The heterologous expression and in vitro biochemical characterization of the Hsp70 escort protein 1 and mitochondrial Hsp70 partner proteins of the Trypanosoma brucei parasite and humans
- Authors: Mahlalela, Maduma Ernst
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431832 , vital:72807 , DOI 10.21504/10962/431832
- Description: The 70 kDa family of heat shock proteins (Hsp70) plays a central role in the maintenance of cellular proteostasis, with paralogues occurring in all the major compartments of the eukaryotic cell. Hsp70s act in conjunction with proteins known as co-chaperones, as part of the larger molecular chaperone network. In the mitochondrion, Hsp70 (mtHsp70) is responsible for the import of proteins synthesized in the cytosol, protein folding in the matrix and the maintenance of the iron-sulphur cluster. In human cells mtHsp70 (HSPA9) is also referred to as mortalin, as the knockdown of the protein leads to cell mortality. Trypanosoma brucei is the causative agent of sleeping sickness in humans and nagana in animals. In the T. brucei parasite there are three identical mtHsp70 (TbmtHsp70) proteins that are produced, forming part of the Hsp70 machinery that is essential for parasite survival. In humans, the levels of HSPA9 are often elevated in non-communicable diseases such as cancer and neurodegeneration. Despite their vital cellular roles, mtHsp70s are characteristically prone to self-aggregation. The binding of the Hsp70 escort protein (Hep1) is required to prevent the aggregation of mtHsp70 proteins, enabling the proteins to function. In many non-communicable diseases, mtHsp70 and other molecular chaperones such as heat shock protein 90 (Hsp90) are being investigated as potential drug targets. Existing anti-trypanosomal drugs for treating sleeping sickness are toxic, having adverse side effects that are potentially lethal. Investigations into Hsp70s, and other molecular chaperones, form part of the research into the discovery of novel and efficacious therapeutics. This is the first study to characterise Hep1 and investigate its partnership with mtHsp70 in T. brucei. The overall aim of this study was to comparatively assess the T. brucei and human mtHsp70/Hep1 partnerships. The putative T. brucei Hep1 (TbHep1) orthologue was analysed in silico, and it was found to possess a zinc finger domain consisting of anti-parallel β-sheets that are characteristic of canonical Hep1 proteins, whilst the N-terminal domain was unstructured. Based on sequence analysis, the regions outside of the zinc finger domains lacked conservation. Despite the lack of sequence conservation, the N- and C-terminal regions of TbHep1 shared segments of similarity with Hep1 orthologues of other kinetoplastid and trypanosomal orthologues. The same held true for the N- and C-termini of human Hep1 (HsHep1) when compared to other Hep1 orthologues of mammalian origin. Biochemical analysis revealed TbmtHsp70 and HSPA9 to be prone to self-aggregation, which was reduced by co-expression with TbHep1 and HsHep1, respectively. Recently Hep1 proteins have been determined to be present in the cytosol. In this study, TbHep1 and HsHep1 also interacted with the cytosolic Hsp70s, HSPA1A and TbHsp70, by preventing their thermally induced aggregation and stimulating their ATPase activities. TbHep1 and HsHep1 also suppressed the thermally induced aggregation of the model substrates malate dehydrogenase and citrate synthase, independently of Hsp70. To date, only two Hep1 orthologues, HsHep1 and LbHep1, have been found to function in a similar manner to a J-protein co-chaperone by stimulating the ATPase activities of their partner mtHsp70 proteins. In this study, TbHep1 stimulated the ATPase activity of TbmtHsp70. HsHep1 also stimulated the ATPase activity of TbmtHsp70. However, the mechanism of action still needs to be determined. This study also explored the potential of the Hep1 orthologues to be functionally activated by oxidative stress, which is prevalent in mitochondria. The abilities of TbHep1 and HsHep1 to reduce the thermally induced aggregation of malate dehydrogenase were enhanced under oxidative conditions. Disrupting the function of Hep1 has been found to eventually lead to cell death, and given the critical role played by mtHsp70 in the cell, this partnership could be exploited as a potential drug target. In conclusion, this study demonstrated that TbHep1 and HsHep1 functionally interact with mtHsp70s, whilst also possessing independent chaperone activities that are also potentially influenced by the environmental redox state. , Thesis (PhD) -- Faculty of Science, Biotechnology Innovation Centre, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Mahlalela, Maduma Ernst
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431832 , vital:72807 , DOI 10.21504/10962/431832
- Description: The 70 kDa family of heat shock proteins (Hsp70) plays a central role in the maintenance of cellular proteostasis, with paralogues occurring in all the major compartments of the eukaryotic cell. Hsp70s act in conjunction with proteins known as co-chaperones, as part of the larger molecular chaperone network. In the mitochondrion, Hsp70 (mtHsp70) is responsible for the import of proteins synthesized in the cytosol, protein folding in the matrix and the maintenance of the iron-sulphur cluster. In human cells mtHsp70 (HSPA9) is also referred to as mortalin, as the knockdown of the protein leads to cell mortality. Trypanosoma brucei is the causative agent of sleeping sickness in humans and nagana in animals. In the T. brucei parasite there are three identical mtHsp70 (TbmtHsp70) proteins that are produced, forming part of the Hsp70 machinery that is essential for parasite survival. In humans, the levels of HSPA9 are often elevated in non-communicable diseases such as cancer and neurodegeneration. Despite their vital cellular roles, mtHsp70s are characteristically prone to self-aggregation. The binding of the Hsp70 escort protein (Hep1) is required to prevent the aggregation of mtHsp70 proteins, enabling the proteins to function. In many non-communicable diseases, mtHsp70 and other molecular chaperones such as heat shock protein 90 (Hsp90) are being investigated as potential