李紹宏. / "2006年8月" / 論文(哲學碩士)--香港中文大学, 2006. / 參考文獻(leaves 243-262). / "2006 nian 8 yue" / Abstracts in Chinese and English. / Li Shaohong. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 243-262). / Chapter 第一章： --- 導言 --- p.1 / Chapter 1.1 --- 研究背景：香港政治文化與國民教育取向 --- p.2 / Chapter 1.2 --- 教師團體 --- p.7 / Chapter 1.2.1. --- 教協簡介 --- p.7 / Chapter 1.2.2 --- 教聯簡介 --- p.9 / Chapter 1.3 --- 過渡期的政治變化與國民教育的關係 --- p.11 / Chapter 1.4 --- 回歸前後的國民教育議題論爭 --- p.16 / Chapter 1.5 --- 研究意義 --- p.33 / Chapter 1.6 --- 章節安排 --- p.34 / Chapter 第二章： --- 硏究理論 --- p.36 / Chapter 2.1 --- 「民族主義」簡介 --- p.36 / Chapter 2.2 --- 「中國」分析-回應西方民族主義理論 --- p.39 / Chapter 2.2.1 --- 對「中國」的質疑 --- p.40 / Chapter 2.2.2 --- 杜贊奇與葛兆光等理論 --- p.42 / Chapter 2.2.3 --- 「文化中國」的認同 --- p.47 / Chapter 2.2.4 --- 小結 --- p.49 / Chapter 2.3 --- 身份認同 --- p.49 / Chapter 2.3.1 --- 有關「身份認同」 --- p.50 / Chapter 2.3.2 --- 有關「民族認同」 --- p.51 / Chapter 2.4 --- 中國民族主義：對外戰爭與「創傷記憶」的民族意識 --- p.54 / Chapter 2.5 --- 「創傷記憶」與「驕傲盛世」回憶的民族主義--中國人身份的回溯 --- p.58 / Chapter 第三章： --- 研究設計 --- p.64 / Chapter 3.1 --- 硏究問題 --- p.64 / Chapter 3.2 --- 硏究起點 --- p.65 / Chapter 3.3 --- 硏究對象 --- p.67 / Chapter 3.3.1 --- 《教協報》及《香港教育》簡介 --- p.67 / Chapter 3.3.2 --- 本硏究的選材及標記 --- p.67 / Chapter 3.4 --- 硏究方法 --- p.68 / Chapter 3.4.1 --- 質化研究法(Qualitative research) --- p.68 / Chapter 3.4.2 --- 符號學分析方法 --- p.69 / Chapter 第四章、 --- 神話的建立過程-對外仇恨的民族主義與國民教育（一） --- p.82 / Chapter 4.1 --- 引言 --- p.82 / Chapter 4.2 --- 教協 --- p.83 / Chapter 4.2.1 --- 反日愛國與符號分析 --- p.83 / Chapter 4.2.2 --- 反日與國民教育 --- p.89 / Chapter 4.3 --- 教聯 --- p.92 / Chapter 4.3.1 --- 反日愛國與符號分析 --- p.92 / Chapter 4.3.2 --- 反日與國民教育 --- p.94 / Chapter 4.4 --- 小結 --- p.96 / Chapter 第五章、 --- 神話的建立過程-對外仇恨的民族主義與國民教育(二） --- p.99 / Chapter 5.1 --- 引言 --- p.99 / Chapter 5.2 --- 教協 --- p.99 / Chapter 5.2.1 --- 反日愛國與符號分析 --- p.100 / Chapter 5.2.2 --- 反日與國民教育-理性神話 --- p.103 / Chapter 5.3 --- 教聯 --- p.107 / Chapter 5.3.1 --- 反日愛國與符號分析 --- p.107 / Chapter 5.3.2 --- 反曰與國民教育 --- p.108 / Chapter 5.4 --- 小結 --- p.109 / Chapter 第六章 --- 三個神話的確立 --- p.112 / Chapter 6.1 --- 文字及圖片分析 --- p.112 / Chapter 6.1.1 --- 系譜軸(Paradigm) --- p.112 / Chapter 6.1.2 --- 毗鄰軸(Syntagm) --- p.113 / Chapter 6.2 --- 歌曲及語言分析 --- p.118 / Chapter 6.2.1 --- 歌曲介紹 --- p.119 / Chapter 6.2.2 --- 符號分析 --- p.124 / Chapter 6.3 --- 三個神話的建立 --- p.130 / Chapter 6.3.1 --- 神話的建構過程 --- p.130 / Chapter 6.3.2 --- 神話的延伸 --- p.136 / Chapter 6.4 --- 小結 --- p.140 / Chapter 第七章： --- 血緣神話認同-八九民運 --- p.144 / Chapter 7.1 --- 引言 --- p.144 / Chapter 7.2. --- 教協愛國及民主想像 --- p.144 / Chapter 7.3. --- 教聯黨國不分的矛盾 --- p.157 / Chapter 7.3.1 --- 對中共的批評與隱晦 --- p.159 / Chapter 7.3.2 --- 「自我失語」與「失憶」的教聯六四歷史 --- p.164 / Chapter 7.3.3 --- 教導六四史的方法--客觀理性的歷史教育還是失憶教育？ --- p.166 / Chapter 第八章 --- 回蹄神話(一）教聯 --- p.174 / Chapter 8.1 --- 引言 --- p.174 / Chapter 8.2 --- 民族恥´辱ؤ道德與回歸 --- p.177 / Chapter 8.3 --- 奴化教育-救贖與回歸 --- p.186 / Chapter 第九章 --- 回歸神話（二)教協 --- p.201 / Chapter 9.1 --- 引言 --- p.201 / Chapter 9.2 --- 民族恥辱-道德與回歸 --- p.201 / Chapter 9.3 --- 回歸矛盾-血緣神話 --- p.205 / Chapter 9.4 --- 小結-教聯及教協回歸的取態 --- p.216 / Chapter 第十章 --- 結論 --- p.225 / Chapter 10.1 --- 總結--回應第一個問題 --- p.225 / Chapter 10.2 --- 後現代的質疑 --- p.226 / Chapter 10.3 --- 批判與國民教育-回應問題二 --- p.229 / Chapter 10.4 --- 研究的起點與啓示-民族身份的反思、教師的反省 --- p.233 / Chapter 10.5 --- 硏究的貢獻、限制與啓發 --- p.236 / Chapter 10.5.1 --- 硏究的貢獻及特色 --- p.237 / Chapter 10.5.2 --- 研究限制 --- p.237 / Chapter 10.5.3 --- 未及的討論 --- p.240 / Chapter 10.6 --- 後記 --- p.241 / 參考資料 --- p.243

