Comparative electrocatalytic behavior of self-assembled monolayer of thiol derivatised Co (II) phthalocyanines on gold disk, ultramicro cylinder and fiber electrodes
- Nombona, Nolwazi, Geraldo, Daniela A, Hakuzimana, Jean, Schwarz, Anne, Westbroek, Philippe, Nyokong, Tebello
- Authors: Nombona, Nolwazi , Geraldo, Daniela A , Hakuzimana, Jean , Schwarz, Anne , Westbroek, Philippe , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/263488 , vital:53632 , xlink:href="https://doi.org/10.1007/s10800-008-9716-y"
- Description: This paper reports on the use of thiol derivatised cobalt phthalocyanines as self assembled monolayers (SAMs) on gold disk electrode, gold ultramicro-cylinder electrode (UMCE) and on gold coated fiber for the detection of L-cysteine. The complexes are peripherally and non-peripherally substituted with phenylthio substituents. The SAM modified electrodes showed enhancement of catalytic currents and overpotential reduction occurred on the gold modified electrodes with different geometries. Electrocatalytic oxidation of L-cysteine on SAM modified gold coated fiber was reported for the first time. The gold coated fiber and ultramicro cylinder electrode were less stable towards the electrocatalytic oxidation of cysteine compared to its oxidation on the gold disk. The gold disk electrode gave better catalytic performance in terms of stability and reduction of overpotential.
- Full Text:
- Authors: Nombona, Nolwazi , Geraldo, Daniela A , Hakuzimana, Jean , Schwarz, Anne , Westbroek, Philippe , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/263488 , vital:53632 , xlink:href="https://doi.org/10.1007/s10800-008-9716-y"
- Description: This paper reports on the use of thiol derivatised cobalt phthalocyanines as self assembled monolayers (SAMs) on gold disk electrode, gold ultramicro-cylinder electrode (UMCE) and on gold coated fiber for the detection of L-cysteine. The complexes are peripherally and non-peripherally substituted with phenylthio substituents. The SAM modified electrodes showed enhancement of catalytic currents and overpotential reduction occurred on the gold modified electrodes with different geometries. Electrocatalytic oxidation of L-cysteine on SAM modified gold coated fiber was reported for the first time. The gold coated fiber and ultramicro cylinder electrode were less stable towards the electrocatalytic oxidation of cysteine compared to its oxidation on the gold disk. The gold disk electrode gave better catalytic performance in terms of stability and reduction of overpotential.
- Full Text:
Comparing and contrasting liberal, communitarian and feminist approaches to resolving tensions between customary and constitutional law: the case of polygamy in Swaziland
- Authors: Manson, Katherine Elizabeth
- Date: 2009
- Subjects: Human rights -- Swaziland Constitutional law -- Swaziland Customary law -- Swaziland Culture and law -- Swaziland Women's rights -- Swaziland Sex discrimination against women -- Swaziland Polygamy -- Swaziland Liberalism Communitarianism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2801 , http://hdl.handle.net/10962/d1003011
- Description: Tensions between the individual rights and freedoms found in constitutional bills of rights and the traditionally prescribed social roles and positions articulated in African customary law systems have often been characterised as tensions between communitarian and liberal philosophies. In particular, the notion of gender equality, which is often a feature of the protections offered by constitutional bills of rights, is seen to be in direct opposition to the overtly patriarchal character of many African customs and traditions. This thesis looks specifically at polygamy, long and widely considered in the West to be an oppressive practice premised on the assumed inferiority of women. The analysis considers the implications of polygamy in a particular cultural context, that of the Kingdom of Swaziland, where the newly instituted constitution is often seen to be incompatible with many aspects of Swazi customary law. Here, the tension between the constitutional commitment to gender equality and the persistence of polygamy as a seemingly discriminatory cultural practice forms a lens through which to view the debate as a whole. The theoretical analysis is supplemented by empirical research sourced from local media archives and in-depth interviews conducted with twelve Swazi women, both unmarried and married in polygamous relationships. Communitarian and liberal approaches to resolving this tension are compared, contrasted and finally critiqued from a feminist standpoint. The feminist critique of both communitarianism and liberalism implies that neither ideology promises much for women and affirms the relatively recent feminist suggestion that the key to resolving tensions between constitutional and customary law in general, and to uplifting the social/legal status of women in particular lies in the enhancement of women’s democratic participation and the improvement of women’s decision-making powers.
- Full Text:
- Authors: Manson, Katherine Elizabeth
- Date: 2009
- Subjects: Human rights -- Swaziland Constitutional law -- Swaziland Customary law -- Swaziland Culture and law -- Swaziland Women's rights -- Swaziland Sex discrimination against women -- Swaziland Polygamy -- Swaziland Liberalism Communitarianism
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2801 , http://hdl.handle.net/10962/d1003011
- Description: Tensions between the individual rights and freedoms found in constitutional bills of rights and the traditionally prescribed social roles and positions articulated in African customary law systems have often been characterised as tensions between communitarian and liberal philosophies. In particular, the notion of gender equality, which is often a feature of the protections offered by constitutional bills of rights, is seen to be in direct opposition to the overtly patriarchal character of many African customs and traditions. This thesis looks specifically at polygamy, long and widely considered in the West to be an oppressive practice premised on the assumed inferiority of women. The analysis considers the implications of polygamy in a particular cultural context, that of the Kingdom of Swaziland, where the newly instituted constitution is often seen to be incompatible with many aspects of Swazi customary law. Here, the tension between the constitutional commitment to gender equality and the persistence of polygamy as a seemingly discriminatory cultural practice forms a lens through which to view the debate as a whole. The theoretical analysis is supplemented by empirical research sourced from local media archives and in-depth interviews conducted with twelve Swazi women, both unmarried and married in polygamous relationships. Communitarian and liberal approaches to resolving this tension are compared, contrasted and finally critiqued from a feminist standpoint. The feminist critique of both communitarianism and liberalism implies that neither ideology promises much for women and affirms the relatively recent feminist suggestion that the key to resolving tensions between constitutional and customary law in general, and to uplifting the social/legal status of women in particular lies in the enhancement of women’s democratic participation and the improvement of women’s decision-making powers.
