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Dr Sizwe Mabizela joining in the singing
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
Educationist Dr Mandy Hlengwa (CHERTL) and Prof Tom Martin (Dean of Humanities)
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
End of the march
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
Let them toyi-toyi, I have to do this message
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
Sitdown on Somerset Street
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
Sitting waiting
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
Perceived labour shortages in the presence of unemployment
No full textWhile skilled labour shortages are common in many countries, including South Africa, mainly due to a skills mismatch, the undersupply of unskilled labour was less expected, especially in developing countries with high unemployment. The thesis utilises data on perceived worker undersupply on selected citrus farms in the Sundays River Valley (SRV), located in the Eastern Cape Province of South Africa, collected in 2013, to analyse why unemployed residents, surprisingly, do not fill up vacancies on farms. In contrast to other labour markets, farm employment is not restricted by educational levels and as workers reported, with little training the various job tasks and skills required are easy and quick to grasp. At a time the government is trying to find ways of reducing unemployment, and the SRV Municipality (2012:29) reported approximately 42% unemployment, the question arises as to why the relatively low educated residents do not take advantage of the employment opportunities on farms. According to local workers and unemployed residents, the farm job was unattractive largely because of a combination of two factors: perceived relatively low salaries partly caused by the availability of migrant seasonal workers accepting lower remuneration and poor non-wage working conditions. The survey also found that farmers preferred migrant workers because they were more productive compared to their local counterparts who were, reportedly, characterised by high absenteeism and laziness, caused mainly by a reliance on social grants and alcohol abuse. Other reasons given for the unattractiveness of the farm job included the seasonal nature of farm employment, which left workers with no source of income in the offseason, the redundancy associated with farm tasks, perceived poor treatment of workers and lack of information on UIF and Provident funds to farm workers. To address problems associated with the dislike of farm work, seasonality of on-farm employment and the reportedly relatively low income, farm managers, the local municipality and the Labour Department could possibly be involved in creating more communal agricultural projects and help provide local community members to venture into supporting alternative careers within the Hospitality, Ecotourism and Conservation Industries through training programmes. Farm managers may need to consider improving their working relationship with workers in communication and when assigning tasks. Farmers and the local municipality could also consider investing in training programmes for the unemployed residents to equip them with technical skills that can improve their chances of finding jobs
Investigating a way of teaching transformation geometry in grade 9 applying van Hiele’s theory and Kilpatrick’s model : a case study
No full textTransformation geometry has been neglected in our schools because teachers are often not proficient enough to teach it, as it was not part of the syllabus during their training. The study investigates effective ways of teaching transformation geometry in grade 9, applying van Hiele’s theory (1986) of geometry teaching and learning and Kilpatrick’s model of mathematical proficiency. The teaching programme activities require consistent use of physical manipulatives by the teacher for effective teaching, learning and understanding of geometric concepts. The type of study is a case study.
Data collection tools are: - baseline evaluation, teacher & learner interviews (pre & post programme intervention) and observation (pre & post) during the implementation of the teaching programme. Results were analysed both qualitatively and quantitatively. My research findings show some improvement of learner performance after the application of the programme. Baseline evaluation shows that some learners attained below and above 30%. Interviews showed that some learners had problems before the implementation of the programme and some problems were eliminated by the use of the programme activities and learning progression was evident.
Learner performance showed that learners had acquired some knowledge and critical thinking and reasoning skills, reflection skills, communication through LOLT improved, commitment to activities of the programme and teaching practice had improved. Learner performance showed that a learner can be in two different levels at the same time. Consistent use of manipulatives resulted in effective teaching and learning of geometry in grade 9.
The results of this research support other researchers’ views of teaching geometry using van Hiele’s theory (1986) and Kilpatrick et al. (2001). Shaw (2002) argues that teaching geometry with manipulatives enhances conceptual understanding by the learner. In my opinion, it also promotes immediate intervention by the teacher as soon as the learner picks an incorrect object. The project enhanced and improved levels of communication between the learner, teacher and others in the classroom
Teenage pregnancy
No full textEarly research on teenage pregnancy sought to highlight the negative consequences of early reproduction, both for the infant and for the mother, and, as a result, to tease out the causes of, or factors leading to, such pregnancies. Research on interventions that reduce the rates of teenage pregnancy, and that improve the health, education, and social functioning of those teenagers who do become pregnant followed. Revisionist authors started to express concern, however, about the straightforward association of early reproduction with negative outcomes. They argued that the research showing such negative outcomes was methodologically flawed. Still later, authors taking a constructionist approach began to unravel the gender, race, class, and colonialist underpinnings of the standard approach to teenage pregnancy, and to highlight the power relations interwoven in public responses to, and interventions with, young pregnant women
Synthesis and characterization of Ru(II) phenyl-3-indenylidene olefin metathesis type complexes
No full textIn this study, a series of Ru(II) phenyl-3-indenylidene complexes with general formula of [RuCl2(NHC)(Ind)(L)] (where L= triphenylphosphine, pyridine and NHC = five different types of N-heterocyclic carbene ligands), have been synthesized and characterized using FT-IR, UV-Vis, elementally analysis and melting/decomposition point. The N,N’-diarylimidazolinium chlorides have been used as N-heterocyclic carbene precursors and were synthesized from their corresponding N,N’-diarylformamidines and further characterized using 1H-NMR, 13C-NMR, FTIR and melting point determination.
The infrared spectra of the N,N’-diarylimidazolinium chlorides show a quaternary nature (R2N=C+) with broad vibration band in region 3300-3400 cm-1. The disappearance of this vibration band in the infrared spectra of the ruthenium(II) complexes was used to confirm the coordination of the ligand to the ruthenium ions. The percentage analysis of carbon, hydrogen and nitrogen obtained corresponded with the calculated percentages of these atoms in the complexes with the slight difference of less than 1%. The electronic spectra of the complexes show three distinct absorption bands. The two bands are due to intraligand charge transfers transition assigned to π→π*, n→π* and third band is due to d-d transition, signifying the presence of the metal ion. The synthesized Ru(II) complexes did not show any of melting, however a change in colour was observed signifying the decomposition of the complexes