drug targets. Existing anti-trypanosomal drugs for treating sleeping sickness are toxic, having adverse side effects that are potentially lethal. Investigations into Hsp70s, and other molecular chaperones, form part of the research into the discovery of novel and efficacious therapeutics. This is the first study to characterise Hep1 and investigate its partnership with mtHsp70 in T. brucei. The overall aim of this study was to comparatively assess the T. brucei and human mtHsp70/Hep1 partnerships. The putative T. brucei Hep1 (TbHep1) orthologue was analysed in silico, and it was found to possess a zinc finger domain consisting of anti-parallel β-sheets that are characteristic of canonical Hep1 proteins, whilst the N-terminal domain was unstructured. Based on sequence analysis, the regions outside of the zinc finger domains lacked conservation. Despite the lack of sequence conservation, the N- and C-terminal regions of TbHep1 shared segments of similarity with Hep1 orthologues of other kinetoplastid and trypanosomal orthologues. The same held true for the N- and C-termini of human Hep1 (HsHep1) when compared to other Hep1 orthologues of mammalian origin. Biochemical analysis revealed TbmtHsp70 and HSPA9 to be prone to self-aggregation, which was reduced by co-expression with TbHep1 and HsHep1, respectively. Recently Hep1 proteins have been determined to be present in the cytosol. In this study, TbHep1 and HsHep1 also interacted with the cytosolic Hsp70s, HSPA1A and TbHsp70, by preventing their thermally induced aggregation and stimulating their ATPase activities. TbHep1 and HsHep1 also suppressed the thermally induced aggregation of the model substrates malate dehydrogenase and citrate synthase, independently of Hsp70. To date, only two Hep1 orthologues, HsHep1 and LbHep1, have been found to function in a similar manner to a J-protein co-chaperone by stimulating the ATPase activities of their partner mtHsp70 proteins. In this study, TbHep1 stimulated the ATPase activity of TbmtHsp70. HsHep1 also stimulated the ATPase activity of TbmtHsp70. However, the mechanism of action still needs to be determined. This study also explored the potential of the Hep1 orthologues to be functionally activated by oxidative stress, which is prevalent in mitochondria. The abilities of TbHep1 and HsHep1 to reduce the thermally induced aggregation of malate dehydrogenase were enhanced under oxidative conditions. Disrupting the function of Hep1 has been found to eventually lead to cell death, and given the critical role played by mtHsp70 in the cell, this partnership could be exploited as a potential drug target. In conclusion, this study demonstrated that TbHep1 and HsHep1 functionally interact with mtHsp70s, whilst also possessing independent chaperone activities that are also potentially influenced by the environmental redox state. , Thesis (PhD) -- Faculty of Science, Biotechnology Innovation Centre, 2023
- Full Text:
- Date Issued: 2023-10-13
The mathematical and pedagogical content knowledge that Namibian senior primary teachers draw on to develop their learners’ computational estimation
- Authors: Shigwedha, Emilia Ndilimeke
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424108 , vital:72124
- Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Shigwedha, Emilia Ndilimeke
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424108 , vital:72124
- Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
The possible effect of insecticide drift from citrus orchards, and acute toxicity of insecticides on the biocontrol agents of Pontederia crassipes (Mart.) Solms-Laub (Pontederiaceae) established along citrus orchards in the Lowveld region of Mpumalanga Province, South Africa
- Authors: Mabuza, Mefika Michael
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424468 , vital:72156
- Description: This study investigated the possible effect of insecticide drift on naturalized biological control agents of Pontederia crassipes (Mart.) Solms-Laub (Pontederiaceae), in the Lowveld region of Mpumalanga Province of South Africa. Occurrence and abundance of biocontrol agents were recorded at three sites on the Crocodile River and at three dams adjacent to citrus orchards. Leaves of P. crassipes and water samples were collected for insecticide residues and also nutrient status of the water and plants. Eccritotarsus catarinensis Carvalho (Hemiptera: Miridae), Neochetina spp. (combined) (Coleoptera: Curculionidae), and Orthogalumna terebrantis Wallwork (Sarcoptiformes: Galumnidae) were recorded with notable variation in abundance between the river and dams across regions. Insecticide residues were not detected on all leaves sampled across study regions, however, nutrients were detected with nitrate ranging between oligotrophic and mesotrophic. Phosphorus was also detected, but, neither of the nutrients correlated with the occurrence and abundance of naturalized biological control agents of P. crassipes. Bioassays were conducted to measure the effect of commonly used insecticides (viz. Methomyl and Chlorpyrifos) on the survival and feeding damage of biological control agents of P. crassipes. Survival of individual insects was recorded between 0.5 and 120 hours for Megamelus scutellaris and Neochetina eichhorniae Warner (Coleoptera: Curculionidae) adults for treatments where insecticides were topically applied onto the insects or leaves were dipped into the pesticides. Concentrations below field rates, recommended and above field rates of Methomyl and Chlorpyrifos on either exposure techniques significantly reduced survival and feeding of biocontrol agents. Methomyl was more toxic compared to Chlorpyrifos and it significantly reduced the survival of M. scutellaris and N. eichhorniae. In conclusion, in this study, population abundance of biocontrol agents of P. crassipes at the Lowveld region of Mpumalanga was not influenced by pesticide drift, but, insecticides commonly used in the citrus orchards has the potential to negatively impact naturalized biological control of P. crassipes as demonstrated by the bioassays. , Thesis (MSc) -- Faculty of Science, Zoology and Entomology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Mabuza, Mefika Michael
