Drawing on two research questions, this study presents an understanding of the nature of heritage in selected contemporary Grade 10 South African history textbooks, and elucidates factors responsible for the depiction of heritage in a particular way. The context that informed this study was that of South Africa as a post-conflict society. Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary (post-1994) South African history textbooks with regards to their representation of heritage. Lexicalisation, a form of the Critical Discourse Analysis (CDA) was used as method to analyse the pre generated data from the selected textbooks following Fairclough’s (2003) three dimensions of describing, interpreting, and explaining the text. The study adopted a holistic approach to heritage as a conceptual framework whilst following social constructionism as the lens through which heritage was explored in the selected textbooks. My findings from this study concluded that although educational policy in the form of the NCS-History clearly stipulates the expectations to be achieved from the teaching and learning of heritage at Grade 10 level, there are inconsistencies and contradictions at the level of implementation of the heritage outcome in the history textbooks. Key among the finding are the absence of representation of natural heritage, lack of clear conceptualisation of heritage, many diverse pedagogic approaches towards heritage depiction, a gender and race representation of heritage that suggests an inclination towards patriarchy and a desire to retain apartheid and colonial dogma respectively,and finally a confirmation of the tension in the heritage/history relationship. The study discovered that factors such as the commercial and political nature of textbooks, the lack of understanding of the debates around the heritage/history partnership, and the difficulties involved in post-conflict reconstruction are responsible for this type of heritage depiction in the textbooks. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

Before the 1990s controlled research using mock jurors consistently found black defendants guilty more often than white. However, more recently, research has generally failed to find this effect. One explanation is that prejudice has been reduced so much that there is no longer an effect. While there does seem to have been a reduction in overt prejudice, it is unlikely that it has decreased to the point that it does not affect verdicts. A more likely explanation is that strong social norms exist concerning prejudice which result in efforts to avoid being (or appearing) biased. Thus, when motivation to reduce prejudice is salient, mock jurors and perhaps real jurors will display little or no prejudice; but when motivation to reduce prejudice is not salient, decision-making becomes spontaneous and whatever prejudice does exist will affect decisions. In a series of 6 studies, race of defendant, race of witness, and the salience of the importance of being unbiased were varied. Results revealed a complex situation with many factors playing a part. Race of key alibi witness played a key role, with the white witness favoured, and the black witness mistrusted. Outcomes may be partially predicted based on Social Dominance Orientation (SDO). Those high in SDO treat incongruent defendant/witness race pairs more harshly than congruent race pairs. Modern apparently egalitarian outcomes are perhaps due to low prejudice participants’ bias in favour of black defendants while high prejudice participants were biased against black defendants – effectively cancelling out each others’ verdicts. Those low in SDO treat incongruent defendant/witness race pair too leniently as compared to congruent race pairs. When race is made salient, bias is reduced, and though the average results are still essentially egalitarian, these verdicts are more truly egalitarian – much fairer and less biased when considered at an individual level. These results also reinforce theories of dual process models of attitudes. Individuals may have common stereotype knowledge, but separate activation based on prejudice levels. Both high and low prejudiced individuals can control bias with the proper motivation.

Does it matter how history is interpreted? If two historians interpret the same events in different ways, as they quite often do, does it make any difference to anyone? Should anyone care whether the interpretations differ? Similarly, if history textbooks used in the schools vary in their interpretations of the same story, should anyone be concerned? [...]

Differential item functioning (DIF) can occur across age, gender, ethnic, and/or linguistic groups of examinee populations. Therefore, whenever there is more than one group of examinees involved in a test, a possibility of DIF exists. It is important to detect items with DIF with accurate and powerful statistical methods. While finding a proper DIP method is essential, until now most of the available methods have been dominated by applications to large scale testing contexts. Since the early 1990s, Ramsay has developed a nonparametric item response methodology and computer software, TestGraf (Ramsay, 2000). The nonparametric item response theory (IRT) method requires fewer examinees and items than other item response theory methods and was also designed to detect DIF. However, nonparametric IRT's Type I error rate for DIF detection had not been investigated. The present study investigated the Type I error rate of the nonparametric IRT DIF detection method, when applied to moderate-to-small-scale testing context wherein there were 500 or fewer examinees in a group. In addition, the Mantel-Haenszel (MH) DIF detection method was included. A three-parameter logistic item response model was used to generate data for the two population groups. Each population corresponded to a test of 40 items. Item statistics for the first 34 non-DIF items were randomly chosen from the mathematics test of the 1999 TEVISS (Third International Mathematics and Science Study) for grade eight, whereas item statistics for the last six studied items were adopted from the DIF items used in the study of Muniz, Hambleton, and Xing (2001). These six items were the focus of this study.