- Full Text:
Conceptualising the more knowledgeable other within a multi-directional ZPD:
- Authors: Graven, Mellony
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69519 , vital:29545 , https://doi.org/10.1007/s10649-017-9768-1
- Description: From a Marxian/Vygotskian perspective, learning is social in origin and it happens in the presence of others that are more knowledgeable. Extending this view to the learning of mathematics, such learning also becomes inseparable from the presence of others (people and artefacts). Researchers over decades have studied different interactions to see how such learning with others occurs, what is the role of the (more knowledgeable) other, and if at all this role alternates between the participants. In this paper, we looked at a 5-year-old’s (Lila) interaction with her mother (Mellony) and a television remote control as Lila attempted to count in threes using the three by three physical layout of the numbered buttons 1–9 on the remote control. We specifically looked at the emergence of the Zone of Proximal Development (ZPD) as Lila’s attention was caught by the properties of the remote control and by her mother’s questions. We also pay attention to how the role of the more knowledgeable other alternates among the participants. Our findings suggest that Lila, at times, used resources provided by the physical properties of the remote control and sometimes, used resources provided by Mellony to think about the task of counting in threes. In Lila’s interaction, we interpreted a multi-directional ZPD as the role of the more knowledgeable other alternated between Mellony, Lila and the remote control.
- Full Text:
- Authors: Graven, Mellony
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69519 , vital:29545 , https://doi.org/10.1007/s10649-017-9768-1
- Description: From a Marxian/Vygotskian perspective, learning is social in origin and it happens in the presence of others that are more knowledgeable. Extending this view to the learning of mathematics, such learning also becomes inseparable from the presence of others (people and artefacts). Researchers over decades have studied different interactions to see how such learning with others occurs, what is the role of the (more knowledgeable) other, and if at all this role alternates between the participants. In this paper, we looked at a 5-year-old’s (Lila) interaction with her mother (Mellony) and a television remote control as Lila attempted to count in threes using the three by three physical layout of the numbered buttons 1–9 on the remote control. We specifically looked at the emergence of the Zone of Proximal Development (ZPD) as Lila’s attention was caught by the properties of the remote control and by her mother’s questions. We also pay attention to how the role of the more knowledgeable other alternates among the participants. Our findings suggest that Lila, at times, used resources provided by the physical properties of the remote control and sometimes, used resources provided by Mellony to think about the task of counting in threes. In Lila’s interaction, we interpreted a multi-directional ZPD as the role of the more knowledgeable other alternated between Mellony, Lila and the remote control.
- Full Text:
Conflict, contradiction and crisis: an analysis of the politics of AIDS policy in post-Apartheid South Africa
- Authors: Fletcher, Haley Kim
- Date: 2009
- Subjects: AIDS (Disease) -- Political aspects -- Africa, Southern AIDS (Disease) -- Political aspects -- South Africa AIDS (Disease) -- Government policy -- South Africa Africa -- Politics and government
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2775 , http://hdl.handle.net/10962/d1002985
- Description: Despite the profound impacts of HIV and AIDS on all sectors of South African society, governmental responses to the AIDS epidemic have been inundated with contradiction, conflict and contestation. Though governmental leaders have justified not funding HIV treatment programs because they believe that poverty needs to be dealt with first, social spending has been slashed as part of an adherence to a neo-liberal economic model. Though it would seem that the government would seem to have everything to gain by establishing a cooperative relationship with non-governmental actors regarding the epidemic, the relationship between the government and non-governmental actors has instead been described as nothing short of hostile. Though the government enthusiastically backed Virodene, a supposed treatment for AIDS that turned out to be no more than an industrial solvent, other ‘scientifically backed’ AIDS treatments have been treated with caution and skepticism – to the point where the government even refused to provide funding for programs to prevent mother to child transmission of the virus. And perhaps the most perplexing is that although widely respected for his intellect and cool demeanor, former President Mbeki chose to risk his political career on the AIDS issue by shunning away from the mainstream consensus on the biomedical causes of the epidemic and instead surrounded himself and sought advice from AIDS ‘dissidents’ This thesis will seek explanations for these apparent contradictions. Using Bourdieu’s (1986) typology of capitals, it will build on an argument put forward by Helen Schneider (2002): from the South African government’s perspective, the contestation regarding HIV and AIDS policy and implementation is over symbolic capital, or the right to legitimately hold and exercise political power regarding the epidemic. Though this argument helps explain the conflictual relationship between the government and non-governmental actors regarding the AIDS crisis, in order to understand the perplexing contradictions within the governmental policy response, the political context of policy formation must first be taken into consideration.