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424468 , vital:72156
- Description: This study investigated the possible effect of insecticide drift on naturalized biological control agents of Pontederia crassipes (Mart.) Solms-Laub (Pontederiaceae), in the Lowveld region of Mpumalanga Province of South Africa. Occurrence and abundance of biocontrol agents were recorded at three sites on the Crocodile River and at three dams adjacent to citrus orchards. Leaves of P. crassipes and water samples were collected for insecticide residues and also nutrient status of the water and plants. Eccritotarsus catarinensis Carvalho (Hemiptera: Miridae), Neochetina spp. (combined) (Coleoptera: Curculionidae), and Orthogalumna terebrantis Wallwork (Sarcoptiformes: Galumnidae) were recorded with notable variation in abundance between the river and dams across regions. Insecticide residues were not detected on all leaves sampled across study regions, however, nutrients were detected with nitrate ranging between oligotrophic and mesotrophic. Phosphorus was also detected, but, neither of the nutrients correlated with the occurrence and abundance of naturalized biological control agents of P. crassipes. Bioassays were conducted to measure the effect of commonly used insecticides (viz. Methomyl and Chlorpyrifos) on the survival and feeding damage of biological control agents of P. crassipes. Survival of individual insects was recorded between 0.5 and 120 hours for Megamelus scutellaris and Neochetina eichhorniae Warner (Coleoptera: Curculionidae) adults for treatments where insecticides were topically applied onto the insects or leaves were dipped into the pesticides. Concentrations below field rates, recommended and above field rates of Methomyl and Chlorpyrifos on either exposure techniques significantly reduced survival and feeding of biocontrol agents. Methomyl was more toxic compared to Chlorpyrifos and it significantly reduced the survival of M. scutellaris and N. eichhorniae. In conclusion, in this study, population abundance of biocontrol agents of P. crassipes at the Lowveld region of Mpumalanga was not influenced by pesticide drift, but, insecticides commonly used in the citrus orchards has the potential to negatively impact naturalized biological control of P. crassipes as demonstrated by the bioassays. , Thesis (MSc) -- Faculty of Science, Zoology and Entomology, 2023
- Full Text:
- Date Issued: 2023-10-13
The prevalence of alcohol use disorders among university students in developing countries: a systematic review and meta-analysis
- Authors: Ndlovu, Philani
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425019 , vital:72202
- Description: High alcohol misuse is associated with many challenges, including (a) unsafe sex, problems with the criminal justice system, absenteeism, academic failure, death, injury, and alcohol related harm, both in the developing and developed world. Despite the above, no meta-analysis had been conducted in the literature to comprehensively study the prevalence of Alcohol Use Disorders (AUDs) amongst university students in the developing world. This study reviewed literature related to AUDs among university students in developing countries. It described the concept of AUD and the harmful effects of excessive alcohol use, including biological, cognitive, psycho-social, and economic impacts on the individual and the family. , Thesis (MA) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Ndlovu, Philani
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425019 , vital:72202
- Description: High alcohol misuse is associated with many challenges, including (a) unsafe sex, problems with the criminal justice system, absenteeism, academic failure, death, injury, and alcohol related harm, both in the developing and developed world. Despite the above, no meta-analysis had been conducted in the literature to comprehensively study the prevalence of Alcohol Use Disorders (AUDs) amongst university students in the developing world. This study reviewed literature related to AUDs among university students in developing countries. It described the concept of AUD and the harmful effects of excessive alcohol use, including biological, cognitive, psycho-social, and economic impacts on the individual and the family. , Thesis (MA) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
The relevance of career counselling in higher education: a study following students at a South African university
- Authors: Lewis, Christine
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432347 , vital:72863 , DOI 10.21504/10962/432348
- Description: Very few students in South Africa (SA) receive adequate career counselling at school and often arrive at institutions of higher learning without a clear sense of what their prospective careers will entail. The limited access to career counselling and assessment is further compounded by criticisms of popular career assessment instruments used in SA, where the primary goal of career counselling and assessment is to match clients to careers for job placement. This approach no longer serves the needs of a diverse SA population and disregards contextual influences on careers. Therefore, a need exists to understand and inform career counselling interventions and to guard against the provision of de-contextualised and contextually insensitive approaches. Moreover, changes in the workplace, where career change has become the norm as the world of work has moved away from stability and permanency to fluidity, calls for a contemporary response from career counselling theories, practitioners as well as researchers, to equip clients with the necessary skills to respond to these changes. Thus, SA institutions of higher learning need to innovate their practices to more inclusively, effectively, and justly serve the needs of a diverse student population for work success in a developing nation and a complex world. This study aimed to evaluate the relevance and effectiveness of a university’s career counselling services from the students’ perspectives. It focuses on gaining an indication of the perceived effectiveness of assessment measures used, and to ascertain the influences that impact on individual students’ career decision-making