers to instill the culture of reading. Some participants revealed that technology can be useful to encourage reading, however, their schools have no computer centers and most teachers do not know how to use computers. It emerged from the findings that parents fail to involve themselves in their children’s education. In addition, it was found that poor socio-economic backgrounds affect many homes, and this has a negative impact on schools. Most South African parents are found to be unable to support their children at all. There are also challenges interconnected with the English First Additional Language learners, the eccentricities of the English language, the teacher training and continuing professional development of teachers, as it emerged from the findings of this study that most teachers do not understand the reading strategies, skills of teaching reading and learners lack vocabulary, hence their resistance to reading. A comprehensive model of strategies to improve reading in primary schools was developed by the researcher based on the findings of the study and an extensive literature review.
- Full Text:
- Date Issued: 2018
The environmental imagination in Arthur Nortje’s poetry
- Authors: Kaze, Douglas Eric
- Date: 2018
- Subjects: Nortje, Arthur, 1942-1970 -- Criticism and interpretation , Ecology in literature , Race awareness in literature , South African poetry (English) -- History and criticism , Nature in literature , Transversal postcolonial environmental criticism
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58024 , vital:27033
- Description: This thesis seeks to contribute to the conversations in the humanities about the treatment of the physical environment in the context of a global ecological fragility and increased scholarly interest in the poetry of Arthur Nortje, a South African poet who wrote in the 1960s. While previous studies on Nortje concentrate on the political, psychic and technical aspects of his poetry, this study particularly explores the representations of the environment in Nortje’s poetic imagination. Writing in the dark period of apartheid in South Africa’s history, Nortje’s poetry articulates a strong interest in the physical environment against the backdrop of official racialization of space and his personal nomadic life and exile. The poetry abounds with constant intersections of nature and culture (industrialism, urbanity and the quotidian), a sense of place and a deep sense of dislocation. The poems, therefore, present a platform from which to reevaluate conventional ecocritical ideas about nature, place-attachment and environmental consciousness. Drawing mainly on Felix Guattari’s ideas of three ecologies and transversality along with other theories, I conduct the study through what I call a transversal postcolonial environmental criticism, which considers the ecological value of the kind of assemblages that Nortje’s works represent. The first chapter focuses on conceptualizing a postcolonial approach to the environment based on Guattari’s concept of transversality to lay the theoretical foundation for the whole work. The second chapter analyses Nortje’s poetic imagination of place and displacement through his treatment of the private-public tension and the motif of exile. While the third chapter examines Nortje’s depiction of nature as both an everyday and urban phenomenon, the fourth chapter turns to his direct treatment of environmental crises handled through his imagination of the Canadian urban spaces, exile memory of apartheid geography, war and ecocide and the human body as a subject of environmental degradation. The fifth chapter, which is the conclusion, takes a brief look at the implication of Nortje’s complex treatment of the environment on postcolonial environmentalism.
- Full Text:
- Date Issued: 2018
- Authors: Kaze, Douglas Eric
- Date: 2018
- Subjects: Nortje, Arthur, 1942-1970 -- Criticism and interpretation , Ecology in literature , Race awareness in literature , South African poetry (English) -- History and criticism , Nature in literature , Transversal postcolonial environmental criticism
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/58024 , vital:27033
- Description: This thesis seeks to contribute to the conversations in the humanities about the treatment of the physical environment in the context of a global ecological fragility and increased scholarly interest in the poetry of Arthur Nortje, a South African poet who wrote in the 1960s. While previous studies on Nortje concentrate on the political, psychic and technical aspects of his poetry, this study particularly explores the representations of the environment in Nortje’s poetic imagination. Writing in the dark period of apartheid in South Africa’s history, Nortje’s poetry articulates a strong interest in the physical environment against the backdrop of official racialization of space and his personal nomadic life and exile. The poetry abounds with constant intersections of nature and culture (industrialism, urbanity and the quotidian), a sense of place and a deep sense of dislocation. The poems, therefore, present a platform from which to reevaluate conventional ecocritical ideas about nature, place-attachment and environmental consciousness. Drawing mainly on Felix Guattari’s ideas of three ecologies and transversality along with other theories, I conduct the study through what I call a transversal postcolonial environmental criticism, which considers the ecological value of the kind of assemblages that Nortje’s works represent. The first chapter focuses on conceptualizing a postcolonial approach to the environment based on Guattari’s concept of transversality to lay the theoretical foundation for the whole work. The second chapter analyses Nortje’s poetic imagination of place and displacement through his treatment of the private-public tension and the motif of exile. While the third chapter examines Nortje’s depiction of nature as both an everyday and urban phenomenon, the fourth chapter turns to his direct treatment of environmental crises handled through his imagination of the Canadian urban spaces, exile memory of apartheid geography, war and ecocide and the human body as a subject of environmental degradation. The fifth chapter, which is the conclusion, takes a brief look at the implication of Nortje’s complex treatment of the environment on postcolonial environmentalism.
