The development of an anti-bullying intervention process at a primary school in Gauteng
- Authors: Adam, Fatima
- Date: 2008-08-18T07:39:14Z
- Subjects: Bullying , Bullying in schools , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7939 , http://hdl.handle.net/10210/883
- Description: Whole-school development was introduced in South Africa by the Department of Education (DoE) after 1994 as a method of effectively addressing barriers to learning. Whole-school development is an effort that requires the combined contribution of all stakeholders to manage and facilitate effective change at schools. In this respect the school is recognised as an organisation with various interdependent systems, of which all contribute to the functioning of the school. In South Africa it is evident that schools are faced with many and various barriers to learning. One such barrier, and the topic of this study, is bullying. In primary and high schools alike, bullying is rife, occurring not only on the playground but also in the classroom. Bullying is an external barrier that contributes to internal trauma, such as fear and anxiety amongst victims. These consequences then filter through to the various systems at the school, like the parents, teachers, and the school system which are negatively influenced by bullying. The result of bullying then impacts on every system at the school thus enhancing the negative consequences associated with bullying. The trauma associated to bullying has been recognised. South African researchers recommend that bullying should be addressed in order to facilitate an inclusive learning environment. In this respect whole-school development has been suggested to effectively address bullying from a systemic perspective. Although the trauma of bullying has been recognised, these researchers have all concluded that limited information is available with regard to addressing bullying in South Africa. Vorster (2002) has researched the development of anti-bullying guidelines using a whole-school approach; however these guidelines have not been applied to discuss the effectiveness of it. In this study, Vorster’s guidelines are implemented with the aim of understanding the educators’ experiences of using whole-school development during the process of drawing up the anti-bullying guidelines at the school. A subsidiary aim of this research is to make recommendations for future development of anti-bullying guidelines. Action research has been selected as the research design with the motivation that participatory research is aimed at providing those who experience the problem to engage in the research process with the purpose of seeking suitable solutions to the problems. It allows such people to take ownership of the process of finding appropriate solutions and thus empowering them. Whole-school development originated from the need to allow stakeholders to participate in decisions that influence their schools. It further emanated from the need to facilitate effective change in schools in an attempt to build an inclusive learning environment. Vorster’s (2002) guidelines include the process of creating an awareness of bullying at the school, suggesting feedback sessions with both learners and teachers on the findings and the development of an anti-bullying committee who would be responsible for the development of the anti-bullying guidelines. In conclusion, these guidelines allowed the teachers to explore various strategies that can be implemented at the school. The research process in turn allowed the teachers to take charge of the process thus empowering them. It is apparent that each school needs to experience this approach in an attempt to contextualise and understand the school and thereafter explore feasible and realistic guidelines that are appropriate to their context. In this manner South African schools will be actively taking charge of addressing barriers to learning. , Mrs. H. Krige
- Full Text:
- Authors: Adam, Fatima
- Date: 2008-08-18T07:39:14Z
- Subjects: Bullying , Bullying in schools , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7939 , http://hdl.handle.net/10210/883
- Description: Whole-school development was introduced in South Africa by the Department of Education (DoE) after 1994 as a method of effectively addressing barriers to learning. Whole-school development is an effort that requires the combined contribution of all stakeholders to manage and facilitate effective change at schools. In this respect the school is recognised as an organisation with various interdependent systems, of which all contribute to the functioning of the school. In South Africa it is evident that schools are faced with many and various barriers to learning. One such barrier, and the topic of this study, is bullying. In primary and high schools alike, bullying is rife, occurring not only on the playground but also in the classroom. Bullying is an external barrier that contributes to internal trauma, such as fear and anxiety amongst victims. These consequences then filter through to the various systems at the school, like the parents, teachers, and the school system which are negatively influenced by bullying. The result of bullying then impacts on every system at the school thus enhancing the negative consequences associated with bullying. The trauma associated to bullying has been recognised. South African researchers recommend that bullying should be addressed in order to facilitate an inclusive learning environment. In this respect whole-school development has been suggested to effectively address bullying from a systemic perspective. Although the trauma of bullying has been recognised, these researchers have all concluded that limited information is available with regard to addressing bullying in South Africa. Vorster (2002) has researched the development of anti-bullying guidelines using a whole-school approach; however these guidelines have not been applied to discuss the effectiveness of it. In this study, Vorster’s guidelines are implemented with the aim of understanding the educators’ experiences of using whole-school development during the process of drawing up the anti-bullying guidelines at the school. A subsidiary aim of this research is to make recommendations for future development of anti-bullying guidelines. Action research has been selected as the research design with the motivation that participatory research is aimed at providing those who experience the problem to engage in the research process with the purpose of seeking suitable solutions to the problems. It allows such people to take ownership of the process of finding appropriate solutions and thus empowering them. Whole-school development originated from the need to allow stakeholders to participate in decisions that influence their schools. It further emanated from the need to facilitate effective change in schools in an attempt to build an inclusive learning environment. Vorster’s (2002) guidelines include the process of creating an awareness of bullying at the school, suggesting feedback sessions with both learners and teachers on the findings and the development of an anti-bullying committee who would be responsible for the development of the anti-bullying guidelines. In conclusion, these guidelines allowed the teachers to explore various strategies that can be implemented at the school. The research process in turn allowed the teachers to take charge of the process thus empowering them. It is apparent that each school needs to experience this approach in an attempt to contextualise and understand the school and thereafter explore feasible and realistic guidelines that are appropriate to their context. In this manner South African schools will be actively taking charge of addressing barriers to learning. , Mrs. H. Krige
- Full Text:
A systems approach to the management of government vehicles in the Gauteng province
- Authors: Backeberg, Georg Heinrich
- Date: 2008-10-17T13:16:58Z
- Subjects: Motor vehicle fleets , Motor vehicle fleets management , Local government , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:12676 , http://hdl.handle.net/10210/1250
- Description: D.Comm. , In Chapter 1 events relating to government motor transport in South Africa were discussed. It became clear that there was uncertainty regarding the best way forward for government motor transport. Conflicting information as to which was the best model emanated from institutions outside Gauteng: some institutions were outsourcing their fleets, whilst others were decentralising their fleets to user departments. In some cases there was a movement from a decentralised to a centralised system. All the above led to the question whether there was a better way of managing government motor transport and of making strategic decisions such as outsourcing or decentralising the fleet. It was stated in Chapter 1 that the approach to fleet management in Gauteng was not an all-encompassing process, thus giving rise to suboptimal decisions. In particular, problems had to be solved without the all-inclusive and focused management information that is needed to make informed decisions. Contradicting signals from institutions that operate government-owned fleets throughout South Africa further complicated the situation. This was causing further uncertainty as to the way forward. There was a need for a decision-making process and tool that takes into account the broader picture, including the interest of all important stakeholders. The chapter then highlighted the need to provide an overall strategic framework within which more informed decisions could be made. This would reduce uncertainty and provide a solid base from where government motor transport could be managed and developed. , Prof. G.C. Walters
- Full Text:
- Authors: Backeberg, Georg Heinrich
- Date: 2008-10-17T13:16:58Z
- Subjects: Motor vehicle fleets , Motor vehicle fleets management , Local government , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:12676 , http://hdl.handle.net/10210/1250
- Description: D.Comm. , In Chapter 1 events relating to government motor transport in South Africa were discussed. It became clear that there was uncertainty regarding the best way forward for government motor transport. Conflicting information as to which was the best model emanated from institutions outside Gauteng: some institutions were outsourcing their fleets, whilst others were decentralising their fleets to user departments. In some cases there was a movement from a decentralised to a centralised system. All the above led to the question whether there was a better way of managing government motor transport and of making strategic decisions such as outsourcing or decentralising the fleet. It was stated in Chapter 1 that the approach to fleet management in Gauteng was not an all-encompassing process, thus giving rise to suboptimal decisions. In particular, problems had to be solved without the all-inclusive and focused management information that is needed to make informed decisions. Contradicting signals from institutions that operate government-owned fleets throughout South Africa further complicated the situation. This was causing further uncertainty as to the way forward. There was a need for a decision-making process and tool that takes into account the broader picture, including the interest of all important stakeholders. The chapter then highlighted the need to provide an overall strategic framework within which more informed decisions could be made. This would reduce uncertainty and provide a solid base from where government motor transport could be managed and developed. , Prof. G.C. Walters
- Full Text:
The management of curriculum delivery as an aspect of learner performance in grade 12.
