In pursuit of participation tracking the influence of local action for sustainable development
- Authors: Kulundu, Injairu
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437123 , vital:73332 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This literature review charts the cumulative lessons that have emerged from the participatory development discourse in its various guises over the past fifty years, relating them to current emerging perspectives on social learning. Acknowledging the tensions that occur when the theoreti-cally sound proponents of the participatory discourse are translated into practice, this review seeks to outline the practical and ethical implications of this terrain. It will do so with reference to three points in its evolution: the great influence of Participatory Development (popularly known through focuses such as Participatory Rural Appraisal), the effect of Hu-man Development and the Capabilities Approach, and lastly, the growing discourse on Social Learning and what its ideas contribute to the dis-course. As such the paper helps to ‘locate’ social learning discourse within the wider arena of participatory development, showing the antecedent links that exist between social learning discourse (as it is emerging today), and wider participatory development discourses. The paper argues that more attention needs to be given to the ‘hidden work’ involved in turning all of these theories of participatory development, learning and agency into practice, and that the discourses can only really live in practice, a process for which we can only partially be prepared for by our literature (re)views.
- Full Text:
- Authors: Kulundu, Injairu
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437123 , vital:73332 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This literature review charts the cumulative lessons that have emerged from the participatory development discourse in its various guises over the past fifty years, relating them to current emerging perspectives on social learning. Acknowledging the tensions that occur when the theoreti-cally sound proponents of the participatory discourse are translated into practice, this review seeks to outline the practical and ethical implications of this terrain. It will do so with reference to three points in its evolution: the great influence of Participatory Development (popularly known through focuses such as Participatory Rural Appraisal), the effect of Hu-man Development and the Capabilities Approach, and lastly, the growing discourse on Social Learning and what its ideas contribute to the dis-course. As such the paper helps to ‘locate’ social learning discourse within the wider arena of participatory development, showing the antecedent links that exist between social learning discourse (as it is emerging today), and wider participatory development discourses. The paper argues that more attention needs to be given to the ‘hidden work’ involved in turning all of these theories of participatory development, learning and agency into practice, and that the discourses can only really live in practice, a process for which we can only partially be prepared for by our literature (re)views.
- Full Text:
In silico characterisation of the four canonical plasmodium falciparum 70 kDa heat shock proteins
- Authors: Hatherley, Rowan
- Date: 2012
- Subjects: Heat shock proteins -- Research , Plasmodium falciparum -- Research , Plasmodium -- Research , Endoplasmic reticulum , Cytosol , Mitochondria -- Formation
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4026 , http://hdl.handle.net/10962/d1004086 , Heat shock proteins -- Research , Plasmodium falciparum -- Research , Plasmodium -- Research , Endoplasmic reticulum , Cytosol , Mitochondria -- Formation
- Description: The 70 kDa heat shock proteins expressed by Plasmodium falciparum (PfHsp70s) are believed to be essential to both the survival and virulence of the malaria parasite. A total of six Hsp70 genes have been identified in the genome of P. falciparum. However, only four of these encode canonical Hsp70s, which are believed to localise predominantly in the cytosol (PfHsp70-1 and PfHsp70-x), the endoplasmic reticulum (PfHsp70-2) and mitochondria (PfHsp70-3) of the parasite. These proteins bind and release peptide substrates in an ATP-dependent manner, with the aid of a J-domain protein cochaperone and a nucleotide exchange factor (NEF). The aim of this study was to identify the residues involved in the interaction of these PfHsp70s with their peptide substrates, their J-domain cochaperones and potential NEFs. These residues were then mapped to three-dimensional (3D) structures of the proteins, modelled in three different conformations; each representing a different stage in the ATPase cycle. Additionally, these proteins were compared to different types of Hsp70s from a variety of different organisms and sequence features found to be specific to each PfHsp70 were mapped to their 3D structures. Finally, a novel modelling method was suggested, in which the structures of templates were remodelled to improve their quality before they were used in the homology modelling process. Based on the analysis of residues involved in interactions with other proteins, it was revealed that each PfHsp70 displayed features that were specific to its cellular localisation and each type of Hsp70 was predicted to interact with a different set of NEFs. The study of conserved features in each PfHsp70 revealed that PfHsp70-x displayed various sequence features atypical of both Plasmodium cytosolic Hsp70s and cytosolic Hsp70s in general. Additionally, residues conserved specifically in Hsp70s of Apicomplexa, Plasmodium and P. falciparum were identified and mapped to the each PfHsp70 model. Although these residues were too numerous to reveal any information of specific value, these models may be useful for the purposes of aiding the design of drug compounds against each PfHsp70. Finally, the novel modelling approach did show some promise. Half of the models produced using the modified templates were of a higher quality than their counterparts modelled using the original templates. This approach does still require a lot of validation work and statistical evaluation. It is hoped that it could prove to be a useful approach to homology modelling when the only templates available are poor quality structures.
