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Meaningful Quantitative and Qualitative Transformative Experiences using the Arka Dhyana Intuitive Meditation Method
Get PDFMeaningful Quantitative and Qualitative Transformative Experiences using the Arka Dhyana Intuitive Meditation MethodUsing scales and the analysis of shared phenomenological experiences, our chief aim in this investigation is to record what happens when practitioners start meditating on their Self via their hearts using the Arka Dhyana Intuitive Meditation method (IM). This yogic-based practice involves a journey from the thinking mind to the emotional heart to pure consciousness. Thirty-one participants divided into three groups attended a five-session online introductory IM workshop. The participants filled in the Resilience Scale (RS), Spirituality Scale (SS), and the revised Feeling Consciousness Scale (FCS), which included two open questions providing qualitative data. Quantitative findings indicated significant increases in RR, SS, and FCS. The highly significant quantitative results provide meaningful support for the hypothesis that the IM method is associated with transformative changes after learning IM. The qualitative data support and expand on these findings. This study is relevant to people who hold a metaphysical position that supports the concept of the Self beyond the small ego identity
Folklore and the dynamics of gender differentiation: a feminist approach
No full textFolklore and the dynamics of gender differentiation: a feminist approachCulture dictates how people should live, and how they should interact with each other as men and women. A plethora of literature displays that in most African cultures women and men perform different tasks by virtue of their biological make-up. The division of labour between men and women can be traced from the patriarchal system, which is culturally determined. In most African cultures gender differentiation shaped the behaviours of indigenous societies in that it was believed that women are weak and even inferior to men. From an early age, children develop beliefs that are gender-based; this quite often results in different gender roles established for people of different genders. This article aims at critiquing how folklore, through expressions, proverbs, and cultural songs, shapes gender differentiation in the balance of power, as well as the distribution of roles in indigenous communities. The article also seeks to answer the following questions: How does folklore impact on the socialisation of boys and girls? To what extent does folklore impact on gender relations? What role do stories and storytelling play in the maintenance and the transformation of stereotypic gender role behaviour? This article is grounded on a survey of some selected Sesotho sa Leboa literature, both written and oral, amongst others folksongs, proverbs and also language expressions, which to some extent play a role in the division of labour between men and women. In analysing the folksongs, linguistic expressions and proverbial expressions, the article shows how women were portrayed in the context of patriarchal culture
The use of Electronic Learning Centres by users of the City of Johannesburg Libraries in South Africa
Get PDFSubmitted in accordance with the requirements for degree of Masters in the field of Information Science at the University of ZululandPublic libraries globally are adopting the use of electronic learning (e-learning) in order to improve services to the users, particularly in this age of technology. Electronic learning centres in public libraries are enhancing services to the users by ensuring that services are available to them quickly and efficiently. The purpose of this study was to establish the use of electronic learning centres by users of the City of Johannesburg (COJ) libraries in South Africa, which resort under one of the biggest metropolitan municipalities in South Africa. The study set the following objectives as a guide to achieve the purpose: To identify services offered by e-learning centres to the users of the COJ libraries in South Africa; to determine the level of awareness of e-learning centres by the users of the COJ libraries in South Africa; to assess the competences of users of e-learning centres in the COJ libraries in South Africa; to establish the challenges faced in using e-learning centres in the COJ libraries in South Africa. The Technology Acceptance Model (TAM) was used to determine the use of e-learning centres by users at COJ libraries, and it integrated aspects of theories from the literature, such as perceived usefulness (PU) and perceived ease of use (PEOU). The study adopted a positivist paradigm and employed a quantitative research approach with the survey research design. Questionnaires were used to collect primary data. The target population for the study was all the users of the electronic learning centres and librarians in the public libraries within the COJ. The total number of respondents was 84. This includes 60 e-learning library users, 23 e-learning librarians and 1 e-learning manager from 12 regional libraries. Stratified sampling from the probability sampling technique was adopted and data collection involved the use of a closed-ended and open-ended questions. An online (Google form) self-administered closed-ended questionnaire was sent to participants’ email