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
- Full Text:
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
- Full Text:
The lived experience of aggression and violence by nurses in a Gauteng psychiatric institution
- Authors: Bimenyimana, Emmanuel
- Date: 2010-05-24T07:57:20Z
- Subjects: Violence in psychiatric hospitals , Psychiatric hospital patients , Psychiatric nursing personnel management , Psychiatric nurses' mental health , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:6811 , http://hdl.handle.net/10210/3245
- Description: M.Cur. , Violence and aggression in psychiatric hospitals are a worldwide known phenomenon. South Africa is no exception to the rule. Previous researches conducted in psychiatric institutions have mainly focused on the patients, leaving everyone to guess how this violence affects nurses who are in contact with the patients on a daily basis and who are key role-players in the care, treatment, and rehabilitation of the patients under their responsibility. The research aimed to explore and describe the lived experience of aggression and violence by the registered nurses in a Gauteng psychiatric institution, the essence of this violence, and how nurses cope with this violence, in order to formulate guidelines and recommendations that could assist them to manage violence. A qualitative, explorative, descriptive, and contextual study design was utilised. Data was collected by means of semi-structured interviews, and naïve sketches. Tesch’s method was used for data analysis, here and an independent coder was utilised. The uniqueness of this study was to bring to the surface the other side of violence as it is perceived and lived by the nurses. The findings show that the nurses face violence on a daily basis. Among the contributing factors there are: the type of patients admitted in the hospital; the staff shortage; the lack of support among the members of the multidisciplinary team (MDT); and the lack of structured and comprehensive orientation. The consequences of this violence to the nurses are emotional, psychological, and physical and take the form of: fear, anger, frustration, despair, hopelessness and helplessness, substance abuses, absenteeism, retaliation, a development of an “I don’t care attitude”, injuries, and damage to personal properties such as clothes, and spectacles.
- Full Text:
- Authors: Bimenyimana, Emmanuel
- Date: 2010-05-24T07:57:20Z
- Subjects: Violence in psychiatric hospitals , Psychiatric hospital patients , Psychiatric nursing personnel management , Psychiatric nurses' mental health , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:6811 , http://hdl.handle.net/10210/3245
- Description: M.Cur. , Violence and aggression in psychiatric hospitals are a worldwide known phenomenon. South Africa is no exception to the rule. Previous researches conducted in psychiatric institutions have mainly focused on the patients, leaving everyone to guess how this violence affects nurses who are in contact with the patients on a daily basis and who are key role-players in the care, treatment, and rehabilitation of the patients under their responsibility. The research aimed to explore and describe the lived experience of aggression and violence by the registered nurses in a Gauteng psychiatric institution, the essence of this violence, and how nurses cope with this violence, in order to formulate guidelines and recommendations that could assist them to manage violence. A qualitative, explorative, descriptive, and contextual study design was utilised. Data was collected by means of semi-structured interviews, and naïve sketches. Tesch’s method was used for data analysis, here and an independent coder was utilised. The uniqueness of this study was to bring to the surface the other side of violence as it is perceived and lived by the nurses. The findings show that the nurses face violence on a daily basis. Among the contributing factors there are: the type of patients admitted in the hospital; the staff shortage; the lack of support among the members of the multidisciplinary team (MDT); and the lack of structured and comprehensive orientation. The consequences of this violence to the nurses are emotional, psychological, and physical and take the form of: fear, anger, frustration, despair, hopelessness and helplessness, substance abuses, absenteeism, retaliation, a development of an “I don’t care attitude”, injuries, and damage to personal properties such as clothes, and spectacles.
- Full Text:
The leadership of a functional school in a disfunctional school area.
- Authors: Bipath, Keshni
- Date: 2008-06-24T07:49:20Z
- Subjects: educational leadership , high school principals , school management and organization , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9620 , http://hdl.handle.net/10210/703
- Description: The aim of this thesis is to investigate the role of the principal in a functional school situated in a dysfunctional environment in the Gauteng province of South Africa and to make recommendations to assist schools in dysfunctional or disadvantaged areas to achieve school functionality. Functional schools were classified as those obtaining pass rates of between 80 – 100% (coded 0) in the Senior Certificate Examination (SCE) whilst schools obtaining less than 40% were classified as dysfunctional (coded 1). The SCE is the final examination written by learners in South Africa after twelve years of schooling. The dependent variable was thus categorical and dichotomous. It was postulated that the functionality of a school would be related to facts involved with a school’s background, principal’s background, staffing issues, school facilities, school finance, school governance, school inspection and supervision, attendance rates and school management. The stepwise logistic regression models showed inter alia, that the younger a principal, the fewer the teacher posts funded by the School Governing Body, the more a school relies on Government grants: the larger is the probability of the school being dysfunctional. The major characteristic of dysfunctional schools was “low socio-economic background” or dysfunctional areas. Further research was carried out to investigate the emotional intelligence and culture creation in two schools, a dysfunctional and a functional school, in the same socio-economic area. Hence, socio-economic background was kept constant for both schools and as such was removed from the investigation. A literature study was undertaken to gather background and explore various aspects linked to what makes a school functional in a dysfunctional area. Schein’s (2004) qualitative contributions argue that leadership and culture are two sides of the same coin. However, Kets De Vries (1993) argued that leadership styles are largely inconclusive. Goleman (1996), on the other hand, argues that while style may be inconclusive, the leader’s emotional intelligence is common to all styles. Therefore, the researcher argues that emotional intelligence (rather than leadership) and culture are two sides of the same coin. Observations, semi-structured interviews and document analysis were used to gauge the emotional competencies of the principals in the two schools. Furthermore, an Organisational Culture Profile (OCP), adapted by O’Reilly and Chapman (1996), was completed by the principal and educators in both the schools. The dimensions of the OCP were used to determine the difference in the strength of the school culture in the dysfunctional and functional schools. The findings of this thesis displayed that leaders must have most of the competencies in emotional intelligence in order to be able to embed a strong culture in his/her school. The role of the principal in creating a strong culture in his/her school is essential in achieving a functional school in a dysfunctional area. , Prof. B.R. Grobler
- Full Text:
- Authors: Bipath, Keshni
- Date: 2008-06-24T07:49:20Z
- Subjects: educational leadership , high school principals , school management and organization , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9620 , http://hdl.handle.net/10210/703
- Description: The aim of this thesis is to investigate the role of the principal in a functional school situated in a dysfunctional environment in the Gauteng province of South Africa and to make recommendations to assist schools in dysfunctional or disadvantaged areas to achieve school functionality. Functional schools were classified as those obtaining pass rates of between 80 – 100% (coded 0) in the Senior Certificate Examination (SCE) whilst schools obtaining less than 40% were classified as dysfunctional (coded 1). The SCE is the final examination written by learners in South Africa after twelve years of schooling. The dependent variable was thus categorical and dichotomous. It was postulated that the functionality of a school would be related to facts involved with a school’s background, principal’s background, staffing issues, school facilities, school finance, school governance, school inspection and supervision, attendance rates and school management. The stepwise logistic regression models showed inter alia, that the younger a principal, the fewer the teacher posts funded by the School Governing Body, the more a school relies on Government grants: the larger is the probability of the school being dysfunctional. The major characteristic of dysfunctional schools was “low socio-economic background” or dysfunctional areas. Further research was carried out to investigate the emotional intelligence and culture creation in two schools, a dysfunctional and a functional school, in the same socio-economic area. Hence, socio-economic background was kept constant for both schools and as such was removed from the investigation. A literature study was undertaken to gather background and explore various aspects linked to what makes a school functional in a dysfunctional area. Schein’s (2004) qualitative contributions argue that leadership and culture are two sides of the same coin. However, Kets De Vries (1993) argued that leadership styles are largely inconclusive. Goleman (1996), on the other hand, argues that while style may be inconclusive, the leader’s emotional intelligence is common to all styles. Therefore, the researcher argues that emotional intelligence (rather than leadership) and culture are two sides of the same coin. Observations, semi-structured interviews and document analysis were used to gauge the emotional competencies of the principals in the two schools. Furthermore, an Organisational Culture Profile (OCP), adapted by O’Reilly and Chapman (1996), was completed by the principal and educators in both the schools. The dimensions of the OCP were used to determine the difference in the strength of the school culture in the dysfunctional and functional schools. The findings of this thesis displayed that leaders must have most of the competencies in emotional intelligence in order to be able to embed a strong culture in his/her school. The role of the principal in creating a strong culture in his/her school is essential in achieving a functional school in a dysfunctional area. , Prof. B.R. Grobler