- Full Text:
- Authors: Hatherley, Rowan
- Date: 2012
- Subjects: Heat shock proteins -- Research , Plasmodium falciparum -- Research , Plasmodium -- Research , Endoplasmic reticulum , Cytosol , Mitochondria -- Formation
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4026 , http://hdl.handle.net/10962/d1004086 , Heat shock proteins -- Research , Plasmodium falciparum -- Research , Plasmodium -- Research , Endoplasmic reticulum , Cytosol , Mitochondria -- Formation
- Description: The 70 kDa heat shock proteins expressed by Plasmodium falciparum (PfHsp70s) are believed to be essential to both the survival and virulence of the malaria parasite. A total of six Hsp70 genes have been identified in the genome of P. falciparum. However, only four of these encode canonical Hsp70s, which are believed to localise predominantly in the cytosol (PfHsp70-1 and PfHsp70-x), the endoplasmic reticulum (PfHsp70-2) and mitochondria (PfHsp70-3) of the parasite. These proteins bind and release peptide substrates in an ATP-dependent manner, with the aid of a J-domain protein cochaperone and a nucleotide exchange factor (NEF). The aim of this study was to identify the residues involved in the interaction of these PfHsp70s with their peptide substrates, their J-domain cochaperones and potential NEFs. These residues were then mapped to three-dimensional (3D) structures of the proteins, modelled in three different conformations; each representing a different stage in the ATPase cycle. Additionally, these proteins were compared to different types of Hsp70s from a variety of different organisms and sequence features found to be specific to each PfHsp70 were mapped to their 3D structures. Finally, a novel modelling method was suggested, in which the structures of templates were remodelled to improve their quality before they were used in the homology modelling process. Based on the analysis of residues involved in interactions with other proteins, it was revealed that each PfHsp70 displayed features that were specific to its cellular localisation and each type of Hsp70 was predicted to interact with a different set of NEFs. The study of conserved features in each PfHsp70 revealed that PfHsp70-x displayed various sequence features atypical of both Plasmodium cytosolic Hsp70s and cytosolic Hsp70s in general. Additionally, residues conserved specifically in Hsp70s of Apicomplexa, Plasmodium and P. falciparum were identified and mapped to the each PfHsp70 model. Although these residues were too numerous to reveal any information of specific value, these models may be useful for the purposes of aiding the design of drug compounds against each PfHsp70. Finally, the novel modelling approach did show some promise. Half of the models produced using the modified templates were of a higher quality than their counterparts modelled using the original templates. This approach does still require a lot of validation work and statistical evaluation. It is hoped that it could prove to be a useful approach to homology modelling when the only templates available are poor quality structures.
- Full Text:
In vitro dissolution kinetics of Captopril from microspheres manufactured by solvent evaporation
- Khamanga, Sandile M, Walker, Roderick B
- Authors: Khamanga, Sandile M , Walker, Roderick B
- Date: 2012
- Language: English
- Type: text , Article
- Identifier: vital:6390 , http://hdl.handle.net/10962/d1006311
- Description: The aim of this study was to develop and assess captopril-loaded microspheres in which Methocel and Eudragit RS were used as release-controlling factors and to evaluate captopril (CPT) release using kinetic models. Drug-excipient interactions were evaluated using infrared studies, and the physical appearance was characterized using scanning electron microscopy (SEM). A burst effect was observed during the first stage of dissolution for most batches of microspheres. SEM results reveal that this may be attributed to dissolution of captopril crystals that were present on the surface, embedded in the superficial layer of the matrix materials, trapped near the surface of the microspheres, or that may have diffused rapidly through the porous surface of the capsules. The release data generated during in vitro release studies were fitted to zero-order, first-order, Higuchi, Korsmeyer–Peppas, Kopcha, and Makoid–Banakar models. The release kinetics of captopril from most formulations followed a classical Fickian diffusion mechanism. SEM photographs showed that diffusion took place through pores located in the surface of the microcapsules. The Kopcha model diffusion and erosion terms showed a predominance of diffusion relative to swelling or erosion throughout the entire test period. The drug release mechanism was also confirmed by the Makoid–Banakar and Korsmeyer–Peppas model exponents. This further supports a diffusion–release mechanism for most formulations. The models postulate that the total drug released is a summation of several mechanisms (viz., burst release, relaxation-induced controlled release, and diffusional release). These results also support the potential application of Eudragit/Methocel microspheres as a suitable sustained-release drug delivery system for captopril.
- Full Text:
- Authors: Khamanga, Sandile M , Walker, Roderick B
- Date: 2012
- Language: English
- Type: text , Article
- Identifier: vital:6390 , http://hdl.handle.net/10962/d1006311
- Description: The aim of this study was to develop and assess captopril-loaded microspheres in which Methocel and Eudragit RS were used as release-controlling factors and to evaluate captopril (CPT) release using kinetic models. Drug-excipient interactions were evaluated using infrared studies, and the physical appearance was characterized using scanning electron microscopy (SEM). A burst effect was observed during the first stage of dissolution for most batches of microspheres. SEM results reveal that this may be attributed to dissolution of captopril crystals that were present on the surface, embedded in the superficial layer of the matrix materials, trapped near the surface of the microspheres, or that may have diffused rapidly through the porous surface of the capsules. The release data generated during in vitro release studies were fitted to zero-order, first-order, Higuchi, Korsmeyer–Peppas, Kopcha, and Makoid–Banakar models. The release kinetics of captopril from most formulations followed a classical Fickian diffusion mechanism. SEM photographs showed that diffusion took place through pores located in the surface of the microcapsules. The Kopcha model diffusion and erosion terms showed a predominance of diffusion relative to swelling or erosion throughout the entire test period. The drug release mechanism was also confirmed by the Makoid–Banakar and Korsmeyer–Peppas model exponents. This further supports a diffusion–release mechanism for most formulations. The models postulate that the total drug released is a summation of several mechanisms (viz., burst release, relaxation-induced controlled release, and diffusional release). These results also support the potential application of Eudragit/Methocel microspheres as a suitable sustained-release drug delivery system for captopril.
