The synthesis, cyclic voltammetry and spectroelectrochemical studies of Co (II) phthalocyanines tetra-substituted at the α and β positions with phenylthio groups
- Nombona, Nolwazi, Nyokong, Tebello
- Authors: Nombona, Nolwazi , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/264529 , vital:53742 , xlink:href="https://doi.org/10.1016/j.dyepig.2008.06.002"
- Description: Non-peripherally substituted cobalt 1,(4)-(tetraphenylthiophthalocyaninato) and peripherally substituted cobalt 2,(3)-(tetraphenylthiophthalocyaninato) complexes were synthesized. Redox processes were observed at E1/2 = −1.44 V (I), −0.39 V (II), +0.37 V (III), +0.78 V (IV) and 1.15 V (V) for the non-peripherally substituted and at E1/2 = −1.42 V (I), −0.57, −0.39 V (II), +0.27 V (III), +0.79 V (IV) and +1.10 V (V) for the peripherally substituted complexes, respectively. The couples were assigned to CoIPc−2/CoIPc−3 (I), CoIIPc−2/CoIPc−2 (II), CoIIIPc−2/CoIIPc−2 (III), and CoIIIPc−1/CoIIIPc−2 (IV) using spectroelectrochemistry. The last process (V) could not be ascertained by spectroelectrochemistry but is associated with ring oxidation. Upon reduction or oxidation, the Q band of the non-peripherally substituted complex became less red shifted compared to that of its peripherally substituted counterpart.
- Full Text:
- Date Issued: 2009
- Authors: Nombona, Nolwazi , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/264529 , vital:53742 , xlink:href="https://doi.org/10.1016/j.dyepig.2008.06.002"
- Description: Non-peripherally substituted cobalt 1,(4)-(tetraphenylthiophthalocyaninato) and peripherally substituted cobalt 2,(3)-(tetraphenylthiophthalocyaninato) complexes were synthesized. Redox processes were observed at E1/2 = −1.44 V (I), −0.39 V (II), +0.37 V (III), +0.78 V (IV) and 1.15 V (V) for the non-peripherally substituted and at E1/2 = −1.42 V (I), −0.57, −0.39 V (II), +0.27 V (III), +0.79 V (IV) and +1.10 V (V) for the peripherally substituted complexes, respectively. The couples were assigned to CoIPc−2/CoIPc−3 (I), CoIIPc−2/CoIPc−2 (II), CoIIIPc−2/CoIIPc−2 (III), and CoIIIPc−1/CoIIIPc−2 (IV) using spectroelectrochemistry. The last process (V) could not be ascertained by spectroelectrochemistry but is associated with ring oxidation. Upon reduction or oxidation, the Q band of the non-peripherally substituted complex became less red shifted compared to that of its peripherally substituted counterpart.
- Full Text:
- Date Issued: 2009
The unit-based sustainability assessment tool and its use in the UNEP mainstreaming environment and sustainability in African universities partnership
- Togo, Muchaiteyi, Lotz-Sisitka, Heila
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437409 , vital:73376 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-3-319-02375-5_15
- Description: This paper reports on the development and use of a Unit-based Sustainability Assessment Tool (USAT) for establishing the status of Education for Sustainable Development initiatives and sustainable development practices in universities. The tool was developed for use in the Swedish/Africa International Training Programme (ITP) on ‘Education for Sustainable De-velopment in Higher Education’ and complements the UNEP Mainstreaming Environment and Sustainability into African Universities (MESA) ‘Education for Sustainable Development Innovations Programmes for Universities in Africa’ materials. The USAT facilitates a quick assessment of the level of inte-gration of sustainability issues in university functions and op-erations, both to benchmark sustainability initiatives and identi-fy new areas for action or improvement. It is based on a unit-based framework which allows for sustainability assessments to be done per division, unit, department, or faculty within uni-versities. Collectively, the unit-based assessments provide for development of an institution wide picture of university sus-tainability.
- Full Text:
- Date Issued: 2009
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437409 , vital:73376 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-3-319-02375-5_15
- Description: This paper reports on the development and use of a Unit-based Sustainability Assessment Tool (USAT) for establishing the status of Education for Sustainable Development initiatives and sustainable development practices in universities. The tool was developed for use in the Swedish/Africa International Training Programme (ITP) on ‘Education for Sustainable De-velopment in Higher Education’ and complements the UNEP Mainstreaming Environment and Sustainability into African Universities (MESA) ‘Education for Sustainable Development Innovations Programmes for Universities in Africa’ materials. The USAT facilitates a quick assessment of the level of inte-gration of sustainability issues in university functions and op-erations, both to benchmark sustainability initiatives and identi-fy new areas for action or improvement. It is based on a unit-based framework which allows for sustainability assessments to be done per division, unit, department, or faculty within uni-versities. Collectively, the unit-based assessments provide for development of an institution wide picture of university sus-tainability.