- Full Text:
Establishing guidelines for environmental management plans for golf course developments in Gauteng Province
- Authors: Botha, De Wet
- Date: 2008-05-14T08:03:29Z
- Subjects: Golf courses , Environmental management , Environmental impact analysis , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7168 , http://hdl.handle.net/10210/377
- Description: The impacts of golf courses and golf estate developments are great and definite. Proof of this can be seen in several Environmental Impact Assessments (EIA), that have been submitted to the Gauteng Department of Agriculture and Conservation (GDACE) in terms of the Environmental Conservation Act (ECA) (1989) and the National Environmental Management Act (NEMA) (1998). The question is how to limit these impacts on the environment. Guidelines on how to manage and mitigate these impacts are of fundamental importance, to ensure the conservation of the environment. These guidelines should set principles for the management of the environment from cradle to grave, for future golf course and golf estate developments. The main objective of this study was to develop guidelines for Environmental Management Plans (EMP) specifically focused on golf course developments in the Gauteng Province. To achieve this, a comprehensive study was conducted on the factors pertaining to the environmental process by evaluating previous EIA reports and the associated EMP’s as well as the supporting documentation. The EMP’s were evaluated and several shortfalls were identified. The EIA scoping reports were then appraised and ranked accordingly. The scoping reports assess the impacts on the environment. These impacts must be mitigated in the development process. These impacts and mitigation measures must be documented in an EMP. Hence, the connection between the EIA scoping reports and the EMP’s. Several inadequacies were recognized with respect to the inclusion of all the mitigatory measures for all the impacts as identified in the EIA scoping reports. The conclusions drawn in the evaluations were used to develop the guidelines for EMP’s. The guidelines given here will assist in future compilations of EMP’s for golf courses. It is highly recommended that GDACE and environmental consultants adopt this standard in preparing and evaluating applications. , Prof. J.T. Harmse
- Full Text:
- Authors: Botha, De Wet
- Date: 2008-05-14T08:03:29Z
- Subjects: Golf courses , Environmental management , Environmental impact analysis , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7168 , http://hdl.handle.net/10210/377
- Description: The impacts of golf courses and golf estate developments are great and definite. Proof of this can be seen in several Environmental Impact Assessments (EIA), that have been submitted to the Gauteng Department of Agriculture and Conservation (GDACE) in terms of the Environmental Conservation Act (ECA) (1989) and the National Environmental Management Act (NEMA) (1998). The question is how to limit these impacts on the environment. Guidelines on how to manage and mitigate these impacts are of fundamental importance, to ensure the conservation of the environment. These guidelines should set principles for the management of the environment from cradle to grave, for future golf course and golf estate developments. The main objective of this study was to develop guidelines for Environmental Management Plans (EMP) specifically focused on golf course developments in the Gauteng Province. To achieve this, a comprehensive study was conducted on the factors pertaining to the environmental process by evaluating previous EIA reports and the associated EMP’s as well as the supporting documentation. The EMP’s were evaluated and several shortfalls were identified. The EIA scoping reports were then appraised and ranked accordingly. The scoping reports assess the impacts on the environment. These impacts must be mitigated in the development process. These impacts and mitigation measures must be documented in an EMP. Hence, the connection between the EIA scoping reports and the EMP’s. Several inadequacies were recognized with respect to the inclusion of all the mitigatory measures for all the impacts as identified in the EIA scoping reports. The conclusions drawn in the evaluations were used to develop the guidelines for EMP’s. The guidelines given here will assist in future compilations of EMP’s for golf courses. It is highly recommended that GDACE and environmental consultants adopt this standard in preparing and evaluating applications. , Prof. J.T. Harmse
- Full Text:
Stand en funksionering van bewareas in Suid-Afrika met spesiale verwysing na Gauteng
- Authors: De Klerk, Renee
- Date: 2009-02-09T09:16:30Z
- Subjects: Natural resources conservation areas , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8122 , http://hdl.handle.net/10210/2097
- Description: M.A. , The Conservancy system was developed in KwaZulu-Natal but is not only limited to this province today. Conservancies are being established across South Africa and can be described as a type of conservation strategy that is constantly increasing. A Conservancy is defined as a group of farms whose owners have combined resources for the improved conservation and well-being of wildlife inhabiting the area. The term wildlife in this case encompasses mammals, birds, fish, natural vegetation and all desirable natural life forms. Local nature conservation authorities assist landowners in a conservancy by the training of staff, motivation of members, provision of animals at reasonable prices for re-stocking, and technical advice on management planning. Conservancies are however run and financed entirely by the farmers or landowners and they therefore do not have any legal nature conservation status. Through the establishment of Conservancies natural resources can be conserved, but emphasis has to be placed on the successful functioning and management thereof. Control over Conservancies, from a governmental point of view, is limited to each province's nature conservation department. This study was undertaken to determine the state and functioning of Conservancies in South Africa, with special reference to Gauteng. A literature study as well as various visits to the Gauteng Department of Nature Conservation and three existing Conservancies in the province were undertaken for this purpose. From this enough information was gathered to formulate various guidelines for the establishment and management of Conservancies. These guidelines are based on certain shortcomings that were identified in the management structure of Conservancies in Gauteng. Should these guidelines be taken into account when Conservancies are established, the functioning and management thereof will be successful and will contribute to effective environmental conservation.
- Full Text:
- Authors: De Klerk, Renee
- Date: 2009-02-09T09:16:30Z
- Subjects: Natural resources conservation areas , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8122 , http://hdl.handle.net/10210/2097
- Description: M.A. , The Conservancy system was developed in KwaZulu-Natal but is not only limited to this province today. Conservancies are being established across South Africa and can be described as a type of conservation strategy that is constantly increasing. A Conservancy is defined as a group of farms whose owners have combined resources for the improved conservation and well-being of wildlife inhabiting the area. The term wildlife in this case encompasses mammals, birds, fish, natural vegetation and all desirable natural life forms. Local nature conservation authorities assist landowners in a conservancy by the training of staff, motivation of members, provision of animals at reasonable prices for re-stocking, and technical advice on management planning. Conservancies are however run and financed entirely by the farmers or landowners and they therefore do not have any legal nature conservation status. Through the establishment of Conservancies natural resources can be conserved, but emphasis has to be placed on the successful functioning and management thereof. Control over Conservancies, from a governmental point of view, is limited to each province's nature conservation department. This study was undertaken to determine the state and functioning of Conservancies in South Africa, with special reference to Gauteng. A literature study as well as various visits to the Gauteng Department of Nature Conservation and three existing Conservancies in the province were undertaken for this purpose. From this enough information was gathered to formulate various guidelines for the establishment and management of Conservancies. These guidelines are based on certain shortcomings that were identified in the management structure of Conservancies in Gauteng. Should these guidelines be taken into account when Conservancies are established, the functioning and management thereof will be successful and will contribute to effective environmental conservation.
- Full Text:
The effectiveness of the implementation of the Revised National Curriculum Statement ( RNCS) in public primary schools in the Ekurhuleni-west district.