- Full Text:
In vitro photodynamic effect of aluminum tetrasulfophthalocyanines on melanoma skin cancer and healthy normal skin cells
- Maduray, Kaminee, Odhay, Bharti, Nyokong, Tebello
- Authors: Maduray, Kaminee , Odhay, Bharti , Nyokong, Tebello
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/245762 , vital:51403 , xlink:href="https://doi.org/10.1016/j.pdpdt.2011.07.001"
- Description: Photodynamic therapy is a medical treatment that uses an inactive dye/drug and lasers as a light source to activate the dye/drug to produce a toxic form of oxygen that destroys the cancer cells. This study aimed at investigating the cytotoxic effects of different concentrations of aluminum tetrasulfophthalocyanines in its inactive and active state (laser induced) on melanoma skin cancer cells, healthy normal skin fibroblast and keratinocyte cells. Experimentally, 3 x 10(4) cells/ml were seeded in 24-well plates before treatment with different concentrations of aluminum tetrasulfophthalocyanines. After 2 h, cells were irradiated with a light dose of 4.5 J/cm(2). Post-irradiated cells were incubated for 24 h before cell viability was measured using the CellTiter-Blue Viability Assay. Results showed that aluminum tetrasulfophthalocyanines at high concentrations were cytotoxic to melanoma cells in the absence of laser activation. In the presence of laser activation of aluminum tetrasulfophthalocyanines at a concentration of 40 mu g/ml decreased cell viability of melanoma cells to 45%, fibroblasts to 78% and keratinocytes to 73%. At this photosensitizing concentration of aluminum tetrasulfophthalocyanines the efficacy of the treatment light dose 4.5 J/cm(2) and the cell death mechanism induced by photoactivated aluminum tetrasulfophthalocyanines was evaluated. A light dose of 4.5 J/cm(2) was more efficient in killing a higher number of melanoma cells and a lower number of fibroblast and keratinocyte cells than the other light doses of 2.5 J/cm(2), 7.5 J/cm(2) and 10.5 J/cm(2). Apoptosis features such as blebbing, nucleus condensation, nucleus fragmentation and the formation of apoptotic bodies were seen in the photodynamic therapy treated melanoma skin cancer cells. This in vitro photodynamic therapy study concludes that using aluminum tetrasulfophthalocyanines at a photosensitizing concentration of 40 mu g/ml in combination with a laser dose of 4.5 J/cm(2) was potentially lethal for melanoma skin cancer cells and less harmful for the normal healthy skin cells. (c) 2011 Elsevier B.V. All rights reserved.
- Full Text:
- Authors: Maduray, Kaminee , Odhay, Bharti , Nyokong, Tebello
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/245762 , vital:51403 , xlink:href="https://doi.org/10.1016/j.pdpdt.2011.07.001"
- Description: Photodynamic therapy is a medical treatment that uses an inactive dye/drug and lasers as a light source to activate the dye/drug to produce a toxic form of oxygen that destroys the cancer cells. This study aimed at investigating the cytotoxic effects of different concentrations of aluminum tetrasulfophthalocyanines in its inactive and active state (laser induced) on melanoma skin cancer cells, healthy normal skin fibroblast and keratinocyte cells. Experimentally, 3 x 10(4) cells/ml were seeded in 24-well plates before treatment with different concentrations of aluminum tetrasulfophthalocyanines. After 2 h, cells were irradiated with a light dose of 4.5 J/cm(2). Post-irradiated cells were incubated for 24 h before cell viability was measured using the CellTiter-Blue Viability Assay. Results showed that aluminum tetrasulfophthalocyanines at high concentrations were cytotoxic to melanoma cells in the absence of laser activation. In the presence of laser activation of aluminum tetrasulfophthalocyanines at a concentration of 40 mu g/ml decreased cell viability of melanoma cells to 45%, fibroblasts to 78% and keratinocytes to 73%. At this photosensitizing concentration of aluminum tetrasulfophthalocyanines the efficacy of the treatment light dose 4.5 J/cm(2) and the cell death mechanism induced by photoactivated aluminum tetrasulfophthalocyanines was evaluated. A light dose of 4.5 J/cm(2) was more efficient in killing a higher number of melanoma cells and a lower number of fibroblast and keratinocyte cells than the other light doses of 2.5 J/cm(2), 7.5 J/cm(2) and 10.5 J/cm(2). Apoptosis features such as blebbing, nucleus condensation, nucleus fragmentation and the formation of apoptotic bodies were seen in the photodynamic therapy treated melanoma skin cancer cells. This in vitro photodynamic therapy study concludes that using aluminum tetrasulfophthalocyanines at a photosensitizing concentration of 40 mu g/ml in combination with a laser dose of 4.5 J/cm(2) was potentially lethal for melanoma skin cancer cells and less harmful for the normal healthy skin cells. (c) 2011 Elsevier B.V. All rights reserved.