Kadastriniai matavimai - tai žmonių nuosavybės ir teisingumo garantas ateičiai. Tik apytikslių matavimų buvimas (juosta ar "sieksniu"), kvalifikuotų darbuotojų trūkumas bei skubota žemės reforma šiandien kelia nemažai problemų, susijusių su žemės sklypo ribų bei ploto tikslumu. Atlikus kadastrinius matavimus ir parengus juridinius dokumentus, žemės savininkui garantuojama, kad jo žemės sklypo ribos, plotas bei naudmenų sudėtis yra tikslūs ir suteikia visas teises į nuosavybę Lietuvos Respublikos įstatymų numatyta tvarka. Atliekant pakartotinius matavimus, nustatomi palyginti dideli žemės plotų ir kadastro duomenų pokyčiai. Vidutinis nuokrypis 75 % analizuotų žemės sklypų neviršija leistinosios paklaidos ir lygus 0,06 %. Likusioje 25 % žemės sklypų vidutinis nuokrypis yra 18,65 % ir dėl to būtina tikslinti pradinius duomenis, kurių pagrindu suformuoti arba įteisinti nuosavybėn žemės sklypai. / The cadastral survey is the guarantee of ownership and justice to people for long future. The confidence to approximate survey (tape or “sagene”), the lack of skilled workers and hasty land reform today make a lot of problems, which are connected with precision of land plot boundaries and area. The landowner has a guarantee that his land plot boundaries, area and structure of lands are precise only after making cadastral surveys and preparing juridical documents. According to the law of Lithuania, cadastral surveys and juridical documents give ownership rights to property. While doing repeated surveys, enough big changes of land areas and cadastral data are observed. The average divergence does not exceed permissible error in the 75 % of analysed land plots and it makes 0.06 %. The primary data, on which base land plots were formed and legalized to ownership, should be specified to other 25 % land plots, which have 18.65 % error.

The overarching goal of this dissertation was to examine the self-perceptions of adolescents with ADHD with regard to their core ADHD symptoms and associated problem behaviors. Self-perceptions were examined in relation to awareness of problem behaviors (i.e., presence of a “positive illusory bias” or PIB), attributions, and stigma. Study 1 examined the PIB in relation to the ignorance of incompetence hypothesis in 74 13-to-18 year old adolescents [40 ADHD; 34 Typically-Developing Comparison (TD)]. Compared to TD adolescents, adolescents with ADHD underestimated their ADHD symptoms and associated oppositional, academic, and social problems relative to parent raters, indicating that they have a PIB. Nevertheless, they were cognizant of their patterns of academic achievement and social problems. The only area in which adolescents with ADHD demonstrated limited awareness of their difficulties was for oppositional behaviors. Within the ADHD sample, adolescents with external locus of causality attributions had a higher PIB for oppositional behaviors than adolescents with ADHD with internal locus of causality attributions. Using a cross-sectional design, Study 2 examined the PIB, attributions, and stigma perceptions in 66 14-to-18 year old adolescents (31 ADHD, 35 TD) and 107 9-to-12 year old children (65 ADHD, 42 TD); cognitive immaturity as a mechanism for the PIB and developmental differences in attribution patterns and stigmatization were the focus. Although both children and adolescents with ADHD demonstrated a PIB for their ADHD symptoms, the magnitude of the PIB was reduced in adolescence (particularly for hyperactivity-impulsivity). Both adolescents with and without ADHD showed a reduction in the PIB for inattentive symptoms relative to children. Participants with ADHD viewed their problem behaviors as more pervasive, uncontrollable, and stigmatizing than participants without ADHD, and adolescents viewed their behaviors as more pervasive, uncontrollable, and stigmatizing than children. The findings offered theoretical support to the cognitive immaturity mechanism for the PIB and to Harters(2012) model of normative development of self-representations. Associations were found between the PIB and attributions. Minimal support was obtained for the ignorance of incompetence hypothesis in most domains. Future research directions and clinical implications are discussed.

