South Africa is largely a welfare state because of its extensive social welfare grants. Almost half of the South African population benefits from social welfare grants. Through a literature review analysis, this paper focused on the special COVID-19 grant, also known as the Social Relief of Distress (SRD) grant. The paper analysed technical reports, working papers from reputable institutions and journal articles on social grants in South Africa. The analysis revealed that social grants in general enable the beneficiaries to access basic needs such as food and clothing; improve living standards; and alleviate poverty. The analysis also showed that the COVID-19 grants reached the previously unreached segment of the population, provided funds for seeking employment; supported childcare; and enhanced digital skills. The provision of SRD was found to be plagued with corruption, lack of capacity of administrative units, and emerging dependence. There is high support for extending and sustaining the grant, while other sources decry the potential of the grant to promote unproductive behaviour among young people, who should be actively involved in the labour market. The paper recommends an objective evaluation of the SRD grant to counter unpleasant socio-economic spillovers and promote the intended purpose. This paper contributes to the scholarship on remedial and developmental welfare in South Africa, with possible lessons for other welfare states globally. Keywords: Social Grants, Dependence syndrome, COVID-19, Grant sustainability, welfare state, unemployment, poverty
{"title":"Paradoxes of Social Grants in South Africa: The Case of COVID-19 Social Relief of Distress Grant","authors":"R. Kajiita, S. Kang’ethe","doi":"10.38159/ehass.2024577","DOIUrl":"https://doi.org/10.38159/ehass.2024577","url":null,"abstract":"South Africa is largely a welfare state because of its extensive social welfare grants. Almost half of the South African population benefits from social welfare grants. Through a literature review analysis, this paper focused on the special COVID-19 grant, also known as the Social Relief of Distress (SRD) grant. The paper analysed technical reports, working papers from reputable institutions and journal articles on social grants in South Africa. The analysis revealed that social grants in general enable the beneficiaries to access basic needs such as food and clothing; improve living standards; and alleviate poverty. The analysis also showed that the COVID-19 grants reached the previously unreached segment of the population, provided funds for seeking employment; supported childcare; and enhanced digital skills. The provision of SRD was found to be plagued with corruption, lack of capacity of administrative units, and emerging dependence. There is high support for extending and sustaining the grant, while other sources decry the potential of the grant to promote unproductive behaviour among young people, who should be actively involved in the labour market. The paper recommends an objective evaluation of the SRD grant to counter unpleasant socio-economic spillovers and promote the intended purpose. This paper contributes to the scholarship on remedial and developmental welfare in South Africa, with possible lessons for other welfare states globally.\u0000\u0000Keywords: Social Grants, Dependence syndrome, COVID-19, Grant sustainability, welfare state, unemployment, poverty","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"2 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored how to harness non-academic activities to enhance the complementarity between learners’ home languages and English first additional language (EFAL) in the Intermediate Phase in South Africa. A qualitative approach was used in this study. For this qualitative study, eight Intermediate Phase teachers were selected as respondents. Each teacher was engaged in a telephone interview because we found this data collection tool less time-consuming, allows for the recording of the conversation, and saves on transport costs. These eight teachers, two each from four primary schools, were referred to as T1 to T8 to maintain their anonymity and uphold confidentiality. The findings indicate that using non-academic strategies and activities such as songs, co-curricular activities, name building, school assemblies and announcements, bilingual/multilingual teachers and non-teaching personnel help learners realise the complementarity between their home languages and the English language. The other findings comprise inclusive strategies that could benefit EFAL learners in using their home languages to understand EFAL, namely the use of newsletters and telephone calls in the vernacular, Heritage Day and Cultural Week and school trips to cultural villages. The study has shown that in globalised multilingual learning settings, there is a need to embrace non-academic activities that the school and relevant stakeholders can use to promote the complementarity between learners’ home languages and English first additional language. The study also recommends hiring bi/multilingual teachers to schools to enhance multilingual practices in teaching and learning English first an additional language. Keywords: English first additional Language; Multilingualism; Multilingual Education; Linguistic Diversity
