Comparative localization studies of P.falciparum ADP-ribosylation factor proteins in P.falciparum parasites and hela cells using GFP tagged constructs
- Authors: Swart, Tarryn
- Date: 2017
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3537 , vital:20519
- Description: Expected release date-December 2018
- Full Text:
- Date Issued: 2017
- Authors: Swart, Tarryn
- Date: 2017
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3537 , vital:20519
- Description: Expected release date-December 2018
- Full Text:
- Date Issued: 2017
A novel Arf GTPase assay for antimalarial drug discovery
- Authors: Swart, Tarryn
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/178558 , vital:42950
- Description: Access restricted until April 2022. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Swart, Tarryn
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/178558 , vital:42950
- Description: Access restricted until April 2022. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
- Date Issued: 2021-04
Integrating music and mathematics for connecting across multiple constructs of fractional understanding: an RME task design journey
- Authors: Lovemore, Tarryn Shirley
- Date: 2023-03-29
- Subjects: Communities of practice , Interdisciplinary approach in education , Fractions , Mathematics Study and teaching , Music in mathematics education , Number line
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366200 , vital:65842 , DOI https://doi.org/10.21504/10962/366200
- Description: Two South African curricular aims: appreciating creativity in mathematics and developing conceptual understanding, motivated this study. Negative views towards mathematics and challenges in teaching and learning fractions at primary school level are reported in literature, with the part-whole construct of fractions often the sole teaching focus. Despite challenges in curriculum integration (high demands on teachers and diluting disciplines), benefits, such as motivation and creative thinking, are noted. I recognised music-mathematics integration as an opportune context for designing tasks to support learners in moving flexibly between the fraction as ratio, fraction as measure and part-whole constructs. Guided by Realistic Mathematics Education principles, I embarked on a participatory dual-design experiment in task design, grappling within three micro-Communities of Practice (micro-CoPs) and across two planes: the Design-Theorising Plane and the Grounded-Practice Plane. In the Design-Theorising Plane, I worked with my two doctoral supervisors, grappling with design obstacles and finding resolutions. COVID-19 restrictions shifted our meetings to online platforms, allowing documentation and analysis of the task design process through recording functions. In the Grounded-Practice Plane, I worked within two separate micro-CoPs, both at independent schools (eight and two participating teachers respectively). Data on the teachers’ interrogation and implementation of the designed tasks were obtained via formal and informal interviews. Their reflections informed ongoing adaptations to the task design. Data were analysed in a matrix I designed and via NVivo coding. Findings include both the product of the task design journey (eight music-mathematics lessons, resources, and representations) and the process (ten groupings of Obstacle-Resolution Cycles). Three key questions (relating to music-mathematics fidelity; to task simplification for implementation; and to appropriate music-mathematics representation) were used in addressing each Obstacle-Resolution Cycle. Designing tasks to teach the part-whole construct of fractions was relatively straightforward, but designing tasks to teach the fraction as ratio and fraction as measure constructs was more challenging. These constructs could not be conflated by superimposing the music and mathematical linear representations. Aligning them, however, allowed for moving flexibly between the constructs. The teachers reported that the integrated music-mathematics tasks and supporting resources enhanced their learners’ fractional problem-solving abilities, simultaneously promoting more positive learner dispositions towards mathematics. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Lovemore, Tarryn Shirley
- Date: 2023-03-29
- Subjects: Communities of practice , Interdisciplinary approach in education , Fractions , Mathematics Study and teaching , Music in mathematics education , Number line
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366200 , vital:65842 , DOI https://doi.org/10.21504/10962/366200
- Description: Two South African curricular aims: appreciating creativity in mathematics and developing conceptual understanding, motivated this study. Negative views towards mathematics and challenges in teaching and learning fractions at primary school level are reported in literature, with the part-whole construct of fractions often the sole teaching focus. Despite challenges in curriculum integration (high demands on teachers and diluting disciplines), benefits, such as motivation and creative thinking, are noted. I recognised music-mathematics integration as an opportune context for designing tasks to support learners in moving flexibly between the fraction as ratio, fraction as measure and part-whole constructs. Guided by Realistic Mathematics Education principles, I embarked on a participatory dual-design experiment in task design, grappling within three micro-Communities of Practice (micro-CoPs) and across two planes: the Design-Theorising Plane and the Grounded-Practice Plane. In the Design-Theorising Plane, I worked with my two doctoral supervisors, grappling with design obstacles and finding resolutions. COVID-19 restrictions shifted our meetings to online platforms, allowing documentation and analysis of the task design process through recording functions. In the Grounded-Practice Plane, I worked within two separate micro-CoPs, both at independent schools (eight and two participating teachers respectively). Data on the teachers’ interrogation and implementation of the designed tasks were obtained via formal and informal interviews. Their reflections informed ongoing adaptations to the task design. Data were analysed in a matrix I designed and via NVivo coding. Findings include both the product of the task design journey (eight music-mathematics lessons, resources, and representations) and the process (ten groupings of Obstacle-Resolution Cycles). Three key questions (relating to music-mathematics fidelity; to task simplification for implementation; and to appropriate music-mathematics representation) were used in addressing each Obstacle-Resolution Cycle. Designing tasks to teach the part-whole construct of fractions was relatively straightforward, but designing tasks to teach the fraction as ratio and fraction as measure constructs was more challenging. These constructs could not be conflated by superimposing the music and mathematical linear representations. Aligning them, however, allowed for moving flexibly between the constructs. The teachers reported that the integrated music-mathematics tasks and supporting resources enhanced their learners’ fractional problem-solving abilities, simultaneously promoting more positive learner dispositions towards mathematics. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
A feminist perspective on autonomism and commoning, with reference to Zimbabwe
- Alexander, Tarryn, Helliker, Kirk D
- Authors: Alexander, Tarryn , Helliker, Kirk D
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71374 , vital:29838 , https://doi.org/10.1080/02589001.2016.1235353
- Description: This article engages with the autonomist Marxism of John Holloway from a feminist standpoint. The positions developed by this feminist critique are used to shed new light on the land occupations in contemporary Zimbabwe. Though sympathetic to his work, we argue that Holloway does not sufficiently address gender identity with specific reference to social reproduction and women. The notions of the commons and the process of commoning are consistent with Holloway’s autonomist framework and its complementarities to Silvia Federici’s Marxist feminist lens on the commons is highlighted. Against a tendency within autonomist and commoning theories, we argue for a pronounced identitarian politics as grounded in localised struggles undertaken by women as women. We privilege the significance of women asserting and revaluing their identities as part of a possible project of transformation. For us, struggling against and beyond what exists is invariably rooted in struggles within what exists (including identities).
