21838 research outputs found
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A psychology in our own language: Redefining psychology in an African context
Full text linkPsychology in Africa has for a long time and continues
to be a contentious subject. Many scholars have pointed
to the importance of acknowledging multiple forms of
knowing and being in the world and understanding the
complexities of understanding how people make meaning
of their world. The urge to understand and define the
notion of being human in universalistic terms minimises
and obscures the complexities of human experiences in
time, space and geolocation. This paper argues for the
need to take the role of languages (indigenous) earnestly
if we are to imagine a psychology (African) that takes
local contexts within which it is practised and taught
seriously. Furthermore, we insist on the importance of
decolonising the psychology curriculum wherein what is
deemed as legitimate at the exclusion of other forms of
knowing becomes challenged.Psycholog
Exploring Namibian political actors' digital political public relations strategies on X : a framing analysis study
No full textThe advent of digital technology has transformed how political actors engage with the public, particularly in contexts where traditional media is constrained. In Namibia, social media platforms such as X (formerly Twitter) have become vital spaces for political discourse and campaigning. This study explored how Namibian political actors, specifically the ruling South West Africa People’s Organisation (SWAPO) and the opposition People’s Democratic Movement (PDM), utilised digital political public relations strategies on X during the 2019 and 2024 presidential election campaigns. Guided by framing theory, the research examined the linguistic and visual framing techniques employed to shape political narratives and influence public perception.
Using a qualitative content analysis approach, purposively selected posts from SWAPO and PDM’s X accounts were analysed. The study found that both parties actively employed frames centred on legitimacy, empowerment, anti-corruption, and national identity, using hashtags, metaphors, and visual rhetoric to mobilise support and frame opponents negatively. The findings also show that digital platforms offered unique affordances that amplified these strategies, such as immediacy, interactivity, and wider audience reach.
This research contributes to the limited body of knowledge on digital political public relations in Namibia and underscores the strategic importance of social media in contemporary political communication. It offers recommendations for enhancing political engagement and refining digital strategies for more effective public relations in the political sphere.M.A. (Communication Science)Communication Scienc
Impact of air quality on the quality of water produced by a commercial atmospheric water generator (AWG) : a case study in Ga-Rankuwa industrial area, Tshwane, South Africa
No full textThe increasing global water scarcity necessitates the development of alternative water technologies that can produce water. One promising solution is the harvesting of atmospheric dew water, as the Earth's atmosphere contains billions of tons of fresh water, with approximately 98% existing in vapour form. This resource presents a significant opportunity to provide potable water. The Atmospheric Water Generator (AWG) is a commercially available device designed to convert water vapour into liquid water efficiently and in large volumes within a short timeframe.
The AWG is acknowledged as a sustainable technology that presents a promising solution for mitigating water scarcity challenges in various regions globally. Despite ongoing research, there is still a limited understanding of how the chemical composition of the air affects the quality of water produced by AWG systems. In this study, the quality of water produced by an AWG located in an industrial area in South Africa was comprehensively analysed across four seasons (summer, autumn, winter and spring).
Dust particles present in the air can be transported by wind from various sources over distances exceeding 50 km, often carrying different pollutants and biological materials. However, selected heavy metals were chosen to be pollutants of interest in this study. To address this issue, the focus in this study was on monitoring dust fallout by measuring the quantity of dust deposited in the ambient air at the AWG water plant. This monitoring effort aimed at understanding the impact of airborne dust on the quality of water produced by the AWG machine.
The dust fall-out rate monitoring in the AGW-water plant was conducted using procedures described in the single ASTM D-1739 of 1998 international standard method, which employed a single-bucket method across the four seasons. Results recorded all seasonal dust fall-out rates within the acceptable limits set by the South African National Dust Control Regulations of 2013 for both non-residential D < 1200 mg/m2/day) and residential areas (D < 600 mg/m2/day), except for spring season which had one recorded rate of 2278 mg/m2/day that exceeded permissible limits. The dust fall-out samples were analysed for 19 selected elements, (aluminium, barium, calcium, chromium, copper, iron, potassium, lanthanum, magnesium, manganese, sodium, nickel, phosphorus, lead, Sulphur, strontium, titanium, vanadium, and zinc) which were all found to be compliant with the World Health Organization (WHO), 2014 and South African, 2010 dust permissible levels. However, only the monthly average Copper concentration exceeded both permissible limits during the spring season.
Furthermore, seasons characterised by a high dust fall-out rate often coincided with increased concentrations of the selected elements; hence, these selected element concentrations and dust fall-out rates increased in this order: autumn (lowest) > summer > winter > spring (highest). Principal component analysis and factor analysis results indicated that the sampling area was mainly influenced by four sources: metal and steel industries, cement and concrete industries, soil parent material, and traffic activities.