- Full Text:
- Date Issued: 2018
The evolution of the role of the orchestral conductor
- Authors: Snyman, Grant
- Date: 2018
- Subjects: Music , Orchestral music Orchestral music -- Interpretation (Phrasing, dynamics, etc.) Conducting
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: http://hdl.handle.net/10948/23153 , vital:30435
- Description: Orchestral conducting is an art form and profession that has existed for over two centuries – but with little detailed documentation. Thus, the core focus of the treatise is to provide a detailed history of the changing role of the orchestral conductor, his role in orchestral music and the future of orchestral conducting as a profession. The treatise describes the periodical history of the orchestra in relation to the need for a conductor that has developed. It discusses four composer-conductors who had a profound and lasting impact on orchestral conducting as a full-time profession. The treatise also highlights two leading international orchestras. These two international orchestras, with the help of their musical directors, were able to reach new musical achievements in the 20th Century. A broad description of the role of the orchestral conductor in South Africa is provided. Moreover, the researcher explores the reasons why classical music, as an established art form, performed by symphony orchestras, has increasingly struggled internationally as a sustainable industry. Finally, the researcher draws on the theoretical framework and his own experience to make recommendations for future development of conductors as well as research in this field.
- Full Text:
- Date Issued: 2018
- Authors: Snyman, Grant
- Date: 2018
- Subjects: Music , Orchestral music Orchestral music -- Interpretation (Phrasing, dynamics, etc.) Conducting
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: http://hdl.handle.net/10948/23153 , vital:30435
- Description: Orchestral conducting is an art form and profession that has existed for over two centuries – but with little detailed documentation. Thus, the core focus of the treatise is to provide a detailed history of the changing role of the orchestral conductor, his role in orchestral music and the future of orchestral conducting as a profession. The treatise describes the periodical history of the orchestra in relation to the need for a conductor that has developed. It discusses four composer-conductors who had a profound and lasting impact on orchestral conducting as a full-time profession. The treatise also highlights two leading international orchestras. These two international orchestras, with the help of their musical directors, were able to reach new musical achievements in the 20th Century. A broad description of the role of the orchestral conductor in South Africa is provided. Moreover, the researcher explores the reasons why classical music, as an established art form, performed by symphony orchestras, has increasingly struggled internationally as a sustainable industry. Finally, the researcher draws on the theoretical framework and his own experience to make recommendations for future development of conductors as well as research in this field.
- Full Text:
- Date Issued: 2018
The place of language in supporting children’s mathematical development: two Grade 4 teachers’ use of classroom talk
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2018
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Multilingual education South Africa , Language and education South Africa , Translanguaging (Linguistics) , Language policy South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62072 , vital:28104
- Description: Measures of mathematics achievement (documented locally, and in internationally comparative terms) have shown that South African learners whose first language (L1) is different from their language of learning and teaching (LoLT) are at a significant disadvantage, most particularly learners from vulnerable or marginalised communities. This transdisciplinary case study looks at two experienced Grade 4 teachers’ mathematics classroom talk practices. It is situated within a second language (L2) teaching/learning context in which teachers and learners share the same first language, but mathematics learning and teaching takes place officially through an L2 (English). The study is located within a qualitative and interpretive framework. It brings together insights from a range of distinct but complementary theoretical disciplines in its analysis of the empirical classroom observation and interview data. Its theoretical framing derives initially from professional literature relating to L2 teaching and learning. This is then embedded within a broader theoretical frame deriving from the work of Vygotsky, Bernstein and Halliday, each of whom has focussed on the centrality of language to the teaching/ learning process, as well as contributed to a heightened appreciation of socio-cultural influences on learners’ meaning-making processes. The study illuminates some of the linguistic challenges to L2 children’s maximal participation in the learning of school mathematics. It points too to the significant challenge many South African mathematics teachers face in trying to meet curriculum coverage and pacing demands, while simultaneously facilitating their learners’ ongoing induction – in and through L2 predominantly – into mathematically-appropriate discourse. Grade 4 is a year in which such challenges are often more acutely felt. Independently of the transition across to an L2 for the majority of South African learners, this is the year also where - relative to the foundation phase years - learners encounter an expansion of knowledge areas and more specialised academic text. Many learners struggle to adjust to these higher conceptual and linguistic demands, often leading to what has been termed a ‘fourth-grade slump’. The study highlights the need for more sustained and proactive challenging of perceptions that English as LoLT is the obvious route to educational - and subsequent economic - opportunity. Recognition of the consequences deriving from the choice of English as the main LoLT for mathematics teaching and learning could help counterbalance deficit discourses implicating poor teaching as a major contributor to South Africa’s poor mathematics education outcomes. The study highlights further that, if language is genuinely to be used as the ‘tool’ for learning it is claimed to be, synergistic opportunities for the dovetailing of insights into L2 learners’ literacy/ numeracy development require further exploration. It points to the need for ongoing professional development support for teachers of mathematics (at both pre- and in-service levels) that focuses on broadening and deepening their understandings around the linguistic, and hence epistemological, consequences of learning mathematics through an L2. Expanding mathematics teachers’ repertoires of strategies for supporting learners’ developing cognitive academic language proficiency (CALP) in mathematics (in both L1 and L2) would involve a conception of ‘academic language’ in mathematics which goes beyond a constrained interpretation of ‘legitimate’ mathematical text as that which is in texts such as curriculum documents and text books. Especially important here are strategies which foreground the value of classroom talk in assisting L2 children towards becoming more confident, competent and explorative bilingual learners, and thereby, more active agents of their own mathematical meaning-making processes. The study argues that such meaning-making processes would be further strengthened were additive bilingualism (in place of current predominantly subtractive practices) to be genuinely taken up as core to any teaching and learning of mathematics in contexts such as those described in this case study.