{"title":"Complementing Home Languages and English First Additional Language through Non-Academic Activities","authors":"Kufakunesu Zano, M. Baloyi","doi":"10.38159/ehass.2024576","DOIUrl":"https://doi.org/10.38159/ehass.2024576","url":null,"abstract":"This study explored how to harness non-academic activities to enhance the complementarity between learners’ home languages and English first additional language (EFAL) in the Intermediate Phase in South Africa. A qualitative approach was used in this study. For this qualitative study, eight Intermediate Phase teachers were selected as respondents. Each teacher was engaged in a telephone interview because we found this data collection tool less time-consuming, allows for the recording of the conversation, and saves on transport costs. These eight teachers, two each from four primary schools, were referred to as T1 to T8 to maintain their anonymity and uphold confidentiality. The findings indicate that using non-academic strategies and activities such as songs, co-curricular activities, name building, school assemblies and announcements, bilingual/multilingual teachers and non-teaching personnel help learners realise the complementarity between their home languages and the English language. The other findings comprise inclusive strategies that could benefit EFAL learners in using their home languages to understand EFAL, namely the use of newsletters and telephone calls in the vernacular, Heritage Day and Cultural Week and school trips to cultural villages. The study has shown that in globalised multilingual learning settings, there is a need to embrace non-academic activities that the school and relevant stakeholders can use to promote the complementarity between learners’ home languages and English first additional language. The study also recommends hiring bi/multilingual teachers to schools to enhance multilingual practices in teaching and learning English first an additional language.\u0000\u0000Keywords: English first additional Language; Multilingualism; Multilingual Education; Linguistic Diversity","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"6 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141684980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Human-wildlife conflict is a global crisis that has significantly impacted the local livelihoods of the rural populace of the world. This study aimed to examine the consequences and effects of human-wildlife conflict in Mbire District, Ward 1, Zimbabwe. This paper analysed a range of issues, including human-wildlife conflict, poaching, habitat loss, and socio-economic impacts, all of which intertwine to create a complex web of challenges with severe consequences for both humans and wildlife alike. The study was informed by the Musha/Nyumba and social conflict theories. The research used the qualitative method, where structured face-to-face interviews were conducted. Data was gathered from a sample of thirty participants and three key informants who were purposively selected to participate in the study. The study utilized a case-study research design. Data collected from the interviews were analysed to identify categories, emerging themes, and areas of agreement or disagreement in relation to the research questions. The study revealed that the consequences of human-wildlife conflicts include competition for resources, threats to human safety, crop and livestock damage, conservation concerns, and disruption of ecosystem balance. The paper concluded that human-wildlife conflict is a serious global threat to sustainable development, food security, wildlife conservation, and health, a concern that is negatively affecting people, wildlife, and the achievement of sustainable development goals. Evidence-based recommendations were provided to policymakers and stakeholders, including education initiatives, compensation and insurance schemes, land use planning, community engagement, and the development of early warning systems. This paper contributes to the ongoing debate on the economics of human-wildlife conflict and the contribution of wildlife to local livelihoods. Keywords: Human-Wildlife, Conflict, Wildlife, Zimbabwe
{"title":"Assessing the Human-Wildlife Conundrum in Zimbabwe: Implications for Social Work Practice","authors":"Charles Simbarashe Gozho, Millicent Katsande","doi":"10.38159/ehass.2024575","DOIUrl":"https://doi.org/10.38159/ehass.2024575","url":null,"abstract":"Human-wildlife conflict is a global crisis that has significantly impacted the local livelihoods of the rural populace of the world. This study aimed to examine the consequences and effects of human-wildlife conflict in Mbire District, Ward 1, Zimbabwe. This paper analysed a range of issues, including human-wildlife conflict, poaching, habitat loss, and socio-economic impacts, all of which intertwine to create a complex web of challenges with severe consequences for both humans and wildlife alike. The study was informed by the Musha/Nyumba and social conflict theories. The research used the qualitative method, where structured face-to-face interviews were conducted. Data was gathered from a sample of thirty participants and three key informants who were purposively selected to participate in the study. The study utilized a case-study research design. Data collected from the interviews were analysed to identify categories, emerging themes, and areas