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Constructing a career guidance framework to enhance employability of graduates at a University of Technology
No full textAbstract in English with Afrikaans and Northern Sotho translationsCareer guidance is critical at South African universities of technology to ensure that students make well-informed judgments about their career options that will boost their employability and entrepreneurship prospects. This research focused on the construction of a career guidance framework to enhance the prospective employability of students at a South African university of technology. The framework considered the relationship dynamics between the constructs of career agility, world-of-work awareness, and career interests as a set of independent variables, career adaptability as a mediating variable, and employers’ employability competency expectations as an outcome variable. The socio-demographic variables (gender, qualification choice based on career interest, demographic origin (urban/rural), and the need for career guidance) were treated as moderators. The study used a cross-sectional quantitative research approach, which involved collecting data from young emerging adults who were African first-year students (n = 369). Correlation results revealed statistical positive and significant associations between the study constructs. Stepwise regression results showed interesting core patterns of prediction that need to be considered in the career guidance of the sample of students. Mediation analysis revealed career adaptability as a significant explanatory mechanism in explaining the link between the antecedents of career agility, world-of-work awareness, career interests, and the outcome of employers’ employability competency expectations. Moderated regression analysis revealed that certain links are conditional upon qualification choice based on career interests and the need for career guidance. Tests for significant mean differences indicated significant differences among male and female participants; qualification choice was strongly or less strongly based on career interest and those having a strong or a low need for career guidance.
At a theoretical level, the study extended understanding of the extent to which the theoretical associations among the study constructs inform the career guidance of students. At an empirical level, the study delivered an empirical career guidance framework relevant to the sample. At a practical level, the study recommended practices to be embedded in the curriculum in early career guidance intervention programmes.Loopbaanleiding is belangrik vir Suid Afrikaanse universiteite van tegnologie om te verseker dat student ingeligte besluite neem omtrent hulle loopbane vir die bevordering van hulle indiensneembaarheid- en entrepreneurskapvooruitsigte . Hierdie navorsing het gefokus op die ontwikkeling van ’n raamwerk vir beroepsvoorligting om die toekomstige indiensneembaarheid van studente aan ’n Suid-Afrikaanse tegniese universiteit te verhoog. Die raamwerk gee ’n uiteensetting van die verhoudingsdinamika tussen die konstrukte van loopbaan-lenigheid, beroepswêreld-bewustheid, loopbaan-belangstellings as ’n reeks onafhanklike veranderlikes, loopbaan-aanpasbaarheid as ’n bemiddelende veranderlike, en werkgewers se verwagtinge ten opsigte van indiensneembaarheid bevoegdheid as ’n uitkomsveranderlike. Die sosio-demografiese veranderlikes (geslag, keuse van kwalifikasie op grond van loopbaan-belangstelling, demografiese herkoms (stedelik/landelik), en die behoefte aan beroepsvoorligting, is as moderators hanteer.
Die studie het ’n deursnee- kwantitatiewe navorsingsbenadering gevolg, bestaande uit die insameling van data van jong, opkomende volwassenes; eerstejaarstudente van Afrika (n = 369). Korrelasie-resultate het statisties positiewe en beduidende assosiasies tussen die studiekonstrukte getoon. Stapsgewyse regressieresultate het interessante kernpatrone van voorspelling getoon wat in ag geneem moet word tydens beroepsvoorligting van die steekproef van studente. Bemiddelingsontleding het getoon dat loopbaan-aanpasbaarheid ’n beduidende verklarende meganisme is vir die verduideliking van die skakel tussen die voorlopers van loopbaan-lenigheid, beroepswêreld-bewustheid, loopbaan-belangstellings, en die uitkoms van werkgewers se verwagtinge ten opsigte van indiensneembaarheid bevoegdheid. Gemodereerde regressie-ontleding het gewys dat sekere skakels voorwaardelik is volgens keuse van kwalifikasie, op grond van loopbaan-belangstellings en die behoefte aan beroepsvoorligting. Toetse vir beduidende gemiddelde verskille het beduidende verskille tussen manlike en vroulike deelnemers opgelewer; die keuse van kwalifikasie was in ’n meerdere of mindere mate gegrond op loopbaan-belangstelling en diegene wat ’n groot of ’n klein behoefte aan beroepsvoorligting het.
Op ’n teoretiese vlak dien die studie as uitbreiding van die begrip van die mate waarin die teoretiese assosiasies tussen die studie-konstrukte bydra tot studente se beroepsvoorligting. Op ’n empiriese vlak het die studie ’n empiriese beroepsvoorligting-raamwerk gelewer wat op die steekproef van toepassing is. Op ’n praktiese vlak het die studie praktyke aanbeveel wat in die kurrikulum ingebed word in intervensieprogramme vir beroepsvoorligting.Nyakišišo ye e be e šeditše kudu go tšweletšwa ga foreimiweke ya tlhahlo ya mošomo go kaonafatša go thwalwa ga baithuti yunibesithing ya theknolotši ka Afrika Borwa. Foreimiweke e akareditše diphetogo tsša kamano gare ga dikgopolo tša bokgoni bja mošomo, temošo ya lefase la mošomo, dikgahlego tša mošomo bjalo ka sete ya diphetogo tše di ikemetšego, phetogophetogo ya mošomo bjalo ka phetogo ya go tsena gare le ditetelo tša thwalego/bokgoni bja bengmešomo bjalo ka phetogo ya dipoelo. Diphetogo tša leago le palo ya batho (bong, kgetho ya mangwalo a thuto yeo e theilwego godimo ga kgahlego ya mošomo, setlogo sa palo ya batho (ditoropong/dinagamagaeng), le tlhokego ya tlhahlo ya mošomo) di tšeerwe bjalo ka balekanyetši.