- Full Text:
- Date Issued: 2009
The willingness to pay for dusky kob (Argyrosomus japonicus) restocking: using recreational linefishing licence fees to fund stock enhancement in South Africa
- Palmer, Ryan M, Snowball, Jeanette D
- Authors: Palmer, Ryan M , Snowball, Jeanette D
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71322 , vital:29833 , https://doi.org/10.1093/icesjms/fsp075
- Description: The economic feasibility of stock enhancement of Argyrosomus japonicus in South Africa was investigated using a willingness-to-pay (WTP) survey. The pilot study provides a unique example of the use of the contingent valuation method as a valuation tool for a proposed stock enhancement programme. An increase in the cost of a recreational fishing permit is used as a potential vehicle of payment. The median value of the maximum that fishers were willing to pay for a recreational fishing permit was R155 (South African Rand) for frequent fishers and R100 for non-frequent fishers. Analysis showed that a fee of more than R100 excluded up to 50% of anglers from the fishery, but that a fee of R100 excluded only 28% of recreational anglers and would generate an additional R12 million annually from the sale of recreational fishing permits. The estimated costs of set-up and running of a stock enhancement programme are substantially lower than this, suggesting that stock enhancement may be an economically feasible management option that deserves more investigation. The WTP method itself produces robust results and is likely to be an effective tool in the management of the marine environment.
- Full Text:
- Date Issued: 2009
- Authors: Palmer, Ryan M , Snowball, Jeanette D
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71322 , vital:29833 , https://doi.org/10.1093/icesjms/fsp075
- Description: The economic feasibility of stock enhancement of Argyrosomus japonicus in South Africa was investigated using a willingness-to-pay (WTP) survey. The pilot study provides a unique example of the use of the contingent valuation method as a valuation tool for a proposed stock enhancement programme. An increase in the cost of a recreational fishing permit is used as a potential vehicle of payment. The median value of the maximum that fishers were willing to pay for a recreational fishing permit was R155 (South African Rand) for frequent fishers and R100 for non-frequent fishers. Analysis showed that a fee of more than R100 excluded up to 50% of anglers from the fishery, but that a fee of R100 excluded only 28% of recreational anglers and would generate an additional R12 million annually from the sale of recreational fishing permits. The estimated costs of set-up and running of a stock enhancement programme are substantially lower than this, suggesting that stock enhancement may be an economically feasible management option that deserves more investigation. The WTP method itself produces robust results and is likely to be an effective tool in the management of the marine environment.
- Full Text:
- Date Issued: 2009
The writing circle by Rozena Maart
- Authors: Naidu, Samantha
- Date: 2009
- Language: English
- Type: Book review , text
- Identifier: vital:26374 , http://hdl.handle.net/10962/54017 , http://www.wasafiri.org/product/wasafiri-issue-57/ , https://orcid.org/0000-0001-9456-8657
- Description: Book review. The writing circle by Rozena Maart.
- Full Text: false
- Date Issued: 2009
- Authors: Naidu, Samantha
- Date: 2009
- Language: English
- Type: Book review , text
- Identifier: vital:26374 , http://hdl.handle.net/10962/54017 , http://www.wasafiri.org/product/wasafiri-issue-57/ , https://orcid.org/0000-0001-9456-8657
- Description: Book review. The writing circle by Rozena Maart.
- Full Text: false
- Date Issued: 2009
Towards a GPS-based TEC prediction model for Southern Africa with feed forward networks
- Habarulema, John B, McKinnell, Lee-Anne, Opperman, Ben D L
- Authors: Habarulema, John B , McKinnell, Lee-Anne , Opperman, Ben D L
- Date: 2009
- Language: English
- Type: text , Article
- Identifier: vital:6806 , http://hdl.handle.net/10962/d1004192
- Description: In this paper, first results from a national Global Positioning System (GPS) based total electron content (TEC) prediction model over South Africa are presented. Data for 10 GPS receiver stations distributed through out the country were used to train a feed forward neural network (NN) over an interval of at most five years. In the NN training, validating and testing processes, five factors which are well known to influence TEC variability namely diurnal variation, seasonal variation, magnetic activity, solar activity and the geographic position of the GPS receivers were included in the NN model. The database consisted of 1-min data and therefore the NN model developed can be used to forecast TEC values 1 min in advance. Results from the NN national model (NM) were compared with hourly TEC values generated by the earlier developed NN single station models (SSMs) at Sutherland (32.38°S, 20.81°E) and Springbok (29.67°S, 17.88°E), to predict TEC variations over the Cape Town (33.95°S, 18.47°E) and Upington (28.41°S, 21.26°E) stations, respectively, during equinoxes and solstices. This revealed that, on average, the NM led to an improvement in TEC prediction accuracy compared to the SSMs for the considered testing periods.
