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Implementing music in an integrated arts curriculum for South African primary schoolsVermeulen, Dorette 17 October 2009 (has links)
Music Education as part of the learning area Arts and Culture is far from satisfactory in South African schools. Reasons for this include a highly sophisticated and complex curriculum (the revised National Curriculum Statement, 2002); the integration of four discrete arts forms into one learning area; and teacher training which is not always reflective of the teaching profession’s demands. The study was based on a mixed method design, investigating how teachers in best scenario schools implement music as part of the integrated learning area Arts and Culture. Interviews were held with various stakeholders in Music Education, including teachers currently involved with the presentation of the Arts and Culture learning area, lecturers at universities training students for Music Education, and policy makers such as subject advisors in the Arts and Culture learning area. Data was also collected by analysing commercially available resources for this learning area. Analysis of the data obtained revealed that few teachers in the Arts and Culture learning area are qualified in more than one art form. A major concern is that music is often omitted from regular classroom activities in the Foundation Phase due to teachers feeling pressurised by multiple assessment standards in learning areas such as Literacy and Numeracy. Another finding in all primary school phases was that the time spent on Music Education was far less than that spent on Visual Arts. Learners are often involved in projects collecting knowledge about music, but seldom involved in active music making experiences. Aspects such as different ways to integrate the arts into one learning area, generalist/specialist teacher training, as well as issues concerning product, process and performance during the delivery of the arts, were also investigated. The researcher drew from all the data to design a course for teacher training in Music Education as part of the learning area Arts and Culture. Recommendations include regular in-service teacher training courses; nationwide co-ordination of teacher training programmes and the establishment of a national council for Music Education. An urgent need for appropriate lesson material in Arts and Culture was also identified, including CDs with songs and backtracks. / Thesis (DMus)--University of Pretoria, 2009. / Music / unrestricted
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Modern Methods in Stochastic Ecological Matrix ModelsHuffmyer, William Lee 23 May 2022 (has links)
No description available.
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The Organizational Analysis of Non-Governmental Development Organizations (NGDOs)Tsolmon, Urelmaa 21 July 2004 (has links) (PDF)
This paper uses the current organizational ecology theory to clearly define organizational population ecology constructs of non-governmental development organizations, and offers specific terminology and understanding of main organizational forms and relational dynamics that define the population ecology of these organizations. The paper examines closely the significance of such interaction and interdependence through transactional relationship of obtaining and distributing of resources and forces of competition. Original organizational theory frameworks are offered for future NGDO organizational research.
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Pollination biology of <i>Echinacea angustifolia</i> and <i>E. purpurea</i> (<i>Asteraceae</i>) in SaskatchewanWist, Tyler Jonathan 28 October 2005
The goals of this research project were to identify the various insects observed to visit inflorescences of Echinacea angustifolia DC, and to rank these visitors according to their importance as pollinators of E. angustifolia in Saskatchewan. Studying nectar and the nectary is essential to understanding the interaction of disc florets with pollinators. Nectar-sugar production by disc florets of E. angustifolia and E. purpurea (L. Moench) was quantified from anthesis to cessation with production per disc floret peaking in the afternoon of the staminate phase (191.7 µg) and at midday of the first day of the pistillate phase (156.6 µg), respectively.
Morphology of the disc-like floral nectaries of both Echinacea species was studied, as well as the ultrastructure of the nectary of E. purpurea. Modified stomata on the nectary rim are the most likely exits for nectar, but creases in the epidermis may also participate. The nectary of E. purpurea is vascularized by phloem alone, which occurred adjacent to the epidermis. Companion cells possessed wall ingrowths, and these cells may unload arriving sugar destined for either an apoplastic or symplastic pathway. Lobed nuclei were a key feature of secretory parenchyma cells, as was a predominance of mitochondria, suggesting that energy-requiring eccrine secretion predominates in E. purpurea.
E. angustifolia exhibited a generalist pollination system, with pollinating insects belonging to the orders Coleoptera, Diptera, Hymenoptera, and Lepidoptera. The pollination efficiency of visitors was determined by single insect visits to bagged, virgin inflorescences followed by quantifying pollen tubes at the bases of receptive styles and/or calculating the percentage of shrivelled styles. It was determined that bumble bees (Bombus spp.) were efficient pollinators, indicating that they would likely contribute much to the pollination of E. angustifolia. Grasshopper bee flies (Systoechus vulgaris Loew) were plentiful but individually were not efficient pollinators, but taken together, they provided much pollination. Golden blister beetles (Epicauta ferruginea Say) were efficient pollinators but where yellow-petalled flowers occurred, their numbers on E. angustifolia decreased. Honey bees (Apis mellifera L.) were efficient pollinators and were present in low numbers without managed introduction. Pierid (2003) butterflies were regular visitors and efficient pollinators, and likely contributed significantly to E. angustifolia pollination. When introduced, the alfalfa leafcutter bee (Megachile rotundata Fabr.) preferred not to forage on E. angustifolia and as such, these solitary bees were not suitable as managed pollinators. In large agricultural plantings of E. angustifolia, however, native insects may not be capable of providing sufficient pollination for seed production when floral competition occurs.
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Pollination biology of <i>Echinacea angustifolia</i> and <i>E. purpurea</i> (<i>Asteraceae</i>) in SaskatchewanWist, Tyler Jonathan 28 October 2005 (has links)
The goals of this research project were to identify the various insects observed to visit inflorescences of Echinacea angustifolia DC, and to rank these visitors according to their importance as pollinators of E. angustifolia in Saskatchewan. Studying nectar and the nectary is essential to understanding the interaction of disc florets with pollinators. Nectar-sugar production by disc florets of E. angustifolia and E. purpurea (L. Moench) was quantified from anthesis to cessation with production per disc floret peaking in the afternoon of the staminate phase (191.7 µg) and at midday of the first day of the pistillate phase (156.6 µg), respectively.
Morphology of the disc-like floral nectaries of both Echinacea species was studied, as well as the ultrastructure of the nectary of E. purpurea. Modified stomata on the nectary rim are the most likely exits for nectar, but creases in the epidermis may also participate. The nectary of E. purpurea is vascularized by phloem alone, which occurred adjacent to the epidermis. Companion cells possessed wall ingrowths, and these cells may unload arriving sugar destined for either an apoplastic or symplastic pathway. Lobed nuclei were a key feature of secretory parenchyma cells, as was a predominance of mitochondria, suggesting that energy-requiring eccrine secretion predominates in E. purpurea.
E. angustifolia exhibited a generalist pollination system, with pollinating insects belonging to the orders Coleoptera, Diptera, Hymenoptera, and Lepidoptera. The pollination efficiency of visitors was determined by single insect visits to bagged, virgin inflorescences followed by quantifying pollen tubes at the bases of receptive styles and/or calculating the percentage of shrivelled styles. It was determined that bumble bees (Bombus spp.) were efficient pollinators, indicating that they would likely contribute much to the pollination of E. angustifolia. Grasshopper bee flies (Systoechus vulgaris Loew) were plentiful but individually were not efficient pollinators, but taken together, they provided much pollination. Golden blister beetles (Epicauta ferruginea Say) were efficient pollinators but where yellow-petalled flowers occurred, their numbers on E. angustifolia decreased. Honey bees (Apis mellifera L.) were efficient pollinators and were present in low numbers without managed introduction. Pierid (2003) butterflies were regular visitors and efficient pollinators, and likely contributed significantly to E. angustifolia pollination. When introduced, the alfalfa leafcutter bee (Megachile rotundata Fabr.) preferred not to forage on E. angustifolia and as such, these solitary bees were not suitable as managed pollinators. In large agricultural plantings of E. angustifolia, however, native insects may not be capable of providing sufficient pollination for seed production when floral competition occurs.
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Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schoolsGanyata, Obert 11 1900 (has links)
This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed inductively. Zoltan Kodály’s work informs the theoretical framework, as well as other African and Western music educators, including Dalcroze, Kwami, Nketia, and Suzuki. Consistent challenges recognized by all stakeholders include a lack of resources, inadequate teacher training, and the exclusion of music as an examination subject. Recommendations are provided by way of conclusion. / Art History, Visual Arts and Musicology / M. Mus.
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Developmentally appropriate strategies of teaching music in selected primary schools in Ashanti region of GhanaAdjepong, Benjamin 24 November 2020 (has links)
Abstract is in English, Zulu and Xhosa / In Ghanaian primary schools, music is a compulsory study area which is taught by
generalist teachers. However, information is deficient on the strategies teachers use to
implement the music curriculum. The aim of this study was to determine how teachers
organise musical learning experiences in terms of developmentally appropriate practice
(DAP) for lower primary school pupils. DAP is an educational concept which refers to
teaching strategies that consider children’s age, abilities, interests and experiences, to
help them achieve challenging and achievable goals. The study was underpinned by the
concept of teaching within the context of constructivist theory. Qualitative Interpretative
Phenomenological Analysis and ethnographic research methods were used to find
answers to the research questions. Data were collected by means of observations,
interviews and document analysis.
Singing, movements and the playing of improvised instruments (although they constitute
only a part of the planned music curriculum in the Creative Arts syllabus) dominate the
music activities provided in the schools. In fact, unplanned music activities dominate
planned music lessons due to teachers’ perceived lack of adequate training to teach
music, the non-application of ICT in teaching, a lack of teaching and learning materials,
unsuitable physical conditions for teaching, lack of motivation and support to teach, and
lack of time to teach music because of the emphasis on meeting the targets of teaching
and assessment in core subjects. Strategies the teachers adopt to overcome the challenges
they encounter in teaching music include collaboration with their colleagues in planning,
teaching and integrating music into most classroom activities and drawing on pupils’
expertise in teaching and learning. It is recommended that teachers be given in-service
training, that specialist teachers be used, and that adequate teaching and learning
materials be provided, as well as support for teachers to integrate ICT in teaching music.
Limitations associated with the study make generalisation of the findings impossible. A
larger sample from various primary schools within the Ashanti region of Ghana should
be considered for further research. Functional integration of music in the other subject
areas within the Ghanaian context should also be explored and further studies should be
conducted about the application of developmentally appropriate practice in teaching
music in the lower-primary classroom. / Ezikoleni zamabanga aphansi zaseGhana, umculo uyindawo eyimpoqo yokufunda
efundiswa ngothisha abajwayelekile. Kodwa-ke, ulwazi alwanele ngamasu othisha
abawasebenzisayo ukwenza izifundo zomculo. Inhloso yalolu cwaningo
kwakuwukuthola ukuthi othisha bahlela kanjani amava okufunda omculo ngokwendlela
efanelekile yokuthuthuka (NET) yabafundi bezikole zamabanga aphansi. NET
ingumqondo wezemfundo obhekisa kumasu okufundisa abheka iminyaka yezingane,
amakhono, izintshisekelo kanye nezipiliyoni ezithile, ukuzisiza ukuthi zifeze izinhloso
eziyinselele futhi ezingafinyeleleka.Ucwaningo lwalusekelwa ngumqondo wokufundisa
ngokwengqikithi yethiyori yokwakha. Ukuhlaziywa Okufanelekile Kokuhunyushelwa
Kokubukeka Kwabantu nezindlela zokucwaninga ngobuzwe zisetshenzisiwe ukuthola
izimpendulo zemibuzo yocwaningo. Kuye kwaqoqwa imininingwane yolwazi
ngokubheka okwenzekayo, izinhlolokhono kanye nokuhlaziywa kwemibhalo.
Ukucula, ukunyakaza nokudlalwa kwezinsimbi ezithuthukisiwe (yize ziyingxenye nje
kuphela zekharikhulamu yomculo ehleliwe kusilabhasi Yezobuciko Bokuzenzela)
kulawula imisebenzi yomculo enikezwe ezikoleni. Empeleni, imisebenzi yomculo
engahlelwanga ilawula izifundo zomculo ezihleliwe ngenxa yokungabi bikho kothisha
abaqeqeshwe ngokwanele ukufundisa umculo, ukungasetshenziswa kwe-
ICT/Ezobuchwepheshe ekufundiseni, ukuntuleka kwezinto zokufundisa nokufunda,
izimo ezzibambekayo ezingafanelekile zokufundisa, ukungabi nogqozi nokusekelwa
ekufundiseni, nokungabi nesikhathi sokufundisa umculo ngenxa yokugcizelelwa
ekuhlangabezaneni nezinhloso zokufundisa nokuhlola ezifundweni ezibalulekile. Amasu
othisha abawasebenzisayo ukunqoba izinselelo abahlangabezana nazo ekufundiseni
umculo kufaka phakathi ukusebenzisana nozakwabo ekuhleleni, ukufundisa
nokuhlanganisa umculo emisebenzini eminingi yasekilasini nokudweba ubuchwepheshe
babafundi ekufundiseni nasekufundeni. Kunconywa ukuthi othisha banikezwe
ukuqeqeshwa emsebenzini, ukuthi kusetshenziswe othisha abangochwepheshe, nokuthi
kuhlinzekwe ngezinto ezanele zokufundisa nokufunda, kanye nokuxhaswa kothisha
ukuze bahlanganise i-ICT/Ezobuchwepheshe ekufundiseni umculo. Ukulinganiselwa
okuhambisana nesifundo kwenza ukuthi okwenziwa jikelele kokutholakale kungenzeki.
Isampula elikhudlwana elivela ezikoleni ezahlukahlukene zamabanga aphansi esifundeni sase-Ashanti eGhana kufanele licatshangwe ukuqhubeka nocwaningo.
Ukuhlanganiswa kokusebenza komculo kwezinye izindawo ezingaphansi komongo
waseGhana nakho kufanele kuhlolwe futhi kufanele kuqhutshekwe nezifundo
ezimayelana nokusetshenziswa kwenqubo efanelekile yentuthuko ekufundiseni umculo
ekilasini lamabanga aphansi. / Kwizikolo zaseGhana zamabanga asezantsi, kusisinyanzelo ukufundisa umculo, kwaye
oku kwenziwa ngabafundisi ntsapho okanye ootitshala abafundisa yonke into. Noxa
kunjalo, akukho lwazi lwaneleyo ngamacebo asetyenziswa ziititshala ekufundiseni
ikharityhulam yomculo. Injongo yesi sifundo kukuqwalasela ukuba iititshala
zikulungiselela njani ukufundisa ngendlela yophuhliso olufanelekileyo (iDAP)
kumabanga asezantsi. Le DAP nesisishunqulelo sesiNgesi sebinza elithi developmentally
appropriate practice, yingcinga yezemfundo emalunga namacebo okufundisa athathela
ingqalelo ubudala bomntwana, izinto akwaziyo ukuzenza, umdla namava akhe, ukuze
ancedwe ekufezekiseni iinjongo ezicela umngeni nezinokufikeleleka. Esi sifundo
sisekelwe yingcinga yokufundisa ephuma kwimeko yengcingane yokuzakhela ulwazi.
Iimpendulo zophando zifunyenwe ngokusebenzisa iindlela zophando ngokuxoxa
nokutolika iimeko ezahlukeneyo (Qualitative Interpretative Phenomenological
Analysis) kunye nokuqwalasela inkcubeko. Iinkcukacha zolwazi okanye idatha,
ziqokelelwe ngokujonga okuqhubekayo, udliwano ndlebe nokuphengulula imibhalo
ekhoyo.
Ukucula, ukushukuma nokudlala izixhobo zomculo ezingoozenzele (nangona
ziyinxalenye yekharityhulam ecetywayo yobuGcisa Bokuzenzela) kudlala indima
eyongameleyo kwimisebenzi yomculo eyenziwa ezikolweni. Xa sithetha inyaniso, into
eyenzekayo ekufundiseni umculo yimisebenzi engacetywanga ezifundweni ngenxa
yokuba ootitshala abaqeqeshekanga kakuhle ekufundiseni umculo, abusetyenziswa
ubuchwepheshe ekufundiseni umculo, azikho izixhobo zokufundisa nokufunda umculo,
iindawo ekufundiselwa kuzo azifanelekanga, inkxaso nenkuthazo yokufundisa umculo
iyasilela kwaye lincinci ixesha lokufundisa umculo ngenxa yokuleqa ukufezekisa imiqathango yokufundisa nokuhlola kwizifundo ezingoondoqo. Ekulweni nemingeni
yokufundisa umculo, ootitshala babhenela ekusebenzisaneni nabanye ekwenzeni
amacebo okufundisa nokubandakanya umculo kwimisebenzi yeklasi nasekusebenziseni
ulwazi lwabafundi. Kucetyiswa ukuba ootitshala bafumane uqeqesho lo gama besebenza,
kusetyenziswe ootitshala abaziingcali zomculo kwaye kufumaneke izixhobo
ezifanelekileyo zokufundisa nokufunda, kuxhaswe ootitshala ekusebenziseni
ubuchwepheshe xa befundisa umculo. Ukunqaba kolwazi okungqonge esi sifundo
kwenza kube nzima ukugqiba jikelele ngokufunyanisiweyo. Mhlawumbi kunokuthathwa
isampulu yophando enkulu kwingingqi yaseAshanti eGhana ukuze kwandiswe olu
phando. Okunye okunokwenziwa kukuhlanganisa umculo nezinye izifundo
ngokwemeko yaseGhana, kwaye kufuneka kuqhutywe izifundo ezithe chatha malunga
nokusebenzisa iindlela zokufundisa ezinophuhliso olufanelekileyo ekufundiseni umculo
kwiklasi yamabanga asezantsi. / Art History, Visual Arts and Musicology / Ph D. (Music)
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