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Abstracts in English and Southern Ndebele / “We tend to think of the mind of an organisation residing in the … top management …but… [strategic] intelligence is not organised in a centralised structure but much more like a beehive of small simple components… ” Kevin Kelly, (1994: 166283). From the quote above, it is implied that the strategising practices of, among others, top managers, are the ‘small simple components’ that build towards the overall strategy of an organisation. The overall strategy of any organisation directly influences the performance thereof. As strategists, top managers use their thinking styles to influence the new strategic practices they endorse and those that are discarded, thereby impacting the competitive strategy employed by the organisation and ultimately organisational performance. This study investigated the rapport between the strategising practices used by top managers and their thinking styles. Based on a single illustrative case, this study utilised mixed data obtained from of 33 interviews and 79 questionnaires to describe the possible relationship between thinking styles and strategising practises. The results show that at the case organisation, thinking styles of top managers differ depending on the situation in which they find themselves. A possible relationship between thinking styles and strategising practises, at the case organisation, is further implied. / “Se taele go nagana ge monagano we mokhadlo lo o hlala e tulu, mara lehlelo le go hlaganepha le ga bekwa ge Ndlela le ngore esekhathi, mara kgulu go fana ne lekhaya le tenosi le le le gase bodese le lengane.” Kevin Kelly, (1994:166283). Go leso setsopolwe e tulu, era gore tedlela te go hlela, go leto te khona, baphathi ba se tulu, geto tedo te tengane leto te gase bodese le to te akha lehlelo gemoga le mokhadlo. Lehlelo gemoga le mokhadlo o monye na o monye le dlolela e go etene ge tedo. Jene ge bahleli, baphathi ba setulu ba beregesa tedlela tabo te go nagana, go tshwaetja tedlela te tetsha leto ba te vumelago na leto ba te kganago. Ge go eta jalo te thella lehlelo lelo le phalesanago lelo lele beregeswe mokhadlo, e maphellweni na leso mokhadlo o se yetago. Go bala lokhu, go ete gore go be ne go vesesana e khathe ge tedlela te go hlela leto te beregeswa mbaphathi ba setulu ne Ndlela leyo ba nagana gayo. Go beka nnye ye tedlela leto ba te beregeselego, go beregeswe tedaba leto te phoma go 33 ye bado labo be ba butiswa go kereya leso be ba fona go seva ne mebotiso e 79 leyo e hlalosa nkgonagalo ye go talana e khathe ge mehuda ye go nagana ne ndlela leyo go hlelwa gayo. Mephomela e bonesa gore lapho e mekhadlweni, Ndlela ye go nagana ge baphathi ba setulu e ya phabana go ya ge gore ba te kereya ba se sejamweni se se jane. Nkgonagalo ye bodlelwano e khathe ge Ndlela ye go nagana ne lenaneo le le le ladelwago e tedweni te nhlagano, te beregeselwe. Mave e bohlogwa: Bophathi ba setulu, bakgoni be go hlela, baberegi be go hlela, tedlela leto go hlelwa gato, Ndlela leyo go naganwa gayo; go khetha, mekgwa ye go nagana ge botalo, tedlela te go suga endabeni ennye goya go ennye. / Business Management / M. Com. (Business Management)

This dissertation reflects critically on the calls for the decolonisation of South Africa’s higher education sector by studying the historical development of legal pedagogy in South African law faculties. It focuses in particular on the intellectual property law curriculum broadly, and more specifically on the copyright law module. Africa’s colonisation by Western powers ravaged it in various ways. This is starkly illustrated in the areas of knowledge production and research. Against this background the dissertation teases out the prevailing extent, depth, and reach of colonialism in the copyright law curriculum with the aim of identifying possible ways to give practical effect to the calls for the curriculum to be decolonised. To achieve this, the dissertation examines leading