- Full Text:
- Date Issued: 2009
- Authors: Habarulema, John B , McKinnell, Lee-Anne , Opperman, Ben D L
- Date: 2009
- Language: English
- Type: text , Article
- Identifier: vital:6806 , http://hdl.handle.net/10962/d1004192
- Description: In this paper, first results from a national Global Positioning System (GPS) based total electron content (TEC) prediction model over South Africa are presented. Data for 10 GPS receiver stations distributed through out the country were used to train a feed forward neural network (NN) over an interval of at most five years. In the NN training, validating and testing processes, five factors which are well known to influence TEC variability namely diurnal variation, seasonal variation, magnetic activity, solar activity and the geographic position of the GPS receivers were included in the NN model. The database consisted of 1-min data and therefore the NN model developed can be used to forecast TEC values 1 min in advance. Results from the NN national model (NM) were compared with hourly TEC values generated by the earlier developed NN single station models (SSMs) at Sutherland (32.38°S, 20.81°E) and Springbok (29.67°S, 17.88°E), to predict TEC variations over the Cape Town (33.95°S, 18.47°E) and Upington (28.41°S, 21.26°E) stations, respectively, during equinoxes and solstices. This revealed that, on average, the NM led to an improvement in TEC prediction accuracy compared to the SSMs for the considered testing periods.
- Full Text:
- Date Issued: 2009
Traditional food crops as a source of community resilience in Zimbabwe
- Shava, Soul, O'Donoghue, Rob B, Krasny, Marianne E, Zazu, Clayton
- Authors: Shava, Soul , O'Donoghue, Rob B , Krasny, Marianne E , Zazu, Clayton
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438804 , vital:73501 , xlink:href="https://doi.org/10.1080/18186870903101982"
- Description: This article draws on local narratives and observations of food sustenance practices in relocated farming communities in Sebakwe, Zimbabwe. Local knowledge on traditional food crops and related agricultural practices was proven to be a source of local community resilience, enabling residents to sustain their livelihoods. Local community agency in maintaining, cultivating and processing traditional food crops was found to sustain their culture and livelihoods, thereby providing community resilience in a changing environment.
- Full Text:
- Date Issued: 2009
- Authors: Shava, Soul , O'Donoghue, Rob B , Krasny, Marianne E , Zazu, Clayton
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/438804 , vital:73501 , xlink:href="https://doi.org/10.1080/18186870903101982"
- Description: This article draws on local narratives and observations of food sustenance practices in relocated farming communities in Sebakwe, Zimbabwe. Local knowledge on traditional food crops and related agricultural practices was proven to be a source of local community resilience, enabling residents to sustain their livelihoods. Local community agency in maintaining, cultivating and processing traditional food crops was found to sustain their culture and livelihoods, thereby providing community resilience in a changing environment.
- Full Text:
- Date Issued: 2009
Tributes to Comrade Richard Owen Dudley
- Date: 2009
- Subjects: South Africa -- Politics and government , Government, Resistance to -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10948/36936 , vital:34067 , Bulk File 7
- Description: This is one of many individual publications put out by the New Unity Movement and consists of a number of tributes to Richard Owen Dudley.
- Full Text: false
- Date Issued: 2009
- Date: 2009
- Subjects: South Africa -- Politics and government , Government, Resistance to -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10948/36936 , vital:34067 , Bulk File 7
- Description: This is one of many individual publications put out by the New Unity Movement and consists of a number of tributes to Richard Owen Dudley.
- Full Text: false
- Date Issued: 2009
Umabatha: Zulu play or Shakespeare translation?
- Authors: Wright, Laurence
- Date: 2009
- Language: English
- Type: text , article
- Identifier: vital:7062 , http://hdl.handle.net/10962/d1007426 , https://www.taylorfrancis.com/books/e/9781351963381/chapters/10.4324%2F9781315264219-12
- Description: preprint , There can be few recent theatrical productions in greater need of interpretative effort than Welcome Msomi’s Umabatha. From its inception debate has raged over the cultural status of the production: was it an authentic expression of Zulu culture, or a tacky piece of ‘blacksploitation’? – to use Russell Vandenbroucke’s term. Was the production pleasing evidence of Shakespeare’s universality, a gift to the colonies returning joyfully to the motherland with interest accruing? Could it perhaps be a case of Zulu culture triumphing over Shakespeare, native invention swamping and overwhelming a colonially-imposed ‘high culture’? Was the show performing ‘Africa’ for the world and, if so, was this the way Africa ought to be represented in the twentieth century? Or were we perhaps looking at a fetishized theatrical commodity, wrenched from any authentic cultural roots, and circulating aimlessly but profitably through a globalised theatrical cosmopolis? Such speculative questions – and there are many others – have regularly jostled each other in the bulky heritage of Umabatha’s reception history. The central problem underlying this chapter is whether it might not be possible to define a basis for a more objective response to some of them, so that the issues involved no longer rest quite so slackly in the realm of mere critical opinion.
