Measuring media audiences

This chapter deals with the complex, fast-changing and fast-developing world of the measurement of mass media audiences. Important concepts, the reasons for the need for reliable audience information and the nature of the information required are firstly discussed. The instruments for measuring media audiences such as social surveys, diaries and various metering devices are furthermore discussed. It furthermore entails a critical reflection on the various audience measurement practises for the measurement of television, radio, newspaper, internet and outdoor media audiences. Attention is furthermore given to audience measurement practises in South Africa, in particular to the work of the South African Advertising Research Foundation (SAARF) and their various audience measurement initiatives such as SAARF AMPS®, SAARF TAMS® and SAARF RAMS® are furthermore discussed. The chapter furthermore gives attention to the challenges to audience measurement due to ongoing technological development

The integration of Mathematics, Science and Technology in early childhood education and the foundation phase : the role of the formation of the professional identities of beginner teachers

Die artikel fokus op die vorming van ’n professionale identiteit by ses beginneronderwysers (drie in vroeëkinderonderwys en drie in die grondslagfase) wat die onderrig van Wiskunde, Wetenskap en Tegnologie (WWT) betref ‒ in die besonder die rol van professionele identiteit in hul toepassing van innoverende onderrigmetodes soos ondersoekgebaseerde onderrig. Dit is gebaseer op hul persoonlike narratiewe oor hul eie leerervarings wat WWT betref, die impak van hul onderwysopleiding by ’n hoëronderwysinstansie, asook hul eerste ervarings as WWT-onderwysers in die werkplek. ’n Kwalitatiewe navorsingsontwerp is gevolg en data is verkry deur visuele (foto-collages) en geskrewe stories, observasie en onderhoude. Terwyl al die beginneronderwysers ná hul skoolopleiding ’n negatiewe houding teenoor Wiskunde gehuldig het, is hierdie situasie tydens hul onderwysopleiding omgekeer. Terwyl die drie vroeëkinderonderwysers hul beroepstoetrede positief ervaar het, oorwegend vanweë kollegiale ondersteuning vir hul implementering van innoverede onderrigmetodes, het twee onderwysers in die grondslagfase die teenoorgestelde ervaar. Die bevindings beklemtoon die komplekse proses waardeur die professionele identiteit van onderwysers gevorm word en hoe hul onderrigpraktyk daardeur beïnvloed word.This article focuses on the professional identity formation of six beginner teachers (three in early childhood education and three in the foundation phase), involved in the teaching of Mathematics, Science and Technology (MST). Attention is in particular being paid to the role of professional identity in how they applied innovative teaching methods such as enquiry-based teaching. The study is based on the personal narratives of the six teachers, regarding their own learning experiences in MST, the impact of their professional training at an institution of higher education, as well as their first experiences as MST teachers in the workplace. A qualitative research design was applied and data was obtained through visual (photo collages) and written stories, observation and interviews. Whilst all the teachers held negative attitudes towards Mathematics, this situation was turned around during their university training. The three teachers in early childhood education experienced their entrance to the profession as positive, due mainly to the support of colleagues in their application of innovative teaching methods. Two teachers in the foundation phase, however, experienced the opposite. The findings emphasise the complex processes in the moulding of a professional teacher identity and how teaching practices are influenced by these processes.The study formed part of the Project SUSTAIN (NUFU Grant) for research in Mathematics, Science and Technology in which various universities participated. These universities are the University of Pretoria and the University of KwaZulu-Natal in South Africa, the University of Malawi, the University of Zambia, the University of Bergen and the University of Life Sciences in Oslo, Norway.http://www.satnt.ac.zaam201

The integration of Mathematics, Science and Technology in early childhood education and the foundation phase : the role of the formation of the professional identities of beginner teachers