addresses. Quantitative data collected were analysed using the descriptive analysis where the Statistical Packages for Social Sciences (SPSS) was used. ii The study revealed that services offered were readily available for use in the e-learning centres since the activities of the e-learning users were mainly internet access, free Wi Fi, computers and laptops. The e-learning centres need to continue to offer training programmes, as e-learning librarians need to improve their competencies to support and instruct e-learning users at e-learning centres. The e-learning centres were faced with innumerable challenges of internet connectivity and Wi-Fi, which resulted in poor usage of e-learning services in e-learning centres. The conclusions of the study noted common and new services offered by e-learning centres, which needed computers and laptops, internet access and free Wi-Fi and electronic resources. The awareness of e-learning services by remote users’ was very poor, as the majority of users were aware of e-learning centres through self-effort and one-on-one interaction with the library staff. The challenges faced in using e- learning centres included slow resource download speed, e-learning centres not being remotely usable and insufficient computers in the e-learning centres of libraries. It is recommended that electronic resources and universal serial bus (USBs) should be made available in e-learning centres as services offered. The e-learning centres should ensure that enough time is made available to ensure that effective awareness programmes are developed and implemented. Considering the noted challenges, the e learning unit should upgrade its ICT infrastructure (increase bandwidth) to facilitate easy access to internet connectivity and Wi-Fi. A further study to validate developed e-learning guidelines in the use of e-learning centres of COJ libraries is recommended
Women Participation and Empowerment in the Cooperative Organisations in South Africa
Get PDFWomen Participation and Empowerment in the Cooperative Organizations in South AfricaDevelopment agencies, non-government organizations (NGOs), and government organizations around the world aim to advance women in all spheres of their lives. Cooperatives have been recognized as an imperative mechanism to increase capital initiatives and development within disadvantaged communities. This study examined the role of cooperatives in empowering women to throw some light on how active participation and membership in cooperatives can empower women to improve their skills, social needs, and ambitions to eliminate poverty and create jobs. Survey research was employed in the study. One hundred and ten (110) members responded to a questionnaire to decipher respondents’ perceptions of the level of participation, empowerment, capacitation and perceived benefits. The findings of the study demonstrated that capacitation, empowerment and participation influence change on the benefits of membership in a cooperative as they provide an affirmative impact on development and individual growth. However, the study also revealed that women lack skills and training, sound management, and continuous government support. The study, therefore, recommended continual support from the government and the private sector by providing financial support, training and workshops for women in cooperatives to empower themselves and contribute considerably to job development and poverty reduction in local and regional areas
The influence of teacher professional identity on teaching number concepts in the foundation phase
No full textA thesis submitted in fulfillment of the academic requirements for the degree of Doctor of Philosophy in the Department of Foundations of Education in the Faculty of Education, University of Zululand, 2022.There seems to be a lack of quality teaching of number concepts in the foundation phase. This lack of quality teaching is reflected in the continued poor learner performance. While there have been several programmes designed by the Department of Education to support Foundation Phase teachers, none seem to be achieving desired results. This study sought to find out the influence of teacher professional identity on teaching number concepts in the foundation phase. Twelve foundation phase teachers from the Johannesburg East District were purposively selected. Data was collected using in-depth interview schedule and observation tool and analysed thematically. The findings reveal that teachers view themselves as pedagogical content knowledge specialists, among others. However, there was lack of synergy between the way teachers teach number concepts and the self-image. The self-image was not reflected in their teaching. I concluded that teacher professional identity has an influence on teaching number concepts in the foundation phase. Teacher professional identity also provides a structure for teachers to construct their own thoughts and actions, and understand their positions in the wider communities they teach in. Teacher professional identity is not something that is fastened securely in a position, nor is it imposed. Rather it is acquired through encounter and the sense that is made of that encounter. I recommend that teachers consider investing in the development of their teacher professional identity because teachers teach their identities
Economic development