- Full Text:
- Date Issued: 2009
- Authors: Wright, Laurence
- Date: 2009
- Language: English
- Type: text , article
- Identifier: vital:7062 , http://hdl.handle.net/10962/d1007426 , https://www.taylorfrancis.com/books/e/9781351963381/chapters/10.4324%2F9781315264219-12
- Description: preprint , There can be few recent theatrical productions in greater need of interpretative effort than Welcome Msomi’s Umabatha. From its inception debate has raged over the cultural status of the production: was it an authentic expression of Zulu culture, or a tacky piece of ‘blacksploitation’? – to use Russell Vandenbroucke’s term. Was the production pleasing evidence of Shakespeare’s universality, a gift to the colonies returning joyfully to the motherland with interest accruing? Could it perhaps be a case of Zulu culture triumphing over Shakespeare, native invention swamping and overwhelming a colonially-imposed ‘high culture’? Was the show performing ‘Africa’ for the world and, if so, was this the way Africa ought to be represented in the twentieth century? Or were we perhaps looking at a fetishized theatrical commodity, wrenched from any authentic cultural roots, and circulating aimlessly but profitably through a globalised theatrical cosmopolis? Such speculative questions – and there are many others – have regularly jostled each other in the bulky heritage of Umabatha’s reception history. The central problem underlying this chapter is whether it might not be possible to define a basis for a more objective response to some of them, so that the issues involved no longer rest quite so slackly in the realm of mere critical opinion.
- Full Text:
- Date Issued: 2009
Understanding social learning processes in a citrus farming community of practice
- Authors: Downsborough, Linda
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386949 , vital:68191 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122819"
- Description: This paper focuses on what would traditionally be termed ‘non-formal’ learning processes in the context of a case study examining how citrus farming communities in the Patensie Valley in the Eastern Cape in South Africa were learning conservation practices. Communities of Practice theory was used to provide a conceptual framework for researching these learning interactions. Through historical and other qualitative research methods, I was able to establish that farmers in this community of practice learned mainly through responding to change and uncertainty, through forming and drawing on networks and community structures, through intergenerational learning, and through various interactions with each other. The historical research also pointed to the significance of policy and market-based changes in farmer learning, and their attachment to the land, which is shaped through historical associations with the land, and through embedded relations in farming practice cultures. The paper provides an example of how Communities of Practice theory, complemented by historical research, can be used to understand non-formal learning.
- Full Text:
- Date Issued: 2009
- Authors: Downsborough, Linda
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386949 , vital:68191 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122819"
- Description: This paper focuses on what would traditionally be termed ‘non-formal’ learning processes in the context of a case study examining how citrus farming communities in the Patensie Valley in the Eastern Cape in South Africa were learning conservation practices. Communities of Practice theory was used to provide a conceptual framework for researching these learning interactions. Through historical and other qualitative research methods, I was able to establish that farmers in this community of practice learned mainly through responding to change and uncertainty, through forming and drawing on networks and community structures, through intergenerational learning, and through various interactions with each other. The historical research also pointed to the significance of policy and market-based changes in farmer learning, and their attachment to the land, which is shaped through historical associations with the land, and through embedded relations in farming practice cultures. The paper provides an example of how Communities of Practice theory, complemented by historical research, can be used to understand non-formal learning.
- Full Text:
- Date Issued: 2009
Universal digital inclusion: Beyond connectivity, affordability and capability
- Thinyane, Mamello, Terzoli, Alfredo
- Authors: Thinyane, Mamello , Terzoli, Alfredo
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/430876 , vital:72724 , https://ieeexplore.ieee.org/abstract/document/5338911
- Description: Traditionally digital marginalization and exclusion were understood to be a factor of connectivity to the Internet, affordability of the technology, and the capability of the communities to utilize the technology. ICT for development (ICT4D) interventions have been undertaken that address these specific factors of marginalization, however, it remains that com-munities are still excluded from the global knowledge society. In this paper we argue that key factors towards reaching greater inclusion and participation of the digitally marginalized communities, are the knowledge-centricity and context-sensitivity of the undertaken interven-tions. The solutions developed, and the services deployed, must intrin-sically encapsulate the local knowledge within the community of de-ployment. Based on this premise we have developed an architectural framework, named PIASK, that formalizes the contextualization of the developed applications within the socio-technical environment and po-sitions them within the local knowledge system of the community. We highlight the components of this architecture and discuss its implemen-tation through a knowledge platform for a community in South Africa.
- Full Text:
- Date Issued: 2009
- Authors: Thinyane, Mamello , Terzoli, Alfredo
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/430876 , vital:72724 , https://ieeexplore.ieee.org/abstract/document/5338911
- Description: Traditionally digital marginalization and exclusion were understood to be a factor of connectivity to the Internet, affordability of the technology, and the capability of the communities to utilize the technology. ICT for development (ICT4D) interventions have been undertaken that address these specific factors of marginalization, however, it remains that com-munities are still excluded from the global knowledge society. In this paper we argue that key factors towards reaching greater inclusion and participation of the digitally marginalized communities, are the knowledge-centricity and context-sensitivity of the undertaken interven-tions. The solutions developed, and the services deployed, must intrin-sically encapsulate the local knowledge within the community of de-ployment. Based on this premise we have developed an architectural framework, named PIASK, that formalizes the contextualization of the developed applications within the socio-technical environment and po-sitions them within the local knowledge system of the community. We highlight the components of this architecture and discuss its implemen-tation through a knowledge platform for a community in South Africa.
