Thesis (M.A..)--State University of New York at Binghamton, Department of Anthropology, 2009. / Includes bibliographical references.

Urban renewal and rampant suburbanization, like in many North American cities, has led to the decline of downtown Halifax, Nova Scotia. This thesis proposes a small-scale, child-oriented in?ll project as an alternate mode of development that retains historic fabric and repairs the urban ethos. A narrow, T-shaped, vacant lot in the heart of downtown provides the testing grounds for this intervention. Dynamic program combinations, and playful architectural propositions are presented as strategies to reintegrate children as active participants within the downtown area.

D. Tech. Marketing, Logistics and Sport Management / Difficulties in implementing and promoting school sport programmes using the sport policy guidelines in South Africa (White Paper), and interviews with employees at the Department of Basic Education in the Tshwaga region, motivated the researcher to undertake this study. The importance of motivating children to participate in sport, and the need to provide a platform and resources for children, teachers and parents to be involved in school sport were discussed. This study explored and described those factors that influence the level of participation of children in sports at both primary and secondary township schools in the City of Tshwane. The aim of the study was to develop a framework for learners' participation in sport at public township schools.

The purpose of the study was to investigate grade 11 learners’ problem solving skills and conceptual reasoning on concepts in stoichiometry. Two theoretical frameworks were used in this study namely, cognitive load theory (CLT) and typology of curriculum representation (levels of curriculum alignment). The explanatory sequential mixed method research design were applied where 410 physical sciences learners in their intact classes and eleven of their teachers participated in the study. The participants completed purposefully designed research instruments consisting of an achievement test (LAT), a teacher and a learner questionnaire (TSQ and LCQ), and a teacher lesson plan on stoichiometry-related concepts (TLP). Other instruments used include a semi-structured interview schedule (LIS), classroom observation schedule (COS) and learner work books (LWB). The study was underpinned by five research questions. Pearson correlations showed that the justifications given by learners for choosing right or wrong objective options were not due to chance and suggested a learner choosing the right objective option has the right conceptual reasoning. Findings indicate that there is a positive correlation between problem-solving skills and conceptual reasoning where conceptual reasoning statistically predicted learners’ problem-solving skills using Regression. Problem solving is an important cognitive activity in everyday and professional contexts. Therefore, it requires teachers to know where to focus their teaching and how to assess learners’ work to avoid unnecessary overloading of the working memory of learners which might affect their performance. Conceptual reasoning and problem-solving errors were made during the problem solving, for example, learners could not apply mole ratio, they were unable to do change of subject and they interchanged the meanings of chemical terms such as mole, molecule, atoms and mass. In terms of possible reasons for the errors, and how it linked to the way learners were taught, the curriculum levels were considered. Findings indicate that there is a mismatch between what is expected in stoichiometry from the CAPS curriculum termed intended curriculum and the implemented curriculum which includes teacher lesson plans, classroom observations and learner workbooks. The classroom observations schedule was designed in line with the teacher lesson plan. There were topics planned in the lessons that were not found in the learner workbooks. The analysis of the content of learners’ workbooks for topics treated under stoichiometry, revealed that 75.7% of concepts were being taught while 24.3% were not. The analysis showed that learners experienced difficulties with calculating the concept of limiting reactant. There is a mismatch between implemented and attained curriculum as well. In the TSQ, teachers indicated that the errors were due to misconceptions, misunderstanding, carelessness and misinterpretation. These were found during marking of the learner achievement test. In conclusion, this study did not find a direct link between the way the learners were taught and the errors they committed during problem solving based on the implemented (TLP, LWB and COS) and attained curriculum (LAT, LCQ, LIS and DoBE report) / Science and Technology Education / Ph. D. (Mathematics, Science and Technology Education)

The aim of the study was to gain an in-depth understanding of the girl children’s parents perceptions regarding the papillomavirus vaccine roll-out programme at schools in Tshwane District, Gauteng Province. The researcher used a qualitative exploratory research design to address the research objective of the study as the qualitative method enables the researcher to explore and describe the study phenomenon. Data were collected from 12 parents of girl children who received the papillomavirus vaccine at one of the schools in Soshanguve township, which is one of the biggest townships in the Tshwane District. Data was analysed manually using content analysis. The following four superordinate themes emerged from data analysis: a) Communication of the programme, b) Motivation for allowing their children to be immunized. c) Response to immunisation, d) Suggested ways of enhancing the programme. These themes were discussed in relation to existing literature. Recommendations were made based on the findings to enhance the papillomavirus vaccination programme and for future research. / Health Studies / M.A. (Nursing Science)

Female-headed families have become a major component of society, globally and locally. South Africa has also witnessed an increase in the number of female-headed families. Children raised in female-headed families have been reported to be disadvantaged in several ways. Many are said to be performing poorly at school, having low self-esteem, experiencing early sexual activity, and displaying adverse behaviour. Hence, the views of adult children who grew up in female-headed families were explored to inform social work practice. A qualitative, explorative, descriptive, and contextual study was undertaken with 12 participants whose ages ranged from 25 to 35 years. The goal of this study was to gain insight into the experiences of adult children who grew up in female-headed families. Data was gathered through semi-structured interviews and analysed following Tesch’s (in Creswell, 2009) framework. Data was verified using Lincoln and Guba’s model of trustworthiness. The major findings highlighted first, a deep-seated need to understand reasons for being abandoned by their fathers. Second, the resources inherent within female-headed families, often overlooked, revealed the strengths that these families possess. Third, spirituality as the foundation of their resilience during difficult times dominated the participants’ accounts of being raised in female-headed families. Fourth, various support structures emerged as fundamental components, requisite for the optimal functioning of female-headed families. The implications for social work and recommendations for future research are presented. / Social Work / M.A. (Social Work)

The purpose of this study was to explore the experiences of School Management Teams (SMTs) in implementing and managing anti-bullying policies in public high schools in the Tshwane South District of the Gauteng Province. This study was prompted by the global concern about bullying in schools and the need for schools to create safe spaces for learning. While the literature regarding bullying is substantial and much literature points to the need for sound anti-bullying policies to curb bullying, bullying is still rampant in many South African Schools. In this study, a qualitative approach was taken to explore SMTs implementation and management of anti-bullying policies in high schools in the Tshwane South District. Interview schedules and a measurement rubric were used as research tools for gathering data to analyse the experiences of the SMTs in managing bullying through anti-bullying policies. / Educational Management and Leadership / M. Ed. (Education Management)