Die artikel fokus op die vorming van ’n professionale identiteit by ses beginneronderwysers (drie in vroeëkinderonderwys en drie in die grondslagfase) wat die onderrig van Wiskunde, Wetenskap en Tegnologie (WWT) betref ‒ in die besonder die rol van professionele identiteit in hul toepassing van innoverende onderrigmetodes soos ondersoekgebaseerde onderrig. Dit is gebaseer op hul persoonlike narratiewe oor hul eie leerervarings wat WWT betref, die impak van hul onderwysopleiding by ’n hoëronderwysinstansie, asook hul eerste ervarings as WWT-onderwysers in die werkplek. ’n Kwalitatiewe navorsingsontwerp is gevolg en data is verkry deur visuele (foto-collages) en geskrewe stories, observasie en onderhoude. Terwyl al die beginneronderwysers ná hul skoolopleiding ’n negatiewe houding teenoor Wiskunde gehuldig het, is hierdie situasie tydens hul onderwysopleiding omgekeer. Terwyl die drie vroeëkinderonderwysers hul beroepstoetrede positief ervaar het, oorwegend vanweë kollegiale ondersteuning vir hul implementering van innoverede onderrigmetodes, het twee onderwysers in die grondslagfase die teenoorgestelde ervaar. Die bevindings beklemtoon die komplekse proses waardeur die professionele identiteit van onderwysers gevorm word en hoe hul onderrigpraktyk daardeur beïnvloed word.This article focuses on the professional identity formation of six beginner teachers (three in early childhood education and three in the foundation phase), involved in the teaching of Mathematics, Science and Technology (MST). Attention is in particular being paid to the role of professional identity in how they applied innovative teaching methods such as enquiry-based teaching. The study is based on the personal narratives of the six teachers, regarding their own learning experiences in MST, the impact of their professional training at an institution of higher education, as well as their first experiences as MST teachers in the workplace. A qualitative research design was applied and data was obtained through visual (photo collages) and written stories, observation and interviews. Whilst all the teachers held negative attitudes towards Mathematics, this situation was turned around during their university training. The three teachers in early childhood education experienced their entrance to the profession as positive, due mainly to the support of colleagues in their application of innovative teaching methods. Two teachers in the foundation phase, however, experienced the opposite. The findings emphasise the complex processes in the moulding of a professional teacher identity and how teaching practices are influenced by these processes.The study formed part of the Project SUSTAIN (NUFU Grant) for research in Mathematics, Science and Technology in which various universities participated. These universities are the University of Pretoria and the University of KwaZulu-Natal in South Africa, the University of Malawi, the University of Zambia, the University of Bergen and the University of Life Sciences in Oslo, Norway.http://www.satnt.ac.zaam201

Truth and Consequences: Law, Myth and Metaphor in American Indian Contested Adoption

This article considers the effects of the operations of myth and metaphor on law through a comparison of a United States Supreme Court decision and a novel that deal with the contested trans-racial adoption of an American Indian child. It argues that the United States founding myth of Manifest Destiny—of the divinely ordained fate of the continent to host a (white) Christian state—is determinative of the way in which legal decisions regarding American Indians are made. The myth of Manifest Destiny contains a metaphor of vanished American Indians, such that contemporary American Indians are rendered nearly invisible and whose existence is not easily absorbed into the working of the American legal system. The American Indian Child Welfare Act provides protections against assimilation for indigenous families and community, thus working at cross-purposes to the ultimate aim of Manifest Destiny. What happens in those instances when legal provisions and interpretation run counter to Manifest Destiny? Through the consideration of the situation of a contested adoption, this article reveals the heavy influence of Manifest Destiny in the Supreme Court decision, which is counter to the vision of a pluralistic culture envisioned in both the novel and the Indian Child Welfare Act (ICWA) itself. The consequences of legal resistance to ICWA for American Indian communities and as to the operation of the legal system itself are discussed