No full textA research project submitted in fulfilment of the requirements for a Doctor of Public Administration, in the Faculty of Commerce, Administration & Law at the University of Zululand, South Africa.The aim of this study was to critically analyse the effectiveness of pro-poor Local
Economic Development (LED) strategies in the Big 5 Hlabisa Local Municipality in the province of KwaZulu-Natal. This study was guided by six (6) research objectives, which are namely to explore the effectiveness of LED as a tool for alleviating poverty in the Big 5 Hlabisa Local Municipality; determine an existing relationship between LED and poverty alleviation in the Big 5 Hlabisa Local municipality; identify the benefits of LED as a tool towards improving the quality of life of local citizens; examine LED plans and strategies that have been put in place in the Big 5 Hlabisa Local Municipality; determine if there are challenges encountered during the implementation of LED strategies; and recommend proper strategies for effective implementation of LED as a tool to address poverty reduction in the Big 5 Hlabisa Local Municipality. This study was underpinned by two models which were the Participatory Theory and the Arnstein`s Theory of Public Participation. This study adopted a mixed method and data was collected using triangulation whereby both questionnaires and semi-structured interviews were utilised. Interviews were conducted among 15 community members, while questionnaires were distributed to 45 municipal officials and 13 ward councillors. The data collected through the distribution of questionnaires was analysed using SPSS, while data collected from community members was analysed using thematic analysis. The findings of the study demonstrated that all community members had a clear understanding of what the concept of LED means. Additionally, the findings of the study also indicated that participants and respondents agreed that LED is an effective tool for alleviating poverty.The study concluded that there were very few community members, municipal officials and ward councillors who were of the opion that LED is not effective in poverty alleviation. Despite LED being recommended and applauded, challenges had been experienced during the implementation, which included but were not limited to insufficient funds for LED projects; not all LED plans were executed; some departments delayed responding to the applications of local citizens; a lack of working materials, such as computers and printers and making it hard for the office to function. It is recommended that the government needs to revise the current budget given to the local municipality with an aim of improving it. Currently, the budget is not meeting all the needs of rural people as the findings of the study proved that rural communities are in deep poverty and local municipalities are dealing with real problems which require enough money to overcome them
An investigation into the cultural and commercial significance of geophagy across generations of Basotho women: the case of Basotho women in Mafeteng, Lesotho
No full textA thesis submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Doctor of Arts in the Department of Recreation and Tourism at the University of Zululand, South Africa, 2022.This study examines the cultural and commercial significance of geophagy (linyonyobetsane/earth eating/soil eating) across different generations of the Basotho women using the case study of women in Mafeteng area in Lesotho. Thus, I deploy the theoretical framework of indigenous knowledge systems and an exploratory case study design to make sense of the meaning(s) of geophagy from the standpoint and experience of the Basotho women who participate in this practice on daily basis. The specific indigenous knowledge system utilised to make sense of the practice of geophagy from a cultural and commercial point of view is the theory eZiko siPheka siSophula (an African indigenous theory), which is widespread among the Nguni people found in southern Africa. The findings of the study indicate that geophagy is not only common among the Basotho women of different age groups but also connote different cultural and commercial values beyond the physical act of eating soil among those who practice it. Therefore, amid the cultural and economic significance of geophagy for the Basotho women; aspects and meanings like soothing taste, quelling of nauseaous feelings, and pleasant flavour indicate that, indeed, geophagy is not a meaningless act of consuming soil by women of different generations but embodies specific meanings that can only be understood from an insider’s perspective. The overall aim of the study was to investigate the intergenerational, cultural and commercial significance of geophagy among Basotho women in Mafeteng. Geophagy is an observed old practice that has been transferred from one generation to another even though it still raises questions in the contemporary world. Therefore, it has never received a universal appropriate name. To demonstrate the cultural and commercial benefits of earth eating and to examine relationships between scientific and indigenous knowledge of earth eating, the study employed a qualitative technique that made use of focus group discussion (lekhotla or indigenous talking circle) as a way of collecting data throughout all the regions with the help of a focus group guide to unravel deeper conversations. The study concluded that building collaboration, and a partnership among different relevant stakeholders, to promote geophagy is fundamental. The study is envisaged to inspire policymakers and community development that instil sustainable healthy geophagy and stimulate entrepreneurial strategies for rural women