of agreement or disagreement in relation to the research questions. The study revealed that the consequences of human-wildlife conflicts include competition for resources, threats to human safety, crop and livestock damage, conservation concerns, and disruption of ecosystem balance. The paper concluded that human-wildlife conflict is a serious global threat to sustainable development, food security, wildlife conservation, and health, a concern that is negatively affecting people, wildlife, and the achievement of sustainable development goals. Evidence-based recommendations were provided to policymakers and stakeholders, including education initiatives, compensation and insurance schemes, land use planning, community engagement, and the development of early warning systems. This paper contributes to the ongoing debate on the economics of human-wildlife conflict and the contribution of wildlife to local livelihoods.\u0000\u0000Keywords: Human-Wildlife, Conflict, Wildlife, Zimbabwe","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"362 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Numerous grievances have been lodged against police officers who abused their mandate to use force, which is a matter that has raised serious concern not only in policing circles but in the media as well. Independent Police Investigative Directorate (IPID) reports do not provide adequate information on how cases related to assault occurred nor when they occurred. Therefore, this empirical study was conducted to enlighten an understanding of rogue officers’ misuse of force that resulted in criminal cases of assault. The researcher conducted one-on-one interviews with ten IPID investigating officers from KwaZulu-Natal province. Through the use of a thematic analysis process, the findings revealed that police officers used force before a suspect resisted arrest, during suspect resistance and after containing a resisting suspect. Furthermore, it was revealed that police used force when a suspect questioned their procedures and became violent when a suspect was disrespectful towards the police, and sometimes as a form of intimidation even though there was no threat. Even when the threat had been contained and the suspects arrested, the police failed to cease using force. It is thus important to educate citizens about their legal rights, police procedures, and the importance of respecting not only the law but the enforcers of the law as well. In the same vein, police management should work at addressing and eradicating police involvement in criminal activities, proactively monitoring all officers’ behaviour to detect signs of excessive force, and swiftly dealing with criminal behaviour by the police. Keywords: Assault, Police, Resisting Arrest, Suspect, Use of Force
{"title":"Examining Violent Police-Citizen Encounters in South Africa: A Focus on Suspect and Police Behaviour","authors":"Philisiwe Hadebe","doi":"10.38159/ehass.2024556","DOIUrl":"https://doi.org/10.38159/ehass.2024556","url":null,"abstract":"Numerous grievances have been lodged against police officers who abused their mandate to use force, which is a matter that has raised serious concern not only in policing circles but in the media as well. Independent Police Investigative Directorate (IPID) reports do not provide adequate information on how cases related to assault occurred nor when they occurred. Therefore, this empirical study was conducted to enlighten an understanding of rogue officers’ misuse of force that resulted in criminal cases of assault. The researcher conducted one-on-one interviews with ten IPID investigating officers from KwaZulu-Natal province. Through the use of a thematic analysis process, the findings revealed that police officers used force before a suspect resisted arrest, during suspect resistance and after containing a resisting suspect. Furthermore, it was revealed that police used force when a suspect questioned their procedures and became violent when a suspect was disrespectful towards the police, and sometimes as a form of intimidation even though there was no threat. Even when the threat had been contained and the suspects arrested, the police failed to cease using force. It is thus important to educate citizens about their legal rights, police procedures, and the importance of respecting not only the law but the enforcers of the law as well. In the same vein, police management should work at addressing and eradicating police involvement in criminal activities, proactively monitoring all officers’ behaviour to detect signs of excessive force, and swiftly dealing with criminal behaviour by the police.