- Full Text:
In-beam spectroscopy of ⁷²Ge
- Authors: Henninger, Katharine Rose
- Date: 2012
- Subjects: Nuclear shapes , Hyperfine structure
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5559 , http://hdl.handle.net/10962/d1018233
- Description: The high-spin states of the nucleus ⁷²Ge were populated via the ⁷°Zn(a,2n)⁷²Ge fusion-evaporation reaction at a beam-energy of 30 MeV. The ')'-decays were observed with the AFRODITE spectrometer array at iThemba LABS (Faure, South Africa). Twenty-seven new transitions, 18 new levels and 2 new bands were added to the ⁷²Ge level scheme, and several corrections were made to t he previously-known level scheme. Transitions were characterised using Directional Correlation from Oriented states (DCO) and polarisation measurements, and spin-parity assignments were made for 7 new levels. Spin and parity were also reassigned to a previously-known structure. One of the new bands was ident ified as part of an octupole-vibrational band. No tetrahedral states were observed in the scheme despite N = 40 and Z = 32 having been identified as tetrahedral magic numbers. The meaning of the new 14⁺ yrast level for the underlying structure of the ground state band is discussed
- Full Text:
- Authors: Henninger, Katharine Rose
- Date: 2012
- Subjects: Nuclear shapes , Hyperfine structure
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5559 , http://hdl.handle.net/10962/d1018233
- Description: The high-spin states of the nucleus ⁷²Ge were populated via the ⁷°Zn(a,2n)⁷²Ge fusion-evaporation reaction at a beam-energy of 30 MeV. The ')'-decays were observed with the AFRODITE spectrometer array at iThemba LABS (Faure, South Africa). Twenty-seven new transitions, 18 new levels and 2 new bands were added to the ⁷²Ge level scheme, and several corrections were made to t he previously-known level scheme. Transitions were characterised using Directional Correlation from Oriented states (DCO) and polarisation measurements, and spin-parity assignments were made for 7 new levels. Spin and parity were also reassigned to a previously-known structure. One of the new bands was ident ified as part of an octupole-vibrational band. No tetrahedral states were observed in the scheme despite N = 40 and Z = 32 having been identified as tetrahedral magic numbers. The meaning of the new 14⁺ yrast level for the underlying structure of the ground state band is discussed
- Full Text:
Inferring direct DNA binding from ChIP-seq
- Bailey, Timothy L, Machanick, Philip
- Authors: Bailey, Timothy L , Machanick, Philip
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439314 , vital:73565 , https://doi.org/10.1093/nar/gks433
- Description: Genome-wide binding data from transcription factor ChIP-seq experiments is the best source of information for inferring the relative DNA-binding affinity of these proteins in vivo . However, standard motif enrichment analysis and motif discovery approaches sometimes fail to correctly identify the binding motif for the ChIP-ed factor. To overcome this problem, we propose ‘central motif enrichment analysis’ (CMEA), which is based on the observation that the positional distribution of binding sites matching the direct-binding motif tends to be unimodal, well centered and maximal in the precise center of the ChIP-seq peak regions. We describe a novel visualization and statistical analysis tool—CentriMo—that identifies the region of maximum central enrichment in a set of ChIP-seq peak regions and displays the positional distributions of predicted sites. Using CentriMo for motif enrichment analysis, we provide evidence that one transcription factor (Nanog) has different binding affinity in vivo than in vitro , that another binds DNA cooperatively (E2f1), and confirm the in vivo affinity of NFIC, rescuing a difficult ChIP-seq data set. In another data set, CentriMo strongly suggests that there is no evidence of direct DNA binding by the ChIP-ed factor (Smad1). CentriMo is now part of the MEME Suite software package available at http://meme.nbcr.net . All data and output files presented here are available at: http://research.imb.uq.edu.au/t.bailey/sd/Bailey2011a .
- Full Text:
- Authors: Bailey, Timothy L , Machanick, Philip
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439314 , vital:73565 , https://doi.org/10.1093/nar/gks433
- Description: Genome-wide binding data from transcription factor ChIP-seq experiments is the best source of information for inferring the relative DNA-binding affinity of these proteins in vivo . However, standard motif enrichment analysis and motif discovery approaches sometimes fail to correctly identify the binding motif for the ChIP-ed factor. To overcome this problem, we propose ‘central motif enrichment analysis’ (CMEA), which is based on the observation that the positional distribution of binding sites matching the direct-binding motif tends to be unimodal, well centered and maximal in the precise center of the ChIP-seq peak regions. We describe a novel visualization and statistical analysis tool—CentriMo—that identifies the region of maximum central enrichment in a set of ChIP-seq peak regions and displays the positional distributions of predicted sites. Using CentriMo for motif enrichment analysis, we provide evidence that one transcription factor (Nanog) has different binding affinity in vivo than in vitro , that another binds DNA cooperatively (E2f1), and confirm the in vivo affinity of NFIC, rescuing a difficult ChIP-seq data set. In another data set, CentriMo strongly suggests that there is no evidence of direct DNA binding by the ChIP-ed factor (Smad1). CentriMo is now part of the MEME Suite software package available at http://meme.nbcr.net . All data and output files presented here are available at: http://research.imb.uq.edu.au/t.bailey/sd/Bailey2011a .
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Institutional economics and the environment
- Authors: Fraser, Gavin C G
- Date: 2012
- Language: English
- Type: Text
- Identifier: vital:573 , http://hdl.handle.net/10962/d1006130
- Description: [From text] What is Institutional Economics? Before delving into the concept of institutional economics, it will be useful to explain what is meant by institutions because institutions in economics have a particular meaning. The most commonly agreed upon definition for institutions is a set of formal and informal rules of conduct that facilitate coordination or govern relationships between individuals or groups. The formal rules include laws, contracts, political systems, organisations, and markets, while the informal rules of conduct consist of norms, traditions, customs, value systems, religions and sociological trends. Institutions provide for more certainty in human interaction (North, 1990) and have an influence on outcomes such as economic performance, efficiency, economic growth and development. They can either benefit or hinder these economic measures. Williamson (2000) noted that new institutional economics operates at both the macro and micro levels. The macro level deals with the institutional environment, or the rules of the game, which affect the behaviour and performance of economic actors and in which organisational forms and transactions are embedded. Williamson (1993) described it as the set of fundamental political, social and legal ground rules that establish the basis for production, exchange and distribution. The micro level analysis known as the institutional arrangement, on the other hand, deals with the institutions of governance. These refer to the modes of managing transaction costs and include issues of social capital, property rights and collective action. Here the focus is on the individual transaction and the questions regarding organisational forms (private property versus common pool resources) are analysed. An institutional arrangement is an arrangement between economic units that govern the ways in which its members can co-operate or compete.
