Re-phrasing turf-human relations: opening space to imagine more polite practices with turfgrasses

2021 Spring.Includes bibliographical references.This thesis aims to induce wonder and cooperation towards enacting turfgrass formations and discourses in more reciprocal ways. I amplify Kenneth Burke's take on rhetoric as the art of inducing cooperation, but extend this definition to everyday multispecies relations. In the midst of increasingly unpredictable and unstable climatic conditions, it's imperative to collaborate creatively across disciplines, but also with the biotic relations we co-create worlds with. As a scholar in rhetoric and composition, I perform a discursive analysis on an aspect or slice of the myriad discourses enabling and constraining turfgrass practices. I use rhetorical and social studies methods to analyze thirteen scientific articles on turf from the International Turfgrass Society Research Journal. My qualitative research is undergirded by interdisciplinary theories that emphasize material relations and historical conditions. My findings let me theorize that turf is a complex assemblage, currently governed and enacted according to anthropocentric aesthetic principles of aboveground turf canopy quality, uniformity and performance. From this grounded theory, I hope to open space towards cultivating other ways of knowing and attending to turfgrass assemblages that might sustain diverse relations and lifeways. Our interconnected futures depend on a shared ability to respond and become response-able with multispecies others

Quantitative Standards for the Implementation of Qualitative Standards in Student-Teaching Programs

This study was selected because there was evi­dence that some defensible quantitative standards were needed to implement the desirable practices which would be consistent with the philosophies set forth in the standards of both the American Association of Colleges for Teacher Education and the National Council for Accreditation or Teacher Education. Recognizing that the value or the student teaching experience depends to a large extent on the quality and the quantity of the types of experiences provided during student teaching, and the supervision or the program, the writer has identified two major purposes of the study as follows: 1. To develop a set ot quantitative criteria for student teaching programs in teacher education institutions which would satisfy a jury of competent teacher educators and which would serve to elicit high quality student teaching practices in these institutions. 2. To describe existing practices relating to student teaching in these institutions, using the quantitative data provided by the institutions

A people rejuvenation strategy for multicultrualism in the emerging South Africa

Abstract: South Africa as a developing country in an emerging economy is under continuous political, social and economic turbulence and conflict. Since democracy, transformation of society, cities, villages and workplaces towards the redress of past people injustice has been slow. Living conditions are substandard. Workplace equity for the majority of African people and other previously disadvantaged people, such as women, has not happened. The country is plagued with conflict, discontent and continuous protest as a result. National toxicity in recent times is due to poor leadership, mismanagement of public funds, unethical decision making, differences in values and multicultural intolerance. This theoretical, conceptual paper explores this research question: What strategy can leaders and managers implement to redress conflict and simultaneously revive and promote employee relations and talent management in the multicultural, emerging South Africa? The purpose and message of this paper is that leaders and managers can and must rejuvenate the consciousness of people into cooperativeness, collectiveness and compassion towards harmonious individual and team interactions within society and especially within the workplace. This paper presents an introspection and review of African, eastern and western leadership theories and practices on conflict resolution, co-creativeness, multiculturalism, talent management, mentorship and collaborative leadership. The paper proposes a solution for debate on a people rejuvenation strategy for the integration of multiculturalism and globalisation within the localised context of South Africa. The implications for policy makers, leaders and managers in South Africa, Africa and BRICS are that the strategy can be employed to rejuvenate people towards being productive in a joyful, multicultural, cooperative workplac

Education and training for the workplace : workplace-readiness skills

50 million people in South Africa, of whom nearly 70% are under the age of 35, a 25.2% official unemployment rate (May 2012) and a national Vision 2030 (2011a) to reduce unemployment in SA to 6% by 2030 send a strong message that education, training and skills development are important. Reflections on the piloted Human Resource Management work experience project initiated by the University of Johannesburg’s Faculty of Management and the outcomes from the 18th World Association of Cooperative Education’s World Conference round table session on workplace-readiness are the impetus for this paper contribution. A brief background to cooperative education and work integrated learning will set the scene, with legislative aspects providing a backdrop to the opportunity that the South African post-school education and training sector has to make a difference in the lives of students, to empower them to enter the world of work with confidence. 11 million jobs by 2030? Reduction of the current unemployment rate to 6 percent by 2030? Workplace-readiness skills are proposed as one solution

Measurable operational risk in human capital development in the South African service sector

Abstract: The contemporary global business, political, technological and social arena is fraught with challenges, rapid development, continuous change and turbulence, which impact on all employees and the manner in which they are led and managed. Organisations in developed as well as emerging and developing economies, such as South Africa (SA), whether they offer goods or services, are especially affected by radical shifts in operational processes that often impede strategic success. Leaders and managers try to mitigate gaps in performance caused by such turbulence, via change management, organisational development and training and development interventions; however, they have to be extra vigilant of the operational risks that are associated with business operations and human capital development (HCD). Empirical research was conducted to understand and explain the perspectives of South African managers operating in the service sector on the measurable operational risks associated with their investments in HCD initiatives. Qualitative semi-structured interviews were conducted with leaders and managers who were responsible for HCD in selected organisations. Responses were analysed thematically to seek for common patterns and profound narratives. The key finding indicate that the top five risks in HCD are: poor staff retention; lack of learning transfer; misaligned training needs; disengaged trainees; and budget constraints. Risks ranked as high are: staff retention; lack of transfer; competitors; misaligned training; training aversion; limited budget; changing landscape; and training without impact. Further research is recommended to explore whether managers, HCD professionals and training providers measure specific risks, as well compare the operational effectiveness and risks of human capital development