Nyakišišo e šomišitše mokgwa wa nyakišišo ya khwanthithethifi ya kakaretšo ya dikarolo, wo o bego o akaretša go kgoboketša datha go tšwa go baswa ba bagolo bao ba golago bao e bego e le baithuti ba ngwaga wa mathomo ba Afrika (n = 369). Dipoelo tša tswalano di utulotše dikamano tše botse le tše bohlokwa tša dipalopalo gare ga dikgopolo tša nyakišišo. Dipoelo tša go boela morago ka dikgato di bontšhitše dipaterone tša motheo tše di kgahlišago tša ponelopele tšeo di swanetšego go elwa hloko ka tlhahlong ya mošomo ya sampole ya baithuti. Tshekatsheko ya tsenogare e utulotše go fetoga ga mošomo bjalo ka mokgwa wo bohlokwa wa tlhalošo mo go hlalošeng kgokagano gare ga ditiragalo tša pele tša bokgoni bja mošomo, temošo ya lefase la mošomo, dikgahlego tša mošomo, le sephetho sa ditetelo tša thwalego/bokgoni bja bengmešomo. Tshekatsheko ya poelomorago ye e lekanetšego e utulotše gore dikgokagano tše itšego di ithekgile godimo ga kgetho ya mangwalo a thuto yeo e theilwego godimo ga dikgahlego tša mošomo le tlhokego ya tlhahlo ya mošomo. Diteko tša diphapano tše bohlokwa tša magareng di laeditše diphapano tše bohlokwa gare ga batšwasehlabelo ba banna le ba basadi; kgetho ya mangwalo a thuto e be e theilwe ka maatla goba ka fase ga maatla godimo ga kgahlego ya mošomo le bao ba nago le tlhokego ye kgolo goba ye nnyane ya tlhahlo ya mošomo.
Boemong bja teori, nyakišišo e okeditše kwešišo ya bokgole bjoo mekgatlo ya teori gare ga dikgopolo tša thuto e tsebišago tlhahlo ya baithuti ya mošomo. Boemong bja diphihlelelo, nyakišišo e tlišitše foreimiweke ya tlhahlo ya mošomo ya diphihlelelo ye e lebanego le sampole. Boemong bja tiragatšo, nyakišišo e šišinya mekgwa yeo e swanetšego go tsenywa ka gare ga kharikhulamo mananeong a tsenogare ya tlhahlo ya mošomo ya mathomo.D. Phil. (Psychology)Psycholog
An archaeology of Islam and its architecture in Northern Ghana
Get PDFAbstracts in English, Afrikaans and ZuluNorthern Ghana had early contact with Muslims and Islam because of long-distance trade. It was Mande Muslim traders and clerics who were involved in this trade. They carried Islam alongside their trading activities into many trading communities in northern Ghana and were followed later by Hausa Muslim traders and clerics. This is evident based on the extant earthen mosques and other religious architecture dotted along the paths that the long-distance trade followed. Northern Ghana played an essential role in broader West African regional and religious networks. This thesis studies northern Ghana’s old mosques from an archaeological, architectural, and socio-political perspective. The results of an architectural survey are presented. Whereas researchers have traditionally focused on two styles of mosques in West Africa – Sudanic-style and Jenne-style – this study includes three additional types: religious centres, circular mosques, and open-air mosques. In addition to the survey, small-scale archaeological excavations were carried out at the Dondoli and Nakore mosques in the Wa Municipality, albeit with limited results. The thesis further explores how the architectural features of the Sudanic-style mosques have been appropriated to build the Waala and other palaces in the Upper West Region to enhance the political status of chiefly lineages in those communities. Many of the old mosques face serious conservation and maintenance challenges, and these are briefly considered. The earthen mosques are currently included on the UNESCO Tentative List, and some recommendations are proposed for their maintenance and protection.Noord-Ghana het vroeë kontak met Moslems en Islam gehad as gevolg van langafstandhandel. Dit was Mande-Moslem-handelaars en -geestelikes wat by hierdie handel betrokke was. Hulle het Islam saam met hulle handelsaktiwiteite na baie handelsgemeenskappe in die noorde van Ghana gedra en is later deur Hausa-Moslem-handelaars en geestelikes gevolg. Dit is duidelik op grond van die bestaande erdemoskees en ander godsdienstige argitektuur wat langs die paaie wat die langafstandhandel gevolg het, verspreid is. Noord-Ghana het ’n noodsaaklike rol in breër Wes-Afrikaanse streek- en godsdiensnetwerke gespeel. Hierdie tesis bestudeer Noord-Ghana se ou moskees vanuit ’n argeologiese, argitektoniese en sosio-politieke perspektief. Die resultate van ’n argitektoniese opname word aangebied. Terwyl navorsers tradisioneel op twee style moskees in Wes-Afrika gefokus het – Soedanese en Jenne-styl – sluit hierdie studie drie bykomende tipes in: godsdienstige sentrums, sirkelvormige moskees en opelugmoskees. Benewens die opname is kleinskaalse argeologiese opgrawings by die Dondoli- en Nakore-moskees in die Wa-munisipaliteit uitgevoer, egter met beperkte resultate. Die tesis ondersoek hoe die argitektoniese kenmerke van die Soedanese-stylmoskees aangewend is om die Waala- en ander paleise in die Bo-Wes-streek te bou om die politieke status van hoofsaaklik geslagte in daardie gemeenskappe te verbeter. Baie van die ou moskees ervaar ernstige bewarings- en instandhoudingsuitdagings en dit word kortliks oorweeg. Die erdemoskees is tans ingesluit op die Unesco Tentatiewe Lys, en ’n paar aanbevelings word vir hulle instandhouding en beskerming voorgestel.INyakatho yeGhana yaqala ukuxhumana namaSulumane namaIslamu ngenxa yohwebo olude. Kwakungabahwebi nabefundisi baseMande abangamaSulumane ababekhona phakathi kulo msebenzi wokuhweba. Bathwala inkolo yobuSulumane kanye nemisebenzi yabo yokuhweba emiphakathini eminingi yokuhweba enyakatho yeGhana futhi kamuva balandelwa abadayisi nabefundisi abangamaHausa abangamaSulumane. Lokhu kubonakala kusekelwe emathempelini emoskhi enziwe ngobumba asekhona nakwezinye izakhiwo zenkolo ezisezindleleni ezazilandelwa ukuhweba amabanga amade. INyakatho neGhana ibambe iqhaza elibalulekile ezinkundleni zokuxhumana zesifunda nezenkolo zaseNtshonalanga Afrika. Le thesisi ifunda amamoskhi amadala asenyakatho yeGhana ngokombono we-akhiyoloji, wezokwakha, kanye nombono wezenhlalo wezepolitiki. Imiphumela yocwaningo lwezakhiwo yethulwa. Nakuba abacwaningi ngokwesiko begxile ezindleleni ezimbili zamamoskhi