A thesis submitted to the Faculty of Science, Unjversity of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy in Science. March 1995 / This thesis reports on school teaching and learning problems in the area of chemical re&ctivity and on an attempt to overcome some of these problems with an in-service course for teachers. rhase 1 of this research was a study of the conceptions of aspects of reactivity, rates of reaction and chemical equilibrium held by secondary school students. The nature and origin of the conceptual di:Eficltlties, i.n the above areas were investigated. The concepts of ret,ctivity and reactivity se.rd.e s are formally introduced at a standard 8 level. These concepts form a springboard for the understanding of more formal quantitative worl< done i.n rates of reaction and chemical equilibrium at a standard 10 level. Two multiple-choice questionnaires, a reactivity qUestionnaire and a i'a'Ceand (.,quilibrium qUestionnaire, were designed to probe for the nature and ori9i.n of views held )y st<mdard 8 & 10 students respectively. The views of both the standard 8 & 10 students on aspects of react~vity and reactivity series Were investigated using the reactivity ql.ltlstionnaire.The views of a sample of 'Jtandard 8 students were also probed during interview sessions conducted at selected schools. standard 10 students views about concepts related to aspects of rates of reaction and chemical equilibrium, were also investigated

A thesis submitted to the Faculty of Education, in fulfillment of the requirements for the degree of Master of Education / This study explores the factors which influence the design and implementation of EAP content-based courses for second language learners at tertiary level. It draws upon international experience in this area, information from a case study of an adjunct EAP, content-based engineering course at the University of the Witwatersrand and the experience of other EAP practitioners in Soutllern Africa. A set of key, comprehensive factors which affect the success and effectiveness of EAP content-based courses are identified. / Andrew Chakane 2019

No description available.

A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science. Johannesburg, 1997. / After Mozambique became independent from Portugal, the main aim of the government policy towards education was to create equity of opportunity to enter the formal education system for different social, gender and age groups. However, females are still under-represented in higher education particularly in courses which require an extensive mathematical background. Thus, the purpose of this study was, to explore possible gender differences in performance and attitudes toward mathematics among 1996 BUSCEP students at Universidade Eduardo Mondlane. Those students were tested on several affective and cognitive variables, using a questionnaire and tests. The results suggested that gender performance and attitudes towards mathematics tend to be similar, and the inequalities found, were more evident in the participation in mathematics related careers. These findings emphasise the need to further examine the interrelationships between gender and career choices which should be conducted with students from the secondary school. / AC2017

No description available.

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018. / This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light of the dynamics that cultural semiotics present. There is a need to equip students with the cultural awareness to design communication that is sensitive to the varying needs of their consuming audiences. By its very nature, visual communication is vulnerable to an unintended array of misinterpretations because of the audiences’ differing semiotic backgrounds. The pedagogic duty of academy is to equip communication students in this case Graphic Design students with adequate tools to facilitate the understanding of their audiences, the communicative purpose of their designs is compromised. Vygotsky’s (1978) learning theory is therefore applied to examine the role of culture in the teaching and learning of culturally diverse students. Concepts from JoAnn Phillion’s (2002) Narrative Multiculturalism are also used to understand how the narratives collected from the respondent students, lecturers and an industry expert in this study offered guidelines for the effective teaching of Graphic Design. To investigate the teaching and learning of Graphic Design holistically the research employed a mini-ethnographic case study method. Data for this research were obtained through participant observations, semi-structured informal interviews of participants narratives and document analysis. The findings point to a lack of a cohesive and coordinated approach to teaching and learning, which in turn reflects a lack of sensitivity to cultural diversity in the Graphic Design department at the Cape Peninsula University of Technology. This is evidenced in the unreformed curriculum and a culturally unbalanced staff complement. Industry’s lethargic participation also seems to have done nothing to ensure the standardisation of the curriculum to align with industry demands nor guide the career paths of students. As a result, the gap in these areas may leave some historically vulnerable students feeling excluded and despondent about both their academic and career prospects.