over the course of undergraduate studies. Due to the increasing recognition for the need to develop a contextualised approach to career development interventions, this study included the SACII, a locally developed interest inventory as part of a career assessment battery, with a group of university students. A pragmatic approach using mixed-methods was used. Multiple case studies of the career trajectories of a cohort of undergraduate students who had undertaken career assessments at the university career centre, were tracked longitudinally over the course of undergraduate studies. Data were generated through vignettes that included the 13 participants' career assessment reports, a service evaluation questionnaire and two successive follow-up interviews. Each participant's first follow-up interview occurred six months after their career assessment feedback session; and the second follow-up was in the final year of undergraduate studies, after eighteen months. Descriptive statistical analysis summarised the basic features of the quantitative data from the evaluation questionnaire. Thematic analysis was used for organisation and analysis of the follow-up interview data. Findings were that the career counselling and assessment facilitated greater self-knowledge in relation to career decision-making, assisted with selecting degree major subjects and enhanced career planning abilities. Using locally developed assessment measures in career counselling proved to be useful. Exploring career development from an overarching developmental contextual framework that is applicable and well-suited to the SA context provided a deeper understanding of contextual influences that impact on students' career decision-making processes. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Lewis, Christine
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432347 , vital:72863 , DOI 10.21504/10962/432348
- Description: Very few students in South Africa (SA) receive adequate career counselling at school and often arrive at institutions of higher learning without a clear sense of what their prospective careers will entail. The limited access to career counselling and assessment is further compounded by criticisms of popular career assessment instruments used in SA, where the primary goal of career counselling and assessment is to match clients to careers for job placement. This approach no longer serves the needs of a diverse SA population and disregards contextual influences on careers. Therefore, a need exists to understand and inform career counselling interventions and to guard against the provision of de-contextualised and contextually insensitive approaches. Moreover, changes in the workplace, where career change has become the norm as the world of work has moved away from stability and permanency to fluidity, calls for a contemporary response from career counselling theories, practitioners as well as researchers, to equip clients with the necessary skills to respond to these changes. Thus, SA institutions of higher learning need to innovate their practices to more inclusively, effectively, and justly serve the needs of a diverse student population for work success in a developing nation and a complex world. This study aimed to evaluate the relevance and effectiveness of a university’s career counselling services from the students’ perspectives. It focuses on gaining an indication of the perceived effectiveness of assessment measures used, and to ascertain the influences that impact on individual students’ career decision-making over the course of undergraduate studies. Due to the increasing recognition for the need to develop a contextualised approach to career development interventions, this study included the SACII, a locally developed interest inventory as part of a career assessment battery, with a group of university students. A pragmatic approach using mixed-methods was used. Multiple case studies of the career trajectories of a cohort of undergraduate students who had undertaken career assessments at the university career centre, were tracked longitudinally over the course of undergraduate studies. Data were generated through vignettes that included the 13 participants' career assessment reports, a service evaluation questionnaire and two successive follow-up interviews. Each participant's first follow-up interview occurred six months after their career assessment feedback session; and the second follow-up was in the final year of undergraduate studies, after eighteen months. Descriptive statistical analysis summarised the basic features of the quantitative data from the evaluation questionnaire. Thematic analysis was used for organisation and analysis of the follow-up interview data. Findings were that the career counselling and assessment facilitated greater self-knowledge in relation to career decision-making, assisted with selecting degree major subjects and enhanced career planning abilities. Using locally developed assessment measures in career counselling proved to be useful. Exploring career development from an overarching developmental contextual framework that is applicable and well-suited to the SA context provided a deeper understanding of contextual influences that impact on students' career decision-making processes. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
The Role of the courts in the interpretation and implementation of the Right to Basic Education in Section 29(1)(a) of the South African Constitution
- Authors: Ngubane, Kwanele Nhlanhla
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424141 , vital:72127