eNtshonalanga Afrika - isitayela saseSudani kanye nesitayela sikaJenne - lolu cwaningo luhlanganisa izinhlobo ezintathu ezengeziwe: izikhungo zezenkolo, amamoskhi ayindilinga kanye namamoskhi avulekile. Ngaphezu kwalolu cwaningo, ukumbiwa kwezinto zakudala ezincane kwenziwa emasontweni amaSulumane aseDondoli naseNakare kuMasipala waseWa, nakuba kube nemiphumela emincane. Le thesisi iphinde ihlole ukuthi izici zezakhiwo zama-moskhi anesitayela saseSudan zabiwe kanjani ukuze kwakhiwe i-Waala nezinye izigodlo eSifundeni Sase-Upper West ukuze kuthuthukiswe isimo sezepolitiki sezizukulwane eziyinhloko kuleyo miphakathi. Amamoskhi amaningi amadala abhekene nezinselelo ezinkulu zokongiwa kwemvelo nokugcinwa kwazo, futhi lezi zicatshangelwa kafushane. Amamoskhi obumba okwamanje afakwe ohlwini lwe-UNESCO Lokuvivinywa, futhi ezinye izincomo ziyahlongozwa ukuze zigcinwe futhi zivikeleke.D. Phil. (Archaeology)Anthropology and Archaeolog
Performance of the reconstruction of large impact parameter tracks in the inner detector of ATLAS
No full textAbstract
Searches for long-lived particles (LLPs) are among the most promising avenues for discovering physics beyond the Standard Model at the Large Hadron Collider (LHC). However, displaced signatures are notoriously difficult to identify due to their ability to evade standard object reconstruction strategies. In particular, the ATLAS track reconstruction applies strict pointing requirements which limit sensitivity to charged particles originating far from the primary interaction point. To recover efficiency for LLPs decaying within the tracking detector volume, the ATLAS Collaboration employs a dedicated large-radius tracking (LRT) pass with loosened pointing requirements. During Run 2 of the LHC, the LRT implementation produced many incorrectly reconstructed tracks and was therefore only deployed in small subsets of events. In preparation for LHC Run 3, ATLAS has significantly improved both standard and large-radius track reconstruction performance, allowing for LRT to run in all events. This development greatly expands the potential phase-space of LLP searches and streamlines LLP analysis workflows. This paper will highlight the above achievement and report on the readiness of the ATLAS detector for track-based LLP searches in Run 3
Error patterns and underlying misconceptions of fractions among 15 grade 6 learners from a Public School in Gauteng
Get PDFText in English with summaries and keywords in English, Fijian and AfrikaansThis study aimed to identify common error patterns concerning fractions for Grade 6 learners and the misconceptions associated with procedural, conceptual and factual errors, as well as subtraction and multiplication at a public school in Orange Farm, Gauteng. The study was based on the ideas of constructivism to understand learners’ reasoning in developing constructions in the concept of fractions. Recent studies on errors and underlying misconceptions about fractions have indicated that most primary school learners struggle with fractions, affecting learners’ future performance at the secondary level and their mathematics experience. The study used a qualitative case study approach to identify the errors made by Grade 6 learners. This approach provided a platform to investigate how Grade 6 learners solve fractions-related problems, allowing the researcher to uncover learners' misconceptions when dealing with fractions. The researcher chose Grade 6 since it is the exit level for the Intermediate Phase. The annual teaching plan, stipulated by the Curriculum Policy Statement policy of the Department of Basic Education (DBE) specifically for Grade 6 learners, focuses on the three operations: addition, subtraction and multiplication. Fifteen learners were purposively sampled and given a set of ten questions based on the operations mentioned above. The study’s main data sources were a written test and interviews. The data collected during the written test and interviews were analysed using a qualitative approach and discussed using constructivism as a theoretical framework. Learners were allowed to explain their responses based on their incorrect answers. The results show that learners lack basic mathematical skills in fractions. They believe that numerator and denominator are the same; they add or subtract both denominators and numerators. When multiplying, learners add the numerators and denominators together and again, due to a lack of conceptual understanding of the multiplication of fractions, learners are challenged to deal with the multiplication of mixed fractions. Integers are multiplied separately from mixed fractions. In addition, some learners don’t understand how they obtained their respective answers. Constructivism values prior knowledge as a basis for developing new knowledge. Teachers should not take for granted what has been covered before learners have dealt with fractions, as this can lead to misunderstandings. Therefore, reviewing the previous information before starting a new lesson is recommended. Another suggested measure is that learners should understand the difference between numerator and denominator and the correct applications of the three operations. The study recommends that appropriate teacher development training in specific mathematics topics be done at the primary school level, as this will lay a foundation for better transmission, not only on the basics of mathematics but also general mathematical knowledge.Thuto ena e ne e ikemiseditse ho hlwaya mekgwa e tlwaelehileng ya diphoso tse mabapi le dikarolo tsa barutuwa ba Kereiti ya 6 le menahano e fosahetseng e amanang le diphoso tsa mokgwa, mohopolo le nnete ho tlatseletsa, ho ntsha le ho atisa dikarolwana sekolong sa mmuso Orange Farm, Gauteng. Thuto ena e ne e ipapisitse le mehopolo ya kaho ya tsebo ho utlwisisa menahano ya barutuwa ho ntshetsapele meaho mohopolong wa dikarolwana. Diphuputso tsa moraorao tse mabapi le diphoso le menahano e fosahetseng ya motheo mabapi le dikarolwana di bontshitse hore boholo ba barutuwa ba dikolo tsa pele ba sokola ka dikarolwana, tse