- Full Text:
- Authors: Fraser, Gavin C G
- Date: 2012
- Language: English
- Type: Text
- Identifier: vital:573 , http://hdl.handle.net/10962/d1006130
- Description: [From text] What is Institutional Economics? Before delving into the concept of institutional economics, it will be useful to explain what is meant by institutions because institutions in economics have a particular meaning. The most commonly agreed upon definition for institutions is a set of formal and informal rules of conduct that facilitate coordination or govern relationships between individuals or groups. The formal rules include laws, contracts, political systems, organisations, and markets, while the informal rules of conduct consist of norms, traditions, customs, value systems, religions and sociological trends. Institutions provide for more certainty in human interaction (North, 1990) and have an influence on outcomes such as economic performance, efficiency, economic growth and development. They can either benefit or hinder these economic measures. Williamson (2000) noted that new institutional economics operates at both the macro and micro levels. The macro level deals with the institutional environment, or the rules of the game, which affect the behaviour and performance of economic actors and in which organisational forms and transactions are embedded. Williamson (1993) described it as the set of fundamental political, social and legal ground rules that establish the basis for production, exchange and distribution. The micro level analysis known as the institutional arrangement, on the other hand, deals with the institutions of governance. These refer to the modes of managing transaction costs and include issues of social capital, property rights and collective action. Here the focus is on the individual transaction and the questions regarding organisational forms (private property versus common pool resources) are analysed. An institutional arrangement is an arrangement between economic units that govern the ways in which its members can co-operate or compete.
- Full Text:
Integrating stomach content and stable isotope analyses to elucidate the feeding habits of non-native sharptooth catfish Clarias gariepinus
- Kadye, Wilbert T, Booth, Anthony J
- Authors: Kadye, Wilbert T , Booth, Anthony J
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124843 , vital:35703 , https://doi.10.1007/s10530-011-0116-6
- Description: Sharptooth catfish Clarias gariepinus was introduced into the Eastern Cape Province, South Africa, in 1976 and there are concerns about its possible negative impacts on native biota. This study investigated its trophic impact by examining its feeding habits. Stomach content and stable isotope analyses were compared from three localities—the Great Fish River, Sundays River and Glen Melville Dam. Stomach content analysis indicated a catholic diet dominated by fish particularly in all localities.Spatially, however, the diets revealed differences based on the dominance of macrophytes that were only present in the rivers, and aquatic invertebrates that appeared more diverse within the Great Fish River compared to other localities. By contrast, stable isotopes revealed a more generalised feeding pattern with no clear dominance of particular prey. Stable isotopes further showed that the catfish was a complex predator, with large catfish being top predators whereas smaller size groups appeared to feed lower in the food chain. An ontogenetic shift in diet was evident, with small fish predominantly consuming aquatic invertebrates and shifting towards fish with increasing size. High dietary overlap suggests the potential risk associated catfish feeding, especially the potential of piscivory by small catfish that are more likely to persist in shallow and marginal where endangered indigenous minnows occur. The alteration of environmental conditions, especially flow by inter basin water transfer (IBWT) schemes, was inferred to have had a probable influence its invasion success. Occurrence of other invaders, which was facilitated by the IBWT together with the catfish, posits the risk of invasion meltdown within the study systems.
- Full Text:
- Authors: Kadye, Wilbert T , Booth, Anthony J
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124843 , vital:35703 , https://doi.10.1007/s10530-011-0116-6
- Description: Sharptooth catfish Clarias gariepinus was introduced into the Eastern Cape Province, South Africa, in 1976 and there are concerns about its possible negative impacts on native biota. This study investigated its trophic impact by examining its feeding habits. Stomach content and stable isotope analyses were compared from three localities—the Great Fish River, Sundays River and Glen Melville Dam. Stomach content analysis indicated a catholic diet dominated by fish particularly in all localities.Spatially, however, the diets revealed differences based on the dominance of macrophytes that were only present in the rivers, and aquatic invertebrates that appeared more diverse within the Great Fish River compared to other localities. By contrast, stable isotopes revealed a more generalised feeding pattern with no clear dominance of particular prey. Stable isotopes further showed that the catfish was a complex predator, with large catfish being top predators whereas smaller size groups appeared to feed lower in the food chain. An ontogenetic shift in diet was evident, with small fish predominantly consuming aquatic invertebrates and shifting towards fish with increasing size. High dietary overlap suggests the potential risk associated catfish feeding, especially the potential of piscivory by small catfish that are more likely to persist in shallow and marginal where endangered indigenous minnows occur. The alteration of environmental conditions, especially flow by inter basin water transfer (IBWT) schemes, was inferred to have had a probable influence its invasion success. Occurrence of other invaders, which was facilitated by the IBWT together with the catfish, posits the risk of invasion meltdown within the study systems.