- Full Text:
- Authors: Fletcher, Haley Kim
- Date: 2009
- Subjects: AIDS (Disease) -- Political aspects -- Africa, Southern AIDS (Disease) -- Political aspects -- South Africa AIDS (Disease) -- Government policy -- South Africa Africa -- Politics and government
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2775 , http://hdl.handle.net/10962/d1002985
- Description: Despite the profound impacts of HIV and AIDS on all sectors of South African society, governmental responses to the AIDS epidemic have been inundated with contradiction, conflict and contestation. Though governmental leaders have justified not funding HIV treatment programs because they believe that poverty needs to be dealt with first, social spending has been slashed as part of an adherence to a neo-liberal economic model. Though it would seem that the government would seem to have everything to gain by establishing a cooperative relationship with non-governmental actors regarding the epidemic, the relationship between the government and non-governmental actors has instead been described as nothing short of hostile. Though the government enthusiastically backed Virodene, a supposed treatment for AIDS that turned out to be no more than an industrial solvent, other ‘scientifically backed’ AIDS treatments have been treated with caution and skepticism – to the point where the government even refused to provide funding for programs to prevent mother to child transmission of the virus. And perhaps the most perplexing is that although widely respected for his intellect and cool demeanor, former President Mbeki chose to risk his political career on the AIDS issue by shunning away from the mainstream consensus on the biomedical causes of the epidemic and instead surrounded himself and sought advice from AIDS ‘dissidents’ This thesis will seek explanations for these apparent contradictions. Using Bourdieu’s (1986) typology of capitals, it will build on an argument put forward by Helen Schneider (2002): from the South African government’s perspective, the contestation regarding HIV and AIDS policy and implementation is over symbolic capital, or the right to legitimately hold and exercise political power regarding the epidemic. Though this argument helps explain the conflictual relationship between the government and non-governmental actors regarding the AIDS crisis, in order to understand the perplexing contradictions within the governmental policy response, the political context of policy formation must first be taken into consideration.
- Full Text:
Conservation, commercialisation and confusion: Harvesting of Ischyrolepis in a coastal forest, South Africa
- Shackleton, Charlie M, Parkin, Fiona, Chauke, Maphambe I, Downsborough, Linda, Olsen, Ashleigh, Brill, Greg, Weideman, Craig I
- Authors: Shackleton, Charlie M , Parkin, Fiona , Chauke, Maphambe I , Downsborough, Linda , Olsen, Ashleigh , Brill, Greg , Weideman, Craig I
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/181169 , vital:43704 , xlink:href="https://doi.org/10.1007/s10668-007-9106-3"
- Description: Harvesting of non-timber forest products is an integral component of rural livelihoods throughout the developing world. At times this is at odds with conservation objectives. Reconciliation of the two requires examination of local level contexts and needs. This paper reports on the harvesting needs for Ischyrolepis by a rural community in South Africa, against the setting that they had recently been prohibited from harvesting by the local conservation officials. Interviews were conducted with conservation officials to understand the reasoning for the prohibition. Local demand for Ischyrolepis was assessed by household surveys, as well as in-depth interviews with traders. The density and size class distribution of Ischyrolepis was determined using transects. The total annual demand for Ischyrolepis was determined to be approximately only 2.7% of the standing crop. The bulk of the annual demand was for small-scale trade, the income from which was a primary source of income for the few harvesters. Very little evidence could be found indicating that harvesting was damaging the resource or its habitat, and local knowledge suggested that the abundance of the species was stimulated by harvesting. Even if market demand were to increase, the size of the shoots required means that less than 20% of the standing crop could be harvested annually. Current regulations around harvesting are in a state of revision, and hence confusion prevails regarding if harvesting is permissible, and if so, under what conditions, which is detrimental to both conservation and livelihoods.
- Full Text:
- Authors: Shackleton, Charlie M , Parkin, Fiona , Chauke, Maphambe I , Downsborough, Linda , Olsen, Ashleigh , Brill, Greg , Weideman, Craig I
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/181169 , vital:43704 , xlink:href="https://doi.org/10.1007/s10668-007-9106-3"
- Description: Harvesting of non-timber forest products is an integral component of rural livelihoods throughout the developing world. At times this is at odds with conservation objectives. Reconciliation of the two requires examination of local level contexts and needs. This paper reports on the harvesting needs for Ischyrolepis by a rural community in South Africa, against the setting that they had recently been prohibited from harvesting by the local conservation officials. Interviews were conducted with conservation officials to understand the reasoning for the prohibition. Local demand for Ischyrolepis was assessed by household surveys, as well as in-depth interviews with traders. The density and size class distribution of Ischyrolepis was determined using transects. The total annual demand for Ischyrolepis was determined to be approximately only 2.7% of the standing crop. The bulk of the annual demand was for small-scale trade, the income from which was a primary source of income for the few harvesters. Very little evidence could be found indicating that harvesting was damaging the resource or its habitat, and local knowledge suggested that the abundance of the species was stimulated by harvesting. Even if market demand were to increase, the size of the shoots required means that less than 20% of the standing crop could be harvested annually. Current regulations around harvesting are in a state of revision, and hence confusion prevails regarding if harvesting is permissible, and if so, under what conditions, which is detrimental to both conservation and livelihoods.
- Full Text:
Constructing the intellectually disabled person as a subject of education: a discourse analysis using Q-methodology
- Authors: McKenzie, Judith Anne
- Date: 2009
- Subjects: Foucault, Michel, 1926-1984 Learning disabled -- Education -- South Africa Discourse analysis -- Methodology Discourse analysis Children with mental disabilities -- Education -- South Africa Q technique Special education -- South Africa Children with disabilities -- Education -- South Africa Right to education Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3017 , http://hdl.handle.net/10962/d1002526
- Description: The education of intellectually disabled (ID) people is constructed within mass education systems as a problem requiring specialised intervention, separation from “normal” school contexts and the application of professional expertise. A social model of disability resists these practices from a human rights perspective and underpins an inclusive education approach. In this study, a post-structuralist disability studies theoretical framework, drawing particularly on the work of Foucault, was used to examine discourses that construct the intellectually disabled person as a subject of education. The study was conducted in Buffalo City, South Africa at a time when an inclusive education policy is being implemented in the country. The research questions were: What discourses are deployed in the representation and educational practices of those identified as ID? What are the effects of these discourses in constructing the ID subject and associated educational practice? The study utilises Q-methodology, a factor analytic method that yields whole patterns of responses for analysis. A process of sorting selected statements along the dimension of agree to disagree was completed by three groups of participants, namely adults with ID, parents of people with ID and professionals working with ID. Discourses of representation and of educational practice were identified through statistical and interpretive analysis, following the discourse analysis school of Q-methodology. The findings of this study reveal the operation of power in a medico-psychological gaze that makes ID visible and supervises disability expertise within education. Representations of ID suffused with religious notions support the exercise of pastoral power by disability experts. Human rights discourses in education can marginalise ID people if applied uncritically. Fixed notions of impairment constrain an intellectually disabled subject who is vulnerable and incompetent. This study argues instead for a theory of (poss)ability, underpinned by an understanding of the situational and shared nature of competence and a fluid conception of impairment. Human rights should be supplemented by an ethics of care and belonging in the community (ubuntu). A research agenda supporting this effort would examine the ways in which ID people work on themselves as subjects (subjectivisation) and explore the potential for resistance in this process.