amang tshebetso ya kamoso ya barutuwa sehlopheng sa sekondari le boiphihlelo ba bona ba dipalo. Patlisiso e sebedisitse mokgwa wa ho batlisisa wa maemo ho lemoha diphoso tseo entsweng ke barutuwa ba Kereiti ya 6. Mokgwa ona o fane ka sethala sa ho batlisisa hore na barutuwa ba Kereiti ya 6 ba rarolla mathata a amanang le dikarolwana jwang, ho dumella mofuputsi ho sibolla menahano e fosahetseng eo barutuwa ba nang le yona kapa ba e bontshang ha ba sebetsana le dikarolwana. Thuto ena e tla fana ka kenyelletso e ntle ka ho fetisisa ya algebra maemong a phahameng le a FET. Mofuputsi o kgethile Kereiti ya 6, kaha ke boemo ba ho tswa ho Mokgahlelo o Mahareng. Leano la ho ruta la selemo le selemo, le hlalositsweng ke pholisi ya Setatamente sa Pholisi ya Kharikhulamo la Lefapha la Thuto ya Motheo (DBE) ka ho qolleha bakeng sa barutuwa ba Kereiti ya 6, le tsepamisitse maikutlo hodima mesebetsi e meraro: ho eketsa, ho tlosa le ho atisa. Barutuwa ba leshome le metso e mehlano ba ile ba etswa disampole ka sepheo se nepahetseng mme ba fuwa dipotso tse leshome tse ipapisitseng le tshebetso e boletsweng ka hodimo. Mehlodi e meholo ya dintlha tsa thuto e ne e le teko e ngotsweng le dipuisano. Dintlha tse bokelletsweng nakong ya hlahlobo e ngotsweng le dipuisano di ile tsa hlahlojwa ka mokgwa wa boleng mme tsa tshohlwa ka mokgwa wa kaho ya tsebo e le moralo wa teori. Barutuwa ba ile ba dumellwa ho hlalosa dikarabo tsa bona ho latela dikarabo tsa bona tse fosahetseng. Diphetho di bontsha hore barutuwa ba haellwa ke tsebo ya mantlha ya dipalo ka dikarolwana. Ba dumela hore dipalo le dinomineitha di a tshwana; ba eketsa kapa ba fokotsa ka bobedi di- dinomineitha le dipalo. Ha ba atisa, barutuwa ba kopanya dipalo le di- dinomineitha mmoho, hape, ka lebaka la ho hloka kutlwisiso ya moelelo wa katiso ya dikarolwana, barutuwa ba phephetswa ho sebetsana le katiso ya dikarolwana tse tswakilweng. Dinomoro di ngatafaditswe ka thoko ho dikarolwana tse tswakilweng. Ho feta
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moo, barutuwa ba bang ha ba utlwisise hore na ba fumane dikarabo tsa bona tse fapaneng jwang. Kaho ya tsebo e nka tsebo ya pele e le motheo wa ho ntlafatsa tsebo e ntjha. Matitjhere ha ba tshwanela ho nkela fatshe se ileng sa akaretswa pele ha barutuwa ba sebetsana le dikarolwana, ka hobane sena se ka baka ho se utlwisise hantle.
Ka hona, ho kgothaletswa ho hlahloba boitsebiso bo fetileng pele o qala thuto e ntjha. Tekanyo e nngwe e sisintsweng ke hore barutuwa ba lokela ho utlwisisa phapano pakeng tsa dinomoro le dinomineitha le tshebediso e nepahetseng ya ditshebetso tse tharo. Patlisiso e tsitsinya hore kwetliso ya ntlafatso e nepahetseng ya hlabollo ya matitjhere dihloohong tse tsebahalang tsa dipalo e etswe boemong ba sekolo sa mantlha, ka ha sena se tla theha motheo wa phetiso e ntle, e seng feela motheong wa thuto ya dipalo empa le tsebo ya kakaretso ya dipalo.Die doel van hierdie studie was om algemene foutpatrone rakende breukpatrone vir Graad 6-leerders en die wanopvattings wat verband hou met konseptuele en feitelike foute by optel, aftrek en vermenigvuldiging van breuke by ’n openbare skool in Orange Farm, Gauteng, te identifiseer. Die studie is gebaseer op die idees van konstruktivisme om leerders se redenasie in die ontwikkeling van konstruksies in die konsep van breuke te verstaan. Onlangse studies oor foute en onderliggende wanopvattings oor breuke het aangedui dat die meeste laerskoolleerders met breuke sukkel wat leerders se toekomstige prestasie op sekondêre vlak en hulle wiskunde-ervaring beïnvloed. Die studie het ’n kwalitatiewe gevallestudiebenadering gebruik om foute wat deur Graad 6-leerders gemaak is, te identifiseer. Hierdie benadering het ’n platform verskaf om te ondersoek hoe Graad 6-leerders breukverwante probleme oplos, wat die navorser in staat gestel het om die wanopvattings wat leerders het of openbaar wanneer hulle met breuke te doen het, te ontbloot. Die studie sal die beste inleiding tot algebra in die Senior en VOO-fases verskaf. Die navorser het Graad 6 gekies aangesien dit die uittreevlak vir die Intermediêre Fase is. Die jaarlikse onderrigplan bepaal deur die Kurrikulumbeleidsverklaring van die Departement van Basiese Onderwys (DBO) spesifiek vir Graad 6-leerders, fokus op die bewerkings: optel, aftrek en vermenigvuldiging. Vyftien leerders is in ’n doelbewuste steekproef gebruik en het ’n stel van tien vrae gekry wat gebaseer is op die bogenoemde bewerkings. Die studie se hoofdatabronne was ’n geskrewe toets en onderhoude. Die data wat tydens die geskrewe toets en onderhoude ingesamel is, is met behulp van ’n kwalitatiewe benadering ontleed en bespreek deur ’n teoretiese raamwerk van konstruktivisme. Leerders is toegelaat om hulle antwoorde op grond van hulle verkeerde antwoorde te verduidelik. Die resultate toon dat leerders nie basiese wiskundige vaardighede in breuke het nie. Hulle glo dat teller en noemer dieselfde is; hulle tel beide noemers en tellers op of af. Wanneer daar vermenigvuldig word, tel leerders die tellers en noemers bymekaar en, weer eens, as gevolg van ’n gebrekkige konseptuele begrip van die vermenigvuldiging van breuke, word leerders uitgedaag om die vermenigvuldiging van breuke te hanteer. Heelgetalle word afsonderlik van gemengde breuke vermenigvuldig. Daarbenewens verstaan sommige leerders nie hoe hulle hulle onderskeie antwoorde gekry het nie. Konstruktivisme besef die waarde van vorige kennis as ’n basis vir die ontwikkeling van nuwe kennis. Onderwysers moet nie dit
wat gedek is as vanselfsprekend aanvaar voordat leerders met breuke te make het nie, aangesien dit tot misverstande kan lei. Daarom word daar aanbeveel dat vorige inligting hersien word voordat ’n nuwe les begin word. Nog ’n voorgestelde maatstaf is dat leerders die verskil tussen die teller en die noemer en die korrekte toepassings van die drie bewerkings moet verstaan. Die studie beveel aan dat toepaslike onderwyserontwikkelingsopleiding in spesifieke wiskunde-onderwerpe op laerskoolvlak gedoen word, aangesien dit ’n grondslag lê vir beter oordrag, nie net oor die basiese beginsels nie, maar ook algemene wiskundige kennis.M. Ed. (Psychology of Education)College of Educatio