University of Macau / Faculty of Arts and Humanities. / Department of English

This dissertation examines the history, funding, structure, efficacy, and challenges of dual enrollment programs in English (and more specifically in First-Year Composition, FYC, courses) that provide access to higher education for high school students prior to graduation, as these programs have developed and currently operate in the United States. At the center of this qualitative study is a cross comparison case study designed to reveal the quality and nature of the academic discourse that characterizes two class sections of a first-year composition course in one northern, NJ community college campus as compared with two class sections of (ostensibly) the same course offered in one feeder high school in its dual enrollment program. This inquiry will draw on interviews, course artifacts, classroom discussions, and one essay assignment from each class along with research memos and fieldnotes for data to use in a discourse analysis informed by the practice and theory of Gee (2011) and Moffett (1968, 1982). Through such a discourse analysis, this study aims to reveal the extent to which these classes are conducted in ways that are consistent with the aims and cultural practices of first-year composition courses as they are defined by leading composition theorists, current research, and the policy and best-practice documents of the relevant professional organizations. This cross-comparison case study will also provide insight into how the quality and character of a DE Program in FYC may be linked to the quality and character of the administrative oversight of a college’s DE Programs. Beyond the close analysis of DE courses in FYC in one typical and representative community college this dissertation will also focus on the broader problem of developing, operating and evaluating DE programs in FYC in any college. The most widely respected dual enrollment programs in first-year writing have been guided in their development by their affiliation with various national professional organizations and research centers that have provided policies and standards that apply to DE programs in any field. What has been missing, however, is a set of practical guidelines and principles for practice designed specifically for DE Programs in First Year Composition, and informed by sound theory and current research in the teaching and learning of writing, while also drawing on the experience of exemplary DE Programs in FYI, and whatever wisdom is available from professional organizations and research centers. Many community colleges, where dual enrollment programs are most often located, do not have the resources to seek guidance from professional organizations or conduct their own research into best practices for each of the DE courses they might want to establish. A secondary aim of this dissertation, then, is to fill this gap for DE Programs in First Year Composition by providing a research based, theoretically sound, and practice-oriented set of guidelines and procedures for developing, operating, and assessing dual enrollment programs in First Year Composition for use most particularly in community colleges.

Thesis (MTech (Environmental Health and Occupational Studies))--Cape Peninsula University of Technology, 2016 / Currently, the world faces many challenges such as a food shortages, fossil fuel depletion, floods, earthquakes, recession, wars, and climate change. It also faces diseases such as Human Immune Deficiency Virus /Acquired Immune Deficiency Syndrome /Sexually Transmitted Infections and Tuberculosis (HIV/AIDS /STI and TB). This study focused on HIV/AIDS/STI and TB, and the impact of changes in sexual behaviours of student peer educators as a result of peer education programmes offered by the HIV/AIDS Unit at the Cape Peninsula University of Technology (CPUT). Although young people today have a better understanding of risky sexual behaviours, HIV remains a health problem among the youth in South Africa. HIV/AIDS is a disease that affects all sectors of the population- rich and poor, young and adult, educated and uneducated. Tertiary institutions are places where many young female and male students live independently, unsupervised by their parents or guardians, in either private accommodation or student residences. Under these circumstances it may be expected that some students will explore and experience intimacy in their relationships. Hence, universities could play a vital role in shaping students’ attitudes and behaviours towards relationships, safer practices, and respect for others. Given the current absence of a cure or vaccine for HIV/AIDS, peer education should appear as an important tool in HIV prevention strategy. It draws on several well-known behavioural theories and many researchers view peer education as an effective behavioural change strategy. A formal structured Peer Education Programme was initiated and implemented at the HIV/AIDS Unit at Cape Peninsula University of Technology (CPUT) since 2004. This initiative was in line with one of the twelve strategic objectives of the HIV/AIDS Unit at the CPUT. This study therefore, aimed to assess the reflexive effect that the Peer Education Programme had on student peer educators who volunteer their services at the HIV/AIDS Unit at CPUT. It further attempted to assess the effect of the Peer Education Programme on changes in sexual behaviours that could occur amongst student peer educators. The purpose of this programme was to explore peer educators who were based in the HIV/AIDS Unit applying their acquired knowledge and skills; so that they may become role models for their peers by practising what they taught, and not taught what they proposed to practice. The study furthermore, forms on how effective the Peer Education Programme of CPUT’s HIV/AIDS Unit is in changing sexual behaviours of the student peer educators.

by Gu Yongqi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 145-151.