A participatory evaluation method used to evaluate development projects is applied to the public library. The Tholulwazi Library, Besters Camp, Inanda - the first library established by the Durban Municipal Library service in an informal settlement - is the case used in the study. The developmental context of public libraries in South Africa in the 1990s provided part of the justification for this approach. This context relates to community demands for libraries along with other development services, as well as claims of developmental and educational benefit used to motivate for public library funding. Diminishing public budgets and calls for efficiency and effectiveness in the public service, suggest the need to evaluate and demonstrate impact and community benefit. In addition a survey of the literature on library evaluation since the 1970s indicates that useful, easily applicable methods of library evaluation are unavailable to the practitioner, hence the justification for considering models developed in other sectors. This thesis surveys the library evaluation literature, and then looks to trends in the evaluation of social service and development projects and programmes. An approach which combines a systematic and objectives-oriented approach, effected by a participatory methodology is selected and applied to the Tholulwazi Library. The evaluation takes place via a questionnaire survey of a group of library users (students), a use register and library counter-based survey; supplemented by existing population data on the Besters area. A work group consisting of library staff and user representatives, facilitated by the author, conducted the evaluation. The evaluation results reflect on the validity of library planning, and quantify and qualify the extent and type of use of students users, and the benefit derived. These results are analysed in relation to library objectives, and the coincidence or deviation commented upon. Recommendations for action in the management of Tholulwazi Library are given, as well as recommendations applicable to the planning and establishment of new libraries in other informal settlements and townships. Suggestions as to further use of this evaluation approach are given, in addition to comments on the relevance and applicability of the methodology. These focus on the strategic and managerial benefit of demonstrating a link between library resources and activities (funded by public moneys), to use and user benefit. The use of a participatory methodology is shown to be technically necessary in demonstrating this link, as well as politically strategic. Valid and ii appropriate decision-making by management needs input from all levels, hence the value of utilising 'multiple realities' of all groupings involved with delivery at a particular service point, in such an evaluation. The approach used suggests a more conscious approach to management of libraries generally. It points to specific, periodic reflection on and analysis of the role of the library as a social institution and the societal problems addressed. This includes analysis of the library environment, focusing on existing and potential target groups. The analysis applies in relation to conscious planning procedures, as well as ongoing monitoring and periodic evaluation of endeavours. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1997.

This study explores Foundation Phase (FP) teachers’ experiences of the implementation of the Foundations for Learning (FFL) (South Africa Government Gazette, No 30990 2008) in the Literacy Learning Programme (LLP) (2008). FFL is the new curriculum policy for FP that consists of Numeracy and Literacy Learning programmes. This policy was introduced to address the challenges teachers had with the previous curriculum policy, Outcome-Based Education (OBE) and the National Curriculum Statement (NCS). The aim of this study is to find out how FP teachers experience the implementation of the FFL. This is a qualitative study located within the interpretive paradigm. Informants were purposively selected from two primary schools located in a rural and a township area in KwaZulu-Natal. Eight FP teachers teaching grades R-3 participated in two focus group interviews. To generate data from these informants, semi-structured interviews, observations and documentary analyses were used as instruments. Findings reveal that teachers had to make changes to their teaching approach as a result of the implementation of the FFL and they experienced feelings of being swamped by all the changes that seemed to be too much to understand. Teachers reported difficulties in understanding and accepting new processes, procedures and expectations associated with educational changes. It is clear that it is impossible to successfully implement change in an education system if serious investments are not made in the professional development of teachers (Hargreaves, 2003). Without sufficient, training, guidance and mentoring in the implementation of the FFL in the LLP, teachers feel de-motivated and anxious as they do not understand the FFL document and thus feel threatened by the way they taught in the past. Teachers fail to understand the requirements set out in the FFL document because the prescriptions are too vague. The study recommends a closer relationship with the Department of Education (DoE) for guidance, regular monitoring, mentoring, workshops and training to be conducted by the DoE. In addition, experienced and perhaps competent FP educators, lecturers and non-governmental organizations, e.g. Read Educational Trust could assist in the implementing strategies to ensure effective implementation of the FFL campaign in the LLP. The implications of the findings from this research should be useful to educators, curriculum development specialists, textbook writers and teacher trainers to gain a better understanding of the needs, understandings, challenges and opportunities teachers experience in the implementation of the FFL in the LLP. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The aim of this study is to present a collection of indigenous African and Indian songs with accompanying activities. While both groups of songs derive from an oral tradition I have notated the songs in order to make them more accessible to teachers in schools. My intention is to provide music educators with teaching material which recognises the inherent value of musical traditions, such as those of India and Africa. In South Africa this is an important means of encouraging intercultural understanding between people. The songs are presented with a brief introduction to the cultural background in which they were created and transmitted. I hope that teachers will share some of this information with their students. This is an important collection of songs because it is the first step towards making two musical cultures of Natal, African and Indian, available to music educators. In the climate of violence and political instability, this music has remained inaccessible to most school music teachers in Natal. / Thesis (M.Mus.)-University of Natal, Durban, 1994.

Aim: This study aims to generate recommendations for enhancing the access and success of historically disadvantaged students to health science education at UDW, based on barriers identified within diverse schooling contexts and local conditions at UDW. Methodology: A case study approach was used to select five former DET schools within the DFR to constitute the sample of historically disadvantaged schools for this study. In order to capture the specific ecological milieu, social and cultural conditions pertaining to rural, urban and informal settlement contexts, three schools were strategically selected from each of these contexts (i.e. Sobonakhona, Ilanga and Inhlanhlayethu High schools respectively). In addition, two former DET schools that displayed relatively high achievement rates were also selected (i.e. Vukuzakhe and Zwelibanzi High schools), in order to contextually understand how barriers to positive educational outcomes might be overcome. A multistage sampling procedure was used to sample 40 standard seven and 40 standard ten scholars from each of the selected schools (n=400) and a purposive sampling procedure was used to obtain a sample of teaching staff involved in career counselling and/or science education in each school (n=16). In addition, saturation sampling was employed to obtain a sample of second year African students in the Faculties of Health Sciences and Dentistry at UDW (n=73). A combination of quantitative and qualitative data collection methods was employed, with questionnaires being administered to standard seven and ten scholars as well as to historically disadvantaged health science students. In addition, a total of five focus groups were conducted with teaching staff from each of the selected schools. Results and discussion: It was evident that a complex and interwoven web of factors impacted on the access and success of historically disadvantaged students in health science education at UDW, including, inter alia, inadequate school instructional resources; limited community economic resources; a paucity of educational opportunities and experiences in the home environment; poverty status; low levels of self-efficacy in academic skill; inadequate school career counselling; university selection procedures with a eurocentric bias; adjustment difficulties in the transition from secondary to tertiary education; financial difficulties; a paucity of 'in-group' academic role models; inadequate ADPs and negative conditions in campus student residences. These results are discussed and interpreted within the context of relevant empirical literature as well as a taxonomy derived from over 60 multivariate school-effects studies undertaken in developing countries, comprising four dimensions, viz. ecology, milieu, social system and culture. Conclusions: On the basis of the findings of this study, recommendations for enhancing the access and success of historically disadvantaged students to health science education at UDW are offered. While these recommendations pertain to a broad range of stakeholders, including the Education Ministry, the schooling sector and higher education institutions, particular attention is paid to the development of practical recruitment, selection and retention strategies to be employed by UDW and its Faculty of Health Sciences. Finally, the limitations of the study are discussed and recommendations for future research in this field are offered. KEY terms: access, success and equity; historically disadvantaged; health science education; educational outcomes. / Thesis (M.Sc.)-University of Durban-Westville, 1999.

