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Integration of the Bride and the Courts: Is integration as living customary law requirement still required?
No full textAfter 15 November 2000, a customary marriage must satisfy the provisions of section 3(1) of the Recognition of Customary Marriages Act 120 of 1998. Section 3(1)(b) incorporates the living customary law requirements into the Act. The publication explores whether handing over of the bride to the bridegroom's family is still required, based on two recent judgements from the South African Supreme Court of Appeal in two judgements: Mbungela v Mkabi 2019 ZASCA 134 and Tsambo v Sengadi In re: Tsambo 2020 ZASCA 46. The author argues that a clear distinction must be made between rituals and requirements when determining whether a customary marriage is valid under the living customary law. The author argues that Mbungela v Makabi is wrong in law and therefore not authority that "handing over in the wide sense" (or integration) is not required for the conclusion of a valid customary marriage. Tsambo v Sengadi In re: Tsambo is correct. Concluding that although the rituals of handing over (handing over in the narrow sense) can be amended, abbreviated, or waived the parties still have to comply with integration of the bride into the bridegroom's family for a valid customary marriage to take place. The author supports the revival of the presumption of a valid customary marriage if the couple cohabited after the lobolo negotiations are completed and the woman's family has not objected.College of La
Information systems project maturity framework for level 2 compliance
No full textChapter 1 unpacked the problem identified by the Standish Chaos Reports (2014), where it appears that projects across the globe are often not managed successfully for earned value. A general overview placed software project management in context while proposing that a focus on process management using the PMIS emplacement may alleviate many of the challenges faced. Chapter 1 also explained the problems and resultant inability to unlock capability maturity requirements needed to move out of CM L1 behaviourSchool of Computin
Evaluating Grade ten learners’ change in understanding of similar triangles following a classroom intervention
No full textGeometry, in particular Euclidean geometry, has been highlighted as a subject in mathematics that presents a variety of challenges to many secondary school learners. Many students struggle to gain appropriate knowledge of geometrical ideas as well as to display solid reasoning and problem-solving abilities. Mathematics educators, parents, and the government, represented by the Department of Basic Education (DBE), have all expressed worry over students' poor performance in Euclidean Geometry. The purpose of this study was to evaluate Grade 10 learners’ changes in the understanding of similar triangles following a classroom intervention. This study explored the following main research question: How can a classroom intervention be designed to improve Grade 10 learners’ understanding of similar triangles?
The study followed the social constructivism paradigm since learners should learn under a cooperative learning method to construct conceptual knowledge. The van Hieles’ model assisted the researcher to determine and identify Grade 10 learners’ geometric level. Furthermore, participatory action research was employed because the researcher was part of the study, responsible for the teaching design. The study adopted a mixed method design. A qualitative approach used the following instruments to collect data: an intervention, observation, and semi-structured interview. Eight (8) participants contributed to the qualitative data and were chosen via purposeful sampling to determine their understanding. These data were subjected to analysis.
The quantitative approach used baseline test and the post-test as data collection instruments. The population consisted of (43) FET band learners who chose mathematics as an area of study at a Secondary School. The baseline test was used to determine the learners’ present knowledge of geometry considering the van Hieles' levels (VHL). After the designed intervention, the post-test, in comparison with the baseline test, was used to determine the effectiveness of the intervention and the change in understanding of the learners’ concepts of similarity within the topic, geometry. Statistical and descriptive data analysis was deployed to describe the effect of the change. The study shows that the designed intervention was effective, and the results indicate that half of the learners in this group improved in their understanding of similar triangles.M. Ed. (Mathematics)Mathematics Educatio
Assessing organisational trust and personality in a public organisation
Get PDFThis dissertation focuses on assessing organisational trust and personality in a public
organisation. In this quantitative study, conducted in a South African public
organisation (Gauteng province), dimensions of organisational trust were correlated
with the personality dimensions (measured by combined trust and personality
instrument). A cross–sectional quantitative research design was conducted on a
selected sample of permanent employees from auditing and support business units (N
= 350) at a public organisation. The data was collected through a web-based survey.
