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Mauritius, an island with a population of nearly 1.3 million, is composed essentially of different local diasporas with numerous religious backgrounds. After more than three centuries of active cohabitation, a cosmopolitan and democratic nation is emerging. One of the traits of the island is the relatively peaceful co-existence of a diversity of religions and cultures, often considered a unique case of reference for the world. On the other hand, although the Mauritian constitution (1968) and public discourses by leaders of successive governments advocate for a democratic secular state, the nexus between communities (including religions as per the constitution) and political power predominates. At times, small tensions or communal conflicts do arise, which incite for research on sustainable peace. Other faiths have also emerged, cutting across traditional communities and breaking the tie with political power. Moreover, the legal requirement for legislative candidates at national elections to identify themselves with one of the four constitutional communities has become controversial. Against this background, this qualitative research, based on a social identity theory and employing an autoethnographic approach, aims to analyze the contributions of academics and religious organizations to the creation of a sustainable plural Mauritian society. A particular attention is paid to interfaith dialogue, with an emphasis on common religious values and ethics, which is gaining importance to address the 21st century social and national issues. Religion, and particularly the Council of Religions, constituted at the turn of this century, play a leading role in the transition from a multi-cultural, communally centered society to an intercultural and cosmopolitan one. To narrow down the study, two areas shall be examined: self-identification and ethics, from legacy to advocacy.

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In this study, three major questions were investigated with respect to the amount of time i-n motion spent during four home college basketball games played by the University of British Columbia Thunderbirds. First, the amount of time in motion spent on offense was compared to the amount of time in motion spent on defense. Second, all the positions on offense and defense were compared to the amount of time spent in motion and thirdly, the differences of time spent in motion between the full court press and no press were calculated. The subjects used for this study were ten male athletes on the 1967-68 University of British Columbia Thunderbird Basketball team. Each team position was tested a total of seven times; twice to perfect the use of stop watches during exhibition games, once to run a percentage of error test on one forward position and four times to obtain scores utilized in this study. This sequence of testing was followed to give the testers time to become proficient in the use of the stop watches. The data was analyzed in order to obtain: a) the differences between offensive and defensive time spent in motion. b) the differences between each of the five positions regarding time spent in motion, offensively and defensively. c) the difference in time spent in motion between the full court press and no press, both offensively and defensively. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The portrayal of Russia in Western popular culture has served various purposes, particularly between 1945 and 1991. With a few exceptions, Soviet citizens, particularly Russians, have been shown as, alternatingly, backwards peasants and cunning enemies. In the post-1991 period, this tradition of showing Russia as the enemy continued in film and television, but tapered off in favor of more seemingly relevant foes on the world stage. While film analyses focusing on the portrayal of Russia and Russians have been done, the renewal of focus on Cold War imagery in reference to Russia and the West has not been commented on. Because of the so-called Illegals Program uncovered in 2010, the attempted "reset" between the United States and the Russian Federation, increased Western media coverage of human rights issues in Russia, and many other types of exposure, including the annexation of Crimea and the conflict with Russia-backed anti-Kiev militias in eastern Ukraine, Russia has taken center-stage and is subject not only to international scrutiny, but also to rehashed prejudices and outdated knowledge of the country that stems from old antagonisms. The television programs The Americans, Archer, and Doctor Who all look at Russia and the relationship of Russia with the West through a Cold War lens. I argue that this resurgence is in response to both Cold War nostalgia and a renewal of Russia's relevance on the world stage. By analyzing these programs, it will be shown that the types of information and impressions that are being promoted by popular culture of late at once serve to provide nuance to an ordinarily one-sided and limited portrayal of Russia and its people, and at the same time reinforce old, stale images of the "Evil Empire" that only serve to prevent understanding and cooperation between the citizens of the West and of Russia. / A Thesis submitted to the Department of Modern Languages and Linguistics in partial fulfillment of the requirements for the degree of Master of Arts. / Spring Semester, 2015. / April 16, 2015. / Archer, Cold War, Doctor Who, Television, The Americans / Includes bibliographical references. / Lisa Wakamiya, Professor Directing Thesis; Robert Romanchuk, Committee Member; Leigh Edwards, Committee Member.

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A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand. Johannesburg, October 2016. / This research study makes an attempt at intervening in the Grade6learners’ use of models and strategies in solving addition and subtraction word problems based on Realistic Mathematics Education (RME) theory. RME theory advocates for the provision of understandable contexts that learners can relate with to support them in developing models and strategies, with specific reference to the empty number line model in assisting learners to develop an understanding of the structure of number and to work flexibly in solving addition and subtraction word problems. It is in understanding the models and strategies learners are using that we can begin to understand how the learners need to be supported in order to operate at the appropriate mathematics levels for their grade. Participants in this research study, forty boys and girls doing grade six, all with a weaker mathematical background, wrote the same tests in the form of pre test, post test and the delayed post test. After writing the pre test, the learners attended a series of six intervention lessons before writing the post tests. The intervention lessons encouraged learner engagement with word problems and the development of models as representations of problem situations and strategies which represent learner’s manipulation of models in an RME-advocated approach. Learner responses were analysed aiming at the identification of models and strategies they employed, as well as the correctness and success in solving the problems. The analysis found out that mainly there have been some improvements in the repeat sittings from predominantly using the column model with a lot of incorrect answers to using the empty number line with more correct answers. I would therefore encourage the maximum participation of teamwork amongst teachers for identifying and using efficient models and strategies in order to promote performance levels in mathematics through developing an understanding of the structure of number and working flexibly in solving addition and subtraction word problems. / LG2017

Magister Educationis - MEd / A qualitative case study was used to investigate how learners apply a study skills guide during the teaching of mathematics content in a Grade 10 class. A great amount of research and money is continually spent focussing on improving mathematics performance throughout the world. Performance of our learners in South Africa is of concern to the government as well as educators. Researchers agree that many learners lack effective study skills, which is the reason for their poor performance in mathematics. This study intended to infuse study skills in mathematics lessons as an intervention. The study skills intervention sessions were done over a period of 6 weeks. These study skills were infused in topics of the mathematics curriculum which was done in the previous quarter of the school program. Data was collected through interviews, journal entries and a questionnaire. The interviews were done before study skills instruction while the questionnaire was administered after completion of the sessions. Journal entries were completed during the 6 week instruction period by learners. It was found that some learners used the study guide as intended whilst others did not. Furthermore there was improvement in learners' scores for the topics focused on at the end of the study compared to the scores for similar topics in a school-based test written about two months before the intervention. It is concluded that the infusion of study skills in lessons has the potential for improving achievement in high-stakes mathematics examinations.