On fractional volatility modelling
Get PDFIn this thesis, we investigate the roughness feature within realised volatility
for different financial markets by using the multifractal detrended fluctuation
approach and microstructure noise index technique, and we confirm that the
Hurst parameter H 6= 1/2. To include this feature in stochastic volatility
modelling, we construct an arbitrage-free financial market model that con sists of two assets, the risk-free and the risky assets. The price of a risk-free
asset is described by an exponential function while the one for a risky as set is driven by a geometric Brownian motion with its stochastic volatility
described as a function of fractional Cox-Ingersoll-Ross process defined by
Yt = Z
2
t
, where the process (Zt)t≥0 satisfies a singular stochastic differential
driven by fractional Brownian motion (WH
t
)t≥0, H∈(0,1). The stochastic pro cess (Zt)t≥0 verifies dZt =Ph. D. (Operations Research)Colleges of Economic and Management Science
Search for single production of vector-like T quarks decaying into Ht or Zt in pp collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
This paper describes a search for the single production of an up-type vector-like quark (T) decaying as T → Ht or T → Zt. The search utilises a dataset of pp collisions at
s
= 13 TeV collected with the ATLAS detector during the 2015–2018 data-taking period of the Large Hadron Collider, corresponding to an integrated luminosity of 139 fb−1. Data are analysed in final states containing a single lepton with multiple jets and b-jets. The presence of boosted heavy resonances in the event is exploited to discriminate the signal from the Standard Model background. No significant excess above the Standard Model expectation is observed, and 95% CL upper limits are set on the production cross section of T quarks in different decay channels. The results are interpreted in several benchmark scenarios to set limits on the mass and universal coupling strength (κ) of the vector-like quark. For singlet T quarks, κ values above 0.53 are excluded for all masses below 2.3 TeV. At a mass of 1.6 TeV, κ values as low as 0.35 are excluded. For T quarks in the doublet scenario, where the production cross section is much lower, κ values above 0.72 are excluded for all masses below 1.7 TeV, and this exclusion is extended to κ above 0.55 for low masses around 1.0 TeV
Assessing factors that influence household fuelstacking behaviour within rural households in the Gonani village, Limpopo Province, South Africa
No full textEnergy is crucial to human survival since it sustains all kinds of life. Traditional/dirty/solid energy sources have given way to modern/clean energy sources in the evolution of energy sources. Some experts have noted that as a family's income rises, it is not uncommon for them to switch from utilizing traditional fuels to cleaner fuels, which can be viewed as the energy ladder. Other experts, however, feel that households do not fully leave traditional fuels when their income grows, but rather use a combination of fuels. Despite the fact that poor houses are now electrified, there is still a reliance on conventional energy sources. Even though households might convert to cleaner fuels, they continue to rely on traditional fuels, according to studies. This study aimed to determine the factors that influence the fuel storage behavior of households in Gonani village, Limpopo Province. This study was meant to help add to the knowledge gap about the factors that influence household behavior in Limpopo Province and South Africa as a whole, for which there is limited literature. A systematic questionnaire which was provided to 70 participants was utilized to study energy use patterns and the factors that determine the utilization of certain energy sources for household needs. Furthermore, observations were conducted with 25 (n=36%) of the participants to further understand the fuel stacking behaviour and probe the reasoning behind fuel stacking behaviour. Despite all the participants (n=100%) having access to electricity, households continue to rely on traditional fuels such as firewood for domestic needs such as cooking and water heating, as cooking with electricity is not viable. Furthermore, although the physical capital of the participants was assessed as part of the study, it can be asserted that the physical capital does not have an influence on households’ choice of fuel. It is also evident from this study that both economic and non-economic factors (culture) influence household energy decisions and that energy reliance, energy poverty, indigenous knowledge, preferences, and lack of access to free basic electricity are the causes for households' usage of firewood. In summary, the study demonstrates that, due to socioeconomic and cultural considerations, rural households do not climb the energy ladder but instead use numerous fuels simultaneously.M. Sc. (Environmental Management)Environmental Science
Student teachers’ teaching practice experiences in selected primary schools in the Tshwane South District
No full textAbstracts in English, Northern Sotho and TsongaTeaching practice is an integral component of teacher training. It provides student teachers with experiences in the actual teaching and learning environment. This qualitative case study explored student teachers’ teaching practice experiences in selected primary schools in the Tshwane South District. Eight student teachers were purposively selected from four public primary schools in the Tshwane South District. This study was guided by self-determination theory of the interpretivist perspective. Data was collected through semi-structured interviews and document analysis. Collected data was transcribed and arranged into codes and themes using the thematic data analysis method. The study established that regardless of the positive experiences of many student teachers, some experienced challenges such as late delivery of study material, delayed placement