Thesis (M.A.(Politieke Beleidstudies))--Universiteit van Pretoria, 2003. / Summary in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.

The aim of this study was to investigate the effect of visual skills training on the visual ability of elite rugby players. This study utilized a quantitative approach; and it employed a true experimental study design, in particular a pre-test-post-test randomized-group design. A total number of 26 participants (that met the specified criteria) were selected from the Eastern Province Rugby Academy squad. Those that met the criteria were then divided randomly into two groups (13 per group), which comprised the experimental and control groups, respectively. The control and experimental groups were tested on six visual skills, namely: accommodation, saccadic eye movements, speed of recognition, hand-eye co-ordination, visual memory and peripheral awareness. An optometric assessment was also conducted as a pre-test to ensure that the participant had “normal vision”, followed by a six week intervention (visual skills-training). The sessions were performed for thirty minutes three times per week for six weeks, followed by a post-test. Descriptive statistics were employed, both numerically, such as the mean standard deviation, and graphically by means of histograms. Inferential statistics were also used in the form of t-tests and Cohen’s d calculations to determine the statistical and practical significance of the mean score differences between the experimental and control groups. The pre- to post-test results indicated both statistical and practical significant differences in each of the visual skills tested among the experimental group; accommodation (hart near far rock test, p<.0005, d=2.34), saccadic eye movements (saccadic eye movement test, p<.0005, d=2.08), hand-eye coordination and peripheral awareness (accumulator test, p<.0005, d=2.20), speed of recognition (evasion test, p<.0005, d=1.14) and visual memory (flash program test, p<.0005, d=1.20). However, there were no statistically significant differences (p>.05) found when comparing the pre- and post-tests for the control group. It was concluded that the visual skills training program used had a significant positive impact on the visual performance of the Eastern Province rugby academy players.

The Beattie Magnetic Anomaly is the world’s longest terrestrial magnetic anomaly with a strike length of over 1000 km and a wavelength in excess of 100 km. Collinear with this is a large belt of elevated crustal conductivities called the Southern Cape Conductive Belt. Historical crustal interpretations proposed a common source of serpentinized ophiolite as an explanation for both the anomalous crustal magnetic susceptibility and electrical conductivities. Spreading between the Western and Eastern Cape of South Africa the mid- to lower crust that hosts these anomalies is obscured by the overlying Cape and Karoo Supergroups. Between 2003 and 2006, three high resolution geophysical experiments were completed across the surface maximum of the Beattie Magnetic Anomaly (BMA) and the Southern Cape Conductive Belt (SCCB). These included a magnetotelluric (MT) survey and near vertical reflection and wide angle refraction seismic profiles. Within the MT inversion model the SCCB appeared as a composite anomaly, which included a mid-crustal conductor which is spatially associated with the BMA and a laterally continuous upper crustal conductor which is located at depths equivalent to the lower Karoo Supergroup. Subsequently; the upper crustal conductor was identified in northern and eastern extensions of the magnetotelluric profile; a distance in excess of 400 km. Historical magnetometer and Schlumberger Sounding experiments have previously identified elevated conductivities in the Karoo sequences which were attributed to the Whitehill and Prince Albert formations. These carboniferous, transgressive sediments are known to be conductive from borehole conductivity surveys and direct measurements at surface. In order to constrain the conductive properties of these sediments, impedance spectroscopy (IS) experiments were completed on core samples collected from a historical borehole drilled near to the MT profile. Part One of this thesis presents the results of these experiments, which support the proposition that the Whitehill and Prince Albert Formations are responsible for the laterally continuous, sub-horizontal, upper crustal conductor visible in the MT inversion model. Vitrinite reflectance studies were performed on the same samples by the Montanuniversität, in Leoben, these results corroborate the proposition that elevated organic carbon, of meta-anthracite rank, is the primary conductive phase for the Whitehill and Prince Albert formations. Part two of this thesis completed forward modelling exercises using historical aeromagnetic data previously collected across the Beattie Magnetic Anomaly. Preliminary models were unable to fit the geometry of any single magnetic model with conductors present in the MT inversion model discounting the proposition that the SCCB and BMA arise from a single crustal unit. Two constrained models were arrived at through an iterative process that sought a best fit between the measured data and the NVR crustal interpretations. The first model, proposes a largely resistive unit which incorporates portions of elevated crustal conductivity; these conductors are spatially correlated to crustal portions also characterised by high seismic reflectivity. The size of this modelled body suggest the likely host of the BMA is an intermediate plutonic terrane, analogous with the Natal sector of the Namaqua Natal Mobile Belt as well as the Heimefrontfjella in Dronning Maud Land, Antarctica, with magnetite hosted within shear zones. This is in agreement with previous studies. The second model proposes a lower crustal sliver imaged in the NVR data at depths proximal to the Curie Isotherm for magnetite and hematite as the source of the BMA. At these depths geomagnetic properties such as burial magnetisation or thermo-viscous remanent magnetism (TVRM) can potentially be linked to regional scale tectonic processes and can theoretically elevate a body’s net magnetic susceptibility. TVRM has been proposed for long wavelength crustal anomalies elsewhere.