South African intellectual property law textbooks through an African lens in an express attempt to assert the pluriversal, epistemicological traditions of the global South. In each chapter and with each theme the dissertation proposes how an envisaged decolonised copyright curriculum could look. The dissertation grapples with the various theories underpinning the decolonial discourse, laying groundwork for an academically sound basis on which to decolonise the copyright law curriculum. It provides an African critique of the Eurocentric intellectual property law ‘justifications debate’ and posits communal modes of property ownership in Africa to counter Western individualistic notions of property ownership which lend credence to the current justification debate. The dissertation analyses the nature of copyright in a work using the philosophy of Ubuntu as an alternative in teaching this theme within the curriculum. A decolonial analysis of the requirements for copyright is offered, and it is argued that the current sta-ndards and threshold used for the subsistence of copyright is colonial and furthers the onslaught on the Black Body, both in its practical application and in how it is taught. The dissertation concludes by studying copyright exceptions, critically urging the academy to apply a differentiated model of exceptions to different jurisdictions in light of their colonial history (and present). / Lomtlolo utjheja ihlangothi lokufuna bona kutjhugululwe iimfundo zemkhakheni wezefundo ephakamileko yangeSewula Afrika ngokufunda ngetuthuko yokufunda kanye nokufundisa ngemNyangweni wabajameli. Utjheja khulu umthetho wepahla wezefundo khudlwana kanye nomthetho welungelo lokukhuphela. Ukuthunjwa kweAfrika ngabamhlophe kone ngeendlela ezinengi. Lokhu kutjengiswa kumbi mikhakha ekhiqiza ilwazi kanye nerhubhululako. Ngalesi isendlalelo lomtlolo utjheja ngokudephileko ukobana ukuthunjwa kweAfrika ngabamhlophe kulethe muphi umuthelela ngehlangothini lomthetho welungelo lokukhuphela lezefundo ngomqopho wokufumana iindlela nofana iinzathu zokobana kutjhugululwe ifundo yangeemfundweni eziphakamileko. Ukuphumelelisa lokhu, lomtlolo uhlahluba iincwadi zobuhlakaniphi bomthetho wepahla ngokutjheja indlela yokwenza izinto ngeSewula. Isahluko esinye nesinye kanye nommongo omunye nomunye utjheja bona ifundo etjhugululweko ingaba njani. Lomtlolo utjheja amathiyori atlolweko kanye nekukhulunywa ngawo lawo akhe umkhanyo wokutjhugulula zefundo. Utjheja isiphoqo seAfrika ngobuhlakaniphi babamhlophe ngomthetho wepahla ‘ikulumopikiswano yesizathu sokwenza okuthileko’ begodu ibeka ngaphambili indlela yokwabelana ipahlo eAfrika ukulwisana nendlela yabamhlophe yokungabelani ipahlo ekubange ikulumopikiswano yesizathu sokwenza okuthileko. Lomtlolo uhlaziya isisusa sokukhuphela ngokutjheja ikolelo yegama elithi ‘Ubuntu’ njengegama elisetjenziswa lokha nakufundiswa lommongo eemfundweni. Indlela etjhugululweko yokuhlaziya iimfuneko sokukhuphela yindlela yabamhlophe begodu igandelela indlu enzima, ngendlela yokwenza kanye nangendlela efundiswa ngayo. Lomtlolo uphetha ngokufunda isiphambuki sokukhuphela, ngokubawa isikolo ukobana sisebenzise indlela ehlukileko kunaleyo ebegade isetjenziswa ngabamhlophe ekadeni kanye nesikhathini sanje. / Private Law / LL.M. (Intellectual Property Law)

