Academic literature on the topic 'Siyabuswa'

This paper provides an in-depth analysis into two case studies aimed at addressing the digital divide in two developing countries. A detailed description is provided for each case study along with an analysis of how successful the two projects were at addressing the digital divide in Siyabuswa, South Africa and Ennis, Ireland. The two case studies were both community-based ICT projects in rural areas of their respective countries. However, citizens in Siyabuswa had to continuously work hard to obtain new resources for a central hub which serviced the entire community, while citizens in Ennis were awarded a grant with an abundance of ICT technology including an Internet connection in every home. A conceptual framework for analyzing the success of digital inclusion projects was developed through a comprehensive literature review. This paper will identify the three factors (value, sustainability, and scalability) and four key components (digital equity, excellence, opportunity, and empowerment) that make up the framework, analyze each of the two case studies based on the framework, and explore future implications for addressing gaps in ICT access through the implementation of digital inclusion projects.

The current study was aimed at the determination of the phytochemical contents and antioxidant capacity of the leaves of A. greatheadii from four provinces of South Africa. The leaves samples of A. greatheadii were collected at four different locations in South Africa; namely, Limpopo province (Polokwane), Gauteng province (Ga-Rankuwa), Mpumalanga province (Siyabuswa) and North-West province (Brits) during the summer season of the year. The ground samples were then extracted in a serial sequential procedure with different organic solvents using cold maceration extraction method. The extracts were then subjected to quantitative phytochemical analysis for the determination of total phenolic, total tannin, total flavonoid and total saponin content. In addition, the antioxidant capacity of the methanol extracts were evaluated through the DPPH assay. Quantitative phytochemical analysis showed variation in the total phenolic, total tannin, total flavonoid and total saponin contents of the samples from different locations, with specific phytochemicals found in higher amounts at different locations. However, upon calculation of the total phytochemical content the high amount was recorded with the Limpopo province sample. Variation in the antioxidant capacity (EC50 based) of the samples from different locations was demonstrated, with the Limpopo and Mpumalanga provinces’ samples showing high capacity. The results demonstrated that the variation in geographical locations has an effect on the phytochemical contents and antioxidant capacity of the leaves of A. greatheadii. Furthermore, the Limpopo province area with a high altitude appeared to be providing suitable growing conditions for high accumulation of phytochemicals and higher antioxidant capacity.

Dr. Jackie Phahlamohlaka reflected on what he would propose to the board regarding the transformation of the existing Siyabuswa Educational Improvement and Development Trust (SEIDET) community centre to a smart community centre. As the Competency Area Manager at the Council for Scientific and Industrial Research (CSIR) in South Africa, the founder of SEIDET and the chairman of its Board of Trustees, he had for over twenty-four years led socio-economic development efforts and ICT related research linked to SEIDET (SEIDET, 2014). These programmes ranged from high school supplementary tutorials on mathematics and science to adult and computer literacy training of the broader community in the Siyabuswa area of Mpumalanga Province, Republic of South Africa. These questions were: (1) How could SEIDET leverage or create affordable cyber network infrastructure in the envisaged smart centre? (2) How could the smart centre assist the local community and individuals in the community to be enabled to participate in local economic development? (3) How could SEIDET get the local government administration, traditional leaders and the local community to buy-in to this smart centre development project in order to ensure its sustainability?

The problem addressed in this study is the difference in patterns of verbal and non-verbal communication across gender and generational groups, specifically between members of traditional and urban communities. These differences, it is argued, are linked to differences in values, attitudes, beliefs, views, etc., i.e. cultural differences, between the groups. Misunderstanding in such communicative interaction arises because people are unaware of the role of cultural differences in the construction and interpretation of texts/cases of language use, for example, the gender differences in the way men and women from different age groups and different habitats (rural vs. urban) can generate misunderstanding. In the Ndebele community, there is a marked diversity in communication patterns and practices by gender. These differences in communication patterns between men and women are socially constructed and are related to power. For example, women are not expected to maintain eye contact with their male counterparts in mutual conversation. Where they disregard these communicative norms, it would be regarded as socially unacceptable and such behaviour would be regarded as disrespectful by the traditional members of the society. Non-verbal behaviour may also impede effective communication because there are different systems of using and understanding gesture, posture, silence, touch and physical appearance in different gender, age and rural/urban communities. Copyright<br>Dissertation (MA)--University of Pretoria, 2010.<br>Afrikaans<br>unrestricted

Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2010.<br>Determines how discipline is managed in public schools in Siyabuswa district. Sound legislation has been put in place by the state to address the issue of the management of discipline in schools. Despite the existence of all these structures, learners continue to behave contrary to the code of conduct.