- Authors: De Oliveira, Dolores Kendel
- Date: 2008-08-15T07:44:47Z
- Subjects: curriculum planning , education , education and state , competency based education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7805 , http://hdl.handle.net/10210/869
- Description: Educators are experiencing problems in effectively implementing RNCS in the public primary schools in the Ekurhuleni-West district. These problems, in both the Foundation and Intermediate Phases, include poor educator training and development, the scarcity of resources, the added educator workload in implementing the new curriculum and the poor leadership styles of the SMTs. The inability to effectively implement RNCS in the classroom is further exacerbated by minimal educator participation and consultation when the new curriculum was being drafted. Such problems could lead to educator frustration, low morale and demotivation that would negatively affect the quality of teaching and learning in the classroom. It is on this basis that a research study is justified. The research question is “How effective is the implementation of RNCS in the public primary schools in the Ekurhuleni-West district?” , Mr. T.S Hlongwane
- Full Text:
- Authors: De Oliveira, Dolores Kendel
- Date: 2008-08-15T07:44:47Z
- Subjects: curriculum planning , education , education and state , competency based education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7805 , http://hdl.handle.net/10210/869
- Description: Educators are experiencing problems in effectively implementing RNCS in the public primary schools in the Ekurhuleni-West district. These problems, in both the Foundation and Intermediate Phases, include poor educator training and development, the scarcity of resources, the added educator workload in implementing the new curriculum and the poor leadership styles of the SMTs. The inability to effectively implement RNCS in the classroom is further exacerbated by minimal educator participation and consultation when the new curriculum was being drafted. Such problems could lead to educator frustration, low morale and demotivation that would negatively affect the quality of teaching and learning in the classroom. It is on this basis that a research study is justified. The research question is “How effective is the implementation of RNCS in the public primary schools in the Ekurhuleni-West district?” , Mr. T.S Hlongwane
- Full Text:
Educator morale in Gauteng public schools: an education management perspective.
- Authors: Dladla, Khosi Maureen
- Date: 2008-08-15T07:53:45Z
- Subjects: school management and organization , public schools , education and state , Gauteng (South Africa) , teachers' job satisfaction
- Type: Thesis
- Identifier: uj:7815 , http://hdl.handle.net/10210/870
- Description: ‘n Algemene inleiding en motivering vir die studie, asook die faktore wat onder¬wysermoraal belemmer word in Hoofstuk Een aangestip. ‘n Algemene agtergrond tot onderwysermoraal word gegee. ‘n Verslag oor die transformasie van die Suid-Afrikaanse onderwysstelsel en die afname in onderwysermoraal in Suid-Afrika en oorsee word in hierdie hoofstuk gereflekteer. Die navorsingspro¬bleem en doel¬stellings word geformuleer en die navorsingsmetodologie bespreek. Die fokus van die navorsing is duidelik afgebaken. Hierdie hoofstuk word afgesluit deur konsep¬te wat met die navorsingsonderwerp verband hou, te verhelder en die hoofstuk indeling te bespreek. Hoofstuk Twee is ‘n literatuuroorsig waarin gepoog word om die essensie van onderwysermoraal vas te stel. Faktore wat ‘n bydrae tot onderwysermoraal maak, naamlik die samelewing, politiek, media en onderwysveranderings, en die rol wat deur onderwysbestuurders gespeel word in die aanspreek van onderwysermoraal word bespreek, asook die implikasie hiervan vir die praktyk. Hoofstuk Drie gee ‘n oorsig oor die navorsingsmetodologie waardeur data inge¬samel is. Daar is ‘n beskrywing van die aard en doel van kwantitatiewe navorsing, gevolg deur ‘n bespreking van die verhouding tussen die navorser en die onderwerp. Die gestruktureerde vraelys wat gebruik is om data in te samel, word bespreek. Die data is onderwerp aan die Kaiser-Meyer-Olkin-meting om te bepaal of die steekproef voldoende was. Verder is 37 items deur middel van twee opeen¬volgende faktor-analitiese prosedures gereduseer tot twee faktore. Hierdie twee fakatore is genoem “sosio-politieke aspekte wat onderwysermoraal belem¬mer” en “skoolgebaseerde aspekte wat onderwysermoraal belemmer”. Items wat met elkeen van die faktore verband hou, word getabelleer, in rangorde gerangskik en bespreek. Die empiriese ondersoek word ook bespreek. Dit sluit ‘n bespreking van die steekproef, biografiese besonderhede en die terugstuur van die vraelys in. Hoofstuk Vier voorsien ‘n ontleding en interpretasie van die empiriese data. Die geldigheid en betroubaarheid van die gestruktureerde vraelys as navorsings¬instrument word kortliks bespreek. Hipoteses word geformuleer. ‘n Vergelyking van twee onafhanklike groepe en drie of meer onafhanklike groepe word gedoen. Die statistiese beduidenheid van verskille tussen alle onafhanklike groepe word in tabelvorm weergegee en daarna bespreek ten opsigte van die twee faktore by onderwysermoraal betrokke. Levene se toets vir die gelykheid van afwykings word gebruik om die gemiddelde tellings van die twee faktore ten opsigte van onderwysermoraal te vergelyk. Die faktor-gemiddelde tellings van die verskeie onaf¬hanklike groepe word in tabelle gegee en die ANOVA vir die ontleding van afwykings bereken en kortliks bespreek. Hoofstuk Vyf gee ‘n oorsig oor die navorsing. Belangrike bevindings uit die literatuuroorsig en die empiriese navorsing word bespreek. Aanbevelings word op grond van die literatuur- en empiriese bevindings gemaak vir die verbetering van onderwysermoraal. , Prof. B.R. Grobler
- Full Text:
- Authors: Dladla, Khosi Maureen
- Date: 2008-08-15T07:53:45Z
- Subjects: school management and organization , public schools , education and state , Gauteng (South Africa) , teachers' job satisfaction
- Type: Thesis
- Identifier: uj:7815 , http://hdl.handle.net/10210/870
- Description: ‘n Algemene inleiding en motivering vir die studie, asook die faktore wat onder¬wysermoraal belemmer word in Hoofstuk Een aangestip. ‘n Algemene agtergrond tot onderwysermoraal word gegee. ‘n Verslag oor die transformasie van die Suid-Afrikaanse onderwysstelsel en die afname in onderwysermoraal in Suid-Afrika en oorsee word in hierdie hoofstuk gereflekteer. Die navorsingspro¬bleem en doel¬stellings word geformuleer en die navorsingsmetodologie bespreek. Die fokus van die navorsing is duidelik afgebaken. Hierdie hoofstuk word afgesluit deur konsep¬te wat met die navorsingsonderwerp verband hou, te verhelder en die hoofstuk indeling te bespreek. Hoofstuk Twee is ‘n literatuuroorsig waarin gepoog word om die essensie van onderwysermoraal vas te stel. Faktore wat ‘n bydrae tot onderwysermoraal maak, naamlik die samelewing, politiek, media en onderwysveranderings, en die rol wat deur onderwysbestuurders gespeel word in die aanspreek van onderwysermoraal word bespreek, asook die implikasie hiervan vir die praktyk. Hoofstuk Drie gee ‘n oorsig oor die navorsingsmetodologie waardeur data inge¬samel is. Daar is ‘n beskrywing van die aard en doel van kwantitatiewe navorsing, gevolg deur ‘n bespreking van die verhouding tussen die navorser en die onderwerp. Die gestruktureerde vraelys wat gebruik is om data in te samel, word bespreek. Die data is onderwerp aan die Kaiser-Meyer-Olkin-meting om te bepaal of die steekproef voldoende was. Verder is 37 items deur middel van twee opeen¬volgende faktor-analitiese prosedures gereduseer tot twee faktore. Hierdie twee fakatore is genoem “sosio-politieke aspekte wat onderwysermoraal belem¬mer” en “skoolgebaseerde aspekte wat onderwysermoraal belemmer”. Items wat met elkeen van die faktore verband hou, word getabelleer, in rangorde gerangskik en bespreek. Die empiriese ondersoek word ook bespreek. Dit sluit ‘n bespreking van die steekproef, biografiese besonderhede en die terugstuur van die vraelys in. Hoofstuk Vier voorsien ‘n ontleding en interpretasie van die empiriese data. Die geldigheid en betroubaarheid van die gestruktureerde vraelys as navorsings¬instrument word kortliks bespreek. Hipoteses word geformuleer. ‘n Vergelyking van twee onafhanklike groepe en drie of meer onafhanklike groepe word gedoen. Die statistiese beduidenheid van verskille tussen alle onafhanklike groepe word in tabelvorm weergegee en daarna bespreek ten opsigte van die twee faktore by onderwysermoraal betrokke. Levene se toets vir die gelykheid van afwykings word gebruik om die gemiddelde tellings van die twee faktore ten opsigte van onderwysermoraal te vergelyk. Die faktor-gemiddelde tellings van die verskeie onaf¬hanklike groepe word in tabelle gegee en die ANOVA vir die ontleding van afwykings bereken en kortliks bespreek. Hoofstuk Vyf gee ‘n oorsig oor die navorsing. Belangrike bevindings uit die literatuuroorsig en die empiriese navorsing word bespreek. Aanbevelings word op grond van die literatuur- en empiriese bevindings gemaak vir die verbetering van onderwysermoraal. , Prof. B.R. Grobler
- Full Text:
Life stories of academic achievers in informal settlements in Gauteng.