- Full Text:
- Date Issued: 2009
Using a transdisciplinary framework to examine mathematics classroom talk taking place in and through a second language
- Graven, Mellony, Robertson, Sally-Ann
- Authors: Graven, Mellony , Robertson, Sally-Ann
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69838 , vital:29586 , https://DOI: 10.1007/s11858-018-0952-2
- Description: This paper proposes a transdisciplinary framework to allow for a multifocal exploration of classroom talk practices. It draws on data from a broader study of talk in South African Grade 4 mathematics classrooms where the language of teaching and learning (English) was the home language for neither the teachers nor their students. Lesson transcript data from one teacher’s lessons on fractions are used to demonstrate how working with three strands of conceptual insight from the disciplines of psychology, sociology and linguistics conduces to a potentially richer understanding of a teacher’s use of classroom talk in mediating her students’ mathematical understanding. By drawing on elements of Vygotsky’s sociocultural psychology, we make visible in the lesson data the ways in which this teacher used the ‘everyday’ in trying to navigate her students’ towards more ‘scientific’ conceptualizations of unit fractions. By then taking up aspects of Bernstein’s sociological work, we articulate, and make visible, how societal circumstances impinge on students’ access to exploratory mathematical discourse needed for epistemological access to abstract and generalized mathematical concepts. Finally, through Halliday’s work on the power of particular linguistic registers for meaning-making, we highlight challenges in learning mathematics in and through a second language and reveal the constraints placed on students’ opportunity to maximally exploit the distinct forms of meaning contained within the mathematics register.
- Full Text:
- Date Issued: 2009
- Authors: Graven, Mellony , Robertson, Sally-Ann
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69838 , vital:29586 , https://DOI: 10.1007/s11858-018-0952-2
- Description: This paper proposes a transdisciplinary framework to allow for a multifocal exploration of classroom talk practices. It draws on data from a broader study of talk in South African Grade 4 mathematics classrooms where the language of teaching and learning (English) was the home language for neither the teachers nor their students. Lesson transcript data from one teacher’s lessons on fractions are used to demonstrate how working with three strands of conceptual insight from the disciplines of psychology, sociology and linguistics conduces to a potentially richer understanding of a teacher’s use of classroom talk in mediating her students’ mathematical understanding. By drawing on elements of Vygotsky’s sociocultural psychology, we make visible in the lesson data the ways in which this teacher used the ‘everyday’ in trying to navigate her students’ towards more ‘scientific’ conceptualizations of unit fractions. By then taking up aspects of Bernstein’s sociological work, we articulate, and make visible, how societal circumstances impinge on students’ access to exploratory mathematical discourse needed for epistemological access to abstract and generalized mathematical concepts. Finally, through Halliday’s work on the power of particular linguistic registers for meaning-making, we highlight challenges in learning mathematics in and through a second language and reveal the constraints placed on students’ opportunity to maximally exploit the distinct forms of meaning contained within the mathematics register.
- Full Text:
- Date Issued: 2009
Using pictograms in a patient information leaflet to communicate antiretroviral medicines information to HIV/AIDS patients in rural South Africa:
- Authors: Dowse, Roslind
- Date: 2009
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/156817 , vital:40053 , ISBN
- Description: The objectives were to design a simple, illustrated patient information leaflet for the antiretroviral regimen of stavudine, lamivudine and efavirenz and to evaluate its readability and acceptability in the local Xhosa population. In order to achieve this, a further objective was to design and evaluate illustrations to include in the patient information leaflet which were culturally acceptable and well interpreted. Illustrations or pictograms were designed to illustrate selected instructions appearing in the patient information leaflet and were individually tested in 30 Xhosa participants who had a maximum of 8 years of formal schooling. Results were used to improve the pictograms for inclusion in the patient information leaflet. The patient information leaflet was designed and tested in sixty Xhosa participants with varied levels of education who had stated they could read. Demographic data were collected and they were then asked to read the patient information leaflet, available in both English and isiXhosa, and a series of questions was asked to assess its comprehension and acceptability. The overall average rate of understanding was 95. Six of the 20 questions were located and understood by all participants, and only two questions resulted in less than an 85 correct response. Physical appearance and quantity of information were highly rated and all participants were enthusiastic about the inclusion of pictograms.
- Full Text:
- Date Issued: 2009
- Authors: Dowse, Roslind
- Date: 2009
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/156817 , vital:40053 , ISBN
- Description: The objectives were to design a simple, illustrated patient information leaflet for the antiretroviral regimen of stavudine, lamivudine and efavirenz and to evaluate its readability and acceptability in the local Xhosa population. In order to achieve this, a further objective was to design and evaluate illustrations to include in the patient information leaflet which were culturally acceptable and well interpreted. Illustrations or pictograms were designed to illustrate selected instructions appearing in the patient information leaflet and were individually tested in 30 Xhosa participants who had a maximum of 8 years of formal schooling. Results were used to improve the pictograms for inclusion in the patient information leaflet. The patient information leaflet was designed and tested in sixty Xhosa participants with varied levels of education who had stated they could read. Demographic data were collected and they were then asked to read the patient information leaflet, available in both English and isiXhosa, and a series of questions was asked to assess its comprehension and acceptability. The overall average rate of understanding was 95. Six of the 20 questions were located and understood by all participants, and only two questions resulted in less than an 85 correct response. Physical appearance and quantity of information were highly rated and all participants were enthusiastic about the inclusion of pictograms.