\u0000\u0000Keywords: Assault, Police, Resisting Arrest, Suspect, Use of Force","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"50 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141338499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In post-apartheid South Africa, community newspapers that publish in native languages were established to promote the values and principles of the new constitutional democracy. This paper critiques how the epistemic dominance and coverage of the xenophobic attack discourses in South African community newspapers in a way contradict the values and principles of Ubuntu as an African philosophy. The paper focuses on how such depictions, coverage and dominance could have the potential to perpetuate the legacy of colonialism and neocolonialism in the post-apartheid era and intensify divisions, devalue dignity, and undermine the unity of African societies. It argues that these colonial legacies of the past conflict with the values and principles of ubuntu, compromise social cohesion, and continue the ongoing neo-colonial discourses that separate and insinuate attacks on other African nationals. Reinforced by the framing theory of representation, this Afrocentric systematic review employed a purposive sampling technique to select at least twenty secondary research articles and theses published between 2015 and 2023 by searching various repositories. The selection of these texts was based on their online availability and accessibility. The paper used thematic analysis to explore the selected materials to develop the related themes and subthemes that informed the entire conversation. Moreover, the findings highlight how the perpetual discourses on xenophobic stereotypes, linguistic features, and expressions used in community newspapers to signify other African nationals could in a way, contradict significant values of ubuntu, communal living, and social cohesion that define the African dignity and unity. Keywords: Community Newspaper, Immigrants’ Stereotypes, Social Cohesion, Ubuntu, Xenophobic Discourses
{"title":"Ubuntu Precepts and the Coverage of Xenophobic Discourses in South African Community Newspapers: An Afrocentric Systematic Critique","authors":"Fulufhelo Oscar Makananise","doi":"10.38159/ehass.2024569","DOIUrl":"https://doi.org/10.38159/ehass.2024569","url":null,"abstract":"In post-apartheid South Africa, community newspapers that publish in native languages were established to promote the values and principles of the new constitutional democracy. This paper critiques how the epistemic dominance and coverage of the xenophobic attack discourses in South African community newspapers in a way contradict the values and principles of Ubuntu as an African philosophy. The paper focuses on how such depictions, coverage and dominance could have the potential to perpetuate the legacy of colonialism and neocolonialism in the post-apartheid era and intensify divisions, devalue dignity, and undermine the unity of African societies. It argues that these colonial legacies of the past conflict with the values and principles of ubuntu, compromise social cohesion, and continue the ongoing neo-colonial discourses that separate and insinuate attacks on other African nationals. Reinforced by the framing theory of representation, this Afrocentric systematic review employed a purposive sampling technique to select at least twenty secondary research articles and theses published between 2015 and 2023 by searching various repositories. The selection of these texts was based on their online availability and accessibility. The paper used thematic analysis to explore the selected materials to develop the related themes and subthemes that informed the entire conversation. Moreover, the findings highlight how the perpetual discourses on xenophobic stereotypes, linguistic features, and expressions used in community newspapers to signify other African nationals could in a way, contradict significant values of ubuntu, communal living, and social cohesion that define the African dignity and unity.\u0000\u0000Keywords: Community Newspaper, Immigrants’ Stereotypes, Social Cohesion, Ubuntu, Xenophobic Discourses","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"36 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Raymond Emekako, Daniel Jesuwenu Ajose, Olaitan Shemfe
The higher education landscape in South Africa is characterised by alarming levels of student attrition and the prolongation of academic programmes. The lack of proficient academic writing skills hinders their achievement and impacts their success rates. This study examined the transformative effects of postgraduate writing camps on students’ academic writing skills and self-efficacy. This article drew its data from the larger project, ‘Postgraduate Research Support for Enhanced Throughput’, conducted by the Centre for Teaching and Learning at the North-West University (NWU), South Africa. Based on Halpern’s four-part model of critical thinking, the research investigated the acquisition of skills, development of disposition, transfer of skills, and metacognitive processes in a sample of 50 postgraduate students. The findings revealed that writing camps effectively enhance language skills, encourage individual voices in academic discourse, and improve professional competence. A well-structured writing environment and effective feedback mechanisms play a crucial role in increasing productivity and satisfaction. Additionally, the study highlighted the acquisition of functional and self-management skills, including effective time management and collaborative interaction. The recommendation to target newly admitted postgraduate students emphasised the potential to address writing difficulties from the outset. The implications for supervisors and institutions include utilising the insights for mentoring practices, investing in conducive and structured settings, and integrating effective feedback mechanisms. Keywords: Academic Writing Camp, Writing Skills Development, Self-Efficacy, Halpern’s Four-Part Model, Postgraduate Research.