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
- Full Text:
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
- Full Text:
Experiencing racism
- Authors: Groenewald, Liela
- Date: 2008-10-27T06:35:34Z
- Subjects: Racism , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:13157 , http://hdl.handle.net/10210/1317
- Description: M.A. , The objective of this study was to explore the experiences of racism of a sample of educated young South Africans and to establish to what extent their understanding of racism is associated with demographic variables. The most prominent recent study on racism in South Africa was the South African Human Rights Commission (SAHRC) inquiry into racism in the media undertaken in 2000. An analysis of the reports that comprised the investigation revealed two key weaknesses. Firstly, racism was not defined adequately. Because of this, and since the terms 'race' and 'racism' are prone to emotive interpretation, a brief historical analysis of the concepts was conducted. A second criticism against the SAHRC inquiry was its failure to engage the audience. This study was done partly in response to that challenge. The respondents were first-year Sociology and Mathematics students at the Rand Afrikaans University (RAU). Their conceptualisations and experiences of racism were gauged in a survey with quotations from mainstream newspapers in Gauteng. Key findings were that sex and race were both associated with respondents’ experience of racism, but that sex was the more important of the two. The joint effect of race and sex was however more significant than either in isolation, and white men were set apart from all other respondents by their lack of sensitivity to discrimination. In conclusion, the results were located in the broader academic debate on racism. , Prof. J.M. Uys Ms. J.E. Lochner
- Full Text:
- Authors: Groenewald, Liela
- Date: 2008-10-27T06:35:34Z
- Subjects: Racism , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:13157 , http://hdl.handle.net/10210/1317
- Description: M.A. , The objective of this study was to explore the experiences of racism of a sample of educated young South Africans and to establish to what extent their understanding of racism is associated with demographic variables. The most prominent recent study on racism in South Africa was the South African Human Rights Commission (SAHRC) inquiry into racism in the media undertaken in 2000. An analysis of the reports that comprised the investigation revealed two key weaknesses. Firstly, racism was not defined adequately. Because of this, and since the terms 'race' and 'racism' are prone to emotive interpretation, a brief historical analysis of the concepts was conducted. A second criticism against the SAHRC inquiry was its failure to engage the audience. This study was done partly in response to that challenge. The respondents were first-year Sociology and Mathematics students at the Rand Afrikaans University (RAU). Their conceptualisations and experiences of racism were gauged in a survey with quotations from mainstream newspapers in Gauteng. Key findings were that sex and race were both associated with respondents’ experience of racism, but that sex was the more important of the two. The joint effect of race and sex was however more significant than either in isolation, and white men were set apart from all other respondents by their lack of sensitivity to discrimination. In conclusion, the results were located in the broader academic debate on racism. , Prof. J.M. Uys Ms. J.E. Lochner
- Full Text:
An integrated rehabilitation plan for the Wilgeheuwel Extension 29 Wetland, Gauteng
- Authors: Hendricks, James
- Date: 2009-02-05T07:15:04Z
- Subjects: Wetlands , Wetland management , Wetland restoration , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8098 , http://hdl.handle.net/10210/2026
- Description: M.A. , Wetlands are being lost and degraded in urban areas. Urban wetlands perform a diverse range of valuable functions. The loss of wetlands, therefore, has a negative impact upon urban human populations. One of the major threats to urban wetlands in Gauteng is the development of residential and commercial developments. As prime land for development is at a premium, the urban developer has targeted wetlands, which are canalised, drained or filled before being developed over. A typical example is that of the case study used for this thesis, where a wetland found in Johannesburg, Gauteng, is in the process of being destroyed, with the developers removing wetland vegetation, levelling the site and inhibiting the flow of the Wilgespruit River. Eventually a townhouse complex to be known as Wilgeheuwel Extension 29 is to be developed on the site. An integrated sustainable rehabilitation plan is required to ensure that the Wilgeheuwel Extension 29 wetland is rehabilitated. This plan is to take into consideration all the factors that influence the wetland negatively at present, including impacts upstream and possible future impacts. Therefore, a hierarchical approach is used, where management plans for the Wilgespruit River sub-catchment, the proposed development and the individual wetland are integrated into one plan.
- Full Text:
- Authors: Hendricks, James
- Date: 2009-02-05T07:15:04Z
- Subjects: Wetlands , Wetland management , Wetland restoration , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8098 , http://hdl.handle.net/10210/2026
- Description: M.A. , Wetlands are being lost and degraded in urban areas. Urban wetlands perform a diverse range of valuable functions. The loss of wetlands, therefore, has a negative impact upon urban human populations. One of the major threats to urban wetlands in Gauteng is the development of residential and commercial developments. As prime land for development is at a premium, the urban developer has targeted wetlands, which are canalised, drained or filled before being developed over. A typical example is that of the case study used for this thesis, where a wetland found in Johannesburg, Gauteng, is in the process of being destroyed, with the developers removing wetland vegetation, levelling the site and inhibiting the flow of the Wilgespruit River. Eventually a townhouse complex to be known as Wilgeheuwel Extension 29 is to be developed on the site. An integrated sustainable rehabilitation plan is required to ensure that the Wilgeheuwel Extension 29 wetland is rehabilitated. This plan is to take into consideration all the factors that influence the wetland negatively at present, including impacts upstream and possible future impacts. Therefore, a hierarchical approach is used, where management plans for the Wilgespruit River sub-catchment, the proposed development and the individual wetland are integrated into one plan.
- Full Text:
The principal's role in implementing the EAZ as an intervention strategy.
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
- Full Text:
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
- Full Text:
The experiences of black students who dropped out of the masters in educational psychology course at a Gauteng university during the period 2002 to 2006
- Authors: Holmes, Lynn Court
- Date: 2008-06-06T10:30:17Z
- Subjects: Educational psychology study and teaching , Black college students , College dropouts , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9145 , http://hdl.handle.net/10210/559
- Description: The high drop out rate of black students at Universities and other tertiary institutions throughout the world has been of concern to these institutions, and has been researched for many years. This research looked at the high drop out rate of black students from the Educational Psychology Masters course during the period 2002 to 2006 at a Gauteng University in South Africa. The study investigated the experiences of the participants who dropped out or nearly dropped out of the course and attempted to identify the extrinsic and intrinsic barriers to learning that contributed to this. The researcher made use of an interpretivist, qualitative, case study design to explore the experiences of the black participants. The data collection methods included individual and paired interviews, using open-ended questions, as well as incomplete sentences questionnaires. Themes established were verified by participants at the end of the data collection process. Data was analysed using the constant comparative method and aspects of grounded theory. Six themes emerged as findings, which were discussed in detail. These included three external barriers to learning, namely, “lack of time”; “lack of resources” and “structure of the course and University factors”. Two themes emerged which were discussed as internal barriers to learning, namely “cultural factors” and “lack of skills”. The sixth and final theme fitted under the heading external and internal barriers to learning and discussed “overt and covert racism” experienced by the participants. Recommendations were made to minimise the barriers to learning experienced by the participants, and to better accommodate their needs within the course and University structure. The limitations and strengths of the research were explained and the research brought to a conclusion with recommendations for future research within this realm made. , Prof. J. Pillay & Dr. E. Fritz
- Full Text:
- Authors: Holmes, Lynn Court
- Date: 2008-06-06T10:30:17Z
- Subjects: Educational psychology study and teaching , Black college students , College dropouts , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9145 , http://hdl.handle.net/10210/559