Crime and other kinds of anti-social behaviour are viewed as serious social problems. These issues exist in all countries, but they are especially prevalent within the UAE, a country that recently has undergone rapid social changes within a short period of time. There is a vital need to identify appropriate preventive programmes suitable to the surrounding culture, as well as factors that could lead to effective solutions. Because there is a deficiency of research on crime prevention within Arab countries, this study focuses explicitly on the prevention of juvenile delinquency in the UAE. It considers processes of implementing effective crime prevention strategies, approaches, and programmes. This study uses qualitative methods, in the form of document analyses and semi-structured interviews. The first element of data-gathering is an exploration of the context of juvenile delinquency and juvenile crime prevention in Abu Dhabi, something which has not comprehensively been done before. The second part concentrates on participants from the Abu Dhabi Police force and other organisations involved in preventive work in the area of juvenile delinquency, in order to obtain extensive and detailed information about the dynamics of juvenile crime and potential strategies of prevention. The findings of this research offer several recommendations that could help to implement successful prevention strategies in the Middle East in general and in the UAE in particular. This study identifies and explains critical risk factors, and explores the cultural considerations that must be taken into account when designing and implementing prevention programmes. It identifies several requirements that should be considered for the formation of partnerships in the prevention of juvenile crime. It includes some important recommendations for the Abu Dhabi Police force for its future development and improvement. It also contains some general recommendations for the Government of the United Arab Emirates. Further research directions are also suggested, in light of this study’s findings and its potential limitations.

Local perceptions and livelihood strategies have in this study been examined through extensive fieldwork in two villages in rural Pondoland in the former homeland Transkei in South Africa’s Eastern Cape Province. Using a bottom-up perspective, changes in livelihoods and the processes involved in choosing between and combining various types of livelihood activities are analysed. The study also looks at specific South African policies, targeted at poverty relief and restriction of natural resource use, from the local perspective and points at communication problems between the national and local levels. Livelihoods in Transkei are today often conceptualised as consisting of subsistence agriculture combined with monetary incomes in the forms of state pensions and remittances from migrant labourers. This view is challenged by the results of the present study, showing that local jobs are the major components of livelihoods in the studied villages. Informal jobs are stressed as constituting an important, and perhaps previously underestimated, part of local job opportunities. While pensions also do make important contributions to livelihoods, the significance of agriculture, livestock keeping and various forms of natural resource use is shown to be relatively low. Key insights are that livelihood activities in rural Transkei vary a lot between specific localities, and that important recent changes in livelihoods have taken place. Transkei is furthermore often conceptualised as a region where severe environmental degradation is taking place, a fact that is also contradicted by findings from the study area. In accordance with recent research on an ‘African degradation narrative’, the hopeless and homogenous picture of Transkei as a generally degraded region is questioned. These results are also used to critically examine concepts such as ‘multiple livelihood strategies’ and the tendency to generalise about rural livelihoods across regions, countries or even continents. / Lokala uppfattningar och försörjningsstrategier har i denna studie undersökts genom långvarigt fältarbete och omfattande intervjuer med lokalbefolkningen i två byar i den rurala kustregionen i Pondoland, i Sydafrikas f.d. ‘homeland’ Transkei (idag Östra Kapprovinsen). Under apartheidtiden tvingades Sydafrikas befolkning av afrikanskt ursprung i hög utsträckning att bo i dessa s.k. homelands, vilket anses ha lett till både fattigdom och omfattande miljöförstöring i dessa områden. Transkei konceptualiseras idag därför ofta som ett problemområde, där befolkningen överlever på småskaligt jordbruk, nyttjande av, statliga bidrag och pengar från släktingar som jobbar i storstäder. Denna studie ifrågasätter upprätthållandet av en sådan bild av Transkei, genom att peka på att majoriteten av hushållen i fältområdet idag har lokala jobb. I detta sammanhang har informella jobb en viktig och troligtvis tidigare underskattad roll. Studien pekar också på att försörjningsstrategier är föränderliga och att det finns stora skillnader mellan olika lokaliteter med avseende på olika försörjningsmöjligheter. Många studier i Afrika har på senare tid ifrågasatt antaganden om att olika regioner är generellt degraderade, och visat på att detta ofta kan vara ett narrativ som av olika skäl upprätthålls utan att närmare granskas. Denna studie visar däremot på att miljön i fältområdet inte är generellt degraderad och att lokalbefolkningen inte överutnyttjar naturresurserna. Därmed bidrar studien till att nyansera en ibland alltför homogen och hopplös bild av Transkei som region. Studien granskar också specifika Sydafrikanska policies för naturvård och fattigdomsbekämpning utifrån lokalbefolkningens perspektiv och visar på problematiska kommunikationsbrister mellan nationell och lokal nivå.