{"title":"Empowering and Optimising Postgraduate Research: An In-Depth Exploration of the Impact of Writing Camps on Academic Writing Skills and Self-Efficacy","authors":"Raymond Emekako, Daniel Jesuwenu Ajose, Olaitan Shemfe","doi":"10.38159/ehass.2024568","DOIUrl":"https://doi.org/10.38159/ehass.2024568","url":null,"abstract":"The higher education landscape in South Africa is characterised by alarming levels of student attrition and the prolongation of academic programmes. The lack of proficient academic writing skills hinders their achievement and impacts their success rates. This study examined the transformative effects of postgraduate writing camps on students’ academic writing skills and self-efficacy. This article drew its data from the larger project, ‘Postgraduate Research Support for Enhanced Throughput’, conducted by the Centre for Teaching and Learning at the North-West University (NWU), South Africa. Based on Halpern’s four-part model of critical thinking, the research investigated the acquisition of skills, development of disposition, transfer of skills, and metacognitive processes in a sample of 50 postgraduate students. The findings revealed that writing camps effectively enhance language skills, encourage individual voices in academic discourse, and improve professional competence. A well-structured writing environment and effective feedback mechanisms play a crucial role in increasing productivity and satisfaction. Additionally, the study highlighted the acquisition of functional and self-management skills, including effective time management and collaborative interaction. The recommendation to target newly admitted postgraduate students emphasised the potential to address writing difficulties from the outset. The implications for supervisors and institutions include utilising the insights for mentoring practices, investing in conducive and structured settings, and integrating effective feedback mechanisms. \u0000\u0000Keywords: Academic Writing Camp, Writing Skills Development, Self-Efficacy, Halpern’s Four-Part Model, Postgraduate Research.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to provide reflections on the leadership experiences of school principals on leading and managing in the deprived context of the Amathole East Education District. The study thus employed a qualitative research approach coupled with an in-depth exploratory examination of the reflections of five principals in their leadership roles. The findings indicated that school principals encountered a lack of support from the government, a lack of funding and infrastructure, a lack of parental involvement, and many socio-economic issues. The study recommended that schools should be provided with additional resources and funding, community partners, and mentorship, and should design activities that engage parents and the wider community in the education process. This study contributes to scholarship by deepening understanding of the complexities of leading and managing in deprived educational contexts by offering actionable recommendations for enhancing educational equity and quality in such settings. It serves as a valuable resource for policymakers, educators, and researchers seeking to address the persistent challenges faced by schools serving disadvantaged communities. Keywords: Principal leadership roles, Deprived schools, Governments, Infrastructure, Parental Involvement, Socio-economic Issues
{"title":"Reflections on Principals’ Leadership Practices in Deprived Schools: A Case of the Amathole East Education District","authors":"N. Dyantyi, T. Ncanywa","doi":"10.38159/ehass.2024567","DOIUrl":"https://doi.org/10.38159/ehass.2024567","url":null,"abstract":"This study aimed to provide reflections on the leadership experiences of school principals on leading and managing in the deprived context of the Amathole East Education District. The study thus employed a qualitative research approach coupled with an in-depth exploratory examination of the reflections of five principals in their leadership roles. The findings indicated that school principals encountered a lack of support from the government, a lack of funding and infrastructure, a lack of parental involvement, and many socio-economic issues. The study recommended that schools should be provided with additional resources and funding, community partners, and mentorship, and should design activities that engage parents and the wider community in the education process. This study contributes to scholarship by deepening understanding of the complexities of leading and managing in deprived educational contexts by offering actionable recommendations for enhancing educational equity and quality in such settings. It serves as a valuable resource for policymakers, educators, and researchers seeking to address the persistent challenges faced by schools serving disadvantaged communities.\u0000\u0000Keywords: Principal leadership roles, Deprived schools, Governments, Infrastructure, Parental Involvement, Socio-economic Issues","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bernard Ampong, Kofi Adu Manyah, Richard Senyo Kofi Kwakye, Melvin Nartey, Francis Douglas Appiah, Stella Afi Makafui Yegblemenawo, Paul Anning