- Description: The high drop out rate of black students at Universities and other tertiary institutions throughout the world has been of concern to these institutions, and has been researched for many years. This research looked at the high drop out rate of black students from the Educational Psychology Masters course during the period 2002 to 2006 at a Gauteng University in South Africa. The study investigated the experiences of the participants who dropped out or nearly dropped out of the course and attempted to identify the extrinsic and intrinsic barriers to learning that contributed to this. The researcher made use of an interpretivist, qualitative, case study design to explore the experiences of the black participants. The data collection methods included individual and paired interviews, using open-ended questions, as well as incomplete sentences questionnaires. Themes established were verified by participants at the end of the data collection process. Data was analysed using the constant comparative method and aspects of grounded theory. Six themes emerged as findings, which were discussed in detail. These included three external barriers to learning, namely, “lack of time”; “lack of resources” and “structure of the course and University factors”. Two themes emerged which were discussed as internal barriers to learning, namely “cultural factors” and “lack of skills”. The sixth and final theme fitted under the heading external and internal barriers to learning and discussed “overt and covert racism” experienced by the participants. Recommendations were made to minimise the barriers to learning experienced by the participants, and to better accommodate their needs within the course and University structure. The limitations and strengths of the research were explained and the research brought to a conclusion with recommendations for future research within this realm made. , Prof. J. Pillay & Dr. E. Fritz
- Full Text:
An investigation into the success factors amongst small businesses in Gauteng
- Keil, Maria Clara Mauricio Pereira
- Authors: Keil, Maria Clara Mauricio Pereira
- Date: 2009-03-31T09:19:53Z
- Subjects: Small business , Success in business , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8230 , http://hdl.handle.net/10210/2342
- Description: M.B.A. , Gauteng, the smallest of the nine South African provinces, but the largest in terms of its contribution to national GDP (33.9%), generates 10% of Africa’s GDP (Gauteng Enterprise Propeller Overview, 2007) and is therefore a very important geo-economical zone. As South Africa latest unemployment rate is 25.5% (StatsSA, 2006), Government is geared towards promoting small businesses in an effort to grow the economy and reduce unemployment. It is therefore very important to the economy that small businesses succeed, grow and provide employment. Due to the fact that at present, very little research into the success factors amongst small businesses in South Africa has been conducted in South Africa, it seems appropriate at this time to investigate the success factors of small businesses in Gauteng. The problem statement in this research is that there is insufficient knowledge relating to the factors contributing to the failure or success of small businesses in South Africa, Gauteng. To conduct this research, a qualitative and exploratory approach was decided upon. A literature survey on the subject was conducted in order to ground the current research in existing theory and research. A questionnaire was sent out by e-mail to 3776 businesses in Gauteng, to which the response rate was 3.15% (119 questionnaires were returned). The questionnaire was divided into sections and covered the definition of success, entrepreneurial personality characteristics of owner/manager, use of management tools, resource availability and the classification of respondents and their businesses. Due to the small size of the sample this research is not able to conclusively achieve the primary research objective of identifying the success factors of small businesses in Gauteng, but it has nevertheless contributed to the body of research on the matter, since it established that there is a correlation between: • Entrepreneurial personality and the success of small businesses • The use of management tools and the success of small businesses • The availability of resources and the success of small businesses. In addition the following can be reported: • The owner/managers surveyed attributed their success to: - persistence and determination - experience - entrepreneurial personality - business knowledge - a great team - education • The existence and or use of the business plan and its relationship to success remains inconclusive • Financial resources do not feature prominently as a success factor, but business skills do seem to correlate with success. Further research is necessary to pinpoint conclusively which traits and behaviours are conducive to success, by comparing successful and unsuccessful business owners. Other recommendations that arose from this research were: • Research should be conducted into the assumption that economic growth is driven by the proliferation of small businesses • Research into the weight of internal factors ((personality, experience, attitude, knowledge) versus that of external factors (start-up capital, business plans, skill availability, economic and legal conditions) would contribute to the body of knowledge and could trigger a shift in approach.
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- Authors: Keil, Maria Clara Mauricio Pereira
- Date: 2009-03-31T09:19:53Z
- Subjects: Small business , Success in business , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8230 , http://hdl.handle.net/10210/2342
- Description: M.B.A. , Gauteng, the smallest of the nine South African provinces, but the largest in terms of its contribution to national GDP (33.9%), generates 10% of Africa’s GDP (Gauteng Enterprise Propeller Overview, 2007) and is therefore a very important geo-economical zone. As South Africa latest unemployment rate is 25.5% (StatsSA, 2006), Government is geared towards promoting small businesses in an effort to grow the economy and reduce unemployment. It is therefore very important to the economy that small businesses succeed, grow and provide employment. Due to the fact that at present, very little research into the success factors amongst small businesses in South Africa has been conducted in South Africa, it seems appropriate at this time to investigate the success factors of small businesses in Gauteng. The problem statement in this research is that there is insufficient knowledge relating to the factors contributing to the failure or success of small businesses in South Africa, Gauteng. To conduct this research, a qualitative and exploratory approach was decided upon. A literature survey on the subject was conducted in order to ground the current research in existing theory and research. A questionnaire was sent out by e-mail to 3776 businesses in Gauteng, to which the response rate was 3.15% (119 questionnaires were returned). The questionnaire was divided into sections and covered the definition of success, entrepreneurial personality characteristics of owner/manager, use of management tools, resource availability and the classification of respondents and their businesses. Due to the small size of the sample this research is not able to conclusively achieve the primary research objective of identifying the success factors of small businesses in Gauteng, but it has nevertheless contributed to the body of research on the matter, since it established that there is a correlation between: • Entrepreneurial personality and the success of small businesses • The use of management tools and the success of small businesses • The availability of resources and the success of small businesses. In addition the following can be reported: • The owner/managers surveyed attributed their success to: - persistence and determination - experience - entrepreneurial personality - business knowledge - a great team - education • The existence and or use of the business plan and its relationship to success remains inconclusive • Financial resources do not feature prominently as a success factor, but business skills do seem to correlate with success. Further research is necessary to pinpoint conclusively which traits and behaviours are conducive to success, by comparing successful and unsuccessful business owners. Other recommendations that arose from this research were: • Research should be conducted into the assumption that economic growth is driven by the proliferation of small businesses • Research into the weight of internal factors ((personality, experience, attitude, knowledge) versus that of external factors (start-up capital, business plans, skill availability, economic and legal conditions) would contribute to the body of knowledge and could trigger a shift in approach.
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An evaluation of performance management in the public service
- Authors: Letsoalo, Mositadi Bertha
- Date: 2010-03-10T06:22:33Z
- Subjects: Performance management , Civil service , Gauteng (South Africa) , Employees' attitudes
- Type: Thesis
- Identifier: uj:6657 , http://hdl.handle.net/10210/3063
- Description: M.Comm. , The aim of this study is to evaluate performance management in the public service particularly within the Gauteng Department of Health. The researcher also intends to discover the attitude of employees towards performance management systems. A triangulation approach involving qualitative and quantitative analysis was adopted to ensure the validity of the constructs.
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- Authors: Letsoalo, Mositadi Bertha
- Date: 2010-03-10T06:22:33Z
- Subjects: Performance management , Civil service , Gauteng (South Africa) , Employees' attitudes
- Type: Thesis
- Identifier: uj:6657 , http://hdl.handle.net/10210/3063
- Description: M.Comm. , The aim of this study is to evaluate performance management in the public service particularly within the Gauteng Department of Health. The researcher also intends to discover the attitude of employees towards performance management systems. A triangulation approach involving qualitative and quantitative analysis was adopted to ensure the validity of the constructs.
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The status quo of GIS in municipal town planning departments in Gauteng and in the education of town planners
- Authors: Marais, Hester J. W.
