M.Sc. Rock Art Studies (by research) in the Rock Art Research Institute, School of Geography, Archaeology and Environmental Studies (GAES), Faculty of Science University of the Witwatersrand. Johannesburg, 2016. / Northern Sotho, Khoekhoe, and San rock art occur together in many shelters across South Africa’s Limpopo province. In some cases, specimens of the rock art of these traditions can be seen to be painted directly over one another. By studying such occurrences on the Makgabeng plateau, this project assesses whether the superimposition of rock art among different painting traditions can reveal new insights regarding the painters and their relationships with ‘others’. By looking at how the social life of the rock art is manipulated through superimposition, this study aims to uncover how this manner of consumption reflects upon the nature of the interaction among people of different painting traditions. / LG2017

A thesis submitted to the School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 2016. / This thesis investigates a relatively under-researched area of behaviour support, namely the value and effectiveness of the Positive Behaviour Support (PBS) model (Sugai & Horner, 2002, 2009; Sugai & Simonsen, 2012) within the context of South African classrooms. Within this study, Bronfenbrenner’s bioecological framework (Bronfenbrenner 1977, 1979, 1986, 1992; Bronfenbrenner & Ceci 1994; Bronfenbrenner & Morris 1998; Bronfenbrenner & Morris, 2006) is used as a conceptual tool to understand behavioural and behaviour support challenges, specifically within selected Limpopo Foundation Phase (FP) classrooms. Given that behavioural challenges contribute to learner exclusion in schools, the thesis also draws on inclusion imperatives (DoE 2001, 2005, 2014) that support learners’ full and successful participation within schools. Following its shift from a focus on deficit and control towards a developmental approach of behaviour management, PBS was selected for its particular value within South Africa’s history of corporal punishment, as well as the country’s contextual factors of poverty and teacher (pre and in-service) under-preparedness in the area of behaviour support. The research participants for this study comprised a purposive sample of Wits School of Education FP Limpopo in-service teachers, who each participated in the inclusion module taught in year four of their undergraduate degree. The study employed a mixed-methods research design and an analysis of various data sources, namely survey questionnaires, focus group interviews, module evaluations, open-ended questionnaires, as well as classroom observations in Limpopo schools and interviews with teachers of the classes that were observed. Overall, the research findings have provided evidence to support the effectiveness of the PBS model for Limpopo FP classrooms, and in doing so, have provided useful new information for the application of the model more broadly within the South African context. The PBS model was found to be valuable and effective in helping the Limpopo teachers better understand and better manage behavioural challenges in their classrooms. Findings show that respondents believe that their ability to manage behavioural challenges were inadequate before they were exposed to the PBS model. The respondents indicated that their initial limited linear view of learners and learner behaviour support had changed. As a result of an increased awareness of various ecosystemic factors related to behaviour and behaviour support, findings revealed that respondents developed a broader, more holistic understanding of learner behaviour and behaviour support management in the context of the classroom. The PBS 4 strategies that were employed in Limpopo classrooms were however not without their challenges. The findings reveal opportunities for further research into PBS within South Africa at a schoolwide level. Furthermore, longitudinal studies that incorporate PBS as part of teacher in-service and pre-service education will provide valuable data on the growing field of PBS within South Africa. KEY WORDS Inclusion, Bio-ecological, Teacher Education, Positive Behaviour Support (PBS), Limpopo Foundation Phase Teacher / LG2018

Thesis (MPA) --University of Limpopo, 2006 / The topic Political interference in Administration remains a serious challenge to both Administrative practitioners and politicians in government, although the history of the debate is well documented. Are officials enabled to operate freely and professionally without political interference in Limpopo Department of Health and Social Development? The Department has been faced with various and serious challenges related to poor service delivery. There have been allegations of Political interference in Administration, where by some of highly politically connected officers’ cases just disappears. There has been complains about the appointment under qualified or unqualified officials for strategic positions. Chapter one introduces the reader to the study; this indicating what is contained in the research and its objectives. The background of the study is also included in this chapter. The chapter also explains why the study is necessary. It also indicates the importance and relevancy of having the understanding of each territory. Chapter two reviews the literature on Political-Administration Dichotomy. The chapter also gave indications about the history of the debate. It also explained the different theories from various authors. The information collected from those authors was put together in this chapter as the historical background to the challenge and taking the readers through where the debate originates from. Various opinions and suggestions from various authors were dealt with.Chapter three focused on sampling and data analysis. The data collected included official documents, such as charge sheets and investigation reports. The manner in which information was collected is briefly outlined in this chapter. In chapter four the collected data was analysed. The specific objectives were used as a guiding line for selecting the relevant data. Information interviews were also taken into consideration. Chapter five is about what position is developed, the conclusion made from the analysis and the recommendation. It includes suggestions on how the problem could be resolved.