Having in mind the basic pragmalinguistic principle which argues that traces of the unsaid are always present in our communication and guided by Jacob L. Mey’s assertion that titles can be tricky, this study seeks to explore the elements that influence authors’ choice of titles and the opaque meanings of such titles. This research adopted a pragmatic approach to discourse analysis with the aid of the notions of presuppositions, inferences, argumentative orientations, argumentative scales and the theory of possible worlds. Results indicate that the setting of a literary work, the cultural origin, beliefs and philosophies of its author, the era within which the work is written, and the use of figures of speech, among others, are elements that influence an author’s choice of a title of a literary piece. This study has further revealed that careful consideration of these factors could play a critical role in helping a reader unravel the deeper meaning of the title of a piece of work as well as the entire text. This study is a scholarly contribution to titrology, pragmatics, and discourse analysis. Keywords: Unsaid, Pragmatics, Title, Context, Inference, Metaphor
雅各布-L.-梅（Jacob L. Mey）断言标题可能是棘手的，考虑到这一基本的实用语言学原则，本研究试图探讨影响作者选择标题的因素以及这些标题的不透明含义。本研究采用了实用主义的话语分析方法，借助了预设、推论、论证方向、论证尺度和可能世界理论等概念。研究结果表明，文学作品的背景、作者的文化渊源、信仰和哲学、作品所处的时代以及比喻的使用等等，都是影响作者选择文学作品标题的要素。本研究进一步揭示，仔细考虑这些因素对于帮助读者揭示作品标题以及整个文本的深层含义起着至关重要的作用。本研究是对标题学、语用学和话语分析的学术贡献：未说明 语用学 标题 上下文 推论 隐喻
{"title":"The Unsaid in Titles: A Critical Look at Bernard Nanga’s “Les Chauves-Souris” [Bats]","authors":"Bernard Ampong, Kofi Adu Manyah, Richard Senyo Kofi Kwakye, Melvin Nartey, Francis Douglas Appiah, Stella Afi Makafui Yegblemenawo, Paul Anning","doi":"10.38159/ehass.2024566","DOIUrl":"https://doi.org/10.38159/ehass.2024566","url":null,"abstract":"Having in mind the basic pragmalinguistic principle which argues that traces of the unsaid are always present in our communication and guided by Jacob L. Mey’s assertion that titles can be tricky, this study seeks to explore the elements that influence authors’ choice of titles and the opaque meanings of such titles. This research adopted a pragmatic approach to discourse analysis with the aid of the notions of presuppositions, inferences, argumentative orientations, argumentative scales and the theory of possible worlds. Results indicate that the setting of a literary work, the cultural origin, beliefs and philosophies of its author, the era within which the work is written, and the use of figures of speech, among others, are elements that influence an author’s choice of a title of a literary piece. This study has further revealed that careful consideration of these factors could play a critical role in helping a reader unravel the deeper meaning of the title of a piece of work as well as the entire text. This study is a scholarly contribution to titrology, pragmatics, and discourse analysis.\u0000\u0000Keywords: Unsaid, Pragmatics, Title, Context, Inference, Metaphor","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 57","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developing young learners’ knowledge in number sense is a priority if the aim is to build a rich mathematical foundation for successful learning and future innovative careers. Capturing students’ interests and motivation is crucial while mediating counting concepts. Literature directs practice on the important core concepts that are foundational in developing number sense. This paper therefore assessed how young South African children demonstrated number concepts before entering the reception class. The paper revealed the diverse knowledge attained by children in different settings before embarking on formal education. A qualitative analysis was employed using Clements and Sarama’s learning trajectories as an analytical tool for children’s counting progression. The findings indicated that children’s start mathematically is uneven with either fully or partially attained number concepts, for example, one-to-one correspondence, counting on, cardinality, and equality. Furthermore, the findings revealed that a lack of particular numerical skills such as keeping track while counting, reciter, and sequential verbal counting beyond 10 impede learners’ full realisation of understanding numerical concepts. The findings suggest pre-schooling stimulation that provides rich mathematical experiences and purposeful play towards the attainment of core foundational concepts. It was, therefore, recommended that Grade R Mathematics teachers intervene earlier during preschool to assist learners specifically from low socioeconomic backgrounds and mathematise learners’ play and activities to enhance their semi-attained numerical abilities. This paper informs the mathematics education community of the need for future interventions and a curriculum designed to improve these skills in young children. This could have a positive impact on long-term academic success and close the numeracy gap which is existing in mathematics achievement between high and low-income children. Keywords: Numeracy, Trajectories, Innate Abilities, Counting, Grade R
如果要为成功的学习和未来的创新事业打下丰富的数学基础，那么培养青少年学生的数感知识就是当务之急。捕捉学生的兴趣和动机在调解计数概念时至关重要。文献指导了对培养数感具有基础作用的重要核心概念的实践。因此，本文评估了南非幼儿在进入接待班之前是如何展示数概念的。论文揭示了儿童在接受正规教育之前在不同环境中所获得的不同知识。本文采用克莱门茨和萨拉马的学习轨迹作为分析工具，对儿童的计数进展进行了定性分析。研究结果表明，儿童在数学方面的起步并不均衡，有的完全掌握了数概念，有的只掌握了部分数概念，如一一对应、数上数、万以内数和相等。此外，研究结果还显示，缺乏特定的数字技能，如边数边记数、背诵和 10 以内的顺序口算等，都会妨碍学习者充分理解数字概念。研究结果表明，学前刺激应提供丰富的数学经验和有目的的游戏，以实现核心基础概念。因此，研究建议 R 年级数学教师在学前教育阶段提早介入，帮助来自低社会经济背景的学习者，并将学习者的游戏和活动数学化，以提高他们的半达标数字能力。本文告诉数学教育界，今后需要采取干预措施和课程设计来提高幼儿的这些技能。这将对长期的学业成功产生积极影响，并缩小高收入儿童与低收入儿童在数学成绩方面存在的计算能力差距：计算能力、轨迹、先天能力、计数、R 年级