- Full Text:
Inter-seasonal persistence and size-structuring of two minnow species within headwater streams in the Eastern Cape, South Africa
- Kadye, Wilbert T, Booth, Anthony J
- Authors: Kadye, Wilbert T , Booth, Anthony J
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124866 , vital:35705 , https://doi.10.1111/j.1439-0426.2012.02027.x
- Description: This study examined temporal variation in population dynamics and size structuring of two cyprinid minnows, Pseudobarbus afer and Barbus anoplus, in relation to their proximate physical habitats. Population estimates were determined using three-pass depletion sampling during both summer and winter. The habitats were characterised by seasonal variation in all physico-chemical conditions and spatial variation in substrata compositions. Whereas significant differences in population size were noted between seasons for B. anoplus, no differences were found between seasons for density and capture probability for either species. An increase in boulders was associated with increase in population size and density for P. afer; for B. anoplus, increased percentages of bedrock and bank vegetation were associated with an increase in population size and probability of capture, respectively. According to Canonical Correspondence Analysis, size structuring in P. afer was explained predominantly by seasonality, with smaller length classes associated with the seasonal variable of summer, while larger length classes were associated with pH that was higher in winter. By comparison, for B. anoplus, the habitat variables – bank vegetation and bedrock – accounted for much of the explained variance for size structuring. Recruitment appeared to be the major driver of size structuring for the two species; refugia, especially boulders and bank vegetation, also appeared to be important. Overall, the two species were adapted to the headwater streams that were generally variable in environmental conditions. Potential invasions by non-native invasive fishes that occur within the mainstream habitats threaten these two species. Efforts should continue to protect these minnows from such invasions by constructing barriers to upstream migration of non-native fishes into these headwater habitats.
- Full Text:
- Authors: Kadye, Wilbert T , Booth, Anthony J
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124866 , vital:35705 , https://doi.10.1111/j.1439-0426.2012.02027.x
- Description: This study examined temporal variation in population dynamics and size structuring of two cyprinid minnows, Pseudobarbus afer and Barbus anoplus, in relation to their proximate physical habitats. Population estimates were determined using three-pass depletion sampling during both summer and winter. The habitats were characterised by seasonal variation in all physico-chemical conditions and spatial variation in substrata compositions. Whereas significant differences in population size were noted between seasons for B. anoplus, no differences were found between seasons for density and capture probability for either species. An increase in boulders was associated with increase in population size and density for P. afer; for B. anoplus, increased percentages of bedrock and bank vegetation were associated with an increase in population size and probability of capture, respectively. According to Canonical Correspondence Analysis, size structuring in P. afer was explained predominantly by seasonality, with smaller length classes associated with the seasonal variable of summer, while larger length classes were associated with pH that was higher in winter. By comparison, for B. anoplus, the habitat variables – bank vegetation and bedrock – accounted for much of the explained variance for size structuring. Recruitment appeared to be the major driver of size structuring for the two species; refugia, especially boulders and bank vegetation, also appeared to be important. Overall, the two species were adapted to the headwater streams that were generally variable in environmental conditions. Potential invasions by non-native invasive fishes that occur within the mainstream habitats threaten these two species. Efforts should continue to protect these minnows from such invasions by constructing barriers to upstream migration of non-native fishes into these headwater habitats.
- Full Text:
Interaction of CdTe quantum dots with 2, 2-diphenyl-1-picrylhydrazyl free radical
- Adegoke, Oluwasesan, Chidawanyika, Wadzanai J U, Nyokong, Tebello
- Authors: Adegoke, Oluwasesan , Chidawanyika, Wadzanai J U , Nyokong, Tebello
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/245751 , vital:51402 , xlink:href="https://doi.org/10.1007/s10895-011-1012-2"
- Description: The interaction of 2,2-diphenyl-1-picrylhydrazyl (DPPH●) free radical with thiol-capped CdTe quantum dots (QDs) has been studied by UV–vis spectroscopy, steady state and time resolved fluorescence measurements. Addition of DPPH● radical to CdTe QDs resulted in fluorescence quenching. The interaction occurs through static quenching as this was confirmed by fluorescence lifetime measurements. Time course absorption studies indicates that DPPH● may be reduced by interaction with QDs to the substituted hydrazine form (2,2-diphenyl-1-picrylhydrazine) DPPH-H. The mechanism of fluorescence quenching of CdTe QDs by DPPH● is proposed.
- Full Text:
- Authors: Adegoke, Oluwasesan , Chidawanyika, Wadzanai J U , Nyokong, Tebello
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/245751 , vital:51402 , xlink:href="https://doi.org/10.1007/s10895-011-1012-2"
- Description: The interaction of 2,2-diphenyl-1-picrylhydrazyl (DPPH●) free radical with thiol-capped CdTe quantum dots (QDs) has been studied by UV–vis spectroscopy, steady state and time resolved fluorescence measurements. Addition of DPPH● radical to CdTe QDs resulted in fluorescence quenching. The interaction occurs through static quenching as this was confirmed by fluorescence lifetime measurements. Time course absorption studies indicates that DPPH● may be reduced by interaction with QDs to the substituted hydrazine form (2,2-diphenyl-1-picrylhydrazine) DPPH-H. The mechanism of fluorescence quenching of CdTe QDs by DPPH● is proposed.
- Full Text:
Intercultural Communication and Vocational Language Learning in South Africa: Law and Healthcare
- Kaschula, Russell H, Maseko, Pamela
- Authors: Kaschula, Russell H , Maseko, Pamela
- Date: 2012
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175234 , vital:42555 , ISBN 9781405162722 , DOI:10.1002/9781118247273
- Description: The Constitution (1996) of the Republic of South Africa recognizes eleven of South Africa’s most spoken languages as official languages of the country. Of the eleven languages, nine are indigenous African languages and are spoken by about 80% of the total population. The other two, English and Afrikaans, were the only official languages of the pre-democratic regime and are spoken by the remainder of the population. However, when it comes to vocational training at institutions of higher learning, the common trend in South Africa in terms of linguistic composition is in reverse. About 80% of the total student population have English or Afrikaans as their home language, whilst the minority are speakers of indigenous African languages. This is reflected in language practices in the majority of institutions of higher learning where English and Afrikaans are the most common media of instruction.