- Description: The right to education in section 29(1)(a) of the Constitution was meant to signal a break between an education system divided along racial lines, and a new democratic education system based on equity, equality, and opportunity for all learners. In reality, the South African education system still remains deeply divided along racial lines, with poor, mostly black learners, being under-resourced by the state, while their richer, mostly white, counterparts are being taught in schools that have access to all the resources necessary to realise the right to basic education. As a result, the right to education in section 29(1)(a) of the Constitution has been heavily debated, and between 2010 and 2022, the South African courts have often been called on to interpret the right. In the process, a rich jurisprudence has developed on the core content of the right to basic education, with findings by the courts that the right includes an entitlement to a number of educational resources. These include access to school infrastructure, learner-teacher support materials, desks and chairs, scholar transport, teaching and non-teaching staff, and nutrition. This study examines the way South African courts, between 2010 and 2022, have interpreted and implemented the right to basic education to give effect to section 29(1)(a) of the Constitution. While South African courts have historically shied away from interpreting socio-economic rights to contain a minimum core content and have rather opted for a reasonableness approach, the same is not entirely true for section 29(1)(a). As stated above, courts have been willing to find that the right entails a minimum basket of goods and services without which the right cannot be realised. By examining some of the most important education rights cases during this period, the study proposes that there are five factors that have guided the courts’ interpretation of the right and has assisted in the courts finding that the right contains a minimum core content. These factors are the historical context of the right to basic education; the textual formulation of the right to basic education in section 29(1)(a) of the Constitution; the interrelatedness of the right to basic education and other rights within the Bill of Rights; subsidiary education policies, legislation, and regulations, and lastly, the role of international law. This study seeks to consider the extent to which each of these factors have played a role in courts’ interpretation of section 29(1)(a). The study also considers the implementation of these judgments and the role that the courts have played in realising the right to education for learners on ground-level. , Thesis (LLM) -- Faculty of Law, Law, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Ngubane, Kwanele Nhlanhla
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424141 , vital:72127
- Description: The right to education in section 29(1)(a) of the Constitution was meant to signal a break between an education system divided along racial lines, and a new democratic education system based on equity, equality, and opportunity for all learners. In reality, the South African education system still remains deeply divided along racial lines, with poor, mostly black learners, being under-resourced by the state, while their richer, mostly white, counterparts are being taught in schools that have access to all the resources necessary to realise the right to basic education. As a result, the right to education in section 29(1)(a) of the Constitution has been heavily debated, and between 2010 and 2022, the South African courts have often been called on to interpret the right. In the process, a rich jurisprudence has developed on the core content of the right to basic education, with findings by the courts that the right includes an entitlement to a number of educational resources. These include access to school infrastructure, learner-teacher support materials, desks and chairs, scholar transport, teaching and non-teaching staff, and nutrition. This study examines the way South African courts, between 2010 and 2022, have interpreted and implemented the right to basic education to give effect to section 29(1)(a) of the Constitution. While South African courts have historically shied away from interpreting socio-economic rights to contain a minimum core content and have rather opted for a reasonableness approach, the same is not entirely true for section 29(1)(a). As stated above, courts have been willing to find that the right entails a minimum basket of goods and services without which the right cannot be realised. By examining some of the most important education rights cases during this period, the study proposes that there are five factors that have guided the courts’ interpretation of the right and has assisted in the courts finding that the right contains a minimum core content. These factors are the historical context of the right to basic education; the textual formulation of the right to basic education in section 29(1)(a) of the Constitution; the interrelatedness of the right to basic education and other rights within the Bill of Rights; subsidiary education policies, legislation, and regulations, and lastly, the role of international law. This study seeks to consider the extent to which each of these factors have played a role in courts’ interpretation of section 29(1)(a). The study also considers the implementation of these judgments and the role that the courts have played in realising the right to education for learners on ground-level. , Thesis (LLM) -- Faculty of Law, Law, 2023
- Full Text:
- Date Issued: 2023-10-13
The use of dynamic software to potentially enhance conceptual understanding and a productive disposition in the visual learning of algebra: an interventionist case study
- Authors: Junius, Daniel Franscius
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431542 , vital:72784 , DOI 10.21504/10962/431542