- Full Text: false
- Date Issued: 2016
- Authors: Alexander, Tarryn , Helliker, Kirk D
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71374 , vital:29838 , https://doi.org/10.1080/02589001.2016.1235353
- Description: This article engages with the autonomist Marxism of John Holloway from a feminist standpoint. The positions developed by this feminist critique are used to shed new light on the land occupations in contemporary Zimbabwe. Though sympathetic to his work, we argue that Holloway does not sufficiently address gender identity with specific reference to social reproduction and women. The notions of the commons and the process of commoning are consistent with Holloway’s autonomist framework and its complementarities to Silvia Federici’s Marxist feminist lens on the commons is highlighted. Against a tendency within autonomist and commoning theories, we argue for a pronounced identitarian politics as grounded in localised struggles undertaken by women as women. We privilege the significance of women asserting and revaluing their identities as part of a possible project of transformation. For us, struggling against and beyond what exists is invariably rooted in struggles within what exists (including identities).
- Full Text: false
- Date Issued: 2016
Knockdown of Hop downregulates RhoC expression, and decreases pseudopodia formation and migration in cancer cell lines:
- Willmer, Tarryn, Contu, Lara, Blatch, Gregory L, Edkins, Adrienne L
- Authors: Willmer, Tarryn , Contu, Lara , Blatch, Gregory L , Edkins, Adrienne L
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/165196 , vital:41217 , DOI: 10.1016/j.canlet.2012.09.021
- Description: The Hsp90/Hsp70 organising protein (Hop) is a co-chaperone that mediates the interaction of Hsp90 and Hsp70 molecular chaperones during assembly of Hsp90 complexes in cells. Formation of Hsp90 complexes is a key intermediate step in the maturation and homeostasis of oncoproteins and several hormone receptors. In this paper, we demonstrate that knockdown of Hop decreased migration of Hs578T and MDA-MB-231 breast cancer cells. Hop was identified in isolated pseudopodia fractions; it colocalised with actin in lamellipodia, and co-sedimented with purified actin in vitro. Knockdown of Hop caused a decrease in the level of RhoC GTPase, and significantly inhibited pseudopodia formation in Hs578T cells. Our data suggest that Hop regulates directional cell migration by multiple unknown mechanisms.
- Full Text:
- Date Issued: 2013
- Authors: Willmer, Tarryn , Contu, Lara , Blatch, Gregory L , Edkins, Adrienne L
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/165196 , vital:41217 , DOI: 10.1016/j.canlet.2012.09.021
- Description: The Hsp90/Hsp70 organising protein (Hop) is a co-chaperone that mediates the interaction of Hsp90 and Hsp70 molecular chaperones during assembly of Hsp90 complexes in cells. Formation of Hsp90 complexes is a key intermediate step in the maturation and homeostasis of oncoproteins and several hormone receptors. In this paper, we demonstrate that knockdown of Hop decreased migration of Hs578T and MDA-MB-231 breast cancer cells. Hop was identified in isolated pseudopodia fractions; it colocalised with actin in lamellipodia, and co-sedimented with purified actin in vitro. Knockdown of Hop caused a decrease in the level of RhoC GTPase, and significantly inhibited pseudopodia formation in Hs578T cells. Our data suggest that Hop regulates directional cell migration by multiple unknown mechanisms.