Exploring the Decline of Agricultural Science Teachers in South African Schools: A Case Study
Get PDFExploring the Decline of Agricultural Science Teachers in South African Schools: A Case Study315Exploring the Decline of Agricultural Science Teachers in South African Schools: A Case StudyThe Department of Basic Education in South Africa is experiencing a shortage of Agricultural Science teachers since their numbers are drastically decreasing. Several schools are failing to recruit appropriately qualified Agricultural Science teachers. This decline seems to be worsening annually. It is not peculiar to the Kwa-Zulu Natal Department of Education Kwa-Zulu Natal province only but seems to be a national phenomenon. This study aims to identify and analyse the causes of the decline of AgriculturalScience teachers in the Provincial Department of Education. A qualitative method of research was employed. Data was collected by interviewing respondents on either cell phones or telephones. The findings revealed severe shortages of Agricultural Science teachers in Kwa-Zulu Natal schools. However, it is not peculiar to the Kwa-Zulu Natal Department of Education only, but it seems a national phenomenon. The study recommended, among other things, a clear line of the communication channel between the nationalDepartment of Basic Education, Kwa-Zulu Natal Department of Education and the Department of Higher Education and Training to facilitate at local, provincial and national levels, a comprehensive recruitment and training plan for the Department of Basic Education. The study also recommended the introduction of a Bachelor of Education degree with a specialisation in Agricultural Science in some universities, especially in rural areas
“CRITICAL STATISTICAL LITERACY”, “SOCIAL JUSTICE STATISTICS”, AND “CRITICAL STATISTICAL CONSCIOUSNESS” AS HIGHER EDUCATION IMPERATIVES, AMIDST THE COVID-19 PANDEMIC IN SOUTH AFRICA
Get PDFCRITICAL STATISTICAL LITERACY”, “SOCIAL JUSTICE STATISTICS”, AND “CRITICAL STATISTICAL CONSCIOUSNESS” AS HIGHER EDUCATION IMPERATIVES, AMIDST THE COVID-19PANDEMIC IN SOUTH AFRICAFamiliarity with the Covid-19 pandemic-related statistical jargon is a requirement for the layman, who must stay abreast of developments apropos of rate of infection, spread, and mortality rate comprising the pandemic. Such a familiarity, termed statistical literacy (SL) in the related discourse, is increasingly becoming an important aspect of higher education (HE) studentship across universities, internationally. This article offers an extension to the extant theorizations of statistical literacy in the context of Covid-19. Formulation of a solid theoretical rationale for fostering the competency of SL at the HE level is therefore central to this article. The literature offers the notion of critical statistical literacy (CSL) as anchored in a social-justice paradigm. CSL is used here as a starting point for the theoretical extensions proposed in this article. A novel disciplinary idea called “social justice statistics (SJS)” is also introduced. The idea of “critical statistical consciousness (CSC)” as a new proposition for theorizing the statistical sensibility of citizens is also put forward. The ways in which CSC rationalizes CSL, and foregrounds SJS, are subsequently theorized. CSC, as a broad attribute, quality, or a higher-education trait, is thus positioned in the context of the Covid-19 pandemic. These theorizations have implications for the practice of statistics, both at the levels of “producer” and “consumer” of statistical communications that characterize the way in which the pandemic is understood by the layman
A contrastive analysis of articles in English and demonstratives in isiZulu
Get PDFA contrastive analysis of articles in English and demonstratives in isiZuluAn analysis of the use of demonstratives in isiZulu (izabizwana zokukhomba) has shown that they go beyond the known deictic functions of demonstratives as used in other languages like English. In isiZulu, demonstratives tend to also denote specificity, a function normally performed by the definite article in English. This article, therefore, compares the functions of articles in English to those of demonstratives in isiZulu, with the aim to demonstrate the similarities in terms of use between the two languages. This added function of demonstratives, it is argued, may account for some of the errors in English second language learners’ use of articles, as evidenced by data from written exercises of learners whose first language is isiZulu. The findings suggest that second language learners of English tend to confuse articles because of the differences between the two languages, especially during their (learners’) interlanguage stage. Contribution: The article highlights a significant difference in the use of demonstratives between English and isiZulu due to the added function of specificity in isiZulu demonstrative (isabizwana sokukhomba) which is performed by the definite article in English. It also demonstrates how, without an article system, isiZulu can convey meaning like any language with an article system