This dissertation discusses the development of alternative science curriculum materials for a secondary schooling context where English, the medium of instruction, is a second language for both teachers and students. The research is located in an interpretative ethnographic framework and the data gathered during the classroom-based trialing of the materials highlights the vital role of language in the teaching and learning of school science. An interactive reading model coupled with a discourse approach to text analysis explores some of the language difficulties which black students experience with their science textbooks. That many students fail to develop adequate reading strategies is identified as lying at the heart of many learning problems. It is suggested that the key to comprehension is instruction from a base of more accessible text materials. Furthermore, although science practical work does not automatically advance students' knowledge and understanding, relevant and contextualised learning activities do equip students to become more self-directed and reflective learners of science.

A aprovação de legislação específica no campo educacional brasileiro referente à inclusão de História da África e Cultura Afro-Brasileira nos diferentes níveis e modalidades de ensino a partir do ano de 2003, colocou-se tanto como um grande desafio quanto como um leque de possibilidades para a pesquisa em diferentes áreas do conhecimento no Brasil. Nesse contexto, e para contribuir com a política de ações afirmativas, a presente pesquisa tem como foco a história das Ciências na África, de modo a investigar práticas de conhecimento da natureza de comunidades africanas, entre os séculos XV e XVII, na região atualmente conhecida como África Ocidental - em particular, as extensões territoriais localizadas ao sul do Deserto do Saara, anteriormente conhecidas como Estados Sudaneses. Inicialmente, investigaremos o processo que culminou na inclusão da história da África no currículo escolar, procurando demonstrar que, apesar de esta ser uma importante conquista do movimento negro, o tratamento dado ao tema nas escolas permanece com lacunas importantes, notadamente no que se refere ao reconhecimento das culturas africanas como produtoras de conhecimento científico. De maneira mais geral, pretendemos analisar também como o continente africano comparece de modo muito limitado no universo da própria historiografia das ciências, mesmo em suas versões críticas ao eurocentrismo tradicional da disciplina. Finalmente, utilizaremos um conjunto de fontes portuguesas, compreendendo o período entre os séculos XV e XVII, que apresentam registros de técnicas e práticas de conhecimento de comunidades africanas e podem permitir uma espécie de \"reconstituição\" dos seus saberes (mesmo se analisado através do olhar europeu dos autores). A análise dessas fontes, com atenção voltada ao que podem contribuir para uma história das ciências na África, poderá ser ponto de partida para o desenvolvimento de projetos voltados ao ensino de História da África e Cultura Afro-Brasileira que envolvam não apenas professores de história, língua portuguesa ou artes, como é comum nas escolas, mas também professores de ciências. / The approval of an specific law from 2003 on the implementation of History of Africa and Afro-Brazilian Culture, within the different levels and modalities of teaching has been set as a great challenge, as well as a wide range of possibilities for researches in several areas of knowledge in Brazil. Within this context, and as a contribution to the affirmative actions policy, the present research has as it focus the history of Sciences in Africa in order to investigate practices of nature knowledge in African communities between XV and XVII centuries, in the region currently known as Western Africa - particularly those territory extensions set in the south of Sahara Desert, formerly called Sudanese States. Initially, we shall investigate the process that culminated with the inclusion of History of Africa within the school curriculum, trying to demonstrate that although it is an important achievement for Black Movement, the treatment given to this theme within the schools remains with important lacks, notedly in what refers to the recognition of African cultures as promoters of scientific knowledge. In general terms, we also intend to analyse how African Continent appears in a very limited way in the universe of historiography of Sciences, even within the critical versions against the traditional eurocentrism on this discipline. Lastly, we shall use a set of Portuguese sources, comprehending the period between XV and XVII centuries, which presents registers of techniches and knowledges practices of African communities, that can permit also a sort of \"reconstitution\" of their knowledge (even if it is analysed throughout the European authors\'s point of view). The analysis of the sources, with our attention directed to those ones that could contribute to the Hitory of Sciences in Africa, can be the starting point to the development of projects aimed to the teaching of History of Africa and Afro-Brazilian Culture, which involves not only History, Portuguese or Arts teachers, as generally seen in the schools, but also the Science teachers.