confirmation letters by the Teaching Practice Office, finding placement schools and support from module lecturers. It was also revealed that at school level, of the eight student teachers, six were welcomed and felt motivated, while the other two did not feel welcomed and were despondent. Some student teachers were also challenged by a lack of class management skills in overcrowded classrooms, completing teaching lessons on time, daily attendance register signatures by mentor teachers and supervisors’ support. Based on the findings, it is recommended that the university ensure that services such as study material delivery, attending to student queries and allocating supervisors are done on time. It is concluded that a committee that oversees the placement of student teachers between universities and schools should be established at each school.Tlhahlo ya borutisi ke karolo ye bohlokwa ya tlhahlo ya baithuti ba go ithutela borutisi. E fa baithuti ba go ithutela borutisi maitemogelo a tikologo ya mmannete ya go ruta le go ithuta. Nyakisiso ye ya khwalithethifi e nyakisisitse maitemogelo a tlhahlo ya borutisi a baithuti ba go ithutela borutisi ka dikolong tsa praemari tse di kgethilwego ka Seleteng sa Borwa sa Tshwane. Baithuti ba seswai ba go ithutela borutisi ba kgethilwe ka maikemisetso go tswa dikolong tse nne tsa praemari tsa mmuso ka Seleteng sa Borwa sa Tshwane. Nyakisiso ye e be e hlahlwa ke teori ya go ikemela ya pono ya bohlathollo. Datha e kgobokeditswe ka dipoledisano tseo di sego tsa rulaganywa gabotse le tshekatsheko ya ditokomane. Datha ye e kgobokeditswego e ile ya ngwalwa le go rulaganywa ka dikhoutu le dikgwekgwe ka go somisa mokgwa wa tshekatsheko ya datha ya merero. Nyakisiso e hweditse gore ka ntle le maitemogelo a mabotse a baithuti ba bantsi ba go ithutela borutisi, ba bangwe ba itemogetse ditlhohlo tsa go swana le kabo ya morago ga nako ya didiriswa tsa thuto, mangwalo a tiisetso ya tiegiso ya go bewa ga baithuti tlhahlong ke Kantoro ya Tlhahlo ya Borutisi, go hwetsa dikolo tsa go bea baithuti tlhahlong le thekgo go tswa go bafahlosi ba dimotsulo. Go utolotswe gape gore maemong a sekolo, go baithuti ba seswai ba go ithutela borutisi, ba tshela ba bona ba amogetswe ebile ba ikwele ba na le tlhohleletso, mola ba bangwe ba babedi ba ikwele ba sa amogelwa ebile ba itlhobogile. Baithuti ba bangwe ba go ithutela borutisi gape ba ile ba itemogela tlhohlo ya go hloka mabokgoni a taolo ya diphaposi ka diphaposing tsa borutelo tseo di tletsego kudu, go fetsa dithuto tsa go ruta ka nako, go saena ga diretsistara letsatsi le letsatsi ke barutisi ba e lego baeletsi le thekgo ya baokamedi. Go ya ka dikutullo, go sisinywa gore yunibesithi e kgonthise gore ditirelo tsa go swana le kabo ya matheriale wa thuto, go sogana le dipotsiso tsa baithuti le go aba baokamedi di dirwa ka nako. Go phethwa ka gore komiti yeo e hlokomelago go bewa ga baithuti tlhahlong gare ga diyunibesithi le dikolo e swanetse go hlongwa sekolong se sengwe le se sengwe.Ndowedzo ya u funza ndi tshipida tsha ndeme tsha u gudela u funza. I netshedza vhadededzi vha matshudeni tshenzhemo kha vhupo ha vhukuma ha u funza na u guda. Ngudo heyi ya khwanthithethivi yo wanulusa tshenzhemo dza ndowedzo ya u funza kha vhadededzi vha matshudeni kha zwikolo zwa phuraimari zwo nangiwaho kha Tshitiriki tsha Tshipembe ha Tshwane. Vhadededzi vha matshudeni vha malo vho nangiwa hu na zwo sedzwaho khazwo u bva zwikolo zwina zwa phuraimari zwa muvhuso kha Tshitiriki tsha Tshipembe ha Tshwane. Ngudo heyi yo endedzwa nga thiori ya vhudikumedzeli ha vhathu kha u talutshedza zwithu zwa ngudo. Data yo kuvhanganyiwa nga kha inthaviwu dzi songo tou dzudzanywaho na musaukanyo wa manwalwa. Data yo kuvhanganywaho yo nwalululwa na u dzudzanywa nga dzikhoudu na thero hu tshi shumiswa ngona ya u saukanya data ya thero. Ngudo yo bveledza uri zwi si na ndavha na tshenzhemo yavhudi ya vhadededzi vhanzhi vha matshudeni, dzinwe khaedu dze dza tshenzhelwa dzi ngaho sa u lenga u ṋetshedzwa ha matheriala a ngudo, u lenga u vhewa na manwalo a u khwathisedza nga Ofisi ya Ndowedzo ya u Funza, u wana u vhewa zwikoloni na thikhedzo u bva kha vhagudisi vha modulu. Ho dovha ha wanuluswa uri kha levele ya zwikolo, zwa vhadededzi vha matshudeni vha malo, vha rathi vho tanganedzwa na u pfa vho tutuwedzea, ngeno vhanwe vhavhili vho pfa vha songo tanganedzwa na u pfa vha si na fulufhelo. Vhanwe vhadededzi vha matshudeni vho dovha vha vha na khaedu nga u sa vha na zwikili zwa u langula kilasi kha kilasirumu dzo dalesaho, u nwala ngudo dza u funza nga tshifhinga, u saina redzhisitara dza u vha hone dza duvha linwe na linwe nga vhadededzi vhane vha khou eletshedza na thikhedzo ya vhatoli. Zwo disendeka nga mawanwa, ho themendelwa uri yunivesithi i vhone zwauri tshumelo dzi ngaho ndisedzo ya matheriala a u guda, u dzhenela u vhudzisa ha mutshudeni na u avhela vhatoli zwi itwa nga tshifhinga. Ho pendelwa uri komiti ine ya lavhelesa u vhewa ha vhadededzi vha matshudeni vhukati ha dziyunivesithi na zwikolo zwi fanela u bveledzwa kha tshikolo tshinwe na tshinwe.M. Ed. (Curriculum and Instructional Studies)Curriculum and Instructional Studie
Mobile application e-grocery retail adoption challenges and coping strategies : a South African small and medium enterprises’ perspective
No full textThis paper explores how small and medium-sized e-grocery mobile application
retailers evolving within the geographical context of South Africa and operating
in the urban, township, and rural areas respond to theoretically and emerging feldbased e-business and e-grocery adoption challenges, respectively. The study used
semi-structured qualitative interviews to explore the coping strategies of e-grocery
mobile application retailers to mitigate technological, organizational, and environmental (TOE) adoption challenges. The signifcance of small grocery adoption strategies related to context informs e-grocery adoption from the evidence generated in
other small e-grocers and for the superior grade of TOE (or theoretical) knowledge
sought from the inevitable evolving mobile application and digital grocery markets.