A Research Report Presented to The Department of Social Work School of Human and Community Development Faculty of Humanities University of the Witwatersrand In Partial Fulfillment of the Requirements for the Degree of Masters of Arts (Social Work) by Coursework and Research April 2017<br>MT 2018

The study explored the classroom practices of Natural Sciences teachers when teaching the Matter and Material strand in senior phase schools in the Siyabuswa circuit. The following research questions were explored: What is the nature of the teacher’s teacher knowledge when teaching Matter and Material strand in the senior phase schools? What is the nature of the teacher’s instructional strategies when teaching the Matter and Material strand in the senior phase schools? How does the teacher’s teacher knowledge and instructional strategies shape the classroom interactions and discourse? The qualitative case study approach was employed, wherein three teachers participated. Interviews and observation were used for data collection. The findings revealed that Natural Science teachers lack content knowledge and inadequate Subject Matter Knowledge which influences their instructional strategies, hence their classroom interactions and discourses. Recommendations were made to the Department of Education and government to look into the factors that influence the teaching of Natural Sciences as far as teacher’s knowledge and contextual factors are concerned.<br>Irhubhululo leli liphathelene nomfundisi nakafundisa ngekumbeni isifundo se Natural Sciences khulu khulu sitjheje amakghono kunye nobukgwari I Matter and Material strand emabangeni aphakathi (Senior Phase) isiyingi sange Siyabuswa. Imibuzo erhujululiweko netsengiweko ngelandelako: inzindzolwazi lomfundisi lingangani lokha nakafundisa isifundo se Matter and Material strand emabangeni aphakathi (Senior Phase)? Anjani amakgono womfundisi nakafundisa / nokwethula isifundo se Matter and Material strand emabangeni aphakathi (Senior Phase)? Ingabe ilwazi neendlela zokufundisa zomfundisi ziletha njani ukuzwisisa nokuragela phambili kwesifundo ngekumbeni? Irhubhululo elingeneleleko mayelana nokufuna ilwazi ngesihloko esingehla lisetjenzisiswe. Kusetjenziswe abafundisi abathathu kulelirhubhulo. Ukuhlolwa kwelwazi babuzwe imibuzo begodu baphoswa ilihlo elibukhali ukubuthelela inzinzolwazi. Imiphumela iveze pepeneneni bona abafundisi be Natural Sciences bayatlhayela ngelwazi kunye nelwazi elingeneleleko mayelana nesifundo, lokho kunomthelela omumbi ngendlela abathula ngayo ilwazi kunye nendlela yokuzwisisa kwabafundi. UMnyango wezeFundo kunye norhulumende bayelelisiwe bona batjheje amaphuzu anemithelela emimbi lokha nakufundiswa isifundo se Natural Sciences khulu khulu inzinzo lwazi lomfundisi kunye neenqabo zokufunda.<br>Die studie is die ondersoek na klaskamer praktyke van Natuurwetenskaponderwysers wanneer onderrig gegee word in Materie-en Materiale vesel in senior fase skole, in die Siyabuswa omgewing. Die volgende navorsingsvrae was ondersoek: Wat is die aard van die onderwyser se onderrigkennis wanneer Materie-en Materiale vesel in senior fase skole onderrig word? Wat is die aard van die onderwyser se onderrigstrategie wanneer Materie-en Materiale vesel in senior fase skole onderrig word? Hoe vorm die onderwyser se kennis-en onderrigstrategieë die klas se interaksies en diskoers? Die kwalititatiewe gevallestudie benadering was toegepas waartydens drie onderwysers deelgeneem het en die versamelde data gebruik was. Die bevindinge het die Natuurwetenskaponderwysers se gebrek aan inhoudskennis en onvoldoende Vakkennis, wat hul onderrigstrategieë nadelig beïnvloed uitgewys, vandaar hul klaskamer en interaksie diskoerse. Aanbevelings is gemaak aan die Departement van Opvoeding en die Regering om ondersoek in te stel na wat die onderrig van Natuurwetenskappe benadeel in so verre dit die kennis van die onderwysers betref.<br>Science and Technology Education<br>M. Ed. (Specialisation in Natural Science Education)

The central problem guiding this research focuses on the nature of Siyabuswa adolescent learners' future perspective. An in-depth literature study pertaining research methodology was undertaken. Qualitative research methodology was applied to gather information. A situation analysis was conducted in order to scrutinize the orientation of learners towards education and to determine the nature and impact of parental involvement, on the future perspective of their adolescent learners. A pilot study was executed and data gathered for this study were analysed and interpreted. The results served as indicators for the compiling of questionnaires for the unstructured interviews with parents and adolescents. The empirical study indicated various factors that impact negatively on the future perspective of the Siyabuswa adolescent learners. Learners were negatively affected by the following: <ul><li> Surrogate parenting. </li><li> Educational level of parents. </li><li> Learning culture. </li><li> Personal circumstances of parents. </li><li> Teachers' attitude in the Siyabuswa area. </li><li>The impact of the country's state of affairs. <br></li></ul> Two main questions of the study were answered as follows: The nature of the future perspective of the adolescent learners in the Siyabuswa area reflected: <ul><li> a negative attitude towards school tasks, </li><li>a negative attitude towards authority, </li><li> a negative attitude towards the "self",</li><li> failure to comply to academic demands, </li><li>poor school attendance, </li><li> non participation in school-related co-curriculum activities, and </li><li>lack of self-responsibility. <br></li></ul> The nature and extent of parental involvement in the development of the adolescent learners' future perspective indicated that: <ul><li> parents do not set examples by reading for pleasure, </li><li> limited provision of extra learning material is made available at home, </li><li> limited goal setting for the year is done with the child, </li><li> parents lack interest in their children's school work and school related activities, </li><li> limited motivation and encouragement is provided, and </li><li>limited authoritative guidance and control is offered. <br></li></ul><br>Dissertation (MEd (Orthopedagogics))--University of Pretoria, 2005.<br>Educational Psychology<br>unrestricted