Abstracts in English, Afrikaans and Zulu / Assessment is considered as integral to the teaching and learning process of Mathematics where various types of assessment are used to develop feedback for several purposes. Research has highlighted the challenge of the dominance of summative assessment in classroom assessment practices. In recent years, world countries have been acknowledging the use of assessment for learning (AfL) to enhance the learning process and thus improve learner performance. This research explored how Mathematics teachers applied AfL in their classrooms. A theoretical framework to support AfL was presented through an overview of constructivism theory, social justice theory, connectivism theory, TPACK theory and Bloom’s Revised Taxonomy. A qualitative approach and a case study design were applied involving nine Mathematics teachers from nine primary schools. Data, collected through semi-structured interviews, non-participant observation and document analysis, were thematically analysed. The findings show a positive understanding of what AfL is and its importance to the teaching and learning of Mathematics. However, the application of AfL was found to be inconsistent with its purpose of creating an environment conducive to develop feedback that supports the learning process. Challenges that inhibit its application were found to outweigh successes experienced by teachers. Lack of theoretical understanding of the use of AfL, overcrowding, the language of learning and teaching and lack of resources emerged as some of the major challenges. Teachers pleaded for more in-service training opportunities to assist them with managing assessment for learning practices in Mathematics. / Assessering is onlosmaaklik met die onderrig en leer van wiskunde verbind. Wiskunde word op verskeie maniere geassesseer sodat terugvoering om allerlei redes verkry word. Volgens navorsing oorheers summatiewe assessering in klaskamers. In die laaste jare word assessering vir leer (AvL) wêreldwyd aangewend om die leerproses en leerders se prestasie te verbeter. In hierdie studie is nagevors hoe wiskundeonderwysers AvL in die klaskamer toepas. ʼn Teoretiese raamwerk vir AvL is opgestel uit ʼn oorsig van die konstruktivistiese teorie, die sosialegeregtigheidsteorie, die konnektivismeteorie en die TPACK-teorie en Bloom se Hersiene Taksonomie. ʼn Kwalitatiewe benadering en ʼn gevallestudie-ontwerp is gevolg in die verkenning van nege wiskundeonderwysers by nege primêre skole se assessering. Data is deur halfgestruktureerde onderhoude, waarneming sonder deelname en dokumentontledings versamel en tematies geanaliseer. Daar is bevind dat die onderwysers geweet het wat AvL is en die belang daarvan in die onderrig en leer van wiskunde besef het. Die toepassing het egter nie met die oogmerk van AvL gestrook nie. Die oogmerk is om ʼn omgewing tot stand te bring wat assessering bevorder om leer te ondersteun. Die toepassingsprobleme van AvL oorskadu die welslae wat daarmee behaal word. ʼn Gebrekkige teoretiese begrip van hoe AvL gebruik word, oorvol klaskamers, die taal van onderrig en leer, en ʼn gebrek aan hulpbronne is van die grootste uitdagings. Onderwysers bepleit indiensopleiding sodat hulle die assessering van leerpraktyke in wiskunde beter kan bestuur. / Ukuhlola kuthathwa njengento esemqoka ohlelweni lokufundisa nokufunda imethamethiksi lapho izinhlobo ezahlukahlukene zokuhlola zisetshenziswa ukwakha umbiko wakamuva ngesizathu sezinhloso ezimbalwa. Ucwaningo selukhombise inselelo yokuhamba phambili kwenhlobo yokuhlola i-summative assessment lapho kuqhutshwa umsebenzi wokuhlola emagunjini okufunda. Eminyakeni esandakwedlula, amazwe omhlaba kade amukela ukusetshenziswa kohlelo lokuhlola ukufunda (AFL) ukuqinisa uhlelo lokufunda kanti lokhu kuthuthukisa izinga lokufunda lomfundi. Lolu cwaningo beluhlola indlela uthisha wesifundo semethamethiksi ebesebenzisa uhlelo lwe-AFL emagunjini abo okufundisa. Isakhiwo sethiyori esiqonde ukuxhasa uhlelo lwe-AFL lwethuliwe ngamafuphi ngomqondo phecelezi we- -constructivism theory, social justice theory, connectivism theory, TPACK theory kanye ne-Bloom’s Revised