{"title":"Grade R Numerosity Levels and Gaps: A Case of South African Learners in the Eastern Cape","authors":"N. Feza, S. Chiphambo","doi":"10.38159/ehass.2024565","DOIUrl":"https://doi.org/10.38159/ehass.2024565","url":null,"abstract":"Developing young learners’ knowledge in number sense is a priority if the aim is to build a rich mathematical foundation for successful learning and future innovative careers. Capturing students’ interests and motivation is crucial while mediating counting concepts. Literature directs practice on the important core concepts that are foundational in developing number sense. This paper therefore assessed how young South African children demonstrated number concepts before entering the reception class. The paper revealed the diverse knowledge attained by children in different settings before embarking on formal education. A qualitative analysis was employed using Clements and Sarama’s learning trajectories as an analytical tool for children’s counting progression. The findings indicated that children’s start mathematically is uneven with either fully or partially attained number concepts, for example, one-to-one correspondence, counting on, cardinality, and equality. Furthermore, the findings revealed that a lack of particular numerical skills such as keeping track while counting, reciter, and sequential verbal counting beyond 10 impede learners’ full realisation of understanding numerical concepts. The findings suggest pre-schooling stimulation that provides rich mathematical experiences and purposeful play towards the attainment of core foundational concepts. It was, therefore, recommended that Grade R Mathematics teachers intervene earlier during preschool to assist learners specifically from low socioeconomic backgrounds and mathematise learners’ play and activities to enhance their semi-attained numerical abilities. This paper informs the mathematics education community of the need for future interventions and a curriculum designed to improve these skills in young children. This could have a positive impact on long-term academic success and close the numeracy gap which is existing in mathematics achievement between high and low-income children.\u0000\u0000Keywords: Numeracy, Trajectories, Innate Abilities, Counting, Grade R","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article sought to explore the experiences of Accounting Education pre-service teachers’ learning through social media groups. The study adopted a qualitative case study of twenty first-year pre-service Accounting teachers who were selected purposively. Data was generated using semi-structured individual telephonic and WhatsApp-based focus group interviews. The study employed thematic data analysis to analyse pre-service teachers’ learning expriences. What emerged from the findings is that WhatsApp groups allowed communal construction and sharing of knowledge and skills. Meeting in small WhatsApp groups nurtured a continuous supportive environment that provided a variety of perspectives and solutions. The study revealed that constraints due to the nature of financial problems and scenarios placed restrictions on the quality of interaction and the type of learning that took place through WhatsApp groups. The findings of the study have shown that Moodle as a learning site is not proficient in offering pre-service teachers all Accounting teaching and learning materials; there is, therefore, a need to supplement it with social media platforms, since students are acquainted with them. It is envisaged that this paper will make timeous theoretical contributions to the scholarship of teaching and learning to enhance the integration of social media in teaching and learning. Keywords: Accounting, pre-service teachers, social media, student teachers, WhatsApp groups.
{"title":"Engaging First-year Accounting Pre-service Teachers in Learning through Social Media Groups","authors":"J. Ngwenya, Nomsa Zaly","doi":"10.38159/ehass.2024564","DOIUrl":"https://doi.org/10.38159/ehass.2024564","url":null,"abstract":"This article sought to explore the experiences of Accounting Education pre-service teachers’ learning through social media groups. The study adopted a qualitative case study of twenty first-year pre-service Accounting teachers who were selected purposively. Data was generated using semi-structured individual telephonic and WhatsApp-based focus group interviews. The study employed thematic data analysis to analyse pre-service teachers’ learning expriences. What emerged from the findings is that WhatsApp groups allowed communal construction and sharing of knowledge and skills. Meeting in small WhatsApp groups nurtured a continuous supportive environment that provided a variety of perspectives and solutions. The study revealed that constraints due to the nature of financial problems and scenarios placed restrictions on the quality of interaction and the type of learning that took place through WhatsApp groups. The findings of the study have shown that Moodle as a learning site is not proficient in offering pre-service teachers all Accounting teaching and learning materials; there is, therefore, a need to supplement it with social media platforms, since students are acquainted with them. It is envisaged that this paper will make timeous theoretical contributions to the scholarship of teaching and learning to enhance the integration of social media in teaching and learning.\u0000\u0000Keywords: Accounting, pre-service teachers, social media, student teachers, WhatsApp groups.","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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