- Full Text:
- Date Issued: 2013
The in vitro antiplasmodial and antiproliferative activity of new ferrocene-based α-aminocresols targeting hemozoin inhibition and DNA interaction:
- Mbaba, Mziyanda, Dingle, Laura M K, Swart, Tarryn, Cash, Devon, Laming, Dustin, de la Mare, Jo-Anne, Taylor, Dale, Hoppe, Heinrich C, Biot, Christophe, Edkins, Adrienne L, Khanye, Setshaba D
- Authors: Mbaba, Mziyanda , Dingle, Laura M K , Swart, Tarryn , Cash, Devon , Laming, Dustin , de la Mare, Jo-Anne , Taylor, Dale , Hoppe, Heinrich C , Biot, Christophe , Edkins, Adrienne L , Khanye, Setshaba D
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/149347 , vital:38827 , https://0-doi.org.wam.seals.ac.za/10.1002/cbic.202000132
- Description: Compounds incorporating ferrocene in a aminocresol scaffold showed antiplasmodial and anticancer activity. SAR studies revealed that an OH group and rotatable C–NH bond are vital for biological activity, with spectrophotometric techniques and docking simulations suggesting a dual mode of action involving hemozoin inhibition and DNA interaction. Targeting multiple pathways could delay the development of clinical resistance.
- Full Text:
- Date Issued: 2020
- Authors: Mbaba, Mziyanda , Dingle, Laura M K , Swart, Tarryn , Cash, Devon , Laming, Dustin , de la Mare, Jo-Anne , Taylor, Dale , Hoppe, Heinrich C , Biot, Christophe , Edkins, Adrienne L , Khanye, Setshaba D
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/149347 , vital:38827 , https://0-doi.org.wam.seals.ac.za/10.1002/cbic.202000132
- Description: Compounds incorporating ferrocene in a aminocresol scaffold showed antiplasmodial and anticancer activity. SAR studies revealed that an OH group and rotatable C–NH bond are vital for biological activity, with spectrophotometric techniques and docking simulations suggesting a dual mode of action involving hemozoin inhibition and DNA interaction. Targeting multiple pathways could delay the development of clinical resistance.
- Full Text:
- Date Issued: 2020
Rhodes University Graduation Ceremony 2007
- Authors: Rhodes University
- Date: 2007
- Language: English
- Type: text
- Identifier: vital:8140 , http://hdl.handle.net/10962/d1007252
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Thursday, 12 April 2007 at 18:00 [and] Friday, 13 April 2007 at 10:30; 14:30 & 18:00 [and] Saturday, 14 April 2007 at 10:30
- Full Text:
- Date Issued: 2007
- Authors: Rhodes University
- Date: 2007
- Language: English
- Type: text
- Identifier: vital:8140 , http://hdl.handle.net/10962/d1007252
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Thursday, 12 April 2007 at 18:00 [and] Friday, 13 April 2007 at 10:30; 14:30 & 18:00 [and] Saturday, 14 April 2007 at 10:30
- Full Text:
- Date Issued: 2007
Rhodes University Graduation Ceremony 2008
- Authors: Rhodes University
- Date: 2008
- Language: English
- Type: text
- Identifier: vital:8139 , http://hdl.handle.net/10962/d1007251
- Description: Rhodes University Graduation Ceremony [at the] 1820 Settlers National Monument Thursday, 27 March at 18:00 [and] Friday, 28 March at 10:30; 14:30 & 18:00 [and] Saturday, 29 March at 10:30
- Full Text:
- Date Issued: 2008
- Authors: Rhodes University
- Date: 2008
- Language: English
- Type: text
- Identifier: vital:8139 , http://hdl.handle.net/10962/d1007251
- Description: Rhodes University Graduation Ceremony [at the] 1820 Settlers National Monument Thursday, 27 March at 18:00 [and] Friday, 28 March at 10:30; 14:30 & 18:00 [and] Saturday, 29 March at 10:30
- Full Text:
- Date Issued: 2008
Mindset change as a mechanism for enhancing the employability of low-skilled persons
- Authors: Warner, Tarryn-Lee
- Date: 2015
- Subjects: Employability , Vocational guidance
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4332 , vital:20586
- Description: This research paper investigates whether a holistic approach to skills training which challenges cultural norms and perceptions regarding the relationship between work and self-reliance, as employed by Siya-Sebenza, results in a change of mindset and work ethic. This paper evaluates the strength of this holistic approach to skills training and assesses whether it has a marked effect on the mindset and attitudes of graduates regarding issues of self-reliance, motivation and understanding their role in their employment.
- Full Text:
- Date Issued: 2015
- Authors: Warner, Tarryn-Lee
- Date: 2015
- Subjects: Employability , Vocational guidance
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4332 , vital:20586
- Description: This research paper investigates whether a holistic approach to skills training which challenges cultural norms and perceptions regarding the relationship between work and self-reliance, as employed by Siya-Sebenza, results in a change of mindset and work ethic. This paper evaluates the strength of this holistic approach to skills training and assesses whether it has a marked effect on the mindset and attitudes of graduates regarding issues of self-reliance, motivation and understanding their role in their employment.