- Full Text:
- Authors: Kaschula, Russell H , Maseko, Pamela
- Date: 2012
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175234 , vital:42555 , ISBN 9781405162722 , DOI:10.1002/9781118247273
- Description: The Constitution (1996) of the Republic of South Africa recognizes eleven of South Africa’s most spoken languages as official languages of the country. Of the eleven languages, nine are indigenous African languages and are spoken by about 80% of the total population. The other two, English and Afrikaans, were the only official languages of the pre-democratic regime and are spoken by the remainder of the population. However, when it comes to vocational training at institutions of higher learning, the common trend in South Africa in terms of linguistic composition is in reverse. About 80% of the total student population have English or Afrikaans as their home language, whilst the minority are speakers of indigenous African languages. This is reflected in language practices in the majority of institutions of higher learning where English and Afrikaans are the most common media of instruction.
- Full Text:
Interest rate pass-through in Cameroon and Nigeria: a comparative analysis
- Authors: Tita, Anthanasius Fomum
- Date: 2012
- Subjects: Interest rates -- Cameroon Interest rates -- Nigeria Interest rates -- Effect of inflation on -- Cameroon Interest rates -- Effect of inflation on -- Nigeria Interest rates -- Econometric models Cointegration Monetary policy -- Cameroon Monetary policy -- Nigeria Banque des états de l'Afrique centrale Banks and banking -- Cameroon Banks and banking -- Nigeria
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1005 , http://hdl.handle.net/10962/d1002740
- Description: One of the most important aspects of monetary policy is an understanding of the transmission process: the mechanism through which the monetary policy actions of the Central Bank impact on aggregate demand and prices by influencing the investment and consumption decisions of households and firms. Thus, commercial banks are regarded as conveyers of monetary policy shocks and are expected to adjust retail interest rates in response to policy shocks one-to-one. In practice, commercial banks adjust their retail rates in response to changes in monetary policy with a lag of several months and this delay is often viewed as an impediment on the ability of the Central Bank to steer the economy. Several reasons, such as credit rationing and adverse selection, switching costs, risk sharing, consumer irrationality, structure of the financial system, menu costs and asymmetric information are some of the causes advanced for commercial banks retail rates being sticky. In spite of the important role of pass-through analysis in the monetary policy transmission process, it has received very little attention in Sub-Saharan Africa, especially in Cameroon and Nigeria, which have implemented a series of reforms. To this end, this study gives a comparative analysis of interest rate pass-through in Nigeria and Cameroon using retail rates (lending and deposit) and a discount rate (policy rate) from January 1990 to December 2010 for Nigeria and from January 1990 to June 2008 for Cameroon. The study examines the magnitude and speed of retail rate adjustments to changes in the Central Bank policy rate as well as examining the possibility of symmetric and asymmetric pass-through in both countries. In addition, the study also investigates whether there is pass-through of monetary policy from one country to the other. The empirical analysis employs four different types of co-integration techniques to test the presence of a long run co-integrating relationship between retail and the policy rates in order to ensure that the relationship detected is robust. Three sets of analyses are carried out in the study. Following Cottarelli and Kourelis (1994), the study employed a co-integration technique, firstly, to analyse pass-through for the entire sample, secondly, to analyse symmetric and asymmetric pass-through using a ten year rolling window analysis in an error correction framework. Finally, the policy rates were swapped around to investigate if there are transmissions of impulses from one country to the other. Overall, evidence from the entire sample and rolling window analysis suggests that monetary policy in Cameroon is less effective. This is perhaps one of the reasons why the Banque Des Etats De L’Afrique Centrale (BEAC) is unable to sterilise the excess liquidity of the banking sector in Cameroon. The long run pass-through of 0.72 and 0.71 for the entire sample, and the average long run pass-through for the rolling window of 0.78 and 0.76 for the lending and deposit rates, suggest that monetary policy is highly effective in Nigeria compared to Cameroon. The empirical evidence confirmed asymmetric adjustment in six rolling windows in the lending rate in Nigeria. Three rolling windows indicated that the direction of rigidity is downward, supporting Scholnick’s (1996) collusive pricing arrangement between banks, and the other three suggested that the lending rate is rigid in the upward direction, corroborating Scholnick’s (1996) customer reaction hypothesis. The deposit rate in Cameroon was also found to adjust asymmetrically and the direction of rigidity is downward, supporting Hannan and Berger’s (1991) customer reaction hypothesis. The investigation of impulse transmission between the two countries revealed that only the policy rate in Nigeria exerts some influence on the deposit rate in Cameroon. Policy recommendations are also discussed.
