This research is an investigation into the factors that influence the decisions of grade 12 learners from Grahamstown East disadvantaged communities to pursue higher education. Research on learner aspirations has largely focused on access to higher education and little or no attention has been has been paid to the enabling or limiting factors and what can be done to increase the numbers of learners from disadvantaged communities who enrol at higher education institutions. This study aims to fill that gap. The research was a qualitative case study located in the interpretive paradigm. The data was gathered using questionnaires and focus group interviews for grade 12 learners. Individual interviews were conducted with the parents of the grade 12 research participants, educators and the school management team. Observation and documentary evidence from school documents were also used for data collection. The data were analysed using systematic patterning, were interpreted, and given meaning linking it to the literature surveyed. The main findings indicate that a number of enabling factors that influence grade 12 learners to pursue higher education co-exist with limiting factors. Recommendations arising from the main findings are presented and the limitations of the research are identified. Areas for possible further research in strengthening learner support so as to increase the numbers of learners who qualify for higher education and to enable the learners from disadvantaged communities to realise their aspirations, are suggested.

Purpose: The first phase of this study aimed to investigate the health and fitness status of young adult females in the local community. The second phase of this study investigated the impact of an eight week progressive Pilates intervention on selected health and fitness parameters in this cohort. Methods: Healthy young adult females aged 18-26 years (n=96), from the local community, partook in once-off tests including anthropometric measures (stature, body mass, Body Mass Index and waist circumference) as well as fitness parameters including balance, flexibility, muscular strength and endurance, and lastly lumbo-pelvic stability. Health measures investigated included blood pressure and spirometry. Where possible, results were compared to those of similar populations from national surveys or published normative data. Sedentary volunteers from this cohort were then randomised into a Pilates Exercise (PEx, n=12) or an inactive Control (Con, n=11) group, with their results from Phase 1 serving as baseline measures. Pilates classes were held twice weekly (60 minutes per session). All the measures from phase 1 were repeated at weeks 4 and 8. An additional intervention test included Transversus abdominis recruitment. Participants maintained habitual dietary intake and energy expenditure throughout. Nine PEx group and eight Con group participants completed the intervention. Results: The current sample (phase 1) was found to be healthier than comparative populations from national surveys, and significant differences (p<0.05) were found for all comparisons except Forced Expiratory Volume (FEV1), (p=0.64). Physical activity levels (230 min.week-1) exceeded that of the recommend weekly threshold (150 min.week-1). BMI, waist circumference, blood pressure and spirometry measures were all found to be within suggested healthy normal ranges. Pilates significantly improved lumbo-pelvic stability in the PEx group at weeks 4 (p<0.005) and 8 (p<0.002). Similarly, abdominal (p=0.00, d=1.1), upper limb (p=0.037, d=0.9) and lower limb endurance (p=0.02, d=1.0, between group d=0.73 for PEx) also improved with no changes in the Con group. PEx energy expenditure significantly increased from baseline to weeks 4 (p=0.007, d=10.7) and 8 (p=0.027, d=0.64), however body mass was maintained throughout. Conversely, Minute Ventilation decreased in the PEx cohort (p=0.010, d=0.95) from weeks 4 to 8. The Con group showed significant increases in body mass (p=0.018), leg strength (within-group Cohen’s d=-1.08 between weeks 0-8; d=-2 between weeks 4-8) and dynamic balance (p=0.01, d=-0.5). While no within-group changes were observed, Protein intake was significantly greater (p=0.036, d>0.8 at baseline and week 8) in the PEx group throughout the intervention. Medium between-group effect sizes (d>0.5) were noted for PEx BMI and waist circumference measures at all time points. Further, although not significant, the large within-group effect size (d=-0.84) between baseline and week 8 for PEx systolic blood pressure, suggested the 9 mm Hg was meaningful. The same time period also indicated a large within-group effect size (d=-0.8) for PEx dynamic balance, and a medium Cohen’s d for (d=0.57) PEx static balance. Conclusion: The local population of young adult females was found to be significantly healthier than those of comparable national samples. Further, Pilates participation significantly improved lumbo-pelvic stability and muscular endurance with meaningful changes in systolic blood pressure, and balance in previously sedentary young, adult females. Body mass was also maintained.

The majority of learners in South Africa are not native speakers of English, yet English is the dominant language of learning and teaching (LoLT). South African teachers, therefore, have the challenge of ensuring that their learners' literacy skills in English are adequately developed so as to facilitate learning in other curricular areas. This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. English is the LoLT at both schools. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. The theoretical framework was informed by Borg's model of teacher cognition (2003) Shulman's conception of teacher knowledge (1987). Data collection methods consisted of interviews, classroom observations and document analysis. In-depth interviews, comprising two semi-structured interviews, two post-lesson informal conversational interviews and one stimulated recall interview were conducted with each teacher. Five of each teacher's writing lessons were observed and audio and video recorded. Samples of learners' written work were also collected. Analysis of the data reveals that the two teachers' beliefs, their experiences as learners themselves and subsequently as teachers, impacted on their pedagogy, as did other contextual factors (including the support they received from subject advisors, time management, and the number and range of learners in their classrooms). It was found that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners' performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.

Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discourse as the socially accepted way of thinking, believing and being. The study therefore investigated the enablers which assisted students to produce academic texts. This was achieved by finding out how the students and the course facilitators construct academic literacy; in other words what their discourses were regarding academic literacy. In order to ascertain this information, the students and the course facilitators were asked what reading and writing the students had done prior to enrolling on the course, what they had brought to the course, what the students and the course facilitators thought comprised a successful academic assignment, and how the students were supported in their academic literacy during the course. Data was gathered through interviews with both students and course facilitators, analysis of course assignments, and assessment reports written by the course facilitators. This data was analysed, looking for discourses on similarities and contradictions. Critical Discourse analysis was used to investigate the discourses that the course facilitators and students were using. Findings: It was evident from the data that the autonomous view of literacy was predominantly used. The course facilitators and, to a limited extent, the students, saw literacy as a set of technical skills that needed to be mastered. The students and course facilitators did not take into account that literacy is a social practice, and that literacy occurs within a particular social context and cultural context. The course facilitators tended to hold a deficit discourse related to the perception of inferior education under Bantu Education, which was seen as an inhibiting factor to academic literacy and academic success. The discourse of second language was also an issue that both the course facilitators and the students noted which prevented students' academic literacy. Christie's (1985) Received Tradition of Literacy, which focused on the forms and functions of literacy, was a discourse that both the students and the course facilitators ascribed to. Conclusions and recommendations: The course facilitators' and students' discourses were very similar, both being embedded within the autonomous and deficit models of literacy. It is recommended that course facilitators become cognisant with the models of academic literacy and that they become aware of the various discourses evident on the course and articulate these discourses for themselves. Furthermore they should assist the students by clearly articulating and unpacking the course requirements regarding academic literary.

South Africa is one of the countries hardest hit with the Human Immunodeficiency Virus (HIV) and Acquired Immuno Deficiency Syndrome (AIDS) epidemic. In response to the epidemic, the South African government adopted the Comprehensive HIV & AIDS Care, Management and Treatment programme strategic plan (CCMT) in 2000 (1) and developed the Operational Plan for CCMT for antiretroviral therapy rollout in 2003 (2). In order to monitor the progress of the implementation of CCMT, the National Department of Health (NDOH) adopted the Monitoring and Evaluation (M & E) framework in 2004 (3). The aim of this study was to assess the HIV & AIDS programme in Grahamstown‘s public sector health care system by using the national M & E indicators of the HIV & AIDS programme. The national M & E framework was used as the data collection tool and available information was collected from various sources such as the District Health Office (DHO), Primary Health Care (PHC) office, accredited antiretroviral sites and the provincial pharmaceutical depot. Group interviews were conducted with key stakeholder health care professionals at the District Health Office, Primary Health Care office, Settlers Hospital and the provincial Department of Health personnel. A one-on-one interview was conducted with the Deputy Director of HIV & AIDS Directorate, monitoring and evaluation in the National Department of Health. Available indicators such as budget and expenditure including antiretroviral procurement; human resources; nutrition-related indicators; prevention care and treatment indicators were collected. A group interview was conducted to document current practices, or where there was a lack of documentation, for indicators such as traditional medicines and pharmacovigilance. Most of the national M & E indicators are not required to be collected or collated by the district because the reporting format designed by the provincial Department of Health is different. Facilities, districts and provinces in South Africa are at different levels of implementation of the antiretroviral programme and hence a common format of the M & E indicators is not used by all provinces. Uniform data collection is not achieved due to human resources‘ constraints and other challenges such as continued use of manual reporting systems by the clinics. Districts are expected to report according to the formats drawn up by the provincial Department of Health (DOH) and there is a lack of awareness regarding the national M & E document amongst the Grahamstown Health Care Professionals. There is a need for training on the use of the M & E national framework so that the HCPs at the primary and secondary levels of the health care system are proficient with the process of M & E, and can provide inputs as well as take ownership of the process. The establishment of an M & E unit in Grahamstown is essential so that data collection and submission of the HIV & AIDS programme in the public sector according to the National M & E framework is addressed. However, despite all constraints and challenges in the public sector health care system in Grahamstown, available human and financial resources are being used effectively to maintain the HIV & AIDS programme.

Newspaper article: "Planted 100 years ago”. At the bottom of the article, a typed addition reads: "In January 1960 the old tree which stood just inside the gates of the Botanical Garden's Grey Street entrance was partially blown down in a gale, and ordered to be removed in toto. It had been planted by Col. Grahams, the founder of Grahamstown."