- Full Text:
- Date Issued: 2015
Rhodes University 2018 Graduation Ceremony: 1820 Settlers' National Monument, Thursday, 5 April at 9:30
- Authors: Rhodes University
- Date: 2018
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/64533 , vital:28556 , https://www.youtube.com/watch?v=e1nT--FXtBY , https://www.youtube.com/watch?v=BUs1Jqredys , https://www.youtube.com/watch?v=Ay_ufZErTFA , https://www.youtube.com/watch?v=l31bTJ_M_Xo
- Description: Rhodes University 2018 Graduation Programme, 5 April at 9:30: Bachelor’s: Bachelor of Journalism, Bachelor of Music, Bachelor of Education. Postgraduate Diplomas: Postgraduate Diploma in Journalism, Postgraduate Diploma in Media Management, Postgraduate Diploma in Economic Journalism, Postgraduate Diploma in International Studies,Postgraduate Certificate in Education, Postgraduate Diploma in Higher Education. Honours: Bachelor of Education Honours. Master’s: Master of Music, Master of Education. Doctorate:PhD in Education.
- Full Text:
- Date Issued: 2018
- Authors: Rhodes University
- Date: 2018
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/64533 , vital:28556 , https://www.youtube.com/watch?v=e1nT--FXtBY , https://www.youtube.com/watch?v=BUs1Jqredys , https://www.youtube.com/watch?v=Ay_ufZErTFA , https://www.youtube.com/watch?v=l31bTJ_M_Xo
- Description: Rhodes University 2018 Graduation Programme, 5 April at 9:30: Bachelor’s: Bachelor of Journalism, Bachelor of Music, Bachelor of Education. Postgraduate Diplomas: Postgraduate Diploma in Journalism, Postgraduate Diploma in Media Management, Postgraduate Diploma in Economic Journalism, Postgraduate Diploma in International Studies,Postgraduate Certificate in Education, Postgraduate Diploma in Higher Education. Honours: Bachelor of Education Honours. Master’s: Master of Music, Master of Education. Doctorate:PhD in Education.
- Full Text:
- Date Issued: 2018
Rhodes University Graduation Ceremony 2012
- Authors: Rhodes University
- Date: 2012
- Language: English
- Type: text
- Identifier: vital:8135 , http://hdl.handle.net/10962/d1007245
- Description: Rhodes University Graduation Ceremonies 2012 [at] 1820 Settlers National Monument Thursday, 12 April at 18.00 [and] Friday, 13 April at 10:30; 14:30 & 18:00 [and] Saturday, 14 April at 10:30 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2012
- Full Text:
- Date Issued: 2012
- Authors: Rhodes University
- Date: 2012
- Language: English
- Type: text
- Identifier: vital:8135 , http://hdl.handle.net/10962/d1007245
- Description: Rhodes University Graduation Ceremonies 2012 [at] 1820 Settlers National Monument Thursday, 12 April at 18.00 [and] Friday, 13 April at 10:30; 14:30 & 18:00 [and] Saturday, 14 April at 10:30 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2012
- Full Text:
- Date Issued: 2012
Rhodes University Graduation Ceremony 2011
- Authors: Rhodes University
- Date: 2011
- Language: English
- Type: text
- Identifier: vital:8136 , http://hdl.handle.net/10962/d1007246
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Thursday, 7 April at 18.00 [and] Friday, 8 April at 10:30; 14:30 & 18:00 [and] Saturday, 9 April at 10:30
- Full Text:
- Date Issued: 2011
- Authors: Rhodes University
- Date: 2011
- Language: English
- Type: text
- Identifier: vital:8136 , http://hdl.handle.net/10962/d1007246
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Thursday, 7 April at 18.00 [and] Friday, 8 April at 10:30; 14:30 & 18:00 [and] Saturday, 9 April at 10:30
- Full Text:
- Date Issued: 2011
Enriching my teaching around the inverse order relationship in unit fractions at the Grade 5 level through the inclusion of musical activities: an action research case study
- Authors: Lovemore, Tarryn Shirley
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Interdisciplinary approach in education -- South Africa -- Case studies , Music -- Study and teaching (Elementary) -- South Africa -- Case studies , Music -- Mathematics , Musical notation -- Study and teaching (Elementary)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142431 , vital:38079
- Description: This research study explored how the use of musical activities, specifically based on note values, might enrich my teaching around the inverse order relation of unit fractions in my Grade 5 mathematics classroom. Much research has identified fractions as a problematic concept to teach in primary schools. Curriculum expectations of mathematics and music, as well as prior research, recognise a link between these two subject areas. Based on these connections between mathematics and music, I make the case for further research into practical ways in which music and mathematics can be integrated to support teaching and learning in the South African context. This study is located within a qualitative and interpretive framework. The concepts of integration, learning style theory, Gardner’s multiple intelligences and Bresler’s styles of arts integration guide the research. I made use of practical and theoretical activities relating to note values in music. I explored these strategies and the use of learning support materials through an action research case study, in which I engaged in cycles of trialing, reflecting, adjusting and re-trialing within the ‘case’ of my own mathematics class. Data sources comprised of my reflective journal, learner feedback, video- and audio-recorded lessons, examples of learners’ work and interviews with critical peers who observed critical moments from the video recordings. I was guided through the analysis phase by two analytical frameworks: Karsenty and Arcavi’s Six Lense Framework (SLF) and Adler and Ronda’s Mathematics Discourse in Instruction (MDI) framework which I adapted. Using three key lessons, I provide detailed descriptions of how the lessons progressed and then identify and discuss some of the key findings and recurring themes in relation to my study’s research question and goals. Through this process, I show that my integration of mathematics and musical activities helped promote active engagement amongst learners and provided them with co-equivalent opportunities to appreciate the importance of note values in music, and relate this back to understandings around the inverse order relation of unit fractions.