Taxonomy. Indlela yocwaningo eyencike kwingxoxo (qualitative approach) kanye nedizayini yocwaningo lotho (case study design) zisetshenziswe kuxutshwa phakathi othisha bemethamethiksi abayisishiyagalolunye abavela ezikoleni zamabanga aphansi. Idatha iqoqwe ngokwenza inhlolovo eyakhiwe kancane, kanti kuye kwabhekisiswa imibono yalabo abangadlalindima kanye nokuhlaziywa kombhalo kuye kwahlaziywa ngokuthi kubhekwe indikimba. . Ulwazi olutholwe wucwaningo lukhombisa ukuthi uhlelo lwe-AFL kanye nokubaluleka kwalo kuzwisiseka kahle kakhulu ohlelweni lokufundisa nokufundwa kwemethamethiksi. . Yize kunjalo, ukusetshenziswa kohlelo lwe-AFL kuye kwatholakala ukuthi akuhambisani nenhloso yalo yokwakha isizinda esifanele sokwakha umbiko wakamuva oxhasa uhlelo lokufunda. Izinselelo eziqukethe ukusetshenziswa kwalo lolu hlelo ziye zatholakala ukuthi zedlula impumelelo eyenziwe ngothisha. Ukwentuleka kokuzwisisa umqondo wokusetshenziswa kohlelo lwe-AFL, inani eliphuphumayo labantwana, ulimi lokufunda nokufundisa kanye nokwentuleka kwemithombo yokufunda kuye kwavela njengezinye izinselelo. Othisha baye bacela ukunikezwa amathuba okuqeqeshwa basebenza ukuze lawo makhono abancede ukuqhuba izinhlelo zokuhlola imisebenzi yokufunda imethamethiksi. / Curriculum and Instructional Studies / D. Phil. (Education (Curriculum Studies))

English, Zulu and Northern Sotho summaries / This study aims to evaluate the Non-Ferrous Metals Crime Combating Committee's impact on combating copper cable theft in South Africa. Data was collected via in-depth interviews with awaiting trial detainees charged with copper cable theft at the Pollsmoor Correctional Centre in the Western Cape; members of the Mpumalanga and Gauteng Provincial Non-Ferrous Metals Crime Combating Committee; members of Business Against Crime South Africa; and investigators attached to Combined Private Investigations who investigate copper theft nationally. The in-depth interviews provided a comprehensive understanding of participant experiences relating to the impact of the Non-Ferrous Metals Crime Combating Committee on the combating of copper cable theft in South Africa. Moreover, the researcher performed a thorough literature study of the phenomenon locally and internationally. Research findings indicate shortcomings in the Non-Ferrous Metals Crime Combating Committee's effectiveness, limiting its impact on preventing copper cable theft. Based on these findings, the study recommends that the Non-Ferrous Metals Crime Combating Committee be replaced with a specialised South African Police Service Non-Ferrous Metals Theft Unit. Consequently, this study puts forward a set of recommendations proposing a systematic pro-active plan to address and minimise copper cable theft in South Africa. The proposed plan convincingly presents practical solutions to minimise copper cable theft and contributes to the current body of scholarship on copper cable theft in South Africa. / Inhloso yalolu cwaningo ukuhlola umthelela wohlelo lwe-Non-Ferrous Metals Crime Combating Committee mayelana nokuqedwa kokutshontshwa kwentambo yogesi (copper cable). Idatha iqoqwe ngokusebenzisa izinhlolovo ezijulile ezenziwa ngokusebenzisa iziboshwa eziboshelwe izintambo zikagesi ezisamele ukugwetshwa ejele lase Pollsmoor Correctional Centre ngaseNtshonalanga Kapa, amalunga eMpumalanga and Gauteng Provincial Non-Ferrous Metals Crime Combating Committee, amalunga eBusiness Against Crime South Africa kanye nabaphenyi abahambisana nophiko lweCombined Private Investigations oluphenya ukutshontshwa kwezintambo zikagesi ezweni lonke. Lezi zinhlolovo ezijulile zinikeze ulwazi olubanzi lwabadlalindima olumayelana nomthelela weNon-Ferrous Metals Crime Combating Committee mayelana