- Full Text:
- Date Issued: 2018
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2018
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Multilingual education South Africa , Language and education South Africa , Translanguaging (Linguistics) , Language policy South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62072 , vital:28104
- Description: Measures of mathematics achievement (documented locally, and in internationally comparative terms) have shown that South African learners whose first language (L1) is different from their language of learning and teaching (LoLT) are at a significant disadvantage, most particularly learners from vulnerable or marginalised communities. This transdisciplinary case study looks at two experienced Grade 4 teachers’ mathematics classroom talk practices. It is situated within a second language (L2) teaching/learning context in which teachers and learners share the same first language, but mathematics learning and teaching takes place officially through an L2 (English). The study is located within a qualitative and interpretive framework. It brings together insights from a range of distinct but complementary theoretical disciplines in its analysis of the empirical classroom observation and interview data. Its theoretical framing derives initially from professional literature relating to L2 teaching and learning. This is then embedded within a broader theoretical frame deriving from the work of Vygotsky, Bernstein and Halliday, each of whom has focussed on the centrality of language to the teaching/ learning process, as well as contributed to a heightened appreciation of socio-cultural influences on learners’ meaning-making processes. The study illuminates some of the linguistic challenges to L2 children’s maximal participation in the learning of school mathematics. It points too to the significant challenge many South African mathematics teachers face in trying to meet curriculum coverage and pacing demands, while simultaneously facilitating their learners’ ongoing induction – in and through L2 predominantly – into mathematically-appropriate discourse. Grade 4 is a year in which such challenges are often more acutely felt. Independently of the transition across to an L2 for the majority of South African learners, this is the year also where - relative to the foundation phase years - learners encounter an expansion of knowledge areas and more specialised academic text. Many learners struggle to adjust to these higher conceptual and linguistic demands, often leading to what has been termed a ‘fourth-grade slump’. The study highlights the need for more sustained and proactive challenging of perceptions that English as LoLT is the obvious route to educational - and subsequent economic - opportunity. Recognition of the consequences deriving from the choice of English as the main LoLT for mathematics teaching and learning could help counterbalance deficit discourses implicating poor teaching as a major contributor to South Africa’s poor mathematics education outcomes. The study highlights further that, if language is genuinely to be used as the ‘tool’ for learning it is claimed to be, synergistic opportunities for the dovetailing of insights into L2 learners’ literacy/ numeracy development require further exploration. It points to the need for ongoing professional development support for teachers of mathematics (at both pre- and in-service levels) that focuses on broadening and deepening their understandings around the linguistic, and hence epistemological, consequences of learning mathematics through an L2. Expanding mathematics teachers’ repertoires of strategies for supporting learners’ developing cognitive academic language proficiency (CALP) in mathematics (in both L1 and L2) would involve a conception of ‘academic language’ in mathematics which goes beyond a constrained interpretation of ‘legitimate’ mathematical text as that which is in texts such as curriculum documents and text books. Especially important here are strategies which foreground the value of classroom talk in assisting L2 children towards becoming more confident, competent and explorative bilingual learners, and thereby, more active agents of their own mathematical meaning-making processes. The study argues that such meaning-making processes would be further strengthened were additive bilingualism (in place of current predominantly subtractive practices) to be genuinely taken up as core to any teaching and learning of mathematics in contexts such as those described in this case study.
- Full Text:
- Date Issued: 2018