- Full Text:
- Date Issued: 2020
- Authors: Lovemore, Tarryn Shirley
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Interdisciplinary approach in education -- South Africa -- Case studies , Music -- Study and teaching (Elementary) -- South Africa -- Case studies , Music -- Mathematics , Musical notation -- Study and teaching (Elementary)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142431 , vital:38079
- Description: This research study explored how the use of musical activities, specifically based on note values, might enrich my teaching around the inverse order relation of unit fractions in my Grade 5 mathematics classroom. Much research has identified fractions as a problematic concept to teach in primary schools. Curriculum expectations of mathematics and music, as well as prior research, recognise a link between these two subject areas. Based on these connections between mathematics and music, I make the case for further research into practical ways in which music and mathematics can be integrated to support teaching and learning in the South African context. This study is located within a qualitative and interpretive framework. The concepts of integration, learning style theory, Gardner’s multiple intelligences and Bresler’s styles of arts integration guide the research. I made use of practical and theoretical activities relating to note values in music. I explored these strategies and the use of learning support materials through an action research case study, in which I engaged in cycles of trialing, reflecting, adjusting and re-trialing within the ‘case’ of my own mathematics class. Data sources comprised of my reflective journal, learner feedback, video- and audio-recorded lessons, examples of learners’ work and interviews with critical peers who observed critical moments from the video recordings. I was guided through the analysis phase by two analytical frameworks: Karsenty and Arcavi’s Six Lense Framework (SLF) and Adler and Ronda’s Mathematics Discourse in Instruction (MDI) framework which I adapted. Using three key lessons, I provide detailed descriptions of how the lessons progressed and then identify and discuss some of the key findings and recurring themes in relation to my study’s research question and goals. Through this process, I show that my integration of mathematics and musical activities helped promote active engagement amongst learners and provided them with co-equivalent opportunities to appreciate the importance of note values in music, and relate this back to understandings around the inverse order relation of unit fractions.
- Full Text:
- Date Issued: 2020
Potential repurposing of four FDA approved compounds with antiplasmodial activity identified through proteome scale computational drug discovery and in vitro assay
- Diallo, Bakary N, Swart, Tarryn, Hoppe, Heinrich C, Tastan Bishop, Özlem, Lobb, Kevin A
- Authors: Diallo, Bakary N , Swart, Tarryn , Hoppe, Heinrich C , Tastan Bishop, Özlem , Lobb, Kevin A
- Date: 2021
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/177531 , vital:42830 , https://doi.org/10.1038/s41598-020-80722-2
- Description: Malaria elimination can benefit from time and cost-efficient approaches for antimalarials such as drug repurposing. In this work, 796 DrugBank compounds were screened against 36 Plasmodium falciparum targets using QuickVina-W. Hits were selected after rescoring using GRaph Interaction Matching (GRIM) and ligand efficiency metrics: surface efficiency index (SEI), binding efficiency index (BEI) and lipophilic efficiency (LipE). They were further evaluated in Molecular dynamics (MD). Twenty-five protein–ligand complexes were finally retained from the 28,656 (36×796) dockings.
- Full Text:
- Date Issued: 2021
- Authors: Diallo, Bakary N , Swart, Tarryn , Hoppe, Heinrich C , Tastan Bishop, Özlem , Lobb, Kevin A
- Date: 2021
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/177531 , vital:42830 , https://doi.org/10.1038/s41598-020-80722-2
- Description: Malaria elimination can benefit from time and cost-efficient approaches for antimalarials such as drug repurposing. In this work, 796 DrugBank compounds were screened against 36 Plasmodium falciparum targets using QuickVina-W. Hits were selected after rescoring using GRaph Interaction Matching (GRIM) and ligand efficiency metrics: surface efficiency index (SEI), binding efficiency index (BEI) and lipophilic efficiency (LipE). They were further evaluated in Molecular dynamics (MD). Twenty-five protein–ligand complexes were finally retained from the 28,656 (36×796) dockings.
- Full Text:
- Date Issued: 2021
Green procurement for municipal construction projects
- Authors: Maboza, Luthando Sithembele
- Date: 2015
- Subjects: Sustainable construction , Construction industry -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/3165 , vital:20407
- Description: The study is a qualitative investigation of the implementation of green procurement in the construction sector at Local Government level. The focus is on the Metropolitan Municipalities of EThekwini, Nelson Mandela Bay and City of Cape Town. For the purpose of realising an extended comparative perspective, an additional three smaller municipalities were also reviewed. Green procurement is the tool used by governments to source the supply of products and services that are environmentally friendly to counter the global problem of climate change. The study commences with the exposition of the aspects of green procurement from the basis of the enabling legal framework to the scholarly contribution from which the study can be predicated. It becomes apparent from this review of legislation that there is a scope within the existing body of legislation for the use of green procurement as an environmental tool. Scholarly work addresses adoption of green procurement and considers, inter alia, the Bottom-up Approach, the Top-down Approach, and the Procura + Milestones model. Literature indicates that development has a negative impact on the environment, which includes vegetation loss, illegal dumping, and greenhouse gas emissions. Further, the literature recommends green lifecycle design and production of construction projects to reduce the impact of construction on the environment. A systematic investigation of municipalities by means of interviews with relevant municipal officials involved with the procurement of products and services, infrastructure services and environmental affairs officials made it possible to identify factors that impact on the implementation of green procurement. The investigation finds that the major obstacles to green procurement are socio-economic challenges that confront municipalities, lack of policy, and lack of awareness. Recommendations include the proposal of initiatives that encourage and improve the implementation of green procurement. The study hopes to inspire innovation in the implementation of green procurement in the construction sector.