- Description: Over the decades, the didactics and practice of teaching mathematics has offered many unique challenges and opportunities for exploration and understanding. The introduction and development of technology into mathematics is one of the occurrences which has also contributed to a new discourse in teaching mathematics – in this case the teaching of algebra. Algebra is still seen as a gatekeeper and remains as one of the key reasons for a negative disposition amongst learners towards learning the subject. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of algebra teaching and an improvement in dispositions towards learning algebra. This thesis reports on a research project that focused on the use of dynamic software to enhance the conceptual understanding and productive dispositions of selected learners through the visual learning of abstract algebraic concepts. The research was executed as an interventionist case study. A case study methodological strategy was adopted with two groups of 30 Grade 9 learners. One group was a Grade 9 mathematics class of a school in Windhoek who scored above average in algebra but showed a very low disposition score, while the other group was made up of learners from a community project who scored high on the disposition scale but achieved below average results in algebra. The analytical framework of the case study is structured around a combination of complementary algebraic topics presented through visual learning, with GeoGebra as a medium of instruction. With the focus on visualisation and the use of technology the study investigated and attempted to understand how participants processed and internalised algebraic concepts to make sense of abstract algebraic concepts and eventually gain sustained conceptual understanding. The study was framed by the theoretical theories of constructivism and the Dual Coding Theory. For the collection of data, a mixed methods approach was adopted following three cycles. Three algebraic topics were taught with GeoGebra applets yielding both qualitative and quantitative data, through the observation of participants, screen captures and reflective interviews, using instruments designed specifically for the study and collecting quantitative achievement test results. The study, a journey that both the participants and the researcher embarked upon, revealed that the use of technology enhanced conceptual understanding for both groups and both groups showed a positive change in disposition towards learning algebra. The intervention with GeoGebra consistently and progressively improved in terms of conceptual understanding and dispositions towards learning algebra significant improvements in results were achieved. The findings showed that this approach to teaching algebra yielded positive results and gave new insights into visual teaching with technology. New opportunities for further research were created. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Junius, Daniel Franscius
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431542 , vital:72784 , DOI 10.21504/10962/431542
- Description: Over the decades, the didactics and practice of teaching mathematics has offered many unique challenges and opportunities for exploration and understanding. The introduction and development of technology into mathematics is one of the occurrences which has also contributed to a new discourse in teaching mathematics – in this case the teaching of algebra. Algebra is still seen as a gatekeeper and remains as one of the key reasons for a negative disposition amongst learners towards learning the subject. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of algebra teaching and an improvement in dispositions towards learning algebra. This thesis reports on a research project that focused on the use of dynamic software to enhance the conceptual understanding and productive dispositions of selected learners through the visual learning of abstract algebraic concepts. The research was executed as an interventionist case study. A case study methodological strategy was adopted with two groups of 30 Grade 9 learners. One group was a Grade 9 mathematics class of a school in Windhoek who scored above average in algebra but showed a very low disposition score, while the other group was made up of learners from a community project who scored high on the disposition scale but achieved below average results in algebra. The analytical framework of the case study is structured around a combination of complementary algebraic topics presented through visual learning, with GeoGebra as a medium of instruction. With the focus on visualisation and the use of technology the study investigated and attempted to understand how participants processed and internalised algebraic concepts to make sense of abstract algebraic concepts and eventually gain sustained conceptual understanding. The study was framed by the theoretical theories of constructivism and the Dual Coding Theory. For the collection of data, a mixed methods approach was adopted following three cycles. Three algebraic topics were taught with GeoGebra applets yielding both qualitative and quantitative data, through the observation of participants, screen captures and reflective interviews, using instruments designed specifically for the study and collecting quantitative achievement test results. The study, a journey that both the participants and the researcher embarked upon, revealed that the use of technology enhanced conceptual understanding for both groups and both groups showed a positive change in disposition towards learning algebra. The intervention with GeoGebra consistently and progressively improved in terms of conceptual understanding and dispositions towards learning algebra significant improvements in results were achieved. The findings showed that this approach to teaching algebra yielded positive results and gave new insights into visual teaching with technology. New opportunities for further research were created. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
The views and opinions of Rhodes University lecturers towards isiXhosa as a language of learning and teaching (LOLT) in higher education
- Authors: Nkunzi, Zintle
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424963 , vital:72197