nokuqedwa kokutshontshwa kwezintambo zikagesi. Ngaphezu kwalokho, umcwaningi wenze ucwaningo olunzulu lombhalo wobuciko mayelana nokutshontshwa kwezintambo zikagesi lapha ekhaya kanye nasemhlabeni wonke jikelele. Ulwazi olutholakele lukhombisa iziqi ezikhinyabeza ukusebenza kahle kweKomithi mayelana nokuvimbela umthelela walo mayelana nokutshontshwa kwezintambo zikagesi. Ngezizathu ezisuselwa phezu kwalolu lwazi, lolu cwaningo lubeka phambili isethi lezincomo ezinganceda iKomiti ekuqiniseni umthintela walo ngokuhlongoza uhlelo olugqugquzelayo lokunciphisa izinga lokutshontshwa kwezintambo zikagesi eNingizimu Afrika. Lolu hlelo oluhlongoziwe ngaphandle kokungabaza lwethula izixazululo ezenzeka empilweni yangempela ukunciphisa ukwetshiwa kwezintambo zikagesi kanti lokhu kunegalelo kwiziko lamanje futhi luqhubekisa iziko lamanje lwezifundo esimayelana nokwetshiwa kwezintambo zikagesi. / Maikemisetso a thutelo ye ke go lekola khuetso ya Komiti ya Twantsho ya Bosenyi bja Dimetale tse di Sego tsa Tshipi ka ga go lwantsha kutso ya megala ya koporo. Datha e kgobokeditswe ka mokgwa wa ditherisano tse di tseneletsego tseo di sepeditswego le mahodu a megala ya koporo ao a golegilwego ao a letetsego go sekiswa Senthareng ya Tshokollo ya Pollsmoor go la Kapa Bodikela, maloko a Diprofense tsa Mpumalanga le Gauteng a Komiti ya Twantsho ya Bosenyi bja Dimetale tse di sego tsa Tshipi, maloko a Dikgwebo tsa Kgahlanong le Bosenyi tsa Afrika Borwa le banyakisisi bao ba dirisanago le Dinyakisiso tsa Praebete tse Kopantswego tseo di nyakisisago kutso ya koporo kemong ya bosetshaba. Ditherisano tse di tseneletsego tse di file kwesiso ka botlalo ya maitemogelo a batseakarolo ye e sepelelanago le khuetso ya Komiti ya Twantsho ya Bosenyi bja Dimetale tse di sego tsa Tshipi ka ga go lwantsha kutso ya megala ya koporo. Gape, monyakisisi o dirile thutelo ya dingwalo ka botebo ya kutso ya megala ya koporo tikologong ya leagong le kemong ya boditshabatshaba. Dikhwetso tsa dinyakisiso di supa mafokodi ao a lebanego bokgoni bja Komiti tshitisong ya khuetso ya yona go kutso ya megala ya koporo. Go ya ka dikhwetso tse, thutelo ye e hlagisa sehlopha sa dikeletso tseo di ka thusago Komiti go tswetsa khuetso ya yona pele ka go sisinya leano la go itokisetsa seemo se ka diregago ka mokgwa wo o beakantswego go fokotsa kutso ya megala ya koporo ka Afrika Borwa. Leano leo le sisintswego le hlagisa ka mo go kgodisago ditharollo tse di ka phethagatswago go fokotsa kutso ya megala ya koporo ka gona la ba la seabe go le go tswetsa pele popego ya bjale ya borutegi ka ga kutso ya megala ya koporo. / Criminology and Security Science / Ph. D. (Criminal Justice)

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Abstracts and keywords in English, Afrikaans, Zulu and Northern Sotho / The main aim of this study is to obtain the MASTER OF ARTS degree. Secondly this study gives clarity on the study of long-term offenders in a maximum security prison. Offenders detained in maximum security prisons are given long-term imprisonment by the court of law. Long-term imprisonment goes along with high level of stress in correctional facilities. As a result, the development and treatment programs offered for inmates form part of the study. This study is important for the South African correctional system due to some of the categories of offenders in maximum security prisons. / Die hoofoogmerk van hierdie studie is om ʼn MAGISTER-graad te verwerf. Die studie gee tweedens duidelikheid oor die bestudering van langtermynoortreders in ʼn maksimumsekuriteittronk. Oortreders wat in maksimumsekuriteittronke aangehou word, word langtermyngevangenisstraf opgelê deur ʼn geregshof. Langtermyngevangenisstraf word geassosieer met hoë stresvlakke