- Full Text:
- Date Issued: 2015
- Authors: Maboza, Luthando Sithembele
- Date: 2015
- Subjects: Sustainable construction , Construction industry -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/3165 , vital:20407
- Description: The study is a qualitative investigation of the implementation of green procurement in the construction sector at Local Government level. The focus is on the Metropolitan Municipalities of EThekwini, Nelson Mandela Bay and City of Cape Town. For the purpose of realising an extended comparative perspective, an additional three smaller municipalities were also reviewed. Green procurement is the tool used by governments to source the supply of products and services that are environmentally friendly to counter the global problem of climate change. The study commences with the exposition of the aspects of green procurement from the basis of the enabling legal framework to the scholarly contribution from which the study can be predicated. It becomes apparent from this review of legislation that there is a scope within the existing body of legislation for the use of green procurement as an environmental tool. Scholarly work addresses adoption of green procurement and considers, inter alia, the Bottom-up Approach, the Top-down Approach, and the Procura + Milestones model. Literature indicates that development has a negative impact on the environment, which includes vegetation loss, illegal dumping, and greenhouse gas emissions. Further, the literature recommends green lifecycle design and production of construction projects to reduce the impact of construction on the environment. A systematic investigation of municipalities by means of interviews with relevant municipal officials involved with the procurement of products and services, infrastructure services and environmental affairs officials made it possible to identify factors that impact on the implementation of green procurement. The investigation finds that the major obstacles to green procurement are socio-economic challenges that confront municipalities, lack of policy, and lack of awareness. Recommendations include the proposal of initiatives that encourage and improve the implementation of green procurement. The study hopes to inspire innovation in the implementation of green procurement in the construction sector.
- Full Text:
- Date Issued: 2015
Detection of the in vitro modulation of Plasmodium falciparum Arf1 by Sec7 and ArfGAP domains using a colorimetric plate-based assay:
- Swart, Tarryn, Khan, Farrah D, Ntlantsana, Apelele, Laming, Dustin, Veale, Clinton G L, Przyborski, Jude M, Edkins, Adrienne L, Hoppe, Heinrich C
- Authors: Swart, Tarryn , Khan, Farrah D , Ntlantsana, Apelele , Laming, Dustin , Veale, Clinton G L , Przyborski, Jude M , Edkins, Adrienne L , Hoppe, Heinrich C
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/165418 , vital:41242 , https://0-doi.org.wam.seals.ac.za/10.1038/s41598-020-61101-3
- Description: The regulation of human Arf1 GTPase activity by ArfGEFs that stimulate GDP/GTP exchange and ArfGAPs that mediate GTP hydrolysis has attracted attention for the discovery of Arf1 inhibitors as potential anti-cancer agents. The malaria parasite Plasmodium falciparum encodes a Sec7 domain-containing protein - presumably an ArfGEF - and two putative ArfGAPs, as well as an Arf1 homologue (PfArf1) that is essential for blood-stage parasite viability. However, ArfGEF and ArfGAP-mediated activation/deactivation of PfArf1 has not been demonstrated.
- Full Text:
- Date Issued: 2020
- Authors: Swart, Tarryn , Khan, Farrah D , Ntlantsana, Apelele , Laming, Dustin , Veale, Clinton G L , Przyborski, Jude M , Edkins, Adrienne L , Hoppe, Heinrich C
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/165418 , vital:41242 , https://0-doi.org.wam.seals.ac.za/10.1038/s41598-020-61101-3
- Description: The regulation of human Arf1 GTPase activity by ArfGEFs that stimulate GDP/GTP exchange and ArfGAPs that mediate GTP hydrolysis has attracted attention for the discovery of Arf1 inhibitors as potential anti-cancer agents. The malaria parasite Plasmodium falciparum encodes a Sec7 domain-containing protein - presumably an ArfGEF - and two putative ArfGAPs, as well as an Arf1 homologue (PfArf1) that is essential for blood-stage parasite viability. However, ArfGEF and ArfGAP-mediated activation/deactivation of PfArf1 has not been demonstrated.