The Republic of South Africa emerged as 'a product of a historical moment' and also as a reaction against imperialism, colonialism, racial discrimination and domination over the majority of black South Africans by the white minority. The democratic dispensation came into being also for the first time in its life in memorial for a long turbulent history followed by the general democratic elections held on 27th April 1994. The 1994 first general election liberated South Africa from the apartheid system and its subsequent primary objective was “… to transform South Africa into a non-racial and democratic society”. The new democratic government now looks politically different from the racist regime because the current government since 1994 has been, and to date still is, a truly and broadly representative of the South African citizens and also a transparent one, whereas the defunct apartheid government was characterized primarily by, among other things, the violation of human rights, denying black South Africans of any rights of basic services, no rights of owning property or land, no freedom of association and speeches and firmly practised discrimination which was detrimental to the majority of the black population groups in this country. According to the then President Nelson Mandela whilst addressing the ANC masses that were commemorating the eighty-third (83rd) anniversary of the African National Congress on the 8th January 1995, democracy entails “… a thorough-going process of transformation, of overcoming the political, social and economic legacy of apartheid colonialism, of racism, sexism and class oppression.” The government is still grappling with the challenge of ensuringa better life for all the citizens of this country (http://www.anc.org.za/show.php?doc=ancdocs/history/jan8-95html:1).

Please read the abstract in the section 00front of this document / Thesis (PhD)--University of Pretoria, 2007. / School of Public Management and Administration (SPMA) / unrestricted

For centuries Traditional Health Practitioners (THPs) used their indigenous knowledge (IK) in conserving medicinal plants and environments to maintain sustainability. With the rapid environmental, social, economic and political changes occurring in many areas inhabited by rural people exist the danger that the loss of biodiversity from habitat destruction and unsustainable harvesting practices will result in some species becoming extinct. The main aim of the study was to determine the natural habitat of extinction-prone traditional medicinal plants combining the insight of THPs with an ultimate goal of guiding research for the conservation, propagation and cultivation of traditional medicinal plants. Despite problems, opportunities and challenges expressed and identified by THPs, the analysis of data from interview schedule and personal observations, show that the THPs' practices are shaped by historical processes and local cultural values, social norms and their management strategies that are influenced by a broad range of factors. / Agriculture, Animal Health & Human Ecology / M.A. (Human Ecology)

D. Ed. / South Africa, a newly democratised country, is confronted with the mammoth task of transformation and reconstruction. The new government and the Department of Education, in particular, have inherited problems of illiteracy, unskilled adults and youth, poverty, unemployment, lack of access to viable education and training from the previous regime. To address this situation, a community college system, similar to that of the United States (US), was proposed. Attempts were consequently made to establish community colleges in SA. The community colleges, in the Northern Province, however, appeared not to be functioning effectively. It is against this background and the fact that the concept of, community college had not been fully investigated within the field of education in South Africa, in general, and the Northern Province, in particular, that this study was conducted. The main research question that guided this study was the following: What is the state of affairs at the community colleges in the Northern Province? The ancillary questions were as follows: What was the purpose of establishing community colleges in the Northern Province? To what extent do community colleges in the Northern Province realise the purpose for which they have been established? The aim of this study was thus to explore the state of affairs at community colleges in the Northern Province. A literature review, which provides a theoretical background for the empirical research, was conducted. The literature study focused on the nature and purpose of community colleges internationally with special reference to the community college system in South Africa.

This study set out to identify and interpret botanical remains from Historic Cave, Balerno Main Shelter and Balerno Shelter 2 in the Limpopo Province. Botanical remains were identified through comparative collections, and quantified through a raw count and presence analysis. They were interpreted through literature on plant uses in southern Africa. Over 12 500 remains were recovered from Historic Cave, almost 1 500 from Balerno Main Shelter and only five from Balerno Shelter 2. Remains from Historic Cave fell into food, water, storage and muti categories of use. Balerno Main Shelter revealed plants in the water and muti categories. Balerno Shelter 2 had too few remains. The study demonstrated that plant remains can shed light on why cave sites were occupied, as the assemblages reflect different plant uses. The remains from Historic Cave describe a society living and taking refuge in a cave under siege. Balerno Main Shelter may have been used for ritual purposes.

Master of Arts - Arts / During the Islamic period (8th to 15th centuries) glass beads are the most abundant evidence of international trade in southern Africa. Archaeologists, however, have underutilized them because they are small, monochrome and difficult to categorize. I show they can be divided into identifiable series that have temporal parameters. Once identified, the beads can help interpret site chronology as well as regional and international interaction. Glass beads are also useful in reconstructing trade patterns in the Indian Ocean. Present perceptions concerning Islamic period trade to eastern and southern Africa are based largely on Islamic ceramics and Arab documents. Thus, it is generally believed that trade to southern Africa was an extension of the East Coast monsoon-driven trade that was conducted mainly by local mariners familiar with the difficult conditions in the Mozambique Channel. Comparison of glass bead assemblages from eastern and southern Africa, however, shows that it is unlikely the beads reaching the south were traded through ports to the north. Based on distribution patterns and recent chemical analyses, I propose they were arriving directly from South and/or Southeast Asia.

Thesis (M. A. (Psychology)) -- University of Limpopo, 2014