Managing work integrated learning strengths, opportunities and risks in the emerging South African environment

Abstract: It is critical for the current rapidly changing education, government and business environments that training providers provide practical application to enhance theoretical learning in education, training and development programs. There is a need for effective and efficient work integrated learning (WIL) project leaders who aim to develop future-fit graduate or employee skills and competencies. Empirical research was conducted to identify, confirm and present the strengths, opportunities and risks (weaknesses and threats) in WIL projects in the emerging South African context. The qualitative research method entailed a classical two round Delphi technique and inductive content analysis. The key findings reveal that WIL project strengths include gaining a competitive advantage, forging industry partnerships and creating employment opportunities. Key weaknesses include the lack of a WIL project strategy, having limited skills and a lack of marketing competencies. Key opportunities include enhancing a diverse range of skills, creating new markets and further study with WIL. A key threat is the changing landscape. The theoretical contribution of this study is that it adds to the body of knowledge on WIL projects in South Africa, Africa and other developing economies. The research contribution is the use of the Delphi technique to gain validated consensus on WIL project management criteria. The practical contribution lies in the WIL SWOT matrix that can be utilized by WIL project leaders, managers and administrators to effectively and efficiently evaluate their WIL and other education, training and development projects

How fourth industrial revolution skillsets mediate the relationship between work integrated learning, graduate employability, and future job

The emerging work context of the fourth industrial revolution (4IR) has increased the industry's calls for future-capable graduates who can demonstrate digital literacy and innovation knowledge, and other behavioural competencies for employability. Gaps between work integrated learning (WIL) and 4IR competencies in driving graduates' transition to the employment of the future exist in the literature. With a structural equation modelling (SEM) approach, this study examines the nexus between WIL, graduate employability, and future job. It further examines whether 4IR skillsets can boost (mediate) the effectiveness of WIL in enhancing graduate employability. With a correlational non-experimental research design, 375 engineering students from two universities in Nigeria were sampled. A composite-based SEM, comprising measurement and structural assessment model, was used to test the hypothesized model, implemented in SmartPLS software version 3.3.3. The instrument's validity and reliability were established through hetero trait – Mono trait ratio and average variance extracted. The structural model analysis rejected three hypotheses, testing direct relationships between WIL, graduate employability, and future job. Findings showed that WIL had a positive and significant relationship with graduate employability, 4IR skillset, and future job. It was established, that the 4IR skillset plays a considerable role and positively mediates the relationship between WIL and graduate employability. The study offers important insights on WIL as a strategy for developing graduate employability to prepare students for employment in the digital er

A work integrated learning (WIL) partnership model for higher education graduates to gain employment

Abstract: South Africa has embarked on a National Development Plan and Vision for 2030 to promote a triple helix partnership with education, government and industry to reduce the unemployment rate from 27% in 2011 to 6% by 2030. In support of this national imperative the Human Resources Management (HRM) Programme at the University of Johannesburg pioneered a Work Integrated Learning (WIL) Partnership Model to promote the employability of graduates. The WIL model allows students to gain workplace knowledge, skills and experience while industry partners observe the newly emerging talent in the form of future-fit leaders entering the world of work. Research was conducted to elicit the responses of key stakeholders on the proposed implementation of the WIL partnership model. Qualitative focus group sessions were facilitated with industry, academic and student groups to highlight common and profound perspectives on participant support, concerns and questions on the implementation process. Major findings reveal that all three groups of participants supported the implementation of the WIL model. Industry welcomed the model as it provided opportunities for recruitment and meeting national skills imperatives. Academics supported the model as it bridged the theory-practice gap while meeting compliance standards. Students supported the model as they gained workplace exposure and put theory into practice. All three participant groups expressed concerns and raised questions on placement, indemnity, confidentiality, work preparedness, time span, tracking processes and practice-theory alignment

A Computer-Based Method to Improve the Spelling of Children with Dyslexia

In this paper we present a method which aims to improve the spelling of children with dyslexia through playful and targeted exercises. In contrast to previous approaches, our method does not use correct words or positive examples to follow, but presents the child a misspelled word as an exercise to solve. We created these training exercises on the basis of the linguistic knowledge extracted from the errors found in texts written by children with dyslexia. To test the effectiveness of this method in Spanish, we integrated the exercises in a game for iPad, DysEggxia (Piruletras in Spanish), and carried out a within-subject experiment. During eight weeks, 48 children played either DysEggxia or Word Search, which is another word game. We conducted tests and questionnaires at the beginning of the study, after four weeks when the games were switched, and at the end of the study. The children who played DysEggxia for four weeks in a row had significantly less writing errors in the tests that after playing Word Search for the same time. This provides evidence that error-based exercises presented in a tablet help children with dyslexia improve their spelling skills.Comment: 8 pages, ASSETS'14, October 20-22, 2014, Rochester, NY, US