- Full Text:
- Date Issued: 2020
Rhodes University Graduation Ceremony 2013
- Authors: Rhodes University
- Date: 2013
- Language: English
- Type: text
- Identifier: vital:8134 , http://hdl.handle.net/10962/d1007241
- Description: Rhodes University 2013 Installation of Lex Mpati as 7th Chancellor of Rhodes University and Graduation Ceremony [at] 1820 Settlers National Monument Thursday, 4 April 2013 at 18.00 , Rhodes University Graduation Ceremony [at] 1820 Settlers National Monument Friday, 5 April at 10.00; 14:30 & 18:00 [and] Saturday, 6 April at 10:00 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2013
- Full Text:
- Date Issued: 2013
- Authors: Rhodes University
- Date: 2013
- Language: English
- Type: text
- Identifier: vital:8134 , http://hdl.handle.net/10962/d1007241
- Description: Rhodes University 2013 Installation of Lex Mpati as 7th Chancellor of Rhodes University and Graduation Ceremony [at] 1820 Settlers National Monument Thursday, 4 April 2013 at 18.00 , Rhodes University Graduation Ceremony [at] 1820 Settlers National Monument Friday, 5 April at 10.00; 14:30 & 18:00 [and] Saturday, 6 April at 10:00 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2013
- Full Text:
- Date Issued: 2013
Institutional culture and internationalisation: a study of Black African academics’ experiences at Rhodes University
- Authors: Wambua, Lloyd M
- Date: 2020
- Subjects: Corporate culture -- South Africa -- Makhanda , Universities and colleges -- South Africa -- Makhanda -- Sociological aspects , Discrimination in higher education -- South Africa -- Makhanda , Rhodes University , College teachers, Black -- South Africa -- Makhanda -- Social conditions , College teachers, Foreign -- South Africa -- Makhanda -- Social conditions , Globalization -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , Sex discrimination in higher education -- South Africa -- Makhanda , South Africa -- Race relations , Intersectionality (Sociology) , Pan-Africanism , Belonging (Social psychology) , Alienation (Social psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/146607 , vital:38541
- Description: This research sets out to examine institutional culture and internationalisation in higher education in contemporary South Africa, by analysing the experiences of black foreign academics at Rhodes University. Much has been written on the adaptation processes of foreign students in South African universities (Ayliff and Wang, 2006; Dzansi and Monnapula-Mapesela, 2012; Mudhovozi, 2011). There is also a host of literature on the black South African experience of adaptation and (non) belonging at historically white universities (HWU) (Akoojee and Nkomo, 2007; Cornell and Kessi, 2017; Soudien, 2008). Comparatively less is written on whether there are any unique pressures regarding institutional culture that black foreign African academics face at historically white institutions such as Rhodes University. The black experience may be misrepresented as a homogenous one by much of the literature on higher education transformation (Batsai, 2019). But there are a host of factors that could change your experience of being ‘black’, such as your class, and gender and quite recently there has been a push to further examine the effect that one’s nationality has on their experience of being ‘black’ in the academy (Batsai, 2019). Institutional culture refers to the “behaviours and values that make up the unique psychological and social environment of a certain institution” (Toma et al., 2005). Internationalisation of higher education in the context of Africa, particularly South Africa refers to “the intentional or unintentional process to integrate intercultural, international and global dimensions in higher education” (Draft Policy Framework for the Internationalisation of Higher Education in South Africa, 2017). In analysing the experiences of international African academics, this research is trying to give a voice to an often-overlooked group of individuals. This research is also meant to portray the black experience in South African higher education as an experience that is not homogenous but reliant on a host of unique identity factors such as gender, class and also their nationality.
- Full Text:
- Date Issued: 2020
- Authors: Wambua, Lloyd M
- Date: 2020
- Subjects: Corporate culture -- South Africa -- Makhanda , Universities and colleges -- South Africa -- Makhanda -- Sociological aspects , Discrimination in higher education -- South Africa -- Makhanda , Rhodes University , College teachers, Black -- South Africa -- Makhanda -- Social conditions , College teachers, Foreign -- South Africa -- Makhanda -- Social conditions , Globalization -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , Sex discrimination in higher education -- South Africa -- Makhanda , South Africa -- Race relations , Intersectionality (Sociology) , Pan-Africanism , Belonging (Social psychology) , Alienation (Social psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/146607 , vital:38541
- Description: This research sets out to examine institutional culture and internationalisation in higher education in contemporary South Africa, by analysing the experiences of black foreign academics at Rhodes University. Much has been written on the adaptation processes of foreign students in South African universities (Ayliff and Wang, 2006; Dzansi and Monnapula-Mapesela, 2012; Mudhovozi, 2011). There is also a host of literature on the black South African experience of adaptation and (non) belonging at historically white universities (HWU) (Akoojee and Nkomo, 2007; Cornell and Kessi, 2017; Soudien, 2008). Comparatively less is written on whether there are any unique pressures regarding institutional culture that black foreign African academics face at historically white institutions such as Rhodes University. The black experience may be misrepresented as a homogenous one by much of the literature on higher education transformation (Batsai, 2019). But there are a host of factors that could change your experience of being ‘black’, such as your class, and gender and quite recently there has been a push to further examine the effect that one’s nationality has on their experience of being ‘black’ in the academy (Batsai, 2019). Institutional culture refers to the “behaviours and values that make up the unique psychological and social environment of a certain institution” (Toma et al., 2005). Internationalisation of higher education in the context of Africa, particularly South Africa refers to “the intentional or unintentional process to integrate intercultural, international and global dimensions in higher education” (Draft Policy Framework for the Internationalisation of Higher Education in South Africa, 2017). In analysing the experiences of international African academics, this research is trying to give a voice to an often-overlooked group of individuals. This research is also meant to portray the black experience in South African higher education as an experience that is not homogenous but reliant on a host of unique identity factors such as gender, class and also their nationality.