- Date: 2008-08-15T07:42:22Z
- Subjects: Geographic information systems , City planning , City planners , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7719 , http://hdl.handle.net/10210/858
- Description: Geographic Information Systems (GIS) are no longer new to the Town & Regional Planning (TRP) profession and have been implemented by different municipalities worldwide. The effective use of a GIS by municipal Town & Regional Planning departments in Gauteng would accelerate planning processes and enable more complex decision-making. This would expedite more effective land development administration associated with urban growth (Masser et al, 1996, p.195). This study investigates, by means of a mail survey and telephonic follow up conversations, the extent of use of GIS by the twenty-three municipal Town & Regional Planning department offices in Gauteng. Factors that, according to literature (Longley et al, 2001, p.346), could possibly result in limited GIS use, are identified and investigated with regard to each factors significance and further investigated. This includes a specific investigation into whether a GIS is available to Town & Regional Planning department offices, either on municipal level and/or departmentally as well as an investigation into the extent and quality of the GIS training of employees in a department office. The study establishes that the extent of use of GIS by the municipal Town & Regional Planning department offices in Gauteng is limited. Further, that GIS availability as well as GIS training are significant problem factors contributing to limited GIS use (Chapter 2). The absence of a GIS at municipal level in the six municipal regions in Gauteng, as possible cause to GIS availability problems as posed by literature (Easa et al, 2000, p.26), does not significantly contribute as a cause to less GIS availability, should a department office rely on using a municipally implemented GIS. The study identifies that a municipally implemented GIS, in most cases managed centrally in a specific department, is set up conducive for use by municipal Town & Regional Planning department offices. The study specifically establishes that although a GIS and Town & Regional Planning data may be 100% available via a network, some department offices may experience GIS availability problems because of the inadequate development of an intranet to serve a wider local area, and/or the absence of an Internet GIS (Chapter 3). Further investigation into whether GIS availability problems have their origin at departmental level, as posed by literature (Easa et al, 2000, p.11), establishes that a smaller GIS has been implemented departmentally by 43% department offices themselves. Only three of the thirteen department offices, without a departmental GIS, can access a municipal implemented GIS. These findings indicate the origin and nature of GIS availability problems experienced, since 8% of department offices do not have either a municipal or departmental GIS and 35% of department offices are experiencing problems to access a municipally implemented GIS, indicating why 82% of the department offices experience GIS and data availability problems which limits GIS use (Chapter 4). An investigation into the origin and cause of specific GIS training problems, experienced by 91% of the responding department offices’ employees, establishes that GIS departmental training problems are caused by a lack of GIS knowledge and/or employees with a Town & Regional Planning qualification that does not seem to have GIS as a subject, since 82% of the department offices indicate a need for GIS short courses (Chapter 4). Research into the formal Town & Regional Planning qualification as offered by the ten accredited tertiary institutions, with regard to the incorporation of GIS as a subject, establishes that the inclusion of the subject in the curriculum is not a significant cause of GIS training problems (Longley et al, 2005, p.431). The more recent introduction of the subject GIS into the curriculum explains why some employees have a formal qualification without GIS as subject. Specific problems are identified that negatively affect the teaching of GIS as a subject and cause a need for GIS study material that is specifically tailored for Town & Regional Planners (Chapter 5). The availability of a GIS and GIS training of department office employees is interrelated in facilitating effective use of GIS by municipal Town & Regional Planning department offices in Gauteng. This study specifically establishes that where a GIS exists at municipal level, such a system has to be made accessible to department offices within. This could be achieved either through appropriate development of the current inadequate intranet and/or the Internet, or further the implementation of a smaller GIS in department offices without a GIS. In addition, short courses should be offered in GIS for employees who did not have GIS as a subject when they qualified as well as to lecturers at tertiary institutions, who are not qualified to teach GIS. The offering of these GIS short courses can be supported through the developing of GIS study material tailored for Town & Regional Planners. These interventions, if implemented, will contribute to better GIS availability in municipal Town & Regional Planning department offices in Gauteng as well as GIS training of the Town & Regional Planning profession as a whole, resulting in more effective use of GIS. , Dr. L.G.C. Scheepers
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- Authors: Marais, Hester J. W.
- Date: 2008-08-15T07:42:22Z
- Subjects: Geographic information systems , City planning , City planners , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7719 , http://hdl.handle.net/10210/858
- Description: Geographic Information Systems (GIS) are no longer new to the Town & Regional Planning (TRP) profession and have been implemented by different municipalities worldwide. The effective use of a GIS by municipal Town & Regional Planning departments in Gauteng would accelerate planning processes and enable more complex decision-making. This would expedite more effective land development administration associated with urban growth (Masser et al, 1996, p.195). This study investigates, by means of a mail survey and telephonic follow up conversations, the extent of use of GIS by the twenty-three municipal Town & Regional Planning department offices in Gauteng. Factors that, according to literature (Longley et al, 2001, p.346), could possibly result in limited GIS use, are identified and investigated with regard to each factors significance and further investigated. This includes a specific investigation into whether a GIS is available to Town & Regional Planning department offices, either on municipal level and/or departmentally as well as an investigation into the extent and quality of the GIS training of employees in a department office. The study establishes that the extent of use of GIS by the municipal Town & Regional Planning department offices in Gauteng is limited. Further, that GIS availability as well as GIS training are significant problem factors contributing to limited GIS use (Chapter 2). The absence of a GIS at municipal level in the six municipal regions in Gauteng, as possible cause to GIS availability problems as posed by literature (Easa et al, 2000, p.26), does not significantly contribute as a cause to less GIS availability, should a department office rely on using a municipally implemented GIS. The study identifies that a municipally implemented GIS, in most cases managed centrally in a specific department, is set up conducive for use by municipal Town & Regional Planning department offices. The study specifically establishes that although a GIS and Town & Regional Planning data may be 100% available via a network, some department offices may experience GIS availability problems because of the inadequate development of an intranet to serve a wider local area, and/or the absence of an Internet GIS (Chapter 3). Further investigation into whether GIS availability problems have their origin at departmental level, as posed by literature (Easa et al, 2000, p.11), establishes that a smaller GIS has been implemented departmentally by 43% department offices themselves. Only three of the thirteen department offices, without a departmental GIS, can access a municipal implemented GIS. These findings indicate the origin and nature of GIS availability problems experienced, since 8% of department offices do not have either a municipal or departmental GIS and 35% of department offices are experiencing problems to access a municipally implemented GIS, indicating why 82% of the department offices experience GIS and data availability problems which limits GIS use (Chapter 4). An investigation into the origin and cause of specific GIS training problems, experienced by 91% of the responding department offices’ employees, establishes that GIS departmental training problems are caused by a lack of GIS knowledge and/or employees with a Town & Regional Planning qualification that does not seem to have GIS as a subject, since 82% of the department offices indicate a need for GIS short courses (Chapter 4). Research into the formal Town & Regional Planning qualification as offered by the ten accredited tertiary institutions, with regard to the incorporation of GIS as a subject, establishes that the inclusion of the subject in the curriculum is not a significant cause of GIS training problems (Longley et al, 2005, p.431). The more recent introduction of the subject GIS into the curriculum explains why some employees have a formal qualification without GIS as subject. Specific problems are identified that negatively affect the teaching of GIS as a subject and cause a need for GIS study material that is specifically tailored for Town & Regional Planners (Chapter 5). The availability of a GIS and GIS training of department office employees is interrelated in facilitating effective use of GIS by municipal Town & Regional Planning department offices in Gauteng. This study specifically establishes that where a GIS exists at municipal level, such a system has to be made accessible to department offices within. This could be achieved either through appropriate development of the current inadequate intranet and/or the Internet, or further the implementation of a smaller GIS in department offices without a GIS. In addition, short courses should be offered in GIS for employees who did not have GIS as a subject when they qualified as well as to lecturers at tertiary institutions, who are not qualified to teach GIS. The offering of these GIS short courses can be supported through the developing of GIS study material tailored for Town & Regional Planners. These interventions, if implemented, will contribute to better GIS availability in municipal Town & Regional Planning department offices in Gauteng as well as GIS training of the Town & Regional Planning profession as a whole, resulting in more effective use of GIS. , Dr. L.G.C. Scheepers
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A life skills training workshop for class assistants who work in schools for learners with disabilities.