- Full Text:
- Authors: Tita, Anthanasius Fomum
- Date: 2012
- Subjects: Interest rates -- Cameroon Interest rates -- Nigeria Interest rates -- Effect of inflation on -- Cameroon Interest rates -- Effect of inflation on -- Nigeria Interest rates -- Econometric models Cointegration Monetary policy -- Cameroon Monetary policy -- Nigeria Banque des états de l'Afrique centrale Banks and banking -- Cameroon Banks and banking -- Nigeria
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1005 , http://hdl.handle.net/10962/d1002740
- Description: One of the most important aspects of monetary policy is an understanding of the transmission process: the mechanism through which the monetary policy actions of the Central Bank impact on aggregate demand and prices by influencing the investment and consumption decisions of households and firms. Thus, commercial banks are regarded as conveyers of monetary policy shocks and are expected to adjust retail interest rates in response to policy shocks one-to-one. In practice, commercial banks adjust their retail rates in response to changes in monetary policy with a lag of several months and this delay is often viewed as an impediment on the ability of the Central Bank to steer the economy. Several reasons, such as credit rationing and adverse selection, switching costs, risk sharing, consumer irrationality, structure of the financial system, menu costs and asymmetric information are some of the causes advanced for commercial banks retail rates being sticky. In spite of the important role of pass-through analysis in the monetary policy transmission process, it has received very little attention in Sub-Saharan Africa, especially in Cameroon and Nigeria, which have implemented a series of reforms. To this end, this study gives a comparative analysis of interest rate pass-through in Nigeria and Cameroon using retail rates (lending and deposit) and a discount rate (policy rate) from January 1990 to December 2010 for Nigeria and from January 1990 to June 2008 for Cameroon. The study examines the magnitude and speed of retail rate adjustments to changes in the Central Bank policy rate as well as examining the possibility of symmetric and asymmetric pass-through in both countries. In addition, the study also investigates whether there is pass-through of monetary policy from one country to the other. The empirical analysis employs four different types of co-integration techniques to test the presence of a long run co-integrating relationship between retail and the policy rates in order to ensure that the relationship detected is robust. Three sets of analyses are carried out in the study. Following Cottarelli and Kourelis (1994), the study employed a co-integration technique, firstly, to analyse pass-through for the entire sample, secondly, to analyse symmetric and asymmetric pass-through using a ten year rolling window analysis in an error correction framework. Finally, the policy rates were swapped around to investigate if there are transmissions of impulses from one country to the other. Overall, evidence from the entire sample and rolling window analysis suggests that monetary policy in Cameroon is less effective. This is perhaps one of the reasons why the Banque Des Etats De L’Afrique Centrale (BEAC) is unable to sterilise the excess liquidity of the banking sector in Cameroon. The long run pass-through of 0.72 and 0.71 for the entire sample, and the average long run pass-through for the rolling window of 0.78 and 0.76 for the lending and deposit rates, suggest that monetary policy is highly effective in Nigeria compared to Cameroon. The empirical evidence confirmed asymmetric adjustment in six rolling windows in the lending rate in Nigeria. Three rolling windows indicated that the direction of rigidity is downward, supporting Scholnick’s (1996) collusive pricing arrangement between banks, and the other three suggested that the lending rate is rigid in the upward direction, corroborating Scholnick’s (1996) customer reaction hypothesis. The deposit rate in Cameroon was also found to adjust asymmetrically and the direction of rigidity is downward, supporting Hannan and Berger’s (1991) customer reaction hypothesis. The investigation of impulse transmission between the two countries revealed that only the policy rate in Nigeria exerts some influence on the deposit rate in Cameroon. Policy recommendations are also discussed.
- Full Text:
International passports : portrait of the Nigerian diaspora
- Authors: Makun, Adetoun Jones
- Date: 2012
- Subjects: Portrait painting -- South Africa Nigerians -- Portraits Portrait photography -- Nigeria
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2429 , http://hdl.handle.net/10962/d1002226
- Description: International Passports: Portraits of the Nigerian Diaspora considers notions of 'alienation‘ and 'nation-hood‘ through the lens of portraiture. This dissertation addresses issues of identity and representation in a contemporary cultural context as they pertain to the concerns presented through my current visual practice. The paintings that I have produced from 'real‘ life are primarily depictions of Nigerian individuals, friends and acquaintances (professionals and students) residing in Grahamstown, South Africa as temporary or permanent migrants. I reference the mug shot pose of identity documents and passport photographs and render them in such a way that ideas of their persona are subject to the viewer‘s gaze and deliberations, thus provoking the spectator to consider questions of 'otherness‘ and 'stereotypes‘. This provocation is subtle and complex, and in many ways I am offering the viewer a 're-looking‘, an opportunity to examine one‘s moral position and subsequent implication within the act of stereotyping an 'other‘ individual. The initial idea within this body of work was to paint images of Nigerian nationals exclusively, yet the restrictive nature of such categorization pushed me to complicate certain nationalist ideologies through the inclusion of non-Nigerian individuals. I look specifically at notions of the 'other‘ and 'strangeness‘ in a contemporary South African context and how this connects to the concept of portraiture and not simply portraiture theory but also the social theory in relation to how people are 'imaged‘. Throughout this thesis I consider several theoretical concerns in portraiture practice and discourse whilst simultaneously unpacking the psychological and social contexts that influence my practice.
- Full Text:
- Authors: Makun, Adetoun Jones
- Date: 2012
- Subjects: Portrait painting -- South Africa Nigerians -- Portraits Portrait photography -- Nigeria
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2429 , http://hdl.handle.net/10962/d1002226
- Description: International Passports: Portraits of the Nigerian Diaspora considers notions of 'alienation‘ and 'nation-hood‘ through the lens of portraiture. This dissertation addresses issues of identity and representation in a contemporary cultural context as they pertain to the concerns presented through my current visual practice. The paintings that I have produced from 'real‘ life are primarily depictions of Nigerian individuals, friends and acquaintances (professionals and students) residing in Grahamstown, South Africa as temporary or permanent migrants. I reference the mug shot pose of identity documents and passport photographs and render them in such a way that ideas of their persona are subject to the viewer‘s gaze and deliberations, thus provoking the spectator to consider questions of 'otherness‘ and 'stereotypes‘. This provocation is subtle and complex, and in many ways I am offering the viewer a 're-looking‘, an opportunity to examine one‘s moral position and subsequent implication within the act of stereