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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.

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.

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.

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.

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)