- Full Text:
- Authors: McKenzie, Judith Anne
- Date: 2009
- Subjects: Foucault, Michel, 1926-1984 Learning disabled -- Education -- South Africa Discourse analysis -- Methodology Discourse analysis Children with mental disabilities -- Education -- South Africa Q technique Special education -- South Africa Children with disabilities -- Education -- South Africa Right to education Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3017 , http://hdl.handle.net/10962/d1002526
- Description: The education of intellectually disabled (ID) people is constructed within mass education systems as a problem requiring specialised intervention, separation from “normal” school contexts and the application of professional expertise. A social model of disability resists these practices from a human rights perspective and underpins an inclusive education approach. In this study, a post-structuralist disability studies theoretical framework, drawing particularly on the work of Foucault, was used to examine discourses that construct the intellectually disabled person as a subject of education. The study was conducted in Buffalo City, South Africa at a time when an inclusive education policy is being implemented in the country. The research questions were: What discourses are deployed in the representation and educational practices of those identified as ID? What are the effects of these discourses in constructing the ID subject and associated educational practice? The study utilises Q-methodology, a factor analytic method that yields whole patterns of responses for analysis. A process of sorting selected statements along the dimension of agree to disagree was completed by three groups of participants, namely adults with ID, parents of people with ID and professionals working with ID. Discourses of representation and of educational practice were identified through statistical and interpretive analysis, following the discourse analysis school of Q-methodology. The findings of this study reveal the operation of power in a medico-psychological gaze that makes ID visible and supervises disability expertise within education. Representations of ID suffused with religious notions support the exercise of pastoral power by disability experts. Human rights discourses in education can marginalise ID people if applied uncritically. Fixed notions of impairment constrain an intellectually disabled subject who is vulnerable and incompetent. This study argues instead for a theory of (poss)ability, underpinned by an understanding of the situational and shared nature of competence and a fluid conception of impairment. Human rights should be supplemented by an ethics of care and belonging in the community (ubuntu). A research agenda supporting this effort would examine the ways in which ID people work on themselves as subjects (subjectivisation) and explore the potential for resistance in this process.
- Full Text:
Contextualizing the NCS through the use of school gardens in the Butterworth area
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
- Full Text:
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
- Full Text:
Continuous assessment in Oshikwanyama: a case study
- Nghiueuelekuah, Soini Tuhafeni
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
- Full Text:
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
- Full Text:
Contributions to the study of a class of optimal control problems on the matrix lie group SO(3)
- Authors: Rodgerson, Joanne Kelly
- Date: 2009 , 2013-07-12
- Subjects: Matrix groups , Lie groups , Maximum principles (Mathematics) , Elliptic functions , Extremal problems (Mathematics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5421 , http://hdl.handle.net/10962/d1007199 , Matrix groups , Lie groups , Maximum principles (Mathematics) , Elliptic functions , Extremal problems (Mathematics)
- Description: The purpose of this thesis is to investigate a class of four left-invariant optimal control problems on the special orthogonal group SO(3). The set of all control-affine left-invariant control systems on SO(3) can, without loss, be reduced to a class of four typical controllable left-invariant control systems on SO(3) . The left-invariant optimal control problem on SO(3) involves finding a trajectory-control pair on SO (3), which minimizes a cost functional, and satisfies the given dynamical constraints and boundary conditions in a fixed time. The problem is lifted to the cotangent bundle T*SO(3) = SO(3) x so (3)* using the optimal Hamiltonian on so(3)*, where the maximum principle yields the optimal control. In a contribution to the study of this class of optimal control problems on SO(3), the extremal equations on so(3)* (ident ified with JR3) are integrated via elliptic functions to obtain explicit expressions for the solution curves in each typical case. The energy-Casimir method is used to give sufficient conditions for non-linear stability of the equilibrium states. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Rodgerson, Joanne Kelly
- Date: 2009 , 2013-07-12
- Subjects: Matrix groups , Lie groups , Maximum principles (Mathematics) , Elliptic functions , Extremal problems (Mathematics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5421 , http://hdl.handle.net/10962/d1007199 , Matrix groups , Lie groups , Maximum principles (Mathematics) , Elliptic functions , Extremal problems (Mathematics)
- Description: The purpose of this thesis is to investigate a class of four left-invariant optimal control problems on the special orthogonal group SO(3). The set of all control-affine left-invariant control systems on SO(3) can, without loss, be reduced to a class of four typical controllable left-invariant control systems on SO(3) . The left-invariant optimal control problem on SO(3) involves finding a trajectory-control pair on SO (3), which minimizes a cost functional, and satisfies the given dynamical constraints and boundary conditions in a fixed time. The problem is lifted to the cotangent bundle T*SO(3) = SO(3) x so (3)* using the optimal Hamiltonian on so(3)*, where the maximum principle yields the optimal control. In a contribution to the study of this class of optimal control problems on SO(3), the extremal equations on so(3)* (ident ified with JR3) are integrated via elliptic functions to obtain explicit expressions for the solution curves in each typical case. The energy-Casimir method is used to give sufficient conditions for non-linear stability of the equilibrium states. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
Coping with xenophobia : Senegalese migrants in Port Elizabeth
- Authors: Barbali, Silvana Claudia
- Date: 2009
- Subjects: Xenophobia -- South Africa -- Port Elizabeth Migrant labor -- South Africa -- Port Elizabeth Immigrants -- South Africa -- Port Elizabeth Foreign workers -- South Africa -- Port Elizabeth Aliens -- South Africa -- Social conditions Immigrants -- Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2102 , http://hdl.handle.net/10962/d1002665
