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In 2010 a course called MathsLab was designed and implemented in a Johannesburg secondary school, aimed at Grade 9 learners, with the objective of using technology to explore and develop mathematical concepts. One module of the course used Geometer’s Sketchpad to explore concepts in Euclidean geometry. This research report investigates whether technology can result in progression in the zone of proximal development as described by Vygotsky. Progression was measured through the use of a pre- and post-test designed to allocate Van Hiele Levels of geometric thought to individual learners. Changes in the Van Hiele Levels could then verify movement through the zone of proximal development. The results of the pre- and post-tests showed a definite change in learners’ Van Hiele Levels, specifically from Van Hiele Level 1 (visualisation) to Van Hiele Level 2 (analysis). This observation is in line with research that places learners of this age predominantly at these levels. Some learners showed progression to Van Hiele Level 3 (ordering) but this was not the norm. The value of using technology in an appropriate and effective manner in mathematics education is clear and is worthy of further research.

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Taking the title of this page literally, I wish to say the following: In this thesis I attempt to resolve some of the metaphilosophical problems concerning the logic of philosophy (i.e. its definition, structural principles, historiography, etc.) in view of the general theory that all of philosophy is but the expression of a single idea--that of the relationship between Reason and Experience. Towards this end, and from within a Kantian framework, I undertake to examine the history of philosophy in order to demonstrate how these basic metaphilosophical problems are generated and how it is that they cannot be solved. The one original claim being made in all of this, then, is simply that philosophy only ever has one thing to say and that this thing cannot be said. If I am right about this, then I have made no contribution to human knowledge, except in the Socratic sense that we now know something which cannot be known. I draw no moral from this except to note in passing that philosophy was first defined as the love of wisdom. / Thesis / Master of Arts (MA)

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There is a wide gap between what donors and agencies for development aid believe that they are accomplishing, and what the recipients of such aid perceive to be the purposes and achievements of those agencies and donors. The literature and evidence suggests that this gap ls the result of a failure on the part of the agencies to recognize people of other cultures ( including the culture of poverty) as individuals having the ability to create their own futures. This failure is best seen interactions at the grassroots level. The characteristics which enable Churches to work across the boundaries of culture at the grassroots level are applicable worldwide. However, the country of South Africa was chosen as the field for this research project because of the apartheid system which has legalized cultural barriers, thereby highlighting those aspects of the Church in cross-cultural relationships which contribute to development. The Church is shown to have the necessary infrastructure and the ability to motivate people to effectively work with the poor in these conditions. Utilizing the methodology of participant observation and open-ended, informal, interviews, this project uses case histories of a Christian agency for development; of five Christian denominations; of one local church; and of four individuals; to illustrate the effectiveness of development philosophies. This ls not a thesis on development Per se, but is, rather, about perceptions concerning development.

Doctor of Philosophy / This dissertation joins a vibrant conversation in entrepreneurship research about the variance and similarity of entrepreneurial action and related outcomes. Specifically, this dissertation explores the effects of external environmental changes, such as COVID-19, Artificial Technology, the NCAA's Rule Change on the use of Name, Image, and Likeness, on entrepreneurship. Given that these environmental changes vary—some are more sudden than others, they do not have the same impact on entrepreneurship, in essence, they lead to heterogeneous entrepreneurial action and outcomes. By developing three interconnected essays, the dissertation examines the heterogeneity in entrepreneurship. Collectively, these essays bring home the idea that changes in the external environment provide important raw materials for individuals and firms to undertake entrepreneurial action. The findings suggest that variance in the raw materials and the characteristics of the individuals and firms generate heterogeneous entrepreneurial action and outcomes. Consequently, the presence of inequities in entrepreneurship corresponds to the societal grand challenges faced by policymakers around the world. Subsequently, by providing a novel theory and empirical treatments of the causes of heterogeneity of entrepreneurial action, the dissertation signifies the continued relevance of the entrepreneurship discipline to the spheres of academia and practice.