in korrektiewe fasiliteite. Die ontwikkeling- en behandelingprogramme wat aan gevangenes gebied word, vorm deel van hierdie studie. Hierdie studie is belangrik vir die Suid-Afrikaanse korrektiewe stelsel en sommige van die kategorieë van oortreders in maksimumsekuriteittronke. / Okuyiyona nhloso enkulu yalolu cwaningo ngukuthola iziqu zemiyezane ye-MASTER OF ARTS. Okwesibili, lolu cwaningo luyacacisa mayelana nokucwaninga ngezaphulamthetho ezingahle zibuye ziphinde (long-term offenders), ezisuke sisejele elinokuvikeleka okuseqophelweni eliphezulu. Izaphulamthetho eziboshelwe emajele anokuvikeleka okuseqophelweni eliphezulu zisuke zigwetshwe yinkantolo yomthetho ukuthi zihlale ejele isikhathi eside. Ezindaweni zokuhlumelelisa izimilo, ukuboshwa isikhathi eside kuhambelana namazinga aphezulu engcindezi (stress). Izinhlelo ezakhelwe ukuthuthukisa kanye nokwelapha iziboshwa ziyizinto eziyingxenye yalolu cwaningo. Lolu cwaningo lusemqoka maqondana nohlelo lwaseNingizimu Afrika lokuhlumelelisa izimilo kanye nakwezinye izigaba zezaphulamthetho emajele anokuvikeleka okuseqophelweni eliphezulu. / Maikemišetšo a magolo a nyakišišo ye ke go hwetša lengwalo la thuto la MASTASE (MA). Sa bobedi, nyakišišo ye e fa tlhaloso ka ga nyakišišo ya basenyi ba paka ye telele ka kgolegong ya bagolegwa bao ba lego kotsi kudu. Basenyi bao ba golegilwego ka dikgolegong tša bagolegwa bao ba lego kotsi kudu ba fiwa kahlolo ya paka ye telele ke kgorotsheko ya molao. Kahlolo ya paka ye telele e amantšhwa le maemo a godimo a kgatelelo ka gare ga mafelo a tshokollo. Mananeo a tshwaro le tshokollo ao a abelwago bagolegwammogo a bopa karolo ya nyakišišo. Nyakišišo ye e bohlokwa go mokgwa wa Afrika Borwa wa tshokollo le go magoro a mangwe a basenyi ka gare ga dikgolego tša bagolegwa bao ba lego kotsi kudu. / Corrections Management / M.A. (Corrections Management)

This research seeks to establish how e-learning may contribute towards knowledge construction for Management Accounting students at the University of South Africa. More specifically, the research is designed to investigate how educational technologies like e-learning may benefit and improve the teaching and learning of Management Accounting at Unisa. Educators need to understand how students learn so that they can establish suitable learning strategies. Studies have shown that generally, e-learning applications are little used, sometimes because of inappropriate content and technologies. Other prohibitive factors are costs, poor or inadequate technology infrastructure and a shortage of human resources. On the strength of a comprehensive literature survey, a framework to address and manage challenging aspects of teaching and e-learning were developed. Problem areas and critical success factors were considered. The said framework ought to assist with organising complex issues and reveal parts that need further work. The utility of the framework was evaluated through a staged process. First, it was tested and evaluated through the model of a lecture. Secondly, both qualitative and quantitative surveys among university lectures and students were conducted to further confirm the applicability of the framework. Though the outcome of the validations were satisfactory, more research needs to be carried out over a longer period of time in order to determine the scalability of the framework and to remove any inconsistencies. Aspects of the framework could be used to incorporate ICTs, e.g. the use of spreadsheets and the Learning Village into communities of practice. / Hierdie navorsing poog om vas te stel hoe e-leer kan bydra tot kenniskonstruksie vir Bestuursrekeningkunde-studente aan die Universiteit van Suid-Afrika. Die navorsing is meer spesifiek