The fndings reveal that specialist skills and unifed team production are crucial conduits for lowering the TOE barriers to e-business and e-grocery adoption. They also
reveal the interconnected resource orchestration, shared value, and social inclusion
strategies used to mitigate various e-business and e-grocery challenges.Colleges of Economic and Management Science
Constructing a profile for proactive career self-management in public higher education institutions in Ghana
Get PDFText in English with abstracts and keywords in English, isiXhosa, and isiZuluThe principal focus of this research study was to investigate the relationship among psychosocial career pre-occupation, social connectedness, and organisational commitment, and to determine whether an overall proactive career management profile can be constructed to inform career self-management practices in public higher education institutions (HEIs) in Ghana. Again, the research study intended to provide a background for testing hypotheses and theories as well as moderating the effect of socio-demographic characteristics (age, gender, marital status and job level) on the relationship between psychosocial career pre-occupations, social connectedness and organisational commitment.
A cross-sectional quantitative approach was conducted on a purposively selected sample of senior staff comprising academic and administrative staff (n = 288), from a single public higher educational institution in Ghana. The measuring instruments include a career pre-occupations inventory workplace friendship scale and an organisational commitment scale. Descriptive statistics (mean, standard deviation, skewness and kurtosis), bi-variate correlation analysis (Pearson product moment correlation coefficient), and inferential and multivariate statistics (SEM analysis, moderated regression analysis, ANOVAs and independent sample t-test) were used for the study.
Descriptive, bi-variate correlation and inferential statistics revealed that individual psychosocial career pre-occupations, social connectedness and organisational commitment can be used as elements within a proactive career self-management framework within the Ghanaian higher education institutions. The results of the moderated analysis showed that respondents’ gender and job level moderated employees’ level of psychosocial career pre-occupations in predicting organisational commitment. Furthermore, the test for significant mean differences revealed that gender, marital status and job level differed marginally in their psychosocial career pre-occupations, social connectedness and commitment to the organisation.
Theoretically and empirically, the results advanced the career construction theory by empirically validating the core elements of career self-management. Practically, a recommendation was made to inform human resource (HR) managers and HR practitioners in public higher education institutions in Ghana and the consequences indicated in the study offer the opportunity to monitor and provide strategies and interventions for employees in their quest for career choices.Ugqaliselo oluphambili kolu phononongo lophando yayikukuphanda ubudlelwane phakathi komsebenzi wangaphambi kwekhondo ngokwesimo sengqondo nangokwezentlalo (psychosocial career pre-occupation), ukuziphatha, nokunxulumana kwezinto zokuziphatha nezentlalo (social connectedness), kunye nokuzibophelela kulungelelaniso /kucwangciso lombutho (organisational commitment), nokuqonda ukuba ingaba iprofayili yeendlela zokulawula ikhondo elisebenzayo elipheleleyo inokwakhelwa ukwazisa izenzo zekhondo lomsebenzi lokuzilawula kumaziko emfundo ephakamileyo karhulumente/oluntu (HEIs) eGhana.
Kwakhona , uphononongo lophando lwaluzimisele ukunikezela ngomhlaba osisiseko wokuvavanya ingcinga ethathwa njengeyinyaniso engekaqinisekiswa (hypothesis) neethiyori kwakunye nokumodereyitha impembelelo yeempawu zedemografi yoluntu, i-socio-demographic characteristics (iminyaka, isini, imeko yomtshato,kunye nenqanaba lomsebenzi) kubudlelwane phakathi kwemisebenzi yangaphambi kwekhondo nemeko yezengqondo nabantu (psychosocial career pre-occupations), unxulumano lwabantu kunye nokuzibophelela kumbutho (organizational commitment).
Inkqubo yophando ngokobungakanani enqamlezileyo ngokwamacandelo ahlukeneyo (cross sectional quantitative approach) yenziwe kwisampulu ekhethwe ngenjongo kujoliswe kubasebenzi abaphezulu/abadala ababandakanya izifundiswa nabasebenzi bezolawulo (n = 288), besuka kwiziko elinye loluntu lemfundo ephakamileyo eGhana. Izixhobo zokulinganisa zibandakanya uluhlu lwezinto kwisikali semisebenzi yangaphambi kwekhondo ubudlelwane kunye nokuzibophelela kumbutho kwindawo yokusebenzela. Iinkcukacha-manani ezichazayo (i-avareji, ukutenxa kumgangatho (standard deviation), ubugoso (skewness) kunye nomlinganiselo weenkcukacha-manani osetyenziselwa ukuchaza ukuhanjiswa kwedatha ephawulweyo malunga nentsingiselo (kurtosis), uhlalutyo lolungelelwaniso oluphindwe kabini kunye neenkcukacha-manani ezinokuthelelelekwa (i- Pearson product moment correlation coefficient), kunye neenkcukacha manani ezizintlobo-ntlobo ezininzi ezinokuthelekelelwa (uhlalutyo lwe-SEM, uhlalutyo oluhlehlayo olonganyelweyo/ olumodareyithiweyo, i-ANOVA kunye novavanyo oluzimeleyo lwe-t-test) zasetyenziswa kolu phando/phononongo. Inkcukacha-manani ezichazayo, ulungelelwaniso/unxulumaniso oluphindwe kabini kunye nezinokuthelekelelwa ezinentsingiselo zibonise ukuba imisebenzi yangaphambi kwekhondo,ngokwemeko yengqondo neyentlalo, unxulumano lwentlalo yoluntu kunye nokuzibophelela kumbutho kunokusetyenziswa njengezinto ezingaphakathi kwesakhelo solawulo esisebenzayo ngaphakathi kumaziko emfundo ephakamileyo yaseGhana.Iziphumo zohlalutyo olumodareyithiweyo zibonise ukuba isini sabaphenduli nenqanaba lomsebenzi samodareyitha inqanaba labasebenzi kwimisebenzi yangaphambi kwekhondo kwimeko yengqondo nezentlolontle ekuqikeleleni ukuzibophelela kumbutho. Ngaphaya koko, uvavanyo olubalulekileyo lweeyantlukwano lubonise ukuba isini, meko yomtshato kunye nenqanaba lomsebenzi lahlukile kancinci ngokwe-avareji kwimisebenzi yaphambi kwekhondo labo yengqondo nentlalontle, unxibelelwano lwentlalo kunye nokuzinikela embuthweni.