- Full Text:
- Date Issued: 2020
Rhodes University Graduation Ceremony 2014
- Authors: Rhodes University
- Date: 2014
- Language: English
- Type: text
- Identifier: vital:8148 , http://hdl.handle.net/10962/d1009493
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Thursday, 10 April at 10.00 & 17:00 [and] Friday, 11 April at 10:00; 14:30 & 18:00 [and] Saturday, 12 April at 10:00 , Rhodes University Awards, Scholarships,Bursaries and Prizes 2014
- Full Text:
- Date Issued: 2014
- Authors: Rhodes University
- Date: 2014
- Language: English
- Type: text
- Identifier: vital:8148 , http://hdl.handle.net/10962/d1009493
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Thursday, 10 April at 10.00 & 17:00 [and] Friday, 11 April at 10:00; 14:30 & 18:00 [and] Saturday, 12 April at 10:00 , Rhodes University Awards, Scholarships,Bursaries and Prizes 2014
- Full Text:
- Date Issued: 2014
“When the rainbow is enuf”: black postgraduate women’s experiences and perceptions of higher education and institutional culture – a case study of Rhodes University
- Authors: Gamedze, Ayanda
- Date: 2020
- Subjects: Rhodes University , College students, Black -- South Afrca , Women college students, Black -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147215 , vital:38605
- Description: This thesis sets out to investigate the perceptions which Black postgraduate students hold of the present-day toward Historically White Universities (hereafter referred to as HWUs) in South Africa as unique sites from which to investigate institutional culture and the legacy of educational marginalisation. Black women are of particular focus because of the interlocking nature of social inequalities that uniquely influence their comparable experience in the academy. Rhodes University, a top-ranked traditional university provides the institutional site for this investigation into HWUs. This thesis seeks to further explore the suggestion that desegregation of South Africa's institutions of higher learning have meant access, but not always acceptance. The paper explores what Black women students perceive to be Rhodes University's institutional culture and its impact on their lived realities. Subsequently, these women have learned who they are, and what place they occupy in South Africa today, through navigating a space not necessarily accommodating to Blackness and difference. There exists a plethora of literature on the issues which Black women scholars systematically encounter daily in the academy, in sub-Saharan Africa and beyond. Nonetheless, there needs to be a further inquiry on the question of belonging of Black womanhood in HWU post the student-led movements of the past few years that have renewed the challenge to South Africa's colonial past, its neoliberal present, and its scourge of gender-based violence. This paper captures an ongoing conversation around the role of Black women in addressing transformation in HWU. As a Black woman in an HWU, I found myself wondering whether there are certain experiences students like me have in common – realities with nuances we call to identify with to some extent. I collected data from six Black women with whom I conducted interviews, and used it to compile this report and its analysis. I believe that the social significance of this study speaks to the importance of hearing the stories of subaltern groups that are positioned in spaces of privilege, yet continue to be defined by the disadvantage of their gender, race, and various other factors.
- Full Text:
- Date Issued: 2020
- Authors: Gamedze, Ayanda
- Date: 2020
- Subjects: Rhodes University , College students, Black -- South Afrca , Women college students, Black -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147215 , vital:38605
- Description: This thesis sets out to investigate the perceptions which Black postgraduate students hold of the present-day toward Historically White Universities (hereafter referred to as HWUs) in South Africa as unique sites from which to investigate institutional culture and the legacy of educational marginalisation. Black women are of particular focus because of the interlocking nature of social inequalities that uniquely influence their comparable experience in the academy. Rhodes University, a top-ranked traditional university provides the institutional site for this investigation into HWUs. This thesis seeks to further explore the suggestion that desegregation of South Africa's institutions of higher learning have meant access, but not always acceptance. The paper explores what Black women students perceive to be Rhodes University's institutional culture and its impact on their lived realities. Subsequently, these women have learned who they are, and what place they occupy in South Africa today, through navigating a space not necessarily accommodating to Blackness and difference. There exists a plethora of literature on the issues which Black women scholars systematically encounter daily in the academy, in sub-Saharan Africa and beyond. Nonetheless, there needs to be a further inquiry on the question of belonging of Black womanhood in HWU post the student-led movements of the past few years that have renewed the challenge to South Africa's colonial past, its neoliberal present, and its scourge of gender-based violence. This paper captures an ongoing conversation around the role of Black women in addressing transformation in HWU. As a Black woman in an HWU, I found myself wondering whether there are certain experiences students like me have in common – realities with nuances we call to identify with to some extent. I collected data from six Black women with whom I conducted interviews, and used it to compile this report and its analysis. I believe that the social significance of this study speaks to the importance of hearing the stories of subaltern groups that are positioned in spaces of privilege, yet continue to be defined by the disadvantage of their gender, race, and various other factors.
- Full Text:
- Date Issued: 2020