- Description: This research sought to investigate how African languages function as a communicative tool in a university where English is the medium of instruction. The study's purpose is to provide a systematic review of research that has been carried out on language attitudes towards isiXhosa as a language of learning and teaching (LoLT) in higher education. The study reveals that South African higher education institutions such as Rhodes University mostly use English as the LoLT- a language which for most lecturers is not their first/home language but helps ease communication in a multilingual community. Rhodes University is characterised by multilingualism because the university community is made up of diversity in culture, language, and educational background of the people. Previously explored language attitude studies are based on students’ views and this study investigated RU lecturer views and opinions towards isiXhosa as a LoLT. The study focused on the importance and the need (if any) of isiXhosa in a multilingual higher education institution. The study reveal that language barriers are one of the difficulties, but academic cultural differences seem to play a crucial role that can impact on the learning and teaching outcomes. This can lead to negative experiences and the forming of stereotypical views. These views include how lecturers are and should be trained to teach mathematics, science, and academic studies in African languages. The SA higher education practices and language use (i.e., monolingual language policy) are one of the reasons that the implementation of indigenous languages in education policies in SA is fraught with difficulties due to several factors. Amongst the factors is the fact that indigenous languages are not yet fully developed as academic languages. The study further reveals that lecturers find it difficult to teach mathematical studies in isiXhosa because of lack of terminology in the language for academic purposes particularly at a tertiary level. Furthermore, existing literature highlights the importance of the use of code-switching which is a beneficial practice for lecturers in assisting their students who struggle with English as a LoLT at RU. The lecturer views towards isiXhosa as a LoLT at RU is not only on language barrier but also about the lack of development in the language use in spaces where only English is believed to be the best such as language for academics. The study also reveals an integration of Information Communication Technology in education and how language appears as a barrier. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Nkunzi, Zintle
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424963 , vital:72197
- Description: This research sought to investigate how African languages function as a communicative tool in a university where English is the medium of instruction. The study's purpose is to provide a systematic review of research that has been carried out on language attitudes towards isiXhosa as a language of learning and teaching (LoLT) in higher education. The study reveals that South African higher education institutions such as Rhodes University mostly use English as the LoLT- a language which for most lecturers is not their first/home language but helps ease communication in a multilingual community. Rhodes University is characterised by multilingualism because the university community is made up of diversity in culture, language, and educational background of the people. Previously explored language attitude studies are based on students’ views and this study investigated RU lecturer views and opinions towards isiXhosa as a LoLT. The study focused on the importance and the need (if any) of isiXhosa in a multilingual higher education institution. The study reveal that language barriers are one of the difficulties, but academic cultural differences seem to play a crucial role that can impact on the learning and teaching outcomes. This can lead to negative experiences and the forming of stereotypical views. These views include how lecturers are and should be trained to teach mathematics, science, and academic studies in African languages. The SA higher education practices and language use (i.e., monolingual language policy) are one of the reasons that the implementation of indigenous languages in education policies in SA is fraught with difficulties due to several factors. Amongst the factors is the fact that indigenous languages are not yet fully developed as academic languages. The study further reveals that lecturers find it difficult to teach mathematical studies in isiXhosa because of lack of terminology in the language for academic purposes particularly at a tertiary level. Furthermore, existing literature highlights the importance of the use of code-switching which is a beneficial practice for lecturers in assisting their students who struggle with English as a LoLT at RU. The lecturer views towards isiXhosa as a LoLT at RU is not only on language barrier but also about the lack of development in the language use in spaces where only English is believed to be the best such as language for academics. The study also reveals an integration of Information Communication Technology in education and how language appears as a barrier. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2023
- Full Text:
- Date Issued: 2023-10-13
Towards interrogating the notion of a Black aesthetic in multi-cultural Africa
- Authors: Maina, Muhunyo
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425231 , vital:72221
- Description: Enbargoed. Expected release date 2025. , Thesis (MA) -- Faculty of Humanities, Fine Art, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Maina, Muhunyo
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425231 , vital:72221
- Description: Enbargoed. Expected release date 2025. , Thesis (MA) -- Faculty of Humanities, Fine Art, 2023
- Full Text:
- Date Issued: 2023-10-13
TPACK Development: technology integration with teacher educators in foundation phase teacher training programme
- Authors: Theodorio, Adedayo Olayinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431601 , vital:72789
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Theodorio, Adedayo Olayinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431601 , vital:72789
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
Understanding critical concepts in engaged research to promote health resilience: the case of a systems analysis and epistemically just rural health development project in South Africa
- Authors: Duxbury, Theodore Orlando
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431509 , vital:72781
- Description: Access restricted. Expected release date 2025. , Thesis (PhD) -- Faculty of Pharmacy, Pharmacy, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Duxbury, Theodore Orlando
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431509 , vital:72781
- Description: Access restricted. Expected release date 2025. , Thesis (PhD) -- Faculty of Pharmacy, Pharmacy, 2023