The results revealed significant relationships between the variables. Specifically, the
results revealed that credibility and work support were stronger correlated to
agreeableness than the five dimensions of personality. For instance, a Pearson
correlation analysis revealed that agreeableness correlated significantly and positively with credibility (r = 0.652) and work support (r = 0.626). In
the same vein, conscientiousness correlated significantly and positively with trust
relationship (r=0.695) and credibility (r=0.622). Additionally, a positive and substantial
significant relationship was observed with the dimension openness to experience
which correlated significantly and positively with trust relationship (r=0.505) and work
support (r=0.503). Furthermore, the results showed that neuroticism correlated
significantly and positively with credibility (r=0.590) and trust relationship (r=0.567).
The results of the regression analysis further confirmed that agreeableness,
conscientiousness, and openness to experience would predict organisational trust.
The agreeableness dimension made the most significant predictor of organisational
trust. Neuroticism dimension did not make a significant contribution to predicting
organisational trust. This indicates that personality dimensions are likely to be related
to higher levels of organisational trust.
Subsequently, confirmatory factor analysis (CFA) was executed on the measurement
models of the instruments used via SPSS AMOS version 27. As the result of
confirmatory factor analysis, it was found that the personality and organisational trust
dimensions factor structure showed the good fit to the data (χ2= 0.379, df = 2, p =
0.685, CFI = 1.00, TLI = 1.02, NFI= 0.99, RFI= 0.98, IFI= 1.00 RMSEA = 0.00); (χ2=
1.195, df = 7, p = 0.302, CFI = 0.999, TLI = 0.998, NFI= 0.995, RFI= 0.989, IFI= 0.999
RMSEA = 0.29), eliminating the need of any modifications. All factor loadings were
statistically significant, with highest loading on neuroticism (β = 0.86), followed by
conscientiousness (β = 0.80), agreeableness (β = 0.78), openness to experience (β
=0.68), credibility (β = 0.98), followed by work support (β = 0.93), team management
(β = 0.93), information sharing (β = 0.91), trust relationship (β = 0.86) and interpersonal trust (β = 0.63) respectively.M. Com. (Industrial and Organisational Psychology)Centre for Industrial and Organisational Psycholog
Investigating school principals’ practices in managing instructional time in township and former Model C schools, Gauteng province
Get PDFThis study focused on the instructional leadership roles and practices of selected township and former Model C school principals. Its main focus was therefore to explore and understand the roles and practices used by township and former Model C school principals in managing instructional time optimally so as to influence effective teaching and learning in their schools with minimal interruptions to teaching time.
A qualitative research method was used to conduct a case study with four high schools: two township and two former Model C schools respectively. Sixteen participants were purposefully sampled: four school principals and twelve Post Level 1 teachers. The data was collected using individual interviews, document analysis and literature review.
From the data, four themes emerged in this empirical study. Although the findings revealed that school principals from both township and former Model C schools do engage in meaningful steps and strategies to ensure that instruction time is optimally used in their schools, they are still faced with a number of challenges leading to time wasting of instruction time. However, school principals from former Model C schools seem to manage instruction time better than their counterparts in township schools. The findings revealed that for effective teaching and learning to take place, school principals ought to put stringent measures in place to ensure that instruction time is optimally utilised which can be achieved by minimising or eradicating all the timewasters.D. Phil. (Education)Educational Leadership and Managemen
Aarde as argief: 'n geogebaseerde lesing van geselekteerde Karootekste deur Etienne van Heerden
Get PDFText in Afrikaans with summaries in Afrikaans and EnglishDie Antroposeen word deur Latour (2014) bestempel as die belangrikste konsep sedert die modernisme en verwys na ’n nuwe geologiese tydvak waar die mens as geomorfiese agent sigself op die aarde ingraveer. Binne dié konteks word die aarde volgens Colebrook (2014) ’n argief van antroposentriese aktiwiteite wat afleesbaar is uit die geologiese strata. Geologiese tyd verwys na ’n tydskaal van gebeure wat veel verder terugstrek as die beperkte tydskaal van die menslike geskiedenis. Yusoff (2015a:5) se konsep antropogenese behels dat daar met die aanvang van die Antroposeen ’n nuwe evolusionêre narratief ontstaan wanneer die mens ’n gevoel van geologie- of aardwording ervaar en waar die oorsprong en afsterwe van die mensdom nou setel in ’n geologiese en nie meer ’n tradisionele biologiese konteks nie.