Twelve AWG-untreated and AWG-treated water samples were analysed for 22 physicochemical parameters (pH, electrical conductivity (EC), total dissolved solids (TDS), turbidity, ammonia, alkalinity, aluminium, calcium, chlorine-free, colour of water, copper, chloride, fluoride, iron, manganese, magnesium, nickel, nitrate, potassium, silica, sulphate, and zinc). The analysis for the AWG-untreated water found that pH, EC, colour of water, ammonia, and nickel occasionally exceeded the WHO and South African Water Quality Guideline (SAWQG). The study findings suggest that careful monitoring of specific contaminants such as ammonia and nickel needs to be conducted, and post-treatment (filtration) of the AWG-untreated water produced by AWG should be done before the water can be used for drinking and domestic use. A comparative analysis of dust fallout element concentrations and those in untreated water from the AWG demonstrated some significant correlation. Notably, certain selected elements, such as copper, were detected at elevated concentrations (0.01-32.27 g/kg) across all seasons in the dust samples; this was also mirrored in the untreated AWG water, as the copper concentration ranged between 0.16 and 0.74 mg/l. Furthermore, nickel ranged between 0.004 and 0.01 g/kg across all seasons in the dust samples, and this was also mirrored in the untreated AWG water, as the nickel concentration ranged between 0.00 and 0.22 mg/l.
Consequently, the air quality negatively affects the quality of the untreated water produced by the AWG system. Furthermore, the sources of elements identified in the untreated water have been correlated with the origins of compounds resulting from dust fallout deposition, as determined through the application of ArcGIS. These sources included steel production, traffic activities, agricultural practices, and soil parent material. The study results showed the effectiveness of using multivariate statistical analysis in monitoring both air quality and the quality of AWG-produced water, which could have a significant impact on water treatment plans. Furthermore, the analysis for the AWG-treated water samples was found to be suitable for drinking and domestic use with careful monitoring of pH and ammonia. The AWG-treated water samples were also evaluated for irrigation suitability based on their TDS, pH, EC and chloride levels. The water was determined to be neutral to alkaline, low in salinity, and generally safe for all plants. This promising assessment paves the way for exploring the application of AWG-treated water in agricultural practices, offering potential benefits for sustainable farming.Ph. D. (Environmental Sciences)Environmental Science
An electrochemical aptasensor for the detection of a severe acute respiratory syndrome coronavirus 2 spike glycoprotein in wastewater
No full textThis study explores the development of an electrochemical biosensor that is based on an aptamer, thus called an aptasensor, for the detection of a COVID-19 biomarker (severe acute respiratory syndrome coronavirus-2, SARS-CoV-2) spike glycoprotein in wastewater. The fabricated aptasensor consists of a nanocomposite comprised of a conducting polymer (polyaniline, PANI) and a rare-earth metal (gadolinium, Gd) dichalcogenide [tellurium and selenium (TeSe)] capped quantum dot using 3-mercaptopropionic acid (3-MPA). Synthesis methods such as aqueous synthesis for the QD and electropolymerisation for PANI and the nanocomposite were used to prepare the aforementioned materials. The physicochemical properties of the as-prepared materials were characterised using different methods to confirm their morphological, optical and functionality properties. Cyclic voltammetry (CV) was utilised to study the redox electrochemical properties of the as-prepared materials before their application and an enhanced electrochemical response was observed upon their addition on a glassy carbon electrode (GCE). The response of the aptasensor was tested to a wide range concentrations of SARS-CoV-2 spike glycoprotein using square wave voltammetry (SWV) and a linear response was observed in 0.1 M PBS during triplicate analysis. Lower detection limits in femtomolar ranges were observed in seconds response. The fabricated aptasensor possessed good stabilities and selectivity towards non-targeted analytes. Furthermore, achieved good recoveries in a range of 98.6–103.1% when real wastewater samples were analysed. This method could potentially be used an additional environmental analysis tool in the event of future disease outbreaks.M. Sc. (Chemistry)Chemistr