- Full Text:
- Date Issued: 2023-10-13
Vernacular sound technologies: experimenting with reverb in isiXhosa choral recordings
- Authors: Ncanywa, Sibusiso
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/432147 , vital:72846
- Description: Access restricted. Expected release date 2025. , Thesis (MMus) -- Faculty of Humanities, Music and Musicology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Ncanywa, Sibusiso
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/432147 , vital:72846
- Description: Access restricted. Expected release date 2025. , Thesis (MMus) -- Faculty of Humanities, Music and Musicology, 2023
- Full Text:
- Date Issued: 2023-10-13
Wildlife-vehicle collisions mitigation measures using road ecological data and deep learning
- Authors: Nandutu, Irene
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431907 , vital:72814
- Description: Access restricted. Expected release in 2025. , Thesis (PhD) -- Faculty of Science, Mathematics, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Nandutu, Irene
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431907 , vital:72814
- Description: Access restricted. Expected release in 2025. , Thesis (PhD) -- Faculty of Science, Mathematics, 2023
- Full Text:
- Date Issued: 2023-10-13
Year-end oversight in Local Government: a case study of water and sanitation service delivery at Amathole District Municipality
- Authors: Seoke, Duncan
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425206 , vital:72219
- Description: Poor service delivery is a challenge that has continued to plague the constitutional democracy of South Africa. Legislation has, in response, been passed to ensure efficient service delivery. Despite this legislation, municipal service delivery has been alarmingly poor, and reports on municipal performance and newspaper articles have corroborated this. On the causes of poor service delivery, the existing literature appears to have focused on financial mismanagement, corruption, and the incapacity of officials. Absent from existing literature are discussions on how municipal service delivery is affected by the lack of interrelatedness between municipal public resource management processes (such as revenue collection, expenditure management and oversight). This dissertation addresses this gap by examining the municipal public resource management processes from an oversight perspective. The study sought to analyse the effectiveness of year-end oversight at Amathole District Municipality (ADM) over water and sanitation services. This research aimed to study the year-end oversight over service delivery with reference to the Municipal Public Resource Management (MPRM) model. According to the model, effective service delivery includes inter alia effective oversight, as oversight forms part of the entire system of the municipal resource management cycle. Thus, for the MPRM model, oversight should be exercised on all these processes. The research was a desktop analysis that used both a qualitative and quantitative research methodology. The primary document analysed was the ADM Oversight Report (OR). This report is produced by the Municipal Public Accounts Committee (MPAC) and reflects the year-end oversight conducted by the MPAC on the municipality's activities. In the analysis of the OR, it was concluded that the ADM MPAC had failed to conduct effective year-end oversight of W&S services. The efficacy of the ADM MPAC's year-end oversight was measured against guidelines for effective year-end oversight from the National Treasury and the MPRM model. The findings suggested that there were inefficiencies in the manner that the ADM MPAC exercised its year-end oversight. , Thesis (MA) -- Faculty of Humanities, Sociology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Seoke, Duncan
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425206 , vital:72219
- Description: Poor service delivery is a challenge that has continued to plague the constitutional democracy of South Africa. Legislation has, in response, been passed to ensure efficient service delivery. Despite this legislation, municipal service delivery has been alarmingly poor, and reports on municipal performance and newspaper articles have corroborated this. On the causes of poor service delivery, the existing literature appears to have focused on financial mismanagement, corruption, and the incapacity of officials. Absent from existing literature are discussions on how municipal service delivery is affected by the lack of interrelatedness between municipal public resource management processes (such as revenue collection, expenditure management and oversight). This dissertation addresses this gap by examining the municipal public resource management processes from an oversight perspective. The study sought to analyse the effectiveness of year-end oversight at Amathole District Municipality (ADM) over water and sanitation services. This research aimed to study the year-end oversight over service delivery with reference to the Municipal Public Resource Management (MPRM) model. According to the model, effective service delivery includes inter alia effective oversight, as oversight forms part of the entire system of the municipal resource management cycle. Thus, for the MPRM model, oversight should be exercised on all these processes. The research was a desktop analysis that used both a qualitative and quantitative research methodology. The primary document analysed was the ADM Oversight Report (OR). This report is produced by the Municipal Public Accounts Committee (MPAC) and reflects the year-end oversight conducted by the MPAC on the municipality's activities. In the analysis of the OR, it was concluded that the ADM MPAC had failed to conduct effective year-end oversight of W&S services. The efficacy of the ADM MPAC's year-end oversight was measured against guidelines for effective year-end oversight from the National Treasury and the MPRM model. The findings suggested that there were inefficiencies in the manner that the ADM MPAC exercised its year-end oversight. , Thesis (MA) -- Faculty of Humanities, Sociology, 2023
- Full Text:
- Date Issued: 2023-10-13