- Description: This thesis seeks to investigate Senegalese migrants' experiences of xenophobia in South Africa. It explores prevailing theories used to explain the phenomenon of xenophobia and uses data collected via anthropological fieldwork to support arguments made. It is argued that a culture of migration in Senegal and the significance of migration as a rite of passage in Senegalese masculinity assists migrants to orientate themselves in host countries, and influences the way Senegalese are „received‟ by South Africans. In addition, Senegalese Islam (Sufi Orientation), which organises its members into brotherhoods, assists in the social integration of Senegalese men in Port Elizabeth. The men belong to the Mouride Brotherhood and the thesis shows how membership to the brotherhood provides a strong network of support for migrant men without resulting in the enclaving of the men in the broader social and economic context of Port Elizabeth. This has important implications for the individual and collective migration experience of Senegalese and influences the men's creation of meaning in their experiences as migrants. The thesis makes use of the concept of transnationalism to analyse the complex and multifaceted nature of transnational migration, arguing that migration experiences are influenced by a range of transnational factors and is deeply culturally influenced. The research suggests that migration experts and government departments in South Africa should take these complexities into account when formulating new programmes and policies for migrants.
- Full Text:
- Authors: Barbali, Silvana Claudia
- Date: 2009
- Subjects: Xenophobia -- South Africa -- Port Elizabeth Migrant labor -- South Africa -- Port Elizabeth Immigrants -- South Africa -- Port Elizabeth Foreign workers -- South Africa -- Port Elizabeth Aliens -- South Africa -- Social conditions Immigrants -- Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2102 , http://hdl.handle.net/10962/d1002665
- Description: This thesis seeks to investigate Senegalese migrants' experiences of xenophobia in South Africa. It explores prevailing theories used to explain the phenomenon of xenophobia and uses data collected via anthropological fieldwork to support arguments made. It is argued that a culture of migration in Senegal and the significance of migration as a rite of passage in Senegalese masculinity assists migrants to orientate themselves in host countries, and influences the way Senegalese are „received‟ by South Africans. In addition, Senegalese Islam (Sufi Orientation), which organises its members into brotherhoods, assists in the social integration of Senegalese men in Port Elizabeth. The men belong to the Mouride Brotherhood and the thesis shows how membership to the brotherhood provides a strong network of support for migrant men without resulting in the enclaving of the men in the broader social and economic context of Port Elizabeth. This has important implications for the individual and collective migration experience of Senegalese and influences the men's creation of meaning in their experiences as migrants. The thesis makes use of the concept of transnationalism to analyse the complex and multifaceted nature of transnational migration, arguing that migration experiences are influenced by a range of transnational factors and is deeply culturally influenced. The research suggests that migration experts and government departments in South Africa should take these complexities into account when formulating new programmes and policies for migrants.
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Correction, addition and deletion : memory and its function in creating "visual narratives" (and identity) in photographic art
- Authors: Geyer, Xanthe Amanda
- Date: 2009
- Subjects: Botha, Lien, 1961- Photography -- Social aspects Memory in art Photography -- Philosophy Identity (Philosophical concept)
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2402 , http://hdl.handle.net/10962/d1002198
- Description: With this dissertation I propose to investigate critical theories dealing with memory and its role in photography. The function of memory is a well discussed and analysed topic within the ambit of historical research. Drawing from theoretical texts by critical theorists, namely, Roland Barthes, Annette Kuhn and Marianne Hirsch, I will critically address the function of memory in the understanding of photography; particularly how photographs have the ability to construct our identity in terms of history and narrative. I will study the content of memory in relation to visual images, focusing on what is remembered, what is suppressed, and finally, what is transformed when viewing an image. By doing so, I will consider whether or not still photographs have the ability to construct the past in a narrative form that is intrinsic to its medium. This consideration will be undertaken with specific reference to the works of contemporary South African artist Lien Botha. Special attention will be directed to her series of work entitled Amendment (2006), a series which permits me in turn, to deal with issues pertaining to memory and “visual narrative” which I have explored in my own professional art practice namely, Memory Boxes, Back Stories, Faces of You and Me, Memories Re-layered and Ghostly Remnants.
- Full Text:
- Authors: Geyer, Xanthe Amanda
- Date: 2009
- Subjects: Botha, Lien, 1961- Photography -- Social aspects Memory in art Photography -- Philosophy Identity (Philosophical concept)
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2402 , http://hdl.handle.net/10962/d1002198
- Description: With this dissertation I propose to investigate critical theories dealing with memory and its role in photography. The function of memory is a well discussed and analysed topic within the ambit of historical research. Drawing from theoretical texts by critical theorists, namely, Roland Barthes, Annette Kuhn and Marianne Hirsch, I will critically address the function of memory in the understanding of photography; particularly how photographs have the ability to construct our identity in terms of history and narrative. I will study the content of memory in relation to visual images, focusing on what is remembered, what is suppressed, and finally, what is transformed when viewing an image. By doing so, I will consider whether or not still photographs have the ability to construct the past in a narrative form that is intrinsic to its medium. This consideration will be undertaken with specific reference to the works of contemporary South African artist Lien Botha. Special attention will be directed to her series of work entitled Amendment (2006), a series which permits me in turn, to deal with issues pertaining to memory and “visual narrative” which I have explored in my own professional art practice namely, Memory Boxes, Back Stories, Faces of You and Me, Memories Re-layered and Ghostly Remnants.
