The unsatisfactory performance of learners m geometry specifically and mathematics in general, as revealed in SACMEQ and TIMMS reports, is an indication of the difficulties experienced by learner~ in dealing with geometry. In response to many years of learners' challenges with geometry, the South African curriculum must advocate reforms in teaching strategies applied by educators to teach geometry. The purpose of this study is to understand the challenges that educators face in the teaching of geometry in order to explore and recommend strategies of teaching geometry that will assist educators to improve learners' understanding of geometry in the senior phase. Grade six and nine mathematics results indicate that learners' performance in geometry is of poor standard. This study was conducted in Moses Kotane West Area Office of the Not1h West Province of South Africa. A total number of 35 mathematics educators in 27 middle schools participated in the study by filling in questionnaires. Data were also collected through observation and interview. The constructivism theory provided a theoretical framework for the study. Data collected were analysed by using the Statistical Package for Social Sciences 17.0 (SPSS 17.0) programme and conclusions were drawn. The study revealed that educators still used trad itional methods of teaching in the era of Outcomes - Based Education (OBE) when teaching geometry to learners. Amongst others, teachers do not use the OBE principles such as learner-centred approach, teacher facilitation and integration of knowledge in assisting learners to understand geometry. For most of the participating schools, educators sti ll follow teaching by telling rather than engaging learners in their teach in g. Reasons advanced by teachers in sticking to using methods used before the introduction of OBE include lack of pedagogical content knowledge and learner-centred instructional methods. The teachers attribute the use of the traditional teaching methods to lack of proper training and also resistance to change. The study further revealed that the majority of educators' workshops are concentrated on algebra content knowledge and less on strategies that educators should use to teach geometry. Tn view of the findings in this study, some interactive teaching methods such as problem solving, visualisation and co-operative learning are recommended and could be used for further studies in order to achieve better application of teaching strategies for geometry in our schools. / Thesis (M. Ed) North-West University, Mafikeng Campus, 2011

There are several factors in our environment such as cultural artefacts, murals, our tradition, buildings and language that can be used to teach mathematics in context or used as examples to the learners but which we are unaware of or which we do not consider as appropriate. People interact with the world and attempt to comprehend, interpret, and explain it using numbers, logic and spatial configuration which are culturally shaped. These are the ways in which we produce mathematical knowledge. This has helped to stimulate other mathematicians on the African continent to Africanise mathematics teaching. Mathematics is viewed as a human activity as all people of the world practice some form of mathematics. In teaching mathematics meaningfully and relevantly, the teacher, the learner, their experiences, and their cultural backgrounds become extremely important factors to create conducive learning environments. This study was set out to explore the mathematical concepts of the traditional buildings of the Limpopo Province, South Africa and the teaching of high school mathematics. The rationale for the study was to explore the extent to which mathematical shapes or concepts of the traditional buildings of the Limpopo Province could be used to enhance the teaching and learning of mathematics in context. The research questions that guided the exploration were: 1. Which ma1thematical concepts embedded in the traditional buildings of the Limpopo Province can be used to teach high school mathematics? 2. What challenges do high school mathematics educators face in contextualising their teaching? 3. Which suggestions can be made to assist mathema1tics educators to contextualise their teaching? The population for the study was made up of the builders of the circular houses from the Vhembe (Tshivenda), Mopani (Xitsonga) and Sekhukhune (Sepedi) people of the Limpopo Province and Grade 12 mathematics teachers of the Limpopo Province. The total population was 255, (68 circular houses builders and 187 Gradle 12 mathematics teachers.) The three districts were chosen because they are classified as iargely rural as compared to other districts in the Limpopo Province. They also have many indigenous buildings which were used to collect data for this study. The data were gathered through observations, interviews with the builders and questionnaire 1for the educators. For analysis, descriptive statistical analysis, narrative, and inductive analysis were used to analyse the da1ta. Although the builders who participated in this study could not explain using the mathematical language how they constructed the buildings, various mathematical concepts and symbols such as triangles, squares, parallelog1rams, kites, circles, rhombi, rectangles, trapeziums, translations, reflections, rotations, similarities, congruency, tessellations were discovered. These mathematical concepts can be used by both Educators and learners to enhance the teaching and learning of mathematics. Further evidence emerged that teaching mathematics with meaning and relating it to the real world makes mathematics more relevant and meaningful. It was suggested that teacher training courses and programmes should include also courses on culture, society, the relationship between mathematics and culture, and the history of evolution of mathematical concepts. Contextualised learning activities shoulcd be designed to encourage learning mathematics concepts for understanding. In-service courses at Colleges of Education and Universities should include the application of ethnomathematics and indigenous knowledge systems in their teacher training programmes. / Thesis (PhD (Mathematics) North-West University, Mafikeng Campus, 2012

This study investigated the implementation of economic and management science curriculum in the Senior Phase in the Moretele' district RSA. Thee main purpose of the study was to identify the challenges experienced by teachers in the process of implementing EMS as a new learning area in the general education training band (GET). The study further investigated the impact of human material resources upon the implementation process. Literature review was done on conceptual literature relating to issues on implementation of Economic and Management sciences as a new subject in the GET Band. It spelled out the human and material resources that are used in schools. Challenges the EMS teachers faced. when implementing the subject and the strategies to overcome them. Both qualitative and quantitative approaches were used as methods of investigation. Research instruments used included the questionnaire which was self-administered to the selected teachers for completion and interviews were conducted wit.h the head of departments (HoDs) of the selected schools. For the quantitative approach the sample was selected from eighty eighty (87) EMS teachers in the Senior Phase(Grade 7-9) from all five (5) clusters in Moretele Area Office (AO) and only fifty(50) teachers formed the sample. In the qualitative approach only four (4) head of Departments (HoDs) were purposively selected and interviewed in depth from selected Middle schools. The major findings show that most of the teachers neither adequately qualified, nor do schools have relevant resources to assist learning and teaching. There is little support in the form of in service training or workshops for teachers teaching EMS. The department of education does not support teachers in terms of resources in general. The recommendations resulting from this finding therefore are that the EMS teachers need to be retrained especially in terms of learning outcome number 3 which is mostly based on accounting. Adequate teaching and learning materials including textbooks should be provided to schools. / Thesis (M.Ed.(EMS) North-West University, Mafikeng Campus, 2012

Many studies have revealed that training contributes significantly in the growth of enterprises. Training adds to the skills of SMMEs' owners, change their behaviour on how they perceive and conduct business activities and in turn enhance their ability to perform better. This dissertation investigates impact of entrepreneurship skills training and education as one of the factors that will help in both the survival and sustainability of SMMEs serviced by Gauteng Enterprise Propeller (GEP) in South Africa (SA). It highlights problems of the current entrepreneurship skills training and education by delineating the weakness and pitfalls. The relevant literature has been visited and served as a primary data that add value to the dissertation. Collation of the relevant data is followed by a discussion of the impact of entrepreneurship skills training and education as one of the factors that will help in both the survival and sustainability of SMMEs. The relative lack of research on impact of entrepreneurship skills training and education is the primary impetus of this study. The sample was drawn from SMMEs who attended entrepreneurship skills training offered by Gauteng Enterprise Propeller. The majority of the respondents were cooperatives in Johannesburg, South Africa. The study findings indicate that the entrepreneurship skills training have the following five major deficiencies: there is deficiency in entrepreneurship skills training and education; lack of involvement in the training program; lack of quality in training; training not being relevant to organizational needs; and lack of training programs. It is suggested that GEP management should explore opportunities to ensure that the training addresses business needs; involve trainees in training evaluation to improve quality; improve the effectiveness of training and its impact; and ensure that respondents are trained on formulation of training programs and policy to address organisational needs. / Thesis (MBA) North-West University, MAfikeng Campus, 2011

South Africa teachers who are teaching Mathematics were faced with challenges of implementing a new curriculum (National Curriculum Statement). They are expected to be innovative and have the ability to make connections between Mathematics and language and also in other learning areas. The research explored learners' abilities to communicate what they know in Mathematics in written language. It was important that teachers gain Insight into what learners' know in Mathematics and how learners were able to communicate what they know. Knowledge and communication of knowledge (Mathematical expression) were important aspects in National Curriculum Statement - Mathematics in South Africa within the context of Outcomes- Based Education principles. This study aimed at investigating the following critical research questions: • What Mathematics do grade seven learners know in relation to concept of numbers? • To what extent were these learners' able to communicate what they know about numbers? • What were the implications for teaching given what learners' know about numbers? How teachers were able to communicate their knowledge of numbers? The design of the research study was focused on a class of grade 7 learners' abilities to write Mathematically and to communicate the Mathematics knowledge that they had done in their written form. Van Hiele's categories were used as a framework of informal task documented following learners participation that concerned numeric thinking, visualization and writing which report learners' descriptions of images that they were thinking as seen from their written - up responses. The qualitative analysis portrays how learners at early levels of learning were able to think and represent Mathematical ideas that they know in a way that others could access them. Findings of this research were important in two ways: (a) it demonstrate how learners think about basic Mathematical ideas of number and how they represent their thought about number concepts, (b) it also demonstrate that learners written work were documented to form useful resource for teachers and other learners in the teaching and learning of Mathematical and numeracy skills / Thesis (M.Ed.(Mathematics Education) North-West University, Mafikeng Campus, 2010

This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implied by the Instrumental Hypothesis are the most usable; (3) observations of five teachers indicate that observed behaviors, reported practices, and personal reports are inconsistent; and (4) triangulation of the three data sources reveals some consistency and some contradictions. Implications for future research, teacher education and practice are discussed.

A probability matrix for computer-assisted identification of vibrios has been constructed, based on the API20E system. Data were gathered from 173 strains representing 31 taxa of vibrios and related organisms, from a variety of sources. The matrix was tested internally by four statistical programs. Program OVERMAT and program MOSTTYP tested the separation and homogeneity of the taxa. Most of the taxa were satisfactory but a few were less so; reasons for this are discussed. Program CHARSEP and program DIACHAR tested the separation and diagnostic values, respectively, of the 50 characters used and from the results a shorter diagnostic test set was drawn up. The overall test error rate was 4.5%. The matrix was assessed externally by its performance in the identification of vibrio-like strains isolated from freshwater. The overall success rate for identification was 84%, using a Willcox score of ?0.99. The data generated for 172 of the reference strains and 243 wild strains were subjected to numerical taxonomic analysis. The main purpose of these analyses was to verify the quality of the identification scheme. Nevertheless the results produced were in good agreement with those of more detailed taxonomic studies. The taxonomic position of some named and some unnamed groups of Vibrio and Aeromonas was clarified, and taxa showing poor distinction were highlighted. An ecological survey was carried out to determine the distribution and seasonal occurrence of vibrios in various freshwater sites in the U.K. The results showed that species of vibrio both pathogenic and non-pathogenic for man, are widely distributed in rivers and canals. Some of the species considered to be indigenous to the waters. The role of these organisms in the freshwater environment remains to be determined.

The coupled transcription-translation system previously developed for Streptomyces lividans was modified such that it functioned using purified ribosomal subunits, a crude initiation factor preparation and a high speed supernatant fraction. This system was used to investigate antibiotic resistance mechanisms in two Streptomyces which synthesise inhibitors of translation. Resistance to either pactamycin in Streptomyces pactum or celesticetin in Streptomyces caelestis was due to ribosome modification. In each case, high level resistance was attributed solely to one ribosomal subunit, the 30S subunit of the S. pactum ribosome and the 50S subunit of the S. caelestis ribosome. Shotgun cloning experiments have enabled a pactamycin resistance determinant from S. pactum to be isolated in S. lividans. However, in the original pactamycin resistant clone the plasmid was unstable and in the absence of pactamycin selection pressure, only a deleted form could be recovered. When ribosomes from resistant subclones were analysed, it appeared that a ribosome modification system from S. pactum had been cloned. Ribosome reconstitution studies indicated that a property of 16S rRNA was responsible for resistance. Since the cloned resistance determinant was not homologous to 16S rRNA (as judged by Southern analysis), pactamycin resistance in S. pactum is probably due to post-transcriptional modification of 16S rRNA.

No description available.

The aim of this study was to examine the relationships between Life Events, Social Support, Locus of Control, Sex, Polygamy (for the Saudi students), Culture, Identity and Health in British and Saudi students. Participants were 524 students. 173 British males and females mainly from London University and 351 Saudi males and females from King Saud University. Five measures were used in this study: (1) The List of Recent Experience, (2) The Cornell Medical Index, (3) The Locus of Control of Behaviour, (4) The Social Support Scale for University students and (5) The Identity Scale. The last two measures were especially developed for this study. Two methods of estimating the impact of experiences; subjective and objective and two designs: retrospective and longitudinal were used in this study. The retrospective data revealed that life events are significantly associated with health. The longitudinal data also revealed that this association between these two variables is significant when life events were combined with locus of control or social support for the British students, and that concurrent events only were significantly associated with health for the Saudi students. Social support, locus of control and identity were found to be significantly and independently related to health. Polygamy (for the Saudi students) was correlated with health only when combined with life events.Results also revealed that the relationships between life events, social support, locus of control, identity and health were similar in both cultures. Life events, social support, locus of control and identity were associated with health in a selective manner. They seem to be more related to some sections of health than to other sections. In general higher incidents of life events, low social support, externality and negative self concept were related to more symptoms. Subjective estimation of life events predicts variations in health more than objective estimation of life events. Sex was found to play a role in the relationships between psychosocial factors and health especially for the Saudi students. The relationships between life events, social support, locus of control, polygamy, identity, sex and health were discussed in the light of the present results and a model of these relationships was suggested in the last chapter of this study.