Aujourd'hui la sauvegarde des données est une solution indispensable pour éviter de les perdre. Plusieurs méthodes et stratégies de sauvegarde existent et utilisent différents types de support. Les méthodes de sauvegarde les plus efficaces exigent souvent des frais d'abonnement au service liés aux coûts du matériel et de l'administration investis par les fournisseurs. Le grand succès des réseaux P2P et des applications de partage de fichiers a rendu ces réseaux exploitables par un grand nombre d'applications surtout avec la possibilité de partager les ressources des utilisateurs entre eux. Les limites des solutions de sauvegarde classiques qui ne permettent pas le passage à l'échelle ont rendu les réseaux P2P intéressants pour les applications de sauvegarde. L'instabilité dans les réseaux P2P due au taux élevé de mouvement des pairs, rend la communication entre les pairs très difficile. Dans le contexte de la sauvegarde, la communication entre les nœuds est indispensable, ce qui exige une grande organisation dans le réseau. D'autre part, la persistance des données sauvegardées dans le réseau reste un grand défi car la sauvegarde n'a aucun intérêt si les données sauvegardées sont perdues et que la restauration devient impossible. L'objectif de notre thèse est d'améliorer l'organisation des sauvegardes dans les réseaux P2P et de garantir la persistance des données sauvegardées. Nous avons donc élaboré une approche de planification qui permet aux nœuds de s'organiser dans le but de mieux communiquer entre eux. D'autre part, pour garantir la persistance des données sauvegardées, nous avons proposé une approche de calcul probabiliste qui permet de déterminer, selon les variations dans le système, le nombre de répliques nécessaire pour qu'au moins une copie persiste dans le système après un certain temps défini. Nos approches ont été implémentées dans une application de sauvegarde P2P.

Cette thèse présente un algorithme qui élimine les racines carrées et les divisions dans des programmes sans boucles, utilisés dans des systèmes embarqués, tout en préservant la sémantique. L'élimination de ces opérations permet d'éviter les erreurs d'arrondis à l'exécution, ces erreurs d'arrondis pouvant entraîner un comportement complètement inattendu de la part du programme. Cette trans- formation respecte les contraintes du code embarqué, en particulier la nécessité pour le programme produit de s'exécuter en mémoire fixe. Cette transformation utilise deux algorithmes fondamentaux développés dans cette thèse. Le premier permet d'éliminer les racines carrées et les divisions des expressions booléennes contenant des comparaisons d'expressions arithmétiques. Le second est un algorithme qui résout un problème d'anti-unification particulier, que nous appelons anti-unification contrainte. Cette transformation de programme est définie et prouvée dans l'assistant de preuves PVS. Elle est aussi implantée comme une stratégie de ce système. L'anti-unification contrainte est aussi utilisée pour étendre la transformation à des programmes contenant des fonctions. Elle permet ainsi d'éliminer les racines carrées et les divisions de spécifications écrites en PVS. La robustesse de cette méthode est mise en valeur par un exemple conséquent: l'élimination des racines carrées et des divisions dans un programme de détection des conflits aériens.