The impact of stock-outs in online shopping to lean retail in South Africa
No full textText in English with abstract in English, Venda and TsongaTechnology has transformed the retail business by introducing e-commerce and online retail shopping. This shift has led to the growth of online shopping and disruptions in existing supply chains, causing more frequent stock-outs due to shortages of suppliers and supplies. This study examined the impact of stock-outs on online shopping in South Africa through the lens of lean retail. The study aimed to identify the factors contributing to stock-outs, the challenges arising from them; and how lean principles can overcome these issues. An interpretative paradigm guided the research which was exploratory and used a qualitative methodology. The data were collected through a desktop literature review, workplace observations within a case study, and 12 semi-structured face-to-face interviews to ensure data triangulation. The interviews were analysed, using content analysis. The study found that purchases do not update the system in real-time, preventing immediate synchronisation of stock on-hand information after a customer makes a purchase, which can lead to stock-outs. Customers often wait until the next day only to discover that the item they bought is out of stock, which diminishes their experience as they dislike waiting. This waiting period can be considered a form of waste as customers may find the item; they purchased unavailable. The delay in updating stock information between stores and the regional distribution centres also contributes to stock-outs. Although forecasting is not always accurate, it can provide a valuable trajectory for planning stock levels. The online shopping system should be integrated with other organisational systems to ensure timely updates of stock-on-hand information. Systems should be updated and integrated to provide immediate updates to stock as sales occur. This study will assist the retail sector in developing guidelines for more effective stock management. It will also guide online retailers in developing and reviewing supply chain policies and processes. For future research, more case studies with larger and more representative samples in online retail can be conducted to make the findings more generalisable. A mixed-methods study could quantitatively test the importance of real-time data synchronisation in online shopping. Future studies could also focus on the role of suppliers in customer service delivery in online shopping and the importance of digitising supply chain.Thekhinoḽodzhi yo shandukisa bindu ḽa u rengisa nga u ḓivhadza mbambadzo ya kha inthanethe na u renga nga inthanethe. U shandukiswa uhu ho ita uri hu vhe na nyaluwo ya u renga kha inthanethe na u thithisea kha nḓisedzo dzi re hone, zwine zwa ita uri hu vhe na u fhelelwa nga zwishumiswa lunzhi-lunzhi nga ṅwambo wa u ṱahela ha vhaṋetshedzi na zwishumiswa. Ngudo iyi yo ṱola masiandoitwa a u fhelelwa nga tshiṱoko kha u renga nga inthanethe Afrika Tshipembe nga kha ḽense ya u rengisa zwithu zwi si na ṋama. Ngudo yo vha yo sedza kha u topola zwiteṅwa zwine zwa shela mulenzhe kha u fhelelwa nga zwifuwo, khaedu dzine dza bveledzwa ngazwo; na nḓila ine maitele masekene a nga kunda ngayo enea mafhungo. Paradigma ya ṱhalutshedzo yo livhisa ṱhoḓisiso ye ya vha i tshi khou ṱoḓisisa na u shumisa ngona ya khwaḽithethivi. Data yo kuvhanganywa nga kha tsenguluso ya maṅwalwa a kha desike, u sedza mushumoni nga ngomu ha ngudo ya tsumbo i re na mabindu maṱuku o vhalaho, na inthavhiyu dza 12 dza musi vhathu vho sedzana dzo dzudzanywaho nga tshipiḓa u itela u vhona uri data i na vhuraru. Inthavhiyu dzo senguluswa, hu tshi shumiswa tsenguluso ya zwi re ngomu. Ngudo yo topola uri u renga a zwi khwinisi sisṱeme nga tshifhinga tsha vhukuma, zwi thivhela u ṱanganya nga u ṱavhanya mafhungo a tshitoko tshi re kha zwanḓa nga murahu ha musi khasiṱama yo no renga, zwine zwa nga ita uri zwiṱoko zwi fhele. Kanzhi vharengi vha lindela u swika nga ḓuvha ḽi tevhelaho u itela u wana uri tshiteṅwa tshe vha renga tsho fhela, zwine zwa fhungudza tshenzhelo yavho sa izwi vha sa funi u lindela. Tshifhinga itshi tsha u lindela tshi nga dzhiiwa sa mufuda wa u ṱanganya zwithu sa izwi vharengi vha tshi nga wana tshiteṅwa tshe vha renga tshi siho. U lenga u khwinisa mafhungo a zwiṱoko vhukati ha mavhengele na senthara dza u phaḓaladza dza dzingu na zwone zwi shela mulenzhe kha u fhelelwa nga zwiṱoko. Naho u bvumba hu sa dzuli ho tea, zwi nga ṋetshedza nḓila ya ndeme ya u pulana zwikalo zwa