Die identifisering van hierdie tydvakwisseling lei tot ’n geologiese wending in die menswetenskappe en vereis volgens Marshall (2015) onder meer ’n heroorweging van die verhouding tussen die kategorieë menslik/subjek/kultuur en niemenslik/ objek/natuur. Die aard van materialiteit word in ’n materiële wending herdefinieer deur denkstrome soos die nuwe materialisme en objek-geöriënteerde ontologie – aangevul deur idees van Cohen (2014; 2015a; 2015b) – wat erkenning gee aan die subjektiwiteit van materie. Haraway (2016:44) verwys na die Antroposeen as “this time-space-global thing” en impliseer daarmee dat die geologiese wending, naas die onlangse posthumanistiese beskouings oor materie, ook in samehang met diskoerse oor ruimte/plek beoordeel moet word. Westphal (2011b) se geokritiek en insigte van Tally (2014), Prieto (2011, 2012; 2013) en Buell (1995; 2005) oor plek en bioregionaliteit vorm die kern van ’n bespreking oor die ruimtelike wending in die literatuurkritiek.
In hierdie studie word daar dus drie belangrike eietydse paradigmaverskuiwings ondersoek, naamlik die geologiese wending, die materiële wending en die ruimtelike wending, met die doel om ’n geogebaseerde lesing van enkele aardgesentreerde Karootekste van Etienne van Heerden te bemiddel: Toorberg (1986), Die stoetmeester (1993), Kikoejoe (1996), Die swye van Mario Salviati (2000) en Gifkaroo (2013). Die geselekteerde tekste word beskou deur die multifokale lens van geologie, materialiteit en geografie. Hierdie navorsingsonderneming sluit aan by ’n voorstel van Viljoen (2017), naamlik dat Van Heerden se volgehoue kartering van die Karoo op verskeie vlakke sorgvuldige ontleding verg.Latour (2014) regards the Anthropocene as the most important concept since modernism. The Anthropocene refers to a new geological epoch where humans, as geomorphic agents, inscribe themselves on the earth. In this context, Colebrook (2014) claims that the earth functions as an archive for anthropocentric activities that are readable in the geological strata. Deep time refers to a timescale of events going back further than the limited timescale implied by human history. Yusoff’s (2015a:5) concept of anthropogenesis entails that, with the advent of the Anthropocene, a new evolutionary narrative unfolds where man experiences a sensation of becoming-geologic and where the genesis and demise of mankind are framed within a geological, and not a traditional biological context.
An identification of this epoch gives rise to a geological turn in the humanities and requires, according to Marshall (2015), a reconsideration of the relationship between the categories of human/subject/culture and nonhuman/object/nature. In a material turn, the essence of matter is therefore redefined by theories such as new materialism and object-orientated ontology – supplemented by the ideas of Cohen (2014; 2015a; 2015b) – that acknowledge the subjectivity of matter. Haraway (2016:44) describes the Anthropocene as “this time-space-global thing” and implies that the geological turn, juxtaposed with recent posthumanist views on materiality, should be read in conjunction with discourses on space/place. Westphal’s (2011b) geocriticism and statements by Tally (2014), Prieto (2011, 2012; 2013) and Buell (1995; 2005) on place and bioregionalism inform the discussion on the spatial turn in literary criticism.