Early Childhood Development (ECD) programmes are important in the promotion of intellectual development and school readiness in children. Equally important is the opportunity to learn in one‟s mother tongue. This study aimed to determine the value of using the multilingual television series Takalani Sesame as a Life Skills educational resource in specific South African schools, amongst Grade One learners. The focus lay on researching a possible mechanism for allowing children who had not attended quality ECD programmes to „catch up‟ in terms of knowledge they may be lacking, as well as providing a form of mother tongue instruction to African learners in schools where the language of instruction is English. A field experiment and a reception study were carried out at a primary school in Pietermaritzburg, South Africa. Two groups of twelve Grade One learners (from two different Grade One classes at the same school) were included in this research, which spanned a period of 6 months. The children in the test group watched a television series of Takalani Sesame (with guided viewing) and completed related activities including post viewing and homework activities. The children in the control group were not shown the series at school. Both groups were administered the same questionnaire both pre- and post-test in order to determine changes in Life Skills related learnt data. Other research methods included participant observation, focus group discussions, interviews with parents/caregivers and interviews with educators. These used Social Cognitive Theory as their basis, taking constructs that impact on behaviour change, such as modelling, outcome expectancies and behavioural capabilities into account. The research included a large focus on interpersonal communication between researcher and learner, and caregiver and learner, plus a concentration on the children‟s knowledge of and attitudes surrounding HIV/AIDS. Results showed satisfactory levels of attention to the series, as well as high levels of engagement with and enjoyment of the series. Levels of identification with characters were also noted to be high, increasing the possibilities of learning and behaviour change taking place. Decoding of messages was, for the most part, in line with the intentions of the producers, although oppositional readings, erroneous and creative decoding were also noted in some instances. The guided viewing component did well to increase levels of attention to the episode as well as allow for erroneously decoded messages to be corrected almost immediately. Positive changes in learnt data in the Life Skills areas of HIV/AIDS, Nutrition and Safety and Security were identified and these were noted to be impacted on by the homework activities which were included in the intervention to promote parent/caregiver-child communication. The research intervention was deemed to be a success in the selected school, and could possibly be recommended for use in similar South African primary schools where learners are taught in a language which is not their mother tongue. Possible areas for future related research were outlined. This research study contributes to the body of Entertainment Education (EE) research by identifying a new and valuable application for an EE intervention in the South African setting. This highlights the important aspects of localisation, in the South African context, promoting mother tongue learning and ECD. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

The demarcation problem aims to articulate the boundary between science and pseudoscience. Solutions to the problem have been notably raised by the logical positivists (verificationism), Karl Popper (falsificationism), and Imre Lakatos (methodology of research programmes). Due, largely, to the conclusions drawn by Larry Laudan, in a pivotal 1981 paper which dismissed the problem of demarcation as a “pseudo-problem”, the issue was brushed aside for years. Recently, however, there has been a revival of attempts to reexamine the demarcation problem and synthesize new solutions. My aim is to survey two of the contemporary attempts and to assess these approaches over and against the broader historical trajectory of the demarcation problem. These are the efforts of Nicholas Maxwell (aim-oriented empiricism), and Paul Hoyningen-Huene (systematicity). I suggest that the main virtue of the new attempts is that they promote a self-reflexive character within the sciences. A modern demarcation criterion should be sensitive towards the dynamic character of the sciences. Using, as an example, a case study of Traditional Chinese Medicine, I also suggest that the potential for conflict between demarcation conclusions and the empirical success of a pseudoscientific discipline is problematic. I question whether it is sensible to reject, as pseudoscientific, a discipline which seems to display empirical success in cases where the rival paradigm, contemporary western medicine, is not successful. Ultimately, I argue that there are both good theoretical and good pragmatic grounds to support further investigation into a demarcation criterion and that Laudan’s dismissal of the problem was premature. / Graduate / 0422 / 0402