zwiṱoko. Sisṱeme ya u renga kha inthanethe i tea u ṱanganyiswa na dziṅwe sisṱeme dza ndangulo u itela u vhona uri hu na u khwiniswa ha mafhungo a re kha zwiṱoko nga tshifhinga. Sisṱeme dzi fanela u khwiniswa na u ṱanganyiswa u itela u ṋetshedza u khwiniswa nga u ṱavhanya kha tshiṱoko musi hu tshi khou rengiswa. Ngudo iyi i ḓo thusa sekithara ya zwa vhubindudzi kha u bveledza vhulivhisi ha ndaulo ya zwiṱoko nga nḓila i bvelelaho. I ḓo dovha ya livhisa vharengisi vha kha inthanethe kha u bveledza na u sedzulusa mbekanyamaitele na maitele a nḓisedzo. Kha ṱhoḓisiso dza vhumatshelo, ngudo nnzhi.Thekinoloji yi cincile bindzu ra vuxaviselavatirhisi hi ku tisa bindzu ra xielekitironiki na vuxavi bya vuxaviselavatirhisi bya le ka inthanete. Ncinco lowu wu vangile ku kula ka vuxavi bya le ka inthanete na mikavanyeto eka mikhulukelano ya tinhundzu na vukorhokeri leyi nga kona, leswi vangaka ku heleriwa hi xitoko eka mikarhi yo tala hikwalaho ka mikayivelo ya vaphakeri na swiphakeriwa. Ndzavisiso lowu wu kambele nkhumbo wa ku heleriwa hi xitoko eka vuxavi bya le ka inthanete eAfrika-Dzonga hi ku tirhisa xivonisi xa vuxaviselavatirhisi lebyi hungutaka ntlangiso. Ndzavisiso lowu wu kongomisile eka ku kuma swihlohloteri leswi swi hoxaka xandla eka ku heleriwa hi xitoko, mitlhontlho leyi tumbulukaka eka swona; na hilaha misinya leyi hungutaka ntlangiso yi nga ololoxaka swiphiqo leswi hakona. Endlelo lero humesa nhlamuselo ri letele ndzavisiso lowu a wu ri wo valanga naswona ri tirhise ntivomaendlelo wa mpimarisima. Switiviwa swi hlengeletiwile hi ku tirhisa nkambisiso wa matsalwa lama nga eka tikhomphyutara, mixiyaxiyo ya le ntirhweni endzeni ka ndzavisisakheyisi lowu nga na marhavinyingi, na 12 wa tiinthavhiyu to va mi langutanile leti nga na xivumbekohafu ku tiyisisa leswaku ku va na swikatsanyingi swa switiviwa. Tiinthavhiyu leti ti xopaxopiwile, hi ku tirhisa nxopaxopo wa vundzeni. Ndzavisiso lowu wu kume leswaku swixaviwa a swi pfuxeti sisiteme hi nkarhi wa xiviri, leswi sivelaka nhlanganiso wa xikan'wekan'we wa vuxokoxoko bya xitoko lexi nga kona endzhaku ka loko khasimende yi xavile, leswi swi nga vangaka ku heleriwa hi xitoko. Tikhasimende kotala ti rindzela kufikela siku leri landzelaka ku kuma leswaku nchumu lowu ti wu xaveke wu herile, leswi swi hungutaka ntokoto wa tona tanihileswi ti nyenyaka ku rindzela. Nkarhi lowo rindzela wu nga tekiwa tanihi muxaka wa ntlangiso tanihileswi tikhasimende ti nga ha kumaka nchumu lowu ti wu xaveke wu nga ri kona. Ku hlwela eka ku pfuxeta vuxokoxoko bya xitoko exikarhi ka vuhlayiselo na tisenthara ta vuhangalasi ta xifundza na swona swi hoxa xandla eka ku heleriwa hi xitoko. Hambileswi ku vhumba swi nga ri swa nkhaqato hi mikarhi hinkwayo, swi nga nyika ndlela ya nkoka ya ku kunguhata tilevhele ta xitoko. Sisiteme ya vuxavi bya le ka inthanete yi fanele ku pfanganisiwa na tisisiteme ta malulamiselo tin'wana ku tiyisisa leswaku vu na mipfuxeto leyi endliwaka hi nkarhi ya vuxokoxoko bya xitoko lexi nga kona. Tisisteme ti fanele ku pfuxetiwa na ku pfanganisiwa ku nyika mipfuxeto ya xikan'wekan'we ya xitoko loko ku xava swi ri karhi swi endleka. Ndzavisiso lowu wu ta pfuna sekitara ya vuxaviselavatirhisi eka ku tumbuluxa swiletelo swa malawulelo ya xitoko lama tirhaka kahle swinene. Wu ta tlhela wu letela vaxaviselavatirhisi eka ku hluvukisa na ku kambisisa tipholisi na tiphurosese ta nkhulukelano wa tinhundzu na vukorhokeri. Eka ndzavisiso wa nkarhi lowu taka, milavisisatikheyisi yo tala leyi nga na tisampulu letikulu na ku va ta vuyimeri swinene eka vuxaviselavatirhisi bya le ka inthanete wu nga endliwa ku endla swikumiwa swi hundzisiwa swinene. Ndzavisiso wa maendlelo lama pfanganisiweke wu nga kambela hi ndlela ya mpimarisima nkoka wa nhlanganiso wa switiviwa swa nkarhi wa xiviri eka vuxavi bya le ka inthanete. Milavisiso yo yisa emahlweni na yona yi nga kongomisa eka xiave xa vaphakeri eka mphakelo wa vukorhokeri wa tikhasimende eka vuxavi bya le ka inthanete na nkoka wa ku endla nkhulukelano wa tinhundzu na vukorhokeri wu va wa xidijitali.M.Com. (Business Management)Business Managemen
Museum education in the service of the community: a case study of cape town museums
No full textText in English with abstracts in Afrikaans and ZuluThis research project critically evaluates the current museum education programmes of Cape Town museums. It examines their evolution, contributions and efforts towards decolonisation over the past five years, with specific emphasis on challenges faced by museum educators in providing high-quality education to schools and communities in Cape Town.
My methodology focused primarily on interviews with museum educators as well as the examination of museum education records. The data collected revealed major challenges that museum educators face, and this formed the core of my findings. Some of these challenges begin with entry into the field of museum education, barriers faced by museum educators which include funding, transport, understaffing, supply chain management processes and a lack of development and training opportunities, as well as the impact of these challenges on service delivery which may jeopardise both museum education and the museum's survival.
My research led me to formulate recommendations that can assist these museums in providing high-quality education in the service of the community, as well as recommendations that can assist museum transformation nationally.Imfundo yamaziko olondolozo lwembali ekunikezeleni inkonzo eluntwini: Uphandomba lwamaziko olondolozo lwembali aseKapa Isishwankathelo:
Le projekthi yophandolwazi ibiphonononga ngeliso elibukhali iinkqubo zangoku zokufundisa zamaziko olondolozo lwembali aseKapa. Luphicotha ukuvela kwala maziko olondolozo lwembali kunye negalelo lawo ekuphelisweni kobukoloniyali kule minyaka mihlanu idlulileyo, lugxininisa ngakumbi kwimingeni abajongene nayo ootitshala bamaziko olondolozo lwembali ekuboneleleni ngemfundo ekumgangatho ophezulu kwizikolo nakuluntu lwesiXeko saseKapa.
Isikhokelo sophandolwazi besigxile ikakhulu kudliwanondlebe nootitshala bamaziko olondolozo lwembali kunye nophicotho lweerekhodi zemfundo yala maziko. Idatha eqokelelweyo iveze imingeni emininzi abajongene nayo ootitshala bamaziko olondolozo lwembali kwaye oku kube ngowona ndoqo wolu phandolwazi. Eminye yale mingeni iqala ngokungena kwicandelo lemfundo yamaziko olondolozo lwembali, imiqobo abajongene nayo ootitshala bamaziko olondolozo lwembali ebandakanya inkxasomali, ezothutho, ukunqongophala kwabasebenzi, iinkqubo zolawulo lobonelelo lwezentengo nokungabikho kophuhliso namathuba oqeqesho, kunye nempembelelo yale mingeni kunikezelo lwale nkonzo elinokuthi libeke emngciphekweni imfundo kunye nokuqhubela phambili kwamaziko olondolozo lwembali.
Olu phandolwazi lundikhokelele ekubeni ndiqulunqe iingcebiso ezinokuthi zincede la maziko ololondolozo lwembali ekuboneleleni ngemfundo ekumgangatho ophezulu ekunikezeleni le nkonzo eluntwini, kunye neengcebiso ezinokunceda zizise inguqu kumaziko olondolozo lwembali kwisizwe sisonke.Hierdie navorsingsprojek evalueer die huidige museumopvoedingsprogramme van Kaapstadse museums krities. Dit ondersoek hul evolusie en bydrae tot dekolonisering die afgelope vyf jaar, met spesifieke klem op die uitdagings waarmee museumopvoedkundiges te kampe het in die verskaffing van opvoeding van hoë gehalte aan skole en gemeenskappe in Kaapstad.
Die metodologie het hoofsaaklik gefokus op onderhoude met museumopvoedkundiges en die bestudering van museumopvoedingsrekords. Die ingesamelde data het aan die lig gebring dat museumopvoedkundiges groot uitdagings in die gesig staar; hierdie uitdagings het die kern van my bevindings gevorm. Van die uitdagings het te doen met toetrede tot die veld van museumopvoeding, die hindernisse wat museumopvoedkundiges in die gesig staar, insluitend befondsing, vervoer, personeeltekorte, toevoerkettingbestuurprosesse aan opleidings- en ontwikkelingsgeleenthede. Die impak van hierdie uitdagings op dienslewering stel museumopvoeding en die oorlewing van museums in gevaar.
Op grond van my navorsing het ek aanbevelings geformuleer wat die museums kan help om opvoeding van hoë gehalte aan die gemeenskap te verskaf en om die transformasie van museums landswyd te ondersteun.M.A. (Art History)Department of Art and Musi
An investigation into the effectiveness of eLearning implementation in marginalised independent Secondary Schools in South Africa
No full textThe spread of COVID-19 posed a great danger to people around the world, as this epidemic forced many global businesses to close, and schools were not spared. To lessen the extent of the pandemic, schools were forced to introduce eLearning, utilising the existing learning platforms, despite the challenges brought by the COVID-19-induced lockdown. Evidence gathered from studies on the effectiveness of eLearning has been the subject of much research in the last five years. The effectiveness of the learning and development programs were being questioned more frequently by learning and development professionals in both public and commercial enterprises. The research contends that using eLearning could encourage researchers to investigate the opportunities available to schools further. The focus of this study was to investigate the effectiveness of implementing eLearning at marginalised independent secondary schools in South Africa.
The study was conducted in Phalaborwa, a small mining town in South Africa located in the eastern region of the Limpopo province. The objectives of this study were to identify the factors contributing to the effectiveness of eLearning solutions and to determine how the inclusion of teaching, social and cognitive presences affect the effectiveness of eLearning. Using the Community of Inquiry framework as a theoretical framework, an online questionnaire was structured, which resulted in quantitative data involving a sample size of 106 teachers.
The study demonstrated that relying solely on the accomplishment of pre-established learning objectives as a criterion for effectiveness prevented teachers from observing unanticipated developments in the real world. The findings of the study were as follows: (i) there were inadequate internet resources in marginalised independent secondary schools, (ii) teachers at marginalised independent secondary schools used their own devices to conduct lessons, (iii) there was no evidence of data provision by marginalised secondary schools. The inclusion of teaching, social and cognitive presences, popularly known as the CoI framework, suggested that their presence breaks barriers in virtual learning, stimulated growth as well as boosted the relationship between the teacher and the learner during online learning. Therefore, this study concluded that by encouraging researchers to focus on what is recommended: the mobilisation of internet resources, provision of better teaching devices, adequate mobile data, the relationship between the teacher and the learner, and the need for teachers to be trained. Evidence from the study suggested that further studies need to be carried out to determine how teaching, social and cognitive presences that makes the community affect the effectiveness of eLearning. This study did not include learners, shareholders and parents. However, learners' and stakeholders’ input were necessary and required before debating whether effective learning can be implemented in marginalised independent secondary schools in South Africa.MSc. (Computing)Information System
Investigating the use of creative arts as an instructional pedagogy for holistic development in Ghanaian kindergarten
No full textAbstract in English, Akan and SepediThis study highlights the significance of integrating Creative Arts pedagogies as an effective tool in kindergarten teaching and learning processes to promote holistic development. Although many kindergarten teachers incorporate creative arts in their instruction, their choices are often guided by personal preferences and varying levels of familiarity with the arts. Consequently, some teachers rely on limited and repetitive pedagogical approaches that may hinder the comprehensive development of learners. The aim of the study was to explore Creative Arts as an instructional pedagogy in the kindergarten classrooms of Ghana (Cape Coast) for the holistic development of learners. The theoretical framework underpinning this study is rooted in experiential learning theory. The study adopted a qualitative research approach underpinned by an interpretive paradigm. It was also guided by a case study design to gain a rich understanding of the research and the processes being enacted. Data was purposively generated from 24 participants by means of an observation and interview protocol. Guided by an online qualitative analysis software called Taguette, the data from both the interview and observation guides were developed into 21 themes from four research questions. The study reveals that teachers have positive attitude towards the use of Creative Arts and activities used are role play, story telling, role play, dance, music, drawing and coloring which made lessons understandable and enjoyable for conceptual understanding. Again, both visual and performing arts were integrated in teaching for easy understanding and also for teacher’s preference. It was also found that Creative Arts activities are beneficial to the holistic development of children, encompassing their cognitive, emotional, social, and physical growth. It recommends prioritizing professional development and resource provision to enhance the effective use of Creative Arts pedagogies in kindergarten education. This includes equipping pre-service and in-service teachers with the relevant training, integrating Creative Arts as core components in early childhood education curricula, fostering collaboration among educators, and addressing challenges such as resource limitations, overcrowded classrooms, and misconceptions about Creative Arts. By involving policymakers, curriculum developers, and stakeholders, these measures aim to promote holistic child development through imaginative, expressive and interactive teaching approaches.Nhwehwɛmu yi da kretif arts ho mfaso dɛ ɔyɛ adzekyerɛkwan akadze a ho hia papaapa wɔ mbofra nwomasua ntsetsee mu a ɔboa tu nwomasua a no mu dɔ nsunsuando ahorow nyinara mpon. Ɔwɔ mu dɛ mbofra akyerɛkyerɛfo dze kretif ‘arts’ adzekyerɛkwan dzi dwuma wɔ hɔn adzekyerɛ mu dze naaso gyinae biara a wosi no tsitsir gyina nyimdzee a wonyim dada fa kretif ‘arts’ ho. Dɛm ntsi akyerɛkyerɛfo nam adzekyerɛkwan kakra no a wonyim do kyerɛ mbofra adze a, kwan bi do onnkotum ama mbofra enya nwomasua mpontu a ɔfata dɛ wonya. Botae a osi hɛn enyiwa do nye dɛ, yɛbɛyɛ nhwehwɛmu afa kretif ‘arts’ dɛ ɔyɛ adzekyerɛkwan wɔ mbofra adzesuadan mu a ɔwɔ Ghana (Oguaa- Cape Coast). Tiɔri anaa nhwehwɛmungyinado nhyehyɛɛ a nhwehwɛmu yi dze ridzi dwuma no nya ne ngyinado fi dwumadzi adzesua tiɔri (experiential learning theory) mu. Nhwehwɛmu no nam ‘qualitative’ nhwehwɛmu kwan do a ɔnam nkyerɛkyerɛmu kwan ‘interpretive’ do dze nhwehwɛmu mu nsɛm anaa nsunsuando to hua. Ɔsan dze ‘case study’ nhyehyɛɛ dzi dwuma wɔ nhwehwɛmu yi mu ma ntsease a ɔda edzi wɔ nhwehwɛmu yi mu dzi mu. Nhwehwɛmu nsɛm a wɔdze dzi dwuma wɔ nhwehwɛmu yi mu no, wɔhyɛ da ara pawee fii nhwehwɛmu aboafo eduonu -anan (24) hɔ. wɔnam ahwɛe (observation) na nsɛmbisa (Interview) kwan do nya nhwehwɛmu nsɛm no. Wɔnam abaefor nhwehwɛ kwan a wɔfrɛ no ‘Taguette’ susu anaa pɛnsapɛnsa nhwehwɛmu nsɛm a wonyaa fi ahwɛe na nsɛmbisa kwan do no mu na wɔkyekyɛɛ mu ekuw hyɛɛ tsirasɛm/botae (themes) 21mu a wonyaa fifi nhwehwɛmu nsɛmbisa anan (4) mu. Nhwehwɛmu nsɛm no da edzi dɛ, kretif arts dwumadzi ahorow no boa mbofra nyinii anaa ntowdo wɔ adwenmu, atsenka, afofor nkitahodzi na nyimdua ne nyinii anaa mpontu. Nhwehwɛmu no dze nsusui to gua dɛ yɛnhyɛ akyerɛkyerɛfo ntsetsee mu kena na yɛmma adzekyerɛ na adzesuadze aboadze a ɔbɔboa akyerɛkyerɛfo ma wɔdze kretif ‘arts’ adzekyerɛkwan no edzi dwuma wɔ kwan a ɔsɛ do. Ɔno nye dɛ yɛbɛma akyerɛkyerɛfo ntsetsee a ɔfata a kretif ‘arts’ yɛ mbofra nwomasua karikɔlɔm nhyehyɛɛ ne ngyinado na ɔdze nkabɔmu bɛba nwomasua baanodzifo ntamu na woeesiw nwomasua ɔhaw bi tse dɛ nwomasua aboadze anaa akadze a atɔ sin, mbofra a apee do wɔ adzesuadan mu, ntseasee a ɔnnda edzi wɔ kretif ‘arts’ mu ano. Dɛm nsusui yi bɔboa etu mbofra adzesua mpon wɔ akwan horow pii do sɛ yɛma mbranyimfo, karikɔlɔm nhyehyɛɛ nyimdzeefo na nwomasua baanodzifo dzi mu akotsen a.Nyakišišo ye e laetša bohlokwa bja go kopanya dithuto tša Bokgabo bja Boitlhamelo bjalo ka sedirišwa se se šomago gabotse ka ditshepedišong tša go ruta le go ithuta ka sekolong sa digotlane go tšwetša pele tlhabollo ye e feletšego. Le ge barutiši ba bantši ba dikolo tša digotlane ba akaretša bokgabo bja go hlama ka thutong ya bona, dikgetho tša bona gantši di hlahlwa ke dikgetho tša motho le maemo a go fapana a tsebo ya bokgabo. Bjalo, barutiši ba bangwe ba ithekgile ka mekgwa ya thuto ye e lekanyeditšwego le ye e boeletšago yeo e ka šitišago tlhabollo ye e feletšego ya baithuti. Maikemišetšo a nyakišišo ye e be e le go nyakišiša Bokgabo bja Boitlhamelo bjalo ka thuto ya go ruta ka diphapošiborutelong tša sekolo sa digotlane tša Ghana (Cape Coast) go tlhabollo ye e feletšego ya baithuti. Foreimiweke ya teori yeo e thekgago nyakišišo ye e tsemile go teori ya go ithuta ka maitemogelo. Nyakišišo e amogetše mokgwa wa nyakišišo ya khwalithethifi wo o thekgwago ke mmotlolo wa tlhathollo. E hlahlilwe gape ke popego ya kheisesetati go hwetša kwešišo ye e humilego ya nyakišišo le ditshepedišo tšeo di phethagatšwago. Datha e tšweleditšwe ka nepo go tšwa go batšwasehlabelo ba 24 ka go šomiša prothokhole ya go lebelela le ya poledišano. Ka go hlahlwa ke softewee ya tshekatsheko ya khwalithethifi ya onelaene yeo e bitšwago Taguette, datha go tšwa go bobedi ditlhahli tša poledišano le tša go lebelela e hlamilwe go ba dihlohlo tše 21 go tšwa dipotšišong tše nne tša nyakišišo. Nyakišišo e utulla gore mediro ya Bokgabo bja Boitlhamelo e hola mo kgolong ye e feletšego ya bana, e akaretša kgolo ya bona ya temogo, maikutlo, ya leago le ya mmele. E šišinya ketišopele ya tlhabollo ya profešene le kabo ya methopo go godiša tšhomišo ye e šomago gabotse ya dithuto tša Bokgabo bja Boitlhamelo thutong ya sekolo sa digotlane. Se se akaretša go fa barutiši tlhahlo ya pele ga tirelo le bao ba lego tirelong ka tlhahlo ye e lebanego, go kopanya Bokgabo bja Boitlhamelo bjalo ka dikarolo tša motheo ka mananeothutong a thuto ya bana ba digotlane, go godiša tirišano gare ga barutiši, le go rarolla ditlhohlo tša go swana le mellwane ya methopo, diphapošiborutelo tšeo di tletšego kudu, le dikgopolo tše di fošagetšego ka ga Bokgabo bja Boitlhamelo. Ka go akaretša batlhami ba melawana, bahlami ba kharikhulamo, le bakgathatema, magato a a ikemišeditše go tšwetša pele tlhabollo ya bana ye e feletšego ka mekgwa ya go ruta ya boikgopolelo, ya go hlagiša le ya tirišano.PhD. (Education)Early Childhood Educatio
The impact of agile project management methodologies post the Covid-19 pandemic in South Africa
No full textThis research focuses on investigating the changes in practices and procedures of software development in the pre-Covid-19, Covid-19, and post-Covid-19 eras in the South African banking sector. The study is underpinned by the traditional and the agile models, as well as the behavioural theory of the ADOMS model. The study uses the qualitative approach, with interviews being used for data collection. The research was guided by the exploratory design. Through the application of thematic analysis, it was observed that in the pre-Covid-19 era software development practices and procedures were stand-alone, discreet, and non-automated. On the other hand, the Covid-19 era was chaotic as banks transited from pre-Covid-19 tools to semi-automation, and banks rushed to build remote work support for employees. The post-Covid-19 era was characterised by automation, online project management, and integration capabilities. Based on the findings above, this research provides a unique contribution by applying integrated software development practices and procedures during the pre-Covid-19 period, the Covid-19 pandemic period, and the post-Covid-19 era in one study, thus allowing for holistic assessment and mapping of software development, adoption trends, and future usage. Based on the findings, the research recommends that future research should consider using behavioural theories when studying software development changes in the post-Covid-19 era. Moreover, this study proposes that the banking sector should adopt fully integrated tools such as the Atlassian suite which integrates tools such as the Bitbucket, Jira application tools, and cloud-based video conference applications into one suite that allows cross-feeds from one service to another.M. Sc. (Computing)School of Computin