- Full Text:
- Date Issued: 2009
Utopianism and educational processes in the United Nations Decade of Education for Sustainable Development
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184756 , vital:44269 , xlink:href="https://cjee.lakeheadu.ca/article/view/866"
- Description: Recent international policy literature on Education for Sustainable Development puts forward utopian concepts of sustainable development and transformed learning as objects for educational thinking and practice. This paper, drawing on three illustrative educational investigations with youth in a South African context, critically examines how we might engage with utopian concepts such as those put forward in the United Nations Decade of Education for Sustainable Development. It incorporates an engagement with other related utopian concepts such as democracy and social justice, which feature strongly in post-apartheid societal reconstruction in South Africa. The paper argues that if we are to avoid valuable utopian concepts such as democracy, sustainability, and social justice from becoming doxic knowledge, a reflexive realist orientation might best guide our educational engagements with such concepts. Such an approach to utopianism would take account of contextual realities and situated learning processes, and foster a creativity of action that is constructivist in nature, but not relativist.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184756 , vital:44269 , xlink:href="https://cjee.lakeheadu.ca/article/view/866"
- Description: Recent international policy literature on Education for Sustainable Development puts forward utopian concepts of sustainable development and transformed learning as objects for educational thinking and practice. This paper, drawing on three illustrative educational investigations with youth in a South African context, critically examines how we might engage with utopian concepts such as those put forward in the United Nations Decade of Education for Sustainable Development. It incorporates an engagement with other related utopian concepts such as democracy and social justice, which feature strongly in post-apartheid societal reconstruction in South Africa. The paper argues that if we are to avoid valuable utopian concepts such as democracy, sustainability, and social justice from becoming doxic knowledge, a reflexive realist orientation might best guide our educational engagements with such concepts. Such an approach to utopianism would take account of contextual realities and situated learning processes, and foster a creativity of action that is constructivist in nature, but not relativist.
- Full Text:
- Date Issued: 2009
Utopianism and educational processes in the United Nations Decade of Education for Sustainable Development: a critical reflection
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437367 , vital:73373 , ISBN 978-9086860937 , https://doi.org/10.3920/9789086866915_007
- Description: South Africa and its recent political transformation pro-cess, infused with hope for a better future, is often pre-sented as a utopian form of democracy – or an icon of hope – nationally and in the contemporary global land-scape. Similarly, adult hopes for youth, and youth idealism itself, are often utopian in nature, and young people are often iconised in society as the hope for the future. Re-cent international policy literature on education for sus-tainable development puts forward the utopian concepts of sustainable development and transformed learning (UNESCO 2005a) as objects for educational thinking and practice, and ethical codes such as the Earth Charter (www.earthcharter.org) present useful visions and guid-ance on how to think about and create a better world. But, the realities of the day keep such utopianism in check. Today, South Africa is experiencing xenophobic vio-lence, extreme levels of crime, and continued disenfran-chisement.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437367 , vital:73373 , ISBN 978-9086860937 , https://doi.org/10.3920/9789086866915_007
- Description: South Africa and its recent political transformation pro-cess, infused with hope for a better future, is often pre-sented as a utopian form of democracy – or an icon of hope – nationally and in the contemporary global land-scape. Similarly, adult hopes for youth, and youth idealism itself, are often utopian in nature, and young people are often iconised in society as the hope for the future. Re-cent international policy literature on education for sus-tainable development puts forward the utopian concepts of sustainable development and transformed learning (UNESCO 2005a) as objects for educational thinking and practice, and ethical codes such as the Earth Charter (www.earthcharter.org) present useful visions and guid-ance on how to think about and create a better world. But, the realities of the day keep such utopianism in check. Today, South Africa is experiencing xenophobic vio-lence, extreme levels of crime, and continued disenfran-chisement.
- Full Text:
- Date Issued: 2009
Vocational language learning and teaching at a South African university: preparing professionals for multilingual contexts
- Maseko, Pamela, Kaschula, Russell H
- Authors: Maseko, Pamela , Kaschula, Russell H
- Date: 2009
- Subjects: Intercultural communication in education -- South Africa , African languages , Cultural awareness , Communication and culture , Multilingualism -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59412 , vital:27597 , doi: 10.5842/38-0-60
- Description: This paper highlights the methodology that has been used at Rhodes University and other South African universities in implementing vocation-specific African language learning programmes. Essentially, the paper links the curriculum design to the theoretical paradigm of intercultural communication. Intercultural theory is used as a basis to develop vocation-specific courses where language and culture are taught, for example, to second language learners of isiXhosa at Rhodes University. These courses include courses for Pharmacy and Law students. This paper offers a new theoretical paradigm for intercultural language teaching. Furthermore, examples from specific courses are provided in order to illustrate how this theoretical paradigm can be implemented in a practical way. The impact of multilingualism and intercultural communication in the wider legal and healthcare work environment in South Africa is also discussed.