In this study, three critical contemporary paradigm shifts in the humanities are therefore explored, namely the geological, material and spatial turns, in order to facilitate a geobased reading of selected earth-centered Karoo narratives by Etienne van Heerden: Toorberg (1986), Die stoetmeester (1993), Kikoejoe (1996), Die swye van Mario Salviati (2000) and Gifkaroo (2013). These texts are viewed through a multifocal lens of geology, materiality and geography. This research project responds to a proposal by Viljoen (2017), suggesting that Van Heerden’s consistent mapping of the Karoo requires meticulous analysis on various levels.D. Phil. (Afrikaans)Afrikaans and Theory of Literatur
The influence of post provisioning norms on quality curriculum delivery and management in secondary schools
No full textThe implementation of post provisioning norms (PPN) by the Department of Basic Education (DBE) in secondary schools has had a huge impact on the Maphumulo circuit management centre. Many secondary schools had to declare teachers as superfluous as per the mandate from the DBE if the enrolment had decreased. Secondary schools have been left without teachers for certain subjects, the duty load of teachers have had to be changed and sometimes the school curriculum has had to change too. It is not easy for both teachers and principals to deliver and manage curriculum if the workforce is not sufficient at a school because the environment is then not favourable for teaching and learning. The DBE is the provider of the financial resources in ordinary public schools that are ranked from quintiles one to five. Schools that experience lower learner enrolment may fail to maintain the buildings, teaching and learning as well as grounds.
The purpose of this study was to explore the influence of PPN on quality assurance (QA) in curriculum delivery and management in Maphumulo secondary schools. The research question of this study was: What are the perceptions of secondary school teachers, a principal and a Chief Education Specialist of the Maphumulo circuit management centre about the influence of PPN on quality curriculum delivery and management in secondary schools? The objectives were to determine the effect of PPN on quality curriculum delivery and management (QCDM), and determine how PPN affect assessment, and how to improve PPN implementation in secondary schools. The qualitative approach in the form of semi-structured focus group interview and semi-structured individual interviews was used in this study.
The participants were ten teachers who came from different schools, one principal and one Chief Education Specialist from the circuit management centre. The findings suggested that PPN posed a challenge to QCDM. The study further indicated that the current PPN has a negative influence on QCDM because the schools which lose teachers cannot function smoothly. Ultimately, it is hoped that this body of work will assist in promoting further discussion and debate about the influence of PPN on quality curriculum delivery and management in secondary schools.D. Ed. (Curriculum Studies)Curriculum and Instructional Studie
Challenges faced by teachers of dyslexic learners in public schools in the senior phase at Ekurhuleni District in Gauteng Province in South Africa
No full textThis study was conducted to determine the challenges faced by the Senior Phase teachers of dyslexic learners at Ekurhuleni district, to prevent inequalities, discrimination and inconsistencies in education. For this study, the qualitative method was used to focus on the subjective experiences of the participants. A phenomenological research design was used for this study. The constructivist paradigm was used for this study. Quantitative and qualitative elements were used during data presentation, analysis and interpretation.
The bioecological theoretical framework of Bronfenbrenner and Vygotsky’s social constructivist theoretical framework were used for the study. The former states that a child finds self directly or indirectly interacting with various environments. The latter views a child as having cognitive structures that are still in the process of maturing. Teachers from 221 public secondary schools in Ekurhuleni district in Gauteng province formed the population of this study. It included African, white, coloured and Indian men and women. Purposive and convenience sampling methods were used for this study. Quester views and telephonic interviews were used to collect data from the Grade 8 and 9 teachers at the selected schools. The findings revealed that, the participants experienced challenges in teaching and supporting learners with dyslexia. Some participants were unable to define dyslexia, assess learners for dyslexia, lacked appropriate equipment, resources and knowledge to deal with learners with dyslexia.
Recommendations to handle problems about dyslexia are addressed to the Department of Basic Education (DBE), Designers of teacher training curricula, School Management teams, heads of departments, parents as well as teachers. (DBE) to train teachers and provide resources to assist dyslexics.M. Ed. (Inclusive Education)Inclusive Educatio
Guidelines for enhanced student support to part-time Bachelor of Science in nursing students in Kenya
No full textThere is evidence that a higher percentage of registered nurses’ workforce with a bachelor’s degree has been associated with better patient outcomes including lower hospital mortality. In this regard, the World Health Organization (WHO), in 2009 passed a resolution urging its member states to scale up nursing education to a bachelor’s level. In 2010, the Institute for Medicine recommended that 80% of the registered nurse workforce should be trained at the bachelor’s degree level by 2020. Registered nurses upgrading their qualifications enter university as mature and part-time students. Studies have shown that mature and part-time students in universities have higher attrition than their full-time peers. They are less likely to access extra support and personal development opportunities available at university, have a history of campus isolation and have fewer opportunities to engage on campus. The purpose of this study was to explore and describe the support needs of part-time Bachelor of Science students in Kenya to develop guidelines for enhanced student support.
An exploratory descriptive qualitative design was used. In phase I, the researcher utilised focus group discussions to explore needs and perceived support with 100 part-time BScN students in the four Kenyan universities. In phase II, part-time Bachelor of Science in Nursing (BScN) support needs, and enablers and barriers to the provision of support to part-time BScN students, were explored through individual interviews of ten educators of part-time BScN students.
Data were analysed using Tesch’s protocol of qualitative data analysis. Data were coded by two researchers who agreed on the final codes. Four themes emerged from phase I data: resource needs, psychological needs, curriculum redesign needs, and policy needs.
Four themes emerged from phase II data: learning needs, resources need, adult students’ needs and psychosocial needs. The findings of the two phases were integrated to form five themes: support as resources provision, support for learning needs, support through curriculum review, support through policy formulation and need for psychosocial support. The findings of phases I and II informed the development of guidelines and their associated recommendations for implementation were developed and validated by experts. The guidelines propose evidence-based recommendations for universities offering part-time BScN programmes, nurse educators teaching part-time BScN students, university education regulators, and regulators of nursing education and practice.Ph. D. (Nursing Science)Health Studie
The influence of South African Police Service (SAPS) employees’ primary relationship experiences on their productivity in the workplace: informing employee assistance programme
No full textSummaries in English and SepediThe study provides an analysis of studies conducted by different researchers
with regard to the relationship between the influence of a primary relationship and work
productivity. It has been discovered that intimate relationships and work performance
relationships can no longer be overlooked because there is a strong correlation between the
two. Studies in different countries including South Africa have been conducted which indicate
that employees experience conflict with regard to their personal and work relationships. This
prompted the introduction of an Employee Assistance Programme in different departments
including the South African Police Service (SAPS) in order to address issues experienced by
employees. The programme deals with both personal and work issues in order to improve the
employee’s mental well-being as well as increase productivity in the workplace.
Purpose - This research study intended to explore the influence of SAPS employees’ primary
relationship experiences on their productivity in the workplace because insufficient information
exists regarding this phenomenon.
Method - A qualitative research study was undertaken with a phenomenological design
supported by exploratory, descriptive and contextual strategies of enquiry. Piloting of the data
collection instrument (open-ended questions contained in an interview guide) was utilised. Data
was obtained by conducting semi-structured interviews with SAPS employees about the
influence that primary relationships had on their productivity in the workplace until data
saturation was reached. The data was thematically analysed by applying the eight steps of data
analysis proposed by Tesch. Data verification was applied using Lincoln and Guba’s (1985)
trustworthiness model which involved aspects such as credibility, transferability, dependability
and conformability. Ethical considerations such as informed consent, confidentiality, anonymity,
beneficence, and management of information were adhered to.