- Authors: Maseko, Nonhlanhla Desiree
- Date: 2008-10-14T07:06:12Z
- Subjects: adult learning , workshops (adult education) , teachers' assistants in- service training , life skills , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:11807 , http://hdl.handle.net/10210/1152
- Description: M.Ed. , After conducting a workshop for class assistants at my school for learners with intellectual impairments, I identified that class assistants need to develop such life skills as self-awareness, communication and problem-solving. Life skills enable one to translate knowledge, attitudes and values into action as actual abilities, but life skills are not in themselves forms of behaviour, they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints (Van der Merwe, 1996). Currently, no program exists within the Gauteng Education system for life skills training of Class Assistants. I argue that life skills enable one to translate knowledge, attitudes and values into action as actual abilities. “However, life skills are not in themselves forms of behaviour rather they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints” (Van der Merwe, 1996:289). During life skills training, the facilitator is able to gain a sense of self-worth by evaluating the strengths, skills and capabilities of the individual participants. Through this experience, class assistants will be able to accept and appreciate that they are individuals with different strengths and weaknesses, and that they have something to offer. As part of human resource development, education support personnel and class assistants should be provided with the appropriate training and support to participate fully in the school system (Department of Education, 1997:130). The development of people is essential to health promotion and whole-school development (Donald et al, 2002). , Mrs. H. Krige
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- Authors: Maseko, Nonhlanhla Desiree
- Date: 2008-10-14T07:06:12Z
- Subjects: adult learning , workshops (adult education) , teachers' assistants in- service training , life skills , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:11807 , http://hdl.handle.net/10210/1152
- Description: M.Ed. , After conducting a workshop for class assistants at my school for learners with intellectual impairments, I identified that class assistants need to develop such life skills as self-awareness, communication and problem-solving. Life skills enable one to translate knowledge, attitudes and values into action as actual abilities, but life skills are not in themselves forms of behaviour, they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints (Van der Merwe, 1996). Currently, no program exists within the Gauteng Education system for life skills training of Class Assistants. I argue that life skills enable one to translate knowledge, attitudes and values into action as actual abilities. “However, life skills are not in themselves forms of behaviour rather they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints” (Van der Merwe, 1996:289). During life skills training, the facilitator is able to gain a sense of self-worth by evaluating the strengths, skills and capabilities of the individual participants. Through this experience, class assistants will be able to accept and appreciate that they are individuals with different strengths and weaknesses, and that they have something to offer. As part of human resource development, education support personnel and class assistants should be provided with the appropriate training and support to participate fully in the school system (Department of Education, 1997:130). The development of people is essential to health promotion and whole-school development (Donald et al, 2002). , Mrs. H. Krige
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Second language lecturers' madiation of learning at the University of Johannesburg.
- Authors: Mayet, Razia Ahmed
- Date: 2008-10-14T07:07:09Z
- Subjects: language and languages study and teaching , college teaching , Gauteng (South Africa) , University of Johannesburg
- Type: Thesis
- Identifier: uj:11869 , http://hdl.handle.net/10210/1159
- Description: I am an English Second Language (L2) lecturer teaching English Second Language students. Most of my colleagues are L2 lecturers teaching L2 students. My reading and study into the subject has revealed, that there are more L2 teachers and lecturers who teach L2 students in South Africa, and indeed in the world than there are native speakers of English. These considerations have prompted me to investigate English Second Language lecturers’ mediation of learning. My study describes the methodological and pedagogical experiences of L2 lecturers mediating learning to L2 students and the effect of the combined cultural and language differences between the L2 lecturers and students on the mediation of learning. The literature reviewed, related to research carried out in the United States of America, Hungary, Canada, India, Japan, Turkey, Hong Kong, Holland and Russia among others . The research design was an interpretive descriptive design which used a qualitative approach for data collection. Through observations and in depth interviews, I gleaned data about how the participants, seven English Second Language lecturers, have mediated learning to their English Second Language learners, in the Department of the University where I work. The most notable findings of the research was that in mediating learning to L2 learners, the participants in the study (L2 lecturers) were to a large extent, linguistically competent, aware of the communicative and informative aspects of pragmatics and able to negotiate meaning with their learners at an appropriate level. They were also empathetic and culturally aware. I conclude, by making recommendations, to improve the mediation of learning by English Second Language Lecturers to English Second Language learners. , Dr. E.U. Pather
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- Authors: Mayet, Razia Ahmed
- Date: 2008-10-14T07:07:09Z
- Subjects: language and languages study and teaching , college teaching , Gauteng (South Africa) , University of Johannesburg
- Type: Thesis
- Identifier: uj:11869 , http://hdl.handle.net/10210/1159
- Description: I am an English Second Language (L2) lecturer teaching English Second Language students. Most of my colleagues are L2 lecturers teaching L2 students. My reading and study into the subject has revealed, that there are more L2 teachers and lecturers who teach L2 students in South Africa, and indeed in the world than there are native speakers of English. These considerations have prompted me to investigate English Second Language lecturers’ mediation of learning. My study describes the methodological and pedagogical experiences of L2 lecturers mediating learning to L2 students and the effect of the combined cultural and language differences between the L2 lecturers and students on the mediation of learning. The literature reviewed, related to research carried out in the United States of America, Hungary, Canada, India, Japan, Turkey, Hong Kong, Holland and Russia among others . The research design was an interpretive descriptive design which used a qualitative approach for data collection. Through observations and in depth interviews, I gleaned data about how the participants, seven English Second Language lecturers, have mediated learning to their English Second Language learners, in the Department of the University where I work. The most notable findings of the research was that in mediating learning to L2 learners, the participants in the study (L2 lecturers) were to a large extent, linguistically competent, aware of the communicative and informative aspects of pragmatics and able to negotiate meaning with their learners at an appropriate level. They were also empathetic and culturally aware. I conclude, by making recommendations, to improve the mediation of learning by English Second Language Lecturers to English Second Language learners. , Dr. E.U. Pather
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The registration process at a merged South African university from a personnel perspective
- Authors: Meyer-Adams, Ernestine
- Date: 2009-03-31T09:54:22Z
- Subjects: Universities and colleges mergers , Higher education , Gauteng (South Africa) , Universities and colleges administration
- Type: Thesis
- Identifier: uj:8296 , http://hdl.handle.net/10210/2405
- Description: M.Phil. , The primary aim of the study was to determine the subjective experiences and viewpoints- in other words the insider perspectives of- administrative personnel during the student registration process in a newly-merged South African university in the Gauteng Province. The task became very difficult as it had to be approached within the complexity of ongoing institutional change. In short, the merging of the institutions cannot be separated from the service delivery or the experiences and views of employees during this transitional period. Sampling, data collection and data analysis were done simultaneously and interactively, rather than in discrete sequential steps. I made use of a case study, meaning that “the data analysis focuses on one phenomenon, which the researcher selects to understand in depth regardless of the number of sites, participants, or documents for a study” (McMillian & Schumacher, 1997). In such a design the context of each participant's experience is important in its analysis. I considered a modernist qualitative-research approach since I was aiming at an in-depth understanding of the social world and work environment of the employees involved in the registration process. The research group comprised of administrative personnel who were permanently employed and specifically involved in the registration process. A purposive-sampling technique was used which led to twelve research participants being selected. The group consisted of six interviewees (4 males and 2 females) from the registration management sector. One person from each of the four campuses and two from the main campus were identified. I also conducted a focus-group discussion with a group of six females who represented the key faculty focused on in this study. The in-depth description of the grounded-theory application and my personal experience thereof should contribute to the application of this theory in other organisational settings. Recommendations for further studies conclude the dissertation. Service is the lifeblood of any organisation. Everything flows from it and is nourished by it. Customer service is not a department, it’s an attitude.
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- Authors: Meyer-Adams, Ernestine
- Date: 2009-03-31T09:54:22Z
- Subjects: Universities and colleges mergers , Higher education , Gauteng (South Africa) , Universities and colleges administration
- Type: Thesis
- Identifier: uj:8296 , http://hdl.handle.net/10210/2405
- Description: M.Phil. , The primary aim of the study was to determine the subjective experiences and viewpoints- in other words the insider perspectives of- administrative personnel during the student registration process in a newly-merged South African university in the Gauteng Province. The task became very difficult as it had to be approached within the complexity of ongoing institutional change. In short, the merging of the institutions cannot be separated from the service delivery or the experiences and views of employees during this transitional period. Sampling, data collection and data analysis were done simultaneously and interactively, rather than in discrete sequential steps. I made use of a case study, meaning that “the data analysis focuses on one phenomenon, which the researcher selects to understand in depth regardless of the number of sites, participants, or documents for a study” (McMillian & Schumacher, 1997). In such a design the context of each participant's experience is important in its analysis. I considered a modernist qualitative-research approach since I was aiming at an in-depth understanding of the social world and work environment of the employees involved in the registration process. The research group comprised of administrative personnel who were permanently employed and specifically involved in the registration process. A purposive-sampling technique was used which led to twelve research participants being selected. The group consisted of six interviewees (4 males and 2 females) from the registration management sector. One person from each of the four campuses and two from the main campus were identified. I also conducted a focus-group discussion with a group of six females who represented the key faculty focused on in this study. The in-depth description of the grounded-theory application and my personal experience thereof should contribute to the application of this theory in other organisational settings. Recommendations for further studies conclude the dissertation. Service is the lifeblood of any organisation. Everything flows from it and is nourished by it. Customer service is not a department, it’s an attitude.
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