- Full Text:
- Date Issued: 2009
- Authors: Maseko, Pamela , Kaschula, Russell H
- Date: 2009
- Subjects: Intercultural communication in education -- South Africa , African languages , Cultural awareness , Communication and culture , Multilingualism -- South Africa
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59412 , vital:27597 , doi: 10.5842/38-0-60
- Description: This paper highlights the methodology that has been used at Rhodes University and other South African universities in implementing vocation-specific African language learning programmes. Essentially, the paper links the curriculum design to the theoretical paradigm of intercultural communication. Intercultural theory is used as a basis to develop vocation-specific courses where language and culture are taught, for example, to second language learners of isiXhosa at Rhodes University. These courses include courses for Pharmacy and Law students. This paper offers a new theoretical paradigm for intercultural language teaching. Furthermore, examples from specific courses are provided in order to illustrate how this theoretical paradigm can be implemented in a practical way. The impact of multilingualism and intercultural communication in the wider legal and healthcare work environment in South Africa is also discussed.
- Full Text:
- Date Issued: 2009
Water-soluble phthalocyanines mediated photodynamic effect on mesothelioma cells
- Saydan, Nil, Durmus, Mahmut, Dizge, Meltem G, Yaman, Hanif, Gürek, Ayşe G, Antunes, Edith M, Nyokong, Tebello, Ahsen, Vefa
- Authors: Saydan, Nil , Durmus, Mahmut , Dizge, Meltem G , Yaman, Hanif , Gürek, Ayşe G , Antunes, Edith M , Nyokong, Tebello , Ahsen, Vefa
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/263480 , vital:53631 , xlink:href="https://doi.org/10.1142/S1088424609000863"
- Description: The new peripherally 2-mercaptopyridine tetrasubstituted zinc phthalocyanine (2) and its quaternized derivative (3) have been synthesized and characterized by elemental analysis, IR, 1H NMR spectroscopy, electronic spectroscopy and mass spectra. The quaternized compound (3) shows excellent solubility in water, which makes it a potential photosensitizer for use in photodynamic therapy (PDT) of cancer. Fluorescence and singlet oxygen quantum yield measurements were conducted on 2-mercaptopyridine appended zinc phthalocyanines in dimethylsulphoxide (DMSO) for both the non-ionic (2) and quaternized (3) derivatives, and in aqueous media for the water-soluble complex 3. General trends are described for fluorescence and singlet oxygen quantum yields of these compounds. In this study, the cells were incubated with a novel water-soluble zinc phthalocyanine derivative (3) and thereafter the cells were illuminated using broad-band incoherent light source of various energy levels. Cytotoxicity of PDT on two pleural malign mesothelioma cell lines was determined by colorimetric proliferation assay. In addition, after PDT treatment, determination of activity matrix metalloproteinases (MMPs) were evaluated using gelatine zymography.
- Full Text:
- Date Issued: 2009
- Authors: Saydan, Nil , Durmus, Mahmut , Dizge, Meltem G , Yaman, Hanif , Gürek, Ayşe G , Antunes, Edith M , Nyokong, Tebello , Ahsen, Vefa
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/263480 , vital:53631 , xlink:href="https://doi.org/10.1142/S1088424609000863"
- Description: The new peripherally 2-mercaptopyridine tetrasubstituted zinc phthalocyanine (2) and its quaternized derivative (3) have been synthesized and characterized by elemental analysis, IR, 1H NMR spectroscopy, electronic spectroscopy and mass spectra. The quaternized compound (3) shows excellent solubility in water, which makes it a potential photosensitizer for use in photodynamic therapy (PDT) of cancer. Fluorescence and singlet oxygen quantum yield measurements were conducted on 2-mercaptopyridine appended zinc phthalocyanines in dimethylsulphoxide (DMSO) for both the non-ionic (2) and quaternized (3) derivatives, and in aqueous media for the water-soluble complex 3. General trends are described for fluorescence and singlet oxygen quantum yields of these compounds. In this study, the cells were incubated with a novel water-soluble zinc phthalocyanine derivative (3) and thereafter the cells were illuminated using broad-band incoherent light source of various energy levels. Cytotoxicity of PDT on two pleural malign mesothelioma cell lines was determined by colorimetric proliferation assay. In addition, after PDT treatment, determination of activity matrix metalloproteinases (MMPs) were evaluated using gelatine zymography.
- Full Text:
- Date Issued: 2009
What's wrong with Walden Two?