Through a qualitative case study approach this research investigated the nature of three Grade 4 learners’ mathematical learning dispositions. It further explored how these dispositions evolve within the context of their participation in a weekly after school mathematics club over time. Of particular significance the research drew on the dispositional frameworks of Kilpatrick, Swafford and Findell’s (2001) and Carr & Claxton (2002) and pointed to ways in which these framework can be usefully brought together to provide a richer picture of learning dispositions. Kilpatrick, Swafford and Findell’s (2001) framework of mathematical proficiency involves five interrelated strands of which productive disposition is the fifth strand and largely underresearched (Graven, 2012). This strand is defined as ‘the tendency to see sense in mathematics, to perceive it as both useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see oneself as an effective learner and doer of mathematics’ (Kilpatrick, Swafford and Findell, 2001, p. 131). Carr & Claxton (2002) similarly argue for the importance of learning dispositions and point to the importance of resilience, playfulness and resourcefulness as three key indicators. The research outlines findings of the three case study learners in terms of data obtained from a questionnaire and interview about students’ learning dispositions. The interview asked learners various questions including for example, complete the sentence ‘Maths is…’, describe an effective learner of mathematics and say what you do if you don’t know an answer. The instrument was first administered orally and learners were asked to write their answers (in May 2012) and a year later it was administered as an interview by the club facilitator (in May 2013). While there is the limitation of comparison due to the different ways in which learners responded in 2012 (written) and 2013 (oral) the shifting nature of responses in certain respects provides some indication of shifts towards increasingly productive dispositions. Additionally the research analysed detailed transcripts of video recordings of several club sessions over a five-month period. Findings suggest ways of extending dispositional frameworks and that learners have restricted dispositions particularly in terms of sense making and resourcefulness across time. The findings also suggest shifts in dispositions over time especially in terms of seeing steady effort as paying off.

Non-governmental organisations (NGOs) have been criticised for depoliticising development through focusing on alleviating suffering rather than on addressing the root causes of poverty and underdevelopment. This research explores whether and how NGOs can act in ways that do not depoliticise development. The research focuses on education NGOs and in particular on the NGO GADRA education in Grahamstown, South Africa, to provide insights into ways in which politically conscious leadership of NGOs attempt to deal with the contradictions that are inherent in this field of work. This research provides a brief history of the South African Education system as a means to set a basis for the discussion of the role of education NGOs in the country. Furthermore it looks at the work that is done by GADRA education in the Grahamstown community. The thesis makes the argument that education NGOs can act in ways that do not depoliticise development because by providing access to education for people who are structurally excluded from education, they contribute to shifting power. This research found that although the leadership of GADRA Education acknowledge that they are confronted with great challenges in terms of how to bring about changes in the education system, they are hopeful that advocating for quality education will bring about the potential for the disruption of power relations as they exist between the state organs and the public.

This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.

Ionospheric storms are an extreme form of space weather phenomena which affect space- and ground-based technological systems. Extreme solar activity may give rise to Coronal Mass Ejections (CME) and solar flares that may result in ionospheric storms. This thesis reports on a statistical analysis of the ionospheric response over the ionosonde stations Grahamstown (33.3◦S, 26.5◦E) and Madimbo (22.4◦S,30.9◦E), South Africa, during geomagnetic storm conditions which occurred during the period 1996 - 2011. Total Electron Content (TEC) derived from Global Positioning System (GPS) data by a dual Frequency receiver and an ionosonde at Grahamstown, was analysed for the storms that occurred during the period 2006 - 2011. A comprehensive analysis of the critical frequency of the F2 layer (foF2) and TEC was done. To identify the geomagnetically disturbed conditions the Disturbance storm time (Dst) index with a storm criteria of Dst ≤ −50 nT was used. The ionospheric disturbances were categorized into three responses, namely single disturbance, double disturbance and not significant (NS) ionospheric storms. Single disturbance ionospheric storms refer to positive (P) and negative (N) ionospheric storms observed separately, while double disturbance storms refer to negative and positive ionospheric storms observed during the same storm period. The statistics show the impact of geomagnetic storms on the ionosphere and indicate that negative ionospheric effects follow the solar cycle. In general, only a few ionospheric storms (0.11%) were observed during solar minimum. Positive ionospheric storms occurred most frequently (47.54%) during the declining phase of solar cycle 23. Seasonally, negative ionospheric storms occurred mostly during the summer (63.24%), while positive ionospheric storms occurred frequently during the winter (53.62%). An important finding is that only negative ionospheric storms were observed during great geomagnetic storm activity (Dst ≤ −350 nT). For periods when both ionosonde and GPS was available, the two data sets indicated similar ionospheric responses. Hence, GPS data can be used to effectively identify the ionospheric response in the absence of ionosonde data.