ontwerp om vas te stel hoe opvoedkundetegnologieë soos e-leer die onderrig en leer van Bestuursrekeningkunde by Unisa kan bevorder en verbeter. Opvoeders moet verstaan hoe studente leer sodat hulle geskikte leerstrategieë kan ontwikkel. Studies toon dat e-leertoepassings normaalweg min gebruik word, soms omdat die inhoud en tegnologieë nie toepaslik is nie. Ander faktore wat dit belemmer, sluit in onkoste, swak of onvoldoende tegnologie-infrastruktuur en ’n tekort aan mensehulpbronne. ’n Raamwerk om die uitdagings van onderrig en e-leer te bestuur, is op grond van ’n omvattende literatuurstudie ontwikkel. Probleemareas en kritiese suksesfaktore is in gedagte gehou. Die genoemde raamwerk behoort van nut te wees vir die organisering van ingewikkelde kwessies en toon watter dele verdere werk vereis. Die bruikbaarheid van die raamwerk is deur middel van ’n stapsgewyse proses geëvalueer. Eerstens is dit getoets en geëvalueer op grond van ’n lesingsmodel. Tweedens is kwalitatiewe en kwantitatiewe meningspeilings geloods; sowel universiteitsdosente as -studente is versoek om die toepaslikheid van die raamwerk te bevestig. Alhoewel die uitkoms van die validasies bevredigend was, moet verdere navorsing oor ’n langer tydperk gedoen word om die skaleerbaarheid van die raamwerk te bepaal en enige teenstrydighede uit die weg te ruim. Aspekte van die raamwerk kan gebruik word om IKT’s, bv die gebruik van sigblaaie en die Learning Village, by praktyksgemeenskappe te inkorporeer. / Ucwaningo lufuna ukuthola ukuthi ngabe ukufunda nge-e-learning noma ngendlela yeelektroniki kungafaka kanjani esivivaneni ekwakheni ulwazi kubafundi be- Management Accounting eYunivesithi yeNingizimu Afrika noma i-University of South Africa. Ngokuqonde ngqo, ucwaningo ludizayinwe ukuthi luphenyisise ngkouthi amatheknoloji emfundo afana ne-e-learning angaba nenzuzo kanjani kanye nokuthuthukisa ukufunda nokufundisa kwi-Management Accounting eUnisa. Abafundisi kudingeke baqondisise ukuthi izitshudeni zifunda kanjani ukuze bakwazi ukuthola amasu afanele okufunda. Izinhlaka eziningi zocwaningo ezenziwe zibonise ukuthi ngokunabile, ama-application amaningi e-e-learning asetshenziswa kancane, kodwa ngesinye isikhathi lokhu kubangelwa wukuthi kusuke kunengqikithi engahambisani kahle ngokufanele kanye namatheknoloji angafanele. Ezinye izinto eziyizihibe, zindleko, ingqalasizinda ye-theknoloji yezinga eliphansi noma engenele kahle kanye nokusweleka kwabantu abawusizo. Ngokulandela imibhalo efundwe ngokujulile, kwenziwe uhlaka lokubhekana nokuphatha izinselele maqondana nokufunda nokufundisa kwase kwenziwa nge-e-learning. Kubonelelwe nemikhakhe enezinkinga kanye nokubhekana nezindawo ezinomphumela obambekayo nobalulekile. Uhlaka okukhulunywa ngalo kumele lusize ekuhleleni izinto eziyisixakaxaka kanye nokuveza izingxenye ezisadinga ukuthi kubhekwane nazo ukuzixazulula. Ukusetshenziswa kohlaka kuye kwahlolwa ngezinqubo ezinezigaba. Esokuqala isigaba, siye sathestwa kanye nokuhlolwa ngokusebenzisa imodela yesifundo. Esesibili isigaba, besingesokwenza ama-qualitative nama-quantitative survey kubafundisi baseyunivesithi kanye nabafundi, ukuqinisekisa ukusebenza kahle kohlaka. Ngisho noma ukubheka imiphumela yokuqinisekisa uhlolo ibiyenelisa, kusadingeka ukuthi kwenziwe olunye ucwaningo, esikhathini eside ukuze ukusetshenziswa kohlaka kuye ngokungezeleka ukubandakanya iningi (scalability), kanye nokuqeda izinto ezenza ukuthi kube nokwehluka-hluka nokungahambelani kahle ekusetshenzisweni (inconsistencies). Izingxenye zohlaka zingasetshenziswa ukwengamela ama-ICTs, isib. ukusetshenziswa kwama-spreadsheets kanye ne- Learning Village kulawo maqembu asebenzisa uhlaka. / Management Accounting / Ph. D. (Accounting Science)