- Authors: Tabensky, Pedro
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/305791 , vital:58612 , xlink:href="https://hdl.handle.net/10520/EJC96066"
- Description: Despite being eminently forgettable from the literary point of view, B. F. Skinner's novel, Walden Two, provides us with an excellent opportunity, not so much to show what is wrong with mainstream accounts of free will, as Robert Kane thinks, but rather to explore another key and importantly neglected condition for genuine agency; namely, that properly lived human lives are those that are and must continue to be vulnerable to unforseable reversals, as Aldous Huxley speculates in his Brave New World. In short, I argue, perhaps scandalously, that one of the central conditions for genuine agency is that our lives are and must continue to be, to a large extent, out of our personal control. The promise of too much personal control, not too little (as Kane thinks), is what is wrong with Skinner's social utopia.
- Full Text:
- Date Issued: 2009
- Authors: Tabensky, Pedro
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/305791 , vital:58612 , xlink:href="https://hdl.handle.net/10520/EJC96066"
- Description: Despite being eminently forgettable from the literary point of view, B. F. Skinner's novel, Walden Two, provides us with an excellent opportunity, not so much to show what is wrong with mainstream accounts of free will, as Robert Kane thinks, but rather to explore another key and importantly neglected condition for genuine agency; namely, that properly lived human lives are those that are and must continue to be vulnerable to unforseable reversals, as Aldous Huxley speculates in his Brave New World. In short, I argue, perhaps scandalously, that one of the central conditions for genuine agency is that our lives are and must continue to be, to a large extent, out of our personal control. The promise of too much personal control, not too little (as Kane thinks), is what is wrong with Skinner's social utopia.
- Full Text:
- Date Issued: 2009
White Guys Can't Beg
- Authors: Krueger, Anton
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/229796 , vital:49711 , xlink:href="https://hdl.handle.net/10520/EJC47812"
- Full Text:
- Date Issued: 2009
- Authors: Krueger, Anton
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/229796 , vital:49711 , xlink:href="https://hdl.handle.net/10520/EJC47812"
- Full Text:
- Date Issued: 2009
Why ontology matters to reviewing environmental education
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182646 , vital:43850 , xlink:href="https://doi.org/10.1080/13504620902807550"
- Description: This paper responds to a keynote paper presented by William Scott at the 2007 World Environmental Education Congress held in Durban, South Africa. The keynote address reviewed 30 years of environmental education research. In this response to William Scott's paper I contemplate the way in which environmental education research may enable reflexivity in modernity and develop knowledge that can serve as cultural mediator between individual and society. Through emphasizing ontology, I consider the reality of global knowledge production in relation to the way in which ontology may influence the reasons how and why we come to do particular forms of research, providing an ontological reference for the ever‐expanding pluralism that characterizes the field of environmental education research. The paper comments on various aspects of the Scott paper, but presents an argument for not only valuing pluralism, methodological experimentation and ‘reaching out’, but for embracing the cosmopolitan implications of wider ontological referents of environmental concerns in environmental education research. The paper argues that research in environmental education ought to become ontologically defensible at both local and global scales.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182646 , vital:43850 , xlink:href="https://doi.org/10.1080/13504620902807550"
- Description: This paper responds to a keynote paper presented by William Scott at the 2007 World Environmental Education Congress held in Durban, South Africa. The keynote address reviewed 30 years of environmental education research. In this response to William Scott's paper I contemplate the way in which environmental education research may enable reflexivity in modernity and develop knowledge that can serve as cultural mediator between individual and society. Through emphasizing ontology, I consider the reality of global knowledge production in relation to the way in which ontology may influence the reasons how and why we come to do particular forms of research, providing an ontological reference for the ever‐expanding pluralism that characterizes the field of environmental education research. The paper comments on various aspects of the Scott paper, but presents an argument for not only valuing pluralism, methodological experimentation and ‘reaching out’, but for embracing the cosmopolitan implications of wider ontological referents of environmental concerns in environmental education research. The paper argues that research in environmental education ought to become ontologically defensible at both local and global scales.
- Full Text:
- Date Issued: 2009
“The Two Cultures reunited: entomology for everyone”
- Authors: Villet, Martin H
- Date: 2009
- Language: English
- Type: Audio , text
- Identifier: vital:587 , http://hdl.handle.net/10962/d1018947
- Description: Fifty years ago C.P. Snow delivered his essay, "The Two Cultures", sparking the schism between the Humanities and the Sciences. This lecture explores cultural entomology as a means of reconciling two other cultures: academia and society, and suggests one way of addressing this alienating dilemma.
- Full Text:
- Date Issued: 2009
- Authors: Villet, Martin H
- Date: 2009
- Language: English
- Type: Audio , text
- Identifier: vital:587 , http://hdl.handle.net/10962/d1018947
- Description: Fifty years ago C.P. Snow delivered his essay, "The Two Cultures", sparking the schism between the Humanities and the Sciences. This lecture explores cultural entomology as a means of reconciling two other cultures: academia and society, and suggests one way of addressing this alienating dilemma.
- Full Text:
- Date Issued: 2009