The aim of this study was to identify how historical literacy manifested itself in Grade 10 history textbooks. The use of two distinct time periods was used in my study to chart the changes in history education, in South Africa. Pre-1994 detailed the nature of history education and history textbooks during the times of the Boer and British Republics to apartheid era history education. Post-1994, on the other hand, depicted the change, or lack thereof, of history education and history textbooks from the 1994 democratic elections to its current state. Despite the changes in history education between the two eras, the use of history textbooks was, in the context of this study, the vehicle to deliver the curriculum. In the light of the progression of history education and its link to history textbooks, the purpose of this study was threefold, which was purported through the use of three research questions, namely to firstly ascertain what kind of historical literacy was envisaged by the NCS – history. Secondly, to examine the views of history textbook authors concerning their opinion of school history (historical literacy). Thereafter, it was imperative to analyse Grade 10 textbooks in order to ascertain how historical literacy manifested itself therein so as to satiate the question of the thesis. My data sources were the National Curriculum Statement for history (2003), Grade 10 history textbook authors and three Grade 10 history textbooks. The methodology was qualitative and informed by an interpretivist approach. Open coding and Fairclough’s (2005) analytic instrument for discourse analysis was applied to data. Thereafter, a deeper conceptual understanding of historical literacy was engendered through the use of the Toolkit for Historical Literacy. Historical literacy is a complex process wherein a number of criteria facilitated the concept. Attainment of these factors of historical literacy would ensure mastery of the discipline. Historical literacy comprised of historical content knowledge which was a balance between knowing information as well understanding the past. Multiple sources, together with historical skills and historical concepts were vital for historical literacy to construct and evaluate knowledge. In addition, historical literacy furthered a case for developing a moral and ethical framework wherein the past could be judged. Historical consciousness, born of historical literacy, allowed for learners to make a connection with the past. Furthermore, historical literacy encompasses a number of modern concepts for the case of historical literacy, namely ICTunderstandings and representational expression. Therefore, historical literacy should be multi-disciplinary and multi-dimensional. The findings of this study were numerous. Historical skills, historical concepts, understanding and knowing the past, moral judgements in history and a source-based methodology was the encompassing form of historical literacy from the Grade 10 history textbook authors. At the core of historical literacy in Grade 10 history textbooks, are the role of the historian and the political influence of the NCS - history. The NCS - history endorsed all history textbooks in South Africa. The Grade 10 history textbooks revealed a potentially alarming factor for the case of historical literacy. The historical literacy advocated by the Grade 10 history textbooks is a far cry from the international version of historical literacy. No modern features of historical literacy were represented (ICT-understandings, representational expression, applied science, contention and contestability and historical consciousness). Moreover, more traditional features of historical concepts of change, cause and effect as well a means of morally judging the past through empathy are missing or not appropriately dealt with. Historical literacy in Grade 10 history textbooks is functional in terms of sourcing, contextualising and corroborating information so as to understand an event rather than know it. Historical skills are needed to complete this process. Ultimately, the type of historical literacy found in Grade 10 history textbooks is reminiscent of the Schools History Project. Historical literacy in South African Grade 10 history textbooks is not evolving or dynamic and it does not meet the requirements of the international version of historical literacy. However, it does partially satisfy the NCS - history requirements for historical literacy. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Limao and Panagariya (L&P, 2007) modify Grossman and Helpman’s (1994) lobbying model in an attempt to understand why anti-trade bias is the predominant pattern in observed trade policy. L&P (2007) propose that governments seek to reduce inequality between sectors by modifying trade policies in a way that reallocates income from the smaller to the larger sector. We assess the empirical validity of L&P’s (2007) theory by exploiting the World Bank Distortions to Agricultural Incentives database (Anderson and Valenzuela, 2008), using their measure of trade bias as our dependent variable. We find little empirical support for L&P’s (2007) theory, and estimated coefficients on most control variables are insignificant. Lagged trade policies are significant determinants of current trade policy, suggesting the presence of policy persistence. We conclude that it is difficult to generalise L&P’s (2007) theory across a wide and unbalanced panel of countries that extends from the 1950s to the 2000s.

This thesis examines what are for us two great sources or causes of error. The first arises from the influence of various cognitive biases upon our thinking, while the second emerges as a result of our wide-ranging dependence upon others for a vast amount of our beliefs about the world. Through both we can come to adopt false and harmful beliefs, a fact that naturally has both veridical and moral significance. One response is to suggest that we should increase our reliance upon experts in order to help us better acquire true beliefs and avoid false beliefs. By examining the historical, theoretical, psychological, and linguistic character of epistemic authorities and relationships, this avenue will be argued to be problematic. Scepticism in relation to epistemic authority is avoided in favour of an adoption of a critical attitude with respect to social sources of belief. The epistemology of testimony is next looked at, to see whether any lessons can be drawn from the nature of epistemic dependence to how we should epistemically approach others. Reductive versus non-reductive conceptions of the justification of testimony are explained, with the former conception being seen as naturally lending itself more to a critical treatment of social sources of belief. The question of why we should be rational at all is then examined. The positions of William K. Clifford and Karl Popper on the matter are explained, and my own views set forward. Finally, in light of the preceding groundwork, it is argued that there is a philosophical place and a social need for public education with respect to the broad epistemic situation in which we find ourselves.

This thesis explores how media has reported on the Darfur conflict as a climate conflict. For that purpose a media analysis has been carried out that analyses quantitative data through four different cases from different parts of the world. In order to get this data a quantitative content analysis has been carried out. The analysis has been carried out by using a media policy framework that enables the data to be classified in three different categories depending on the level of elite consensus and policy uncertainty on the matter at hand. This thesis concludes that media around the world have been reporting on climate change as a contributing factor depending on how that argument can be used to serve their geo-strategic policy on the conflict. In that sense climate change is mainly brought up as a way to relieve the Sudanese government of its responsibility in the conflict.