Etnisiteit in 'n oorgangsperiode : 'n sociaal-sielkundige studie

Die studie fokus op etnisiteit gedurende die oorgang na 'n nuwe politieke bedeling in Suid-Afrika. Op teoretiese vlak is aandag gegee aan ideologiese strominge; dimensies van etnisiteit; die omskrywing van etnisiteit en die onderskeid tussen etnisiteit en ander vorme van groepidentifisering. Etnisiteit is verder op sosiaalsielkundige vlak ontleed, terwyl die invloed van ekonomiese, politieke en staatkundige faktore verreken is. Kontekstuele faktore tydens die ondersoek wat resultate kon be'invloed, is ook bestudeer. Die empiriese komponent het 'n vraelysopname in die Pretoria-WitwatersrandVereeniging- gebied (Gauteng) behels. Onderhoude is gedurende Januarie en Februarie 1994 voltooi, aan die vooraand van 'n nuwe politieke bedeling. Ewekansige steekproewe is getrek van 466 swartmense en 460 witmense (347 Afrikaanssprekendes en 113 Engelssprekendes). Patrone van etniese, staatkundige en rasse-identifisering; die betekenis van etnisiteit vir die individu; persepsies van die situasie van groepe en faktore wat etniese identifisering kon be"invloed, is gedek. Die konstrukgeldigheid en dimensies van skale is met hoofkomponent- en hooffaktorontledings ondersoek. Variansie-ontledings het verskille tussen groepe ge'identifiseer, terwyl meervoudige regressie-ontledings voorspellers van etniese identifisering uitgelig het. Belangrike bevindings is die volgende: * Etnisiteit was 'n belangrike bron van groepidentifisering vir sowel swartmense as witmense. 'n Sielkundige dimensie - etniese identiteit - wat verband hou met trots op en lojaliteit teenoor die onsgroep was onderskeibaar. Sterker etniese identifisering het by alle groepe gekorreleer met identiteitsverwerwing; betrokkenheid by en eksplorasie ten opsigte van die onsgroep; minder ambivalente gevoelens oor onsgroeplidmaatskap en 'n drang om onsgroepbelange te beskerm. Sterker etniese identifisering het by Afrikaanssprekende witmense met 'n positiewe selfbeeld en by swartmense met 'n negatiewe selfbeeld gekorreleer. Laer onderwyskwalifikasies het by Afrikaanssprekende witmense met sterker etniese identifisering gekorreleer. Die teenoorgestelde het gegeld vir Afrikaanssprekendes met hoer onderwyskwalifikasies. Persepsies van bedreiging het by Afrikaanssprekende witmense met sterker etniese identifisering verband gehou. Sterker etniese identifisering het by alle groepe 6f met negatiewe tussengroepgedrag 6f met negatiewe tussengroephoudings gekorreleer. Die gevolgtrekking word gemaak dat op alle terreine rekening gehou moet word met die etniese heterogeniteit van die Suid-Afrikaanse samelewing.The study focuses on ethnicity during the transition to a new political dispensation in South Africa. At the theoretical level, attention was given to ideological trends; dimensions of ethnicity; the description of ethnicity and the distinction between ethnicity and other forms of group identification. Ethnicity was furthermore analyzed at the socio-psychological level, while the influence of economic, political and constitutional factors was also considered. Contextual factors during the investigation which could have influenced the results were also analyzed. The empirical component comprised a questionnaire survey in the PretoriaWitwatersrand- Vereeniging area (Gauteng). Interviews were conducted during January and February 1994, on the eve of a new political dispensation. Randomly selected samples were drawn of 466 blacks and 460 whites (347 Afrikaansspeaking and 113 English-speaking). Patterns of ethnic, national and race identification; the meaning of ethnicity for the individual; perceptions of the situation of groups and factors that could influence ethnic identification were covered. The construct validity and dimensions of scales were investigated by means of main component and main factor analyses. Variance analyses identified differences between groups, whereas multiple regression analyses were used to determine predictors of ethnic identification. Important findings were the following: * Ethnicity was an important source of group identification for blacks as well as whites. A psychological dimension - ethnic identity - that related to pride in and loyalty to the ingro11p was highlighted. Stronger ethnic identification correlated among all groups with identity formation; involvement with and exploration regarding the ingroup; less ambivalent feelings about ingroup membership and an urge to protect ingroup interests. Stronger ethnic identification correlated among the Afrikaans-speaking whites with a positive self-image and among the blacks with a negative selfimage. Lower educational qualifications correlated among Afrikaans-speaking whites with stronger ethnic identification. The opposite applied to Afrikaansspeaking whites with higher educational qualifications. Perceived threats were associated with stronger ethnic identification among Afrikaans-speaking whites. Stronger ethnic identification correlated among all groups either with negative intergroup behaviour or with negative intergroup attitudes. It is concluded that ethnic heterogeneity should be taken into account in all spheres of the South African society.Department of PsychologyD. Lit. et Phil (Psychology