M. Tech. Education / It is well known that learners do not perform well in physical science. The purpose of this study was to investigate how learners interpret the role of photographs and other illustrative devices in physical science and whether learners are able to identify physical science concepts that they think are embedded in the photographs found in grade 12 physical science textbooks. The study focused on photographs found in physical science textbooks as it is clear that photographs are explicitly used in physical science textbooks as pedagogical resources. It is of great significance for learners to also understand the physical science concepts embedded in photographs.

This study deals with appropriate policy education in the South African Context, using the Public Policy Partnership (PPP) as a case study. The first part of this portfolio is a theoretical framework, which looks at the evolution of public policy as an academic field of study and the study of public policy in a changing, global environment. This section highlights the challenges in terms of public policy within governments and the skills that policy practitioners need to be equipped with in order to address these problems. Part Two of this study looks at the PPP as a case study. The PPP was chosen as a case study as it is a current example of a public policy training and education programme within the new South African dispensation. The PPP is a programme based on partnership. It is the goal of the PPP programme to create a new breed of public policy practitioners who are able to make a meaningful contribution to policy-making, implementation and analysis in post 1994 South Africa. The PPP is a long-term policy training programme which consists of various programme components, namely: Winter Institutes, internship, and postgraduate study. These components are all dealt with in detail in Part Two. Part Three is a final report which discusses the current context of policy-making in South Africa in terms of the challenges that are discussed in Part One. It is important to address these challenges within a local context, as these are the problems that public policy practitioners in post 1994 are faced with. Accordingly, these public policy practitioners need to be equipped with specific skills and competencies in order to deal with such challenges effectively. This section also looks at some of the key issues that arise out of Part Two (case study) in terms of the PPP approach to public policy education in South Africa., namely: the student of public policy, an interdisciplinary approach to public policy education, skills and competencies acquired through the PPP programme, and the sustainability of the PPP programme. Public Policy Partnership (PPP) as a case study. The first part of this portfolio is a theoretical framework, which looks at the evolution of public policy as an academic field of study and the study of public policy in a changing, global environment. This section highlights the challenges in terms of public policy within governments and the skills that policy practitioners need to be equipped with in order to address these problems. Part Two of this study looks at the PPP as a case study. The PPP was chosen as a case study as it is a current example of a public policy training and education programme within the new South African dispensation. The PPP is a programme based on partnership. It is the goal of the PPP programme to create a new breed of public policy practitioners who are able to make a meaningful contribution to policy-making, implementation and analysis in post 1994 South Africa. The PPP is a long-term policy training programme which consists of various programme components, namely: Winter Institutes, internship, and postgraduate study. These components are all dealt with in detail in Part Two. Part Three is a final report which discusses the current context of policy-making in South Africa in terms of the challenges that are discussed in Part One. It is important to address these challenges within a local context, as these are the problems that public policy practitioners in post 1994 are faced with. Accordingly, these public policy practitioners need to be equipped with specific skills and competencies in order to deal with such challenges effectively. This section also looks at some of the key issues that arise out of Part Two (case study) in terms of the PPP approach to public policy education in South Africa., namely: the student of public policy, an interdisciplinary approach to public policy education, skills and competencies acquired through the PPP programme, and the sustainability of the PPP programme. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, 2004.

Much of the available documentation, and the multiple oral testimonies collected for this thesis agree that the most important changes that have occurred in Keiskammahoek district over the past half century resulted from the implementation of the government's conservationist policy known as betterment. The work is thus dominated by a wideranging look at betterment in Keiskammahoek The thesis is arranged chronologically, and each of the successive periods designated is analysed in terms of power. The first period considered is c.1920-c.1936; this was the time during which betterment policy was conceived. The key question that is posed here is why the policy was formed. Foucault's idea of power/knowledge features prominently in answering this question. For all of the remaining periods a conspicuously ,important power relation (unequal relationship) is chosen, and the analyses consist of plotting the histories of the various relations. The first of these periods is that which preceded the implementation of betterment in the district, i.e. c.1936-1960. Since multi-form resistance against betterment characterised this period, the power relation considered is that between the state and the various communities of Keiskammahoek. Next, attention is given to the actual implementation of betterment in the district. Because betterment affected locations in which land was held communally so differently from locations in which land was held under title, these two categories of location are analysed separately. In communal locations, a power relation spawned by betterment that has come to dominate life is that between village neighbours. In the other category of location, betterment has often further differentiated the power relation between title-deed holders and non title-deed holders. The thesis is not exclusively devoted to betterment. The 1970s saw many people being forcibly removed to Keiskammahoek. The final section of the work examines these events in relation to the changing economy of South Africa. In this section the power relation that is deemed important is that between the employed and unemployed The overall aim of the thesis then is to give an indication of the variety of forms or configurations of power that run through modernday Keiskammahoek.

A aprovação de legislação específica no campo educacional brasileiro referente à inclusão de História da África e Cultura Afro-Brasileira nos diferentes níveis e modalidades de ensino a partir do ano de 2003, colocou-se tanto como um grande desafio quanto como um leque de possibilidades para a pesquisa em diferentes áreas do conhecimento no Brasil. Nesse contexto, e para contribuir com a política de ações afirmativas, a presente pesquisa tem como foco a história das Ciências na África, de modo a investigar práticas de conhecimento da natureza de comunidades africanas, entre os séculos XV e XVII, na região atualmente conhecida como África Ocidental - em particular, as extensões territoriais localizadas ao sul do Deserto do Saara, anteriormente conhecidas como Estados Sudaneses. Inicialmente, investigaremos o processo que culminou na inclusão da história da África no currículo escolar, procurando demonstrar que, apesar de esta ser uma importante conquista do movimento negro, o tratamento dado ao tema nas escolas permanece com lacunas importantes, notadamente no que se refere ao reconhecimento das culturas africanas como produtoras de conhecimento científico. De maneira mais geral, pretendemos analisar também como o continente africano comparece de modo muito limitado no universo da própria historiografia das ciências, mesmo em suas versões críticas ao eurocentrismo tradicional da disciplina. Finalmente, utilizaremos um conjunto de fontes portuguesas, compreendendo o período entre os séculos XV e XVII, que apresentam registros de técnicas e práticas de conhecimento de comunidades africanas e podem permitir uma espécie de \"reconstituição\" dos seus saberes (mesmo se analisado através do olhar europeu dos autores). A análise dessas fontes, com atenção voltada ao que podem contribuir para uma história das ciências na África, poderá ser ponto de partida para o desenvolvimento de projetos voltados ao ensino de História da África e Cultura Afro-Brasileira que envolvam não apenas professores de história, língua portuguesa ou artes, como é comum nas escolas, mas também professores de ciências. / The approval of an specific law from 2003 on the implementation of History of Africa and Afro-Brazilian Culture, within the different levels and modalities of teaching has been set as a great challenge, as well as a wide range of possibilities for researches in several areas of knowledge in Brazil. Within this context, and as a contribution to the affirmative actions policy, the present research has as it focus the history of Sciences in Africa in order to investigate practices of nature knowledge in African communities between XV and XVII centuries, in the region currently known as Western Africa - particularly those territory extensions set in the south of Sahara Desert, formerly called Sudanese States. Initially, we shall investigate the process that culminated with the inclusion of History of Africa within the school curriculum, trying to demonstrate that although it is an important achievement for Black Movement, the treatment given to this theme within the schools remains with important lacks, notedly in what refers to the recognition of African cultures as promoters of scientific knowledge. In general terms, we also intend to analyse how African Continent appears in a very limited way in the universe of historiography of Sciences, even within the critical versions against the traditional eurocentrism on this discipline. Lastly, we shall use a set of Portuguese sources, comprehending the period between XV and XVII centuries, which presents registers of techniches and knowledges practices of African communities, that can permit also a sort of \"reconstitution\" of their knowledge (even if it is analysed throughout the European authors\'s point of view). The analysis of the sources, with our attention directed to those ones that could contribute to the Hitory of Sciences in Africa, can be the starting point to the development of projects aimed to the teaching of History of Africa and Afro-Brazilian Culture, which involves not only History, Portuguese or Arts teachers, as generally seen in the schools, but also the Science teachers.

Ph.D. / This study is largely comprised of elements stemming from two important approaches to the study of politics ie political leadership studies and political culture studies. The following two assumptions were implicit to this study: 1) The political process largely revolves around the practice of leadership in society, as leaders being part of the elite are directly involved in politics and have to make important decisions. ii) Comprehension of leaders' political beliefs contribute to our knowledge of politics ...