Results - It was found that the SAPS employees experienced both positive and negative spill over with regard to the influence of their primary relationship experiences on their work
productivity. This was brought about by the fact that when matters were going well in the
employee’s life, they tended to be happier as well as more focused and eager to be productive
at work without being followed by their senior supervisors. When the SAPS employees
experienced conflict in their primary relationship, they lost focus and concentration in what they
were supposed to do. This tended to make them moody and less productive, which in turn
affected how they rendered services to the communities they were employed to serve.Tshedimošo ya mathomong – Dinyakišišo tše di hlagiša dinyakišišo tšeo di dirilwego ke
banyakišiši bao ba fapafapanego mabapi le kamano magareng ga khuetšo ya kamano ya
motheo le tšweletšo ya ka mošomong ka ge go utollotšwe gore dikamano tša marato le
dikamano tša phethagatšo ya mošomo di ka se sa hlokomologwa ka gobane go na le kamano
ye e tiilego magareng ga tšona ka bobedi. Dinyakišišo tše di dirilwego ka dinageng tše di
fapafapanego, go akaretšwa le ka Afrika Borwa, di laeditše gore bašomi ba itemogela thulano
mabapi le dikamano tša bona tša motheo le tša ka mošomong. Se se hlohleleditše gore go
tsebišwe Lenaneo la Thušo ya Bašomi ka dikgorong tše di fapafapanego, go akaretšwa le ka
go Tirelo ya Maphodisa ya Afrika Borwa (SAPS) go rarolla mathata ao bašomi ba lebanego le
ona. Lenaneo le le thomišitšwe ka nepo ya go rarolla bobedi mathata a batho le a ka mošomong
ka nepo ya go kaonafatša go phela gabotse ga menagano ya bašomi gammogo le tšweletšo ka
mošomong.
Maikemišetšo – Dinyakišišo tše di ikemišeditše go lekola khuetšo ya maitemogelo a dikamano
tša bašomi ba SAPS go tšweletšo ka mošomong.
Mekgwa – Dinyakišišo tša boleng di dirilwe go tšwa go tlhamo ya ditiragalo tšeo di thekgilwego
ke mekgwa ya dinyakišišo ya tekolo, ya tlhalošo le ya seemo. Go lekola ge eba ditlabelo tša go
kgoboketša tshedimošo di a šoma (dipotšišo tša go nyaka mabaka tšeo di lego ka gare ga tlhahli
ya dipotšišo tša dinyakišišo) go dirišitšwe. Tshedimošo e hweditšwe ka go diriša dipotšišo tša
sewelo ge go botšišwa bašomi ba SAPS ka ga khuetšo ya dikamano tša motheo go tšweletšo
ya ka mošomong go fihla ge go sa hwetšwe tshedimošo ye mpsha. Tshedimošo e ile ya
sekasekwa go ya ka merero ka go diriša dikgato tše seswai tša tshekatsheko ya tshedimošo
tšeo di šišintšwego ke Tesch. Mokgwa wa tshephagalo wa Lincoln le Guba (1985) o šomišitšwe
go tiišetša tshedimošo; o akaretša dilo tša go swana le seriti, go fetišetšega ga tshedimošo,
tshephagalo le go latelega. Dilo tša go amana le maitshwaro tša go swana le tumelo ya tsebo,
sephiri, go se tsebege, go holega le taolo ya tshedimošo di ile tša latelwa.
Dipoelo – Go hweditšwe gore bašomi ba SAPS ba itemogela bobedi maikutlo a makaone le a
go se loke mabapi le khuetšo ya dikamano tša motheo go tšweletšo ya mošomo wa bona. Se
se tlišitšwe ke taba ya gore ge ditaba di sepela gabotse bophelong bja mošomi, ba fela ba thaba
kudu, ba na le tsepelelo kudu ebile ba nyaka go ba le tšweletšo le ge go se na bahlokomedi ba
bona bao ba ba lekolago. Ge bašomi ba SAPS ba itemogela thulano ka dikamanong tša bona
tša motheo, ba lahlegelwa ke tsepelelo le nepišo mabapi le seo ba swanetšego go se dira,
gomme se se fela se ba dira gore ba tšewe ke maikutlo le go ba le tšweletšo ye nnyane gomme
se se ama ka fao ba abelago ditšhaba tšeo ba thwaletšwego go di abela ditireloM. Social WorkSocial Wor