Ngokwethiyori nangobungqina, iziphumo ziqhubele phambili ithiyori yolwakhiwo lwekhondo lomsebenzi ngokuqinisekisa ngobuchule izinto ezingundoqo zokuzilawula kwekhondo lomsebenzi.Ngokwenene, kwenziwa isindululo sokwazisa abaphathi bezabasebenzi neengcali ze-HR kumaziko emfundo ephakamileyo yoluntu eGhana kwaye iziphumo ezibonakaliswe kuphononongo zinika ithuba lokubeka esweni nokubonelela ngezicwangciso-qhinga nongenelelo ngoncedo kubaqeshwa kwiphulo labo lokukhetha amakhondo omsebenzi.Lesi sifundo socwaningo sasigxile kakhulu ekuphenyeni ngobudlelwano phakathi kokucabanga ngomkhakha womsebenzi komuntu, ukuxhumana nabantu, ukuzibophezela komuntu emsebenzini, kanye nokunquma ukuthi iphrofayili yokukwazi ukuzilawula ngokuzenzela ekukhetheni umkhakha womsebenzi kungahlelwa yini ngendlela yokuthi kudlale indima ekuzilawuleleni maqondana nomkhakha womsebenzi ezikhungweni zezemfundo ephakeme zomphakathi (ama-HEI) eGhana. Kanti futhi, isifundo socwaningo sihlose ukunikeza umlando maqondana nokuhlola imicabango kanye nemibono yezinjulalwazi kanjalo nokulinganisa umphumela wezici zokuhleleka kwabantu emphakathini (iminyaka yobudala, ubulili, isimo somshado kanye nezinga lomsebenzi) ebudlelwaneni phakathi kokucabanga ngomkhakha womsebenzi komuntu, ukuxhumana nabantu, kanye nokuzibophezela emsebenzini.
Kwalandelwa indlela yokubheka isibalo samaqoqo abantu emphakathini ngokukhetha ngokuqaphela isampula labasebenzi abasezikhundleni eziphezulu elibandakanya abasebenza ngezemfundo kanye nezokuphatha (n = 288), esikhungweni sezemfundo ephakeme somphakathi esisodwa eGhana. Amathuluzi okukala afaka kuwo isilinganiso sobungane basemsebenzini ekukhetheni ezinhlobeni zemikhakha ecatshangwayo kanye nesilinganiso maqondana nokuzibophezela kwabantu emsebenzini. Kulolu cwaningo kwasetshenziswa izibalo ezichazayo (okujwayelekile, ukuphambuka okuvamile, ukungalingani kanye nobukhali), ukuhlaziywa kokuhlobana okukhona phakathi kwezinombolo ezimbili (isilinganiso sokuxhumana kwezinombolo ezimbili ngokukaPearson), kanye nezibalo eziveza izimbangela nezibalo ezahlukahlukene (ukuhlaziywa kwe-SEM, ukuhlaziywa kokubuyelamuva okulingene, ama-ANOVA kanye nesampula elizimele lokuhlola).
Izibalo ezichazayo, eziveza ukuhlobana phakathi kwezinombolo ezimbili kanye nezibalo eziveza izimbangela ziveze ukuthi ukucabanga ngomkhakha womsebenzi komuntu ngamunye, ukuxhumana nabantu nokuzibophezela emsebenzini kungasetshenziswa njengezinto ezikhona ohlakeni lokukwazi ukuzilawula ngokuzenzela ekukhetheni umkhakha ezikhungweni zezemfundo ephakeme zaseGhana. Imiphumela yokuhlaziywa okulingene yakhombisa ukuthi ubulili bababambiqhaza kanye nezinga labo ngokwezikhundla zomsebenzi kuhambisana nezinga abasebenzi abacabanga ngalo nomkhakha womsebenzi ekuqageleni indlela abazozibophezela ngayo emsebenzini. Ngaphezu kwalokho, ukuhlolwa komehluko omkhulu ojwayelekile kwaveza ukuthi ubulili, isimo somshado kanye nezinga ngokwesikhundla somsebenzi kwahluka kakhulu nendlela abacabanga ngayo ngomkhakha womsebenzi, ukuxhumana nabantu nokuzibophezela emsebenzini. Ngokombono wenjulalwazi nocwaningo olufakazelwe, imiphumela ithuthukise umbono wenjulalwazi wokuhlela umkhakha womsebenzi okuqinisekiswe ngokocwaningo olufakazelwe izinto ezinqala zokuzilawulela umkhakha womsebenzi. Ekusebenzeni, kwenziwa izincomo zokufundisa abaphathi babasebenzi (ba-HR) kanye nabasebenza ngezabasebenzi (ngezakwa-HR) ezikhungweni zezemfundo ephakeme zomphakathi eGhana, kanti nemiphumela evezwe ocwaningweni inikeza ithuba lokuqapha nokuhlinzeka amasu kanye nokungenelela kwabasebenzi ekwenzeni kwabo izinqumo zomsebenzi.Ph. D. (Business Management)Business Managemen