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Creating a virtual classroom: evaluating the use of online discussion forums to increase teaching and learning activities
- Authors: Bezuidenhout, L Peta
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: Conference paper
- Identifier: vital:6070 , http://hdl.handle.net/10962/d1004635
- Description: In teaching large classes, the educationally beneficial informal interaction between students and between lecturer and students is generally reduced, while effective use of both students’ and lecturer’s time is often a challenge. During student consultations, especially over the already stressful test and examination periods, many of the questions asked by the students are the same or similar. The lecturer needs to respond to each query by providing the same detailed explanation for the problem, resulting in ineffective use of time for the lecturer, while students waste time waiting for an appointment, or more often, simply don’t bother to follow up on any queries they may have. Having a social presence is important for students’ cognitive development, but in a large class posing questions or interrogating issues during a lecture appears to be challenging for many students. It is often not easy for students to initiate discussions or establish relationships with peers or the lecturer due to feelings of vulnerability and due to the size and impersonal atmosphere of the lecture theatre. This paper deals with the introduction of online discussion forums in an introductory accounting course and the benefits and problems experienced by the students, tutors and lecturer as a result thereof. Feedback received from these participants is discussed. The introduction and use of these forums resulted in a virtual classroom being created, where significantly more teaching and learning activities took place, to the benefit of all participants. Participation could have been peripheral -in the form of simply reading discussions; or active – through posting questions, or responding to questions.
- Full Text:
- Authors: Bezuidenhout, L Peta
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: Conference paper
- Identifier: vital:6070 , http://hdl.handle.net/10962/d1004635
- Description: In teaching large classes, the educationally beneficial informal interaction between students and between lecturer and students is generally reduced, while effective use of both students’ and lecturer’s time is often a challenge. During student consultations, especially over the already stressful test and examination periods, many of the questions asked by the students are the same or similar. The lecturer needs to respond to each query by providing the same detailed explanation for the problem, resulting in ineffective use of time for the lecturer, while students waste time waiting for an appointment, or more often, simply don’t bother to follow up on any queries they may have. Having a social presence is important for students’ cognitive development, but in a large class posing questions or interrogating issues during a lecture appears to be challenging for many students. It is often not easy for students to initiate discussions or establish relationships with peers or the lecturer due to feelings of vulnerability and due to the size and impersonal atmosphere of the lecture theatre. This paper deals with the introduction of online discussion forums in an introductory accounting course and the benefits and problems experienced by the students, tutors and lecturer as a result thereof. Feedback received from these participants is discussed. The introduction and use of these forums resulted in a virtual classroom being created, where significantly more teaching and learning activities took place, to the benefit of all participants. Participation could have been peripheral -in the form of simply reading discussions; or active – through posting questions, or responding to questions.
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Cretaceous erosion in central South Africa: evidence from upper-crustal xenoliths in kimberlite diatremes
- Hanson, E Kelsey, Moore, John M, Bordy, Emese M, Marsh, Julian S, Howarth, Geoffrey H, Robey, Julian van Aardt
- Authors: Hanson, E Kelsey , Moore, John M , Bordy, Emese M , Marsh, Julian S , Howarth, Geoffrey H , Robey, Julian van Aardt
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/144978 , vital:38397 , https://doi.org/10.2113/gssajg.112.2.125
- Description: Twelve Group II and fourteen Group I kimberlite diatremes in central South Africa were examined for upper crustal xenoliths in order to estimate the extent of various lithological units of the Karoo Supergroup in the main Karoo basin at times of kimberlite eruption, the Cretaceous erosional history of the area, and the approximate vertical extent of the kimberlite diatremes prior to erosion. Sandstone and amygdaloidal basaltic lava xenoliths from the Karoo Supergroup were specifically selected as their modal mineralogies and geochemical compositions respectively can be attributed to specific stratigraphic positions within the Karoo Supergroup. Results indicated that, at the time of Group II kimberlite eruption (120 Ma), basaltic lavas of the Drakensberg Group covered the entire area, but by the time of Group I kimberlite eruption (85 Ma), they were restricted to the south-eastern half of the study area.
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- Authors: Hanson, E Kelsey , Moore, John M , Bordy, Emese M , Marsh, Julian S , Howarth, Geoffrey H , Robey, Julian van Aardt
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/144978 , vital:38397 , https://doi.org/10.2113/gssajg.112.2.125
- Description: Twelve Group II and fourteen Group I kimberlite diatremes in central South Africa were examined for upper crustal xenoliths in order to estimate the extent of various lithological units of the Karoo Supergroup in the main Karoo basin at times of kimberlite eruption, the Cretaceous erosional history of the area, and the approximate vertical extent of the kimberlite diatremes prior to erosion. Sandstone and amygdaloidal basaltic lava xenoliths from the Karoo Supergroup were specifically selected as their modal mineralogies and geochemical compositions respectively can be attributed to specific stratigraphic positions within the Karoo Supergroup. Results indicated that, at the time of Group II kimberlite eruption (120 Ma), basaltic lavas of the Drakensberg Group covered the entire area, but by the time of Group I kimberlite eruption (85 Ma), they were restricted to the south-eastern half of the study area.
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Critical reflective teaching practice in three mathematics teachers
- Authors: Luwango, Luiya
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Mathematics teachers -- Training of - -Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1485 , http://hdl.handle.net/10962/d1003366
- Description: This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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- Authors: Luwango, Luiya
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Mathematics teachers -- Training of - -Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1485 , http://hdl.handle.net/10962/d1003366
- Description: This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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Cultural historical activity theory, expansive learning and agency in permaculture workplaces
- Authors: Mukute, Mutizwa
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386474 , vital:68145 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122818"
- Description: This paper reports on how Cultural Historical Activity Theory was used to identify and analyse contradictions; model and implement solutions in the learning and practice of permaculture at one school and its community in Zimbabwe. This is one of three sustainable agriculture workplace learning sites being examined in a wider study on change-oriented learning and sustainability practices (Mukute, 2009). It gives a brief background to permaculture and the School and Colleges Permaculture Programme (SCOPE) in Zimbabwe. The paper focuses on how contradictions were used as sources of learning and development leading to ‘real life expansions’. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants’ agency in sustainable agriculture workplaces.
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- Authors: Mukute, Mutizwa
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386474 , vital:68145 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122818"
- Description: This paper reports on how Cultural Historical Activity Theory was used to identify and analyse contradictions; model and implement solutions in the learning and practice of permaculture at one school and its community in Zimbabwe. This is one of three sustainable agriculture workplace learning sites being examined in a wider study on change-oriented learning and sustainability practices (Mukute, 2009). It gives a brief background to permaculture and the School and Colleges Permaculture Programme (SCOPE) in Zimbabwe. The paper focuses on how contradictions were used as sources of learning and development leading to ‘real life expansions’. This demonstrates and reflects on the value of an interventionist research theory and methodology employed in the study to enhance participants’ agency in sustainable agriculture workplaces.
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Curiosity first, applications later
- Berold, Robert, Limson, Janice L
- Authors: Berold, Robert , Limson, Janice L
- Date: 2009
- Subjects: Nyokong, Tebello
- Language: English
- Type: Article , text
- Identifier: vital:7188 , http://hdl.handle.net/10962/d1006281 , http://www.sajs.co.za/sites/default/files/publications/pdf/1-4-1-PB.pdf , Nyokong, Tebello
- Description: Tebello Nyokong speaks to Robert Berold and Janice Limson about her career as a chemist. Tebello Nyokong, who holds a research chair in medicinal chemistry and nanotechnology at Rhodes University, has become the first South African scientist to win the L’Oreal-UNESCO award for women in science, in the physical sciences. Only one laureate is selected from each of five world regions, and Nyokong is the 2009 laureate for Africa and the Arab states. She and the winners from the other four regions travel to Paris in March to each accept the award and a generous prize of close to R1 million. Nyokong now heads the new Nanotechnology Innovation Centre for medical sensors: the biggest single research investment in the history of Rhodes. Linked to other nanotechnology centres in the country, it is designed to bridge the gap between research and the market.
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- Authors: Berold, Robert , Limson, Janice L
- Date: 2009
- Subjects: Nyokong, Tebello
- Language: English
- Type: Article , text
- Identifier: vital:7188 , http://hdl.handle.net/10962/d1006281 , http://www.sajs.co.za/sites/default/files/publications/pdf/1-4-1-PB.pdf , Nyokong, Tebello
- Description: Tebello Nyokong speaks to Robert Berold and Janice Limson about her career as a chemist. Tebello Nyokong, who holds a research chair in medicinal chemistry and nanotechnology at Rhodes University, has become the first South African scientist to win the L’Oreal-UNESCO award for women in science, in the physical sciences. Only one laureate is selected from each of five world regions, and Nyokong is the 2009 laureate for Africa and the Arab states. She and the winners from the other four regions travel to Paris in March to each accept the award and a generous prize of close to R1 million. Nyokong now heads the new Nanotechnology Innovation Centre for medical sensors: the biggest single research investment in the history of Rhodes. Linked to other nanotechnology centres in the country, it is designed to bridge the gap between research and the market.
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Dancing around the same spot? land reform and Ngos in Zimbabwe: the case of SOS Children’s Villages
- Authors: Helliker, Kirk D
- Date: 2009
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61006 , vital:27910 , http://dx.doi.org/10.4314/asr.v13i2.60408
- Description: This paper discusses the rural-based operations of an international NGO in Mashonaland Central province, Zimbabwe. The aim is to highlight the contingent variation of NGO practices within defined limits. It does this through 'thick description’ of the NGO of focus, the SOS Children’s Village, and compares its 'handling' of the transforming countryside with the response of two other NGOs. It concludes by suggesting some conceptual points in understanding organizational dispositions of NGOs.
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- Authors: Helliker, Kirk D
- Date: 2009
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61006 , vital:27910 , http://dx.doi.org/10.4314/asr.v13i2.60408
- Description: This paper discusses the rural-based operations of an international NGO in Mashonaland Central province, Zimbabwe. The aim is to highlight the contingent variation of NGO practices within defined limits. It does this through 'thick description’ of the NGO of focus, the SOS Children’s Village, and compares its 'handling' of the transforming countryside with the response of two other NGOs. It concludes by suggesting some conceptual points in understanding organizational dispositions of NGOs.
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Danger and disease in sex education : the saturation of ‘adolescence’ with colonialist assumptions
- Authors: Macleod, Catriona I
- Date: 2009
- Language: English
- Type: Article , text
- Identifier: vital:6252 , http://hdl.handle.net/10962/d1007870
- Description: The United Nations Development Programme’s Millennium project argues for the importance of sexual and reproductive health in the achievement of all Millennium Development Goals. Sex education programmes, aimed principally at the youth, are thus emphasised and are in line with the specific Millennium Development Goals of reducing the incidence of HIV and improving maternal health. In this paper I analyse recent South African sex education and Life Orientation (a learning area containing sex education) manuals. Danger and disease feature as guiding metaphors for these manuals, with early reproduction and abortion being depicted as wholly deleterious and non-normative relationships leading to disease. I argue, firstly, that these renditions ignore well-designed comparative research that calls into questions the easy assumption of negative consequences accompanying ‘teenage pregnancy’ and abortion, and, secondly, that the persistence of danger and disease in sex education programmes is premised on a discourse of ‘adolescence’. ‘Adolescence’ as a concept is always already saturated with the colonialist foundation of phylogeny re-capitulating ontogeny. Individual development is interweaved with collective development with the threat of degeneration implied in both. This interweaving allows for the instrumentalist goal of sex education in which social changes are sought through changing individuals’ sexual attitudes and behaviour.
- Full Text:
- Authors: Macleod, Catriona I
- Date: 2009
- Language: English
- Type: Article , text
- Identifier: vital:6252 , http://hdl.handle.net/10962/d1007870
- Description: The United Nations Development Programme’s Millennium project argues for the importance of sexual and reproductive health in the achievement of all Millennium Development Goals. Sex education programmes, aimed principally at the youth, are thus emphasised and are in line with the specific Millennium Development Goals of reducing the incidence of HIV and improving maternal health. In this paper I analyse recent South African sex education and Life Orientation (a learning area containing sex education) manuals. Danger and disease feature as guiding metaphors for these manuals, with early reproduction and abortion being depicted as wholly deleterious and non-normative relationships leading to disease. I argue, firstly, that these renditions ignore well-designed comparative research that calls into questions the easy assumption of negative consequences accompanying ‘teenage pregnancy’ and abortion, and, secondly, that the persistence of danger and disease in sex education programmes is premised on a discourse of ‘adolescence’. ‘Adolescence’ as a concept is always already saturated with the colonialist foundation of phylogeny re-capitulating ontogeny. Individual development is interweaved with collective development with the threat of degeneration implied in both. This interweaving allows for the instrumentalist goal of sex education in which social changes are sought through changing individuals’ sexual attitudes and behaviour.
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Data quality in thermal summation development models for forensically important blowflies
- Richards, Cameron S, Villet, Martin H
- Authors: Richards, Cameron S , Villet, Martin H
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/441889 , vital:73932 , https://doi.org/10.1111/j.1365-2915.2009.00819.x
- Description: To highlight some issues regarding data quality that are significant in estimating post‐mortem intervals (PMI) from maggots, the developmental constants of thermal summation models for development of Chrysomya megacephala Fabricius (Diptera: Calliphoridae) were calculated from incidental data gathered from 12 published studies, and from data generated specifically for the purpose in a single experiment. The focused experiment involved measuring the timing of five developmental landmarks at nine constant temperatures with a sampling resolution of 6–12 h, which is characteristic of other published studies. Combining data from different studies produced inconsistent results because of statistical noise introduced by (at least) disparities in temporal precision, descriptive statistics, geographical location and rearing diets. A robust experimental design to estimate a developmental model should involve at least six constant temperatures, starting at about 7°C above the relevant developmental zero (D0) and going almost to the upper critical temperature, and a temporal sampling interval with a relative precision of about 10%, which requires sampling about every 2 h until hatching, about every 3 h until first ecdysis and about every 6 h until second ecdysis.
- Full Text:
- Authors: Richards, Cameron S , Villet, Martin H
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/441889 , vital:73932 , https://doi.org/10.1111/j.1365-2915.2009.00819.x
- Description: To highlight some issues regarding data quality that are significant in estimating post‐mortem intervals (PMI) from maggots, the developmental constants of thermal summation models for development of Chrysomya megacephala Fabricius (Diptera: Calliphoridae) were calculated from incidental data gathered from 12 published studies, and from data generated specifically for the purpose in a single experiment. The focused experiment involved measuring the timing of five developmental landmarks at nine constant temperatures with a sampling resolution of 6–12 h, which is characteristic of other published studies. Combining data from different studies produced inconsistent results because of statistical noise introduced by (at least) disparities in temporal precision, descriptive statistics, geographical location and rearing diets. A robust experimental design to estimate a developmental model should involve at least six constant temperatures, starting at about 7°C above the relevant developmental zero (D0) and going almost to the upper critical temperature, and a temporal sampling interval with a relative precision of about 10%, which requires sampling about every 2 h until hatching, about every 3 h until first ecdysis and about every 6 h until second ecdysis.
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De La Rey rides (yet) again : Afrikaner identity politics and nostalgia in post-apartheid South Africa
- Authors: Baines, Gary F
- Date: 2009
- Language: English
- Type: Conference paper
- Identifier: vital:6158 , http://hdl.handle.net/10962/d1007078
- Description: In 2006 a relatively unknown South African artist with the stage name Bok van Blerk released his debut album called “De la Rey”. The album included a music video of the title track that calls upon the legendary Boer War general to save the volk (people) from the wantonly destructive strategies of the British imperial forces: the scorched earth policy and the subsequent internment of women and children in concentration camps. The British justified such extreme – some would say ‘genocidal’ – strategies so as to prevent non-combatants from supporting the irregular Boer soldiers. Although he did not believe that the war could be won on account of the overwhelming odds that the Boer forces faced, De la Rey still fought to the bitter end. Needless to say, he was on the losing side.
- Full Text:
- Authors: Baines, Gary F
- Date: 2009
- Language: English
- Type: Conference paper
- Identifier: vital:6158 , http://hdl.handle.net/10962/d1007078
- Description: In 2006 a relatively unknown South African artist with the stage name Bok van Blerk released his debut album called “De la Rey”. The album included a music video of the title track that calls upon the legendary Boer War general to save the volk (people) from the wantonly destructive strategies of the British imperial forces: the scorched earth policy and the subsequent internment of women and children in concentration camps. The British justified such extreme – some would say ‘genocidal’ – strategies so as to prevent non-combatants from supporting the irregular Boer soldiers. Although he did not believe that the war could be won on account of the overwhelming odds that the Boer forces faced, De la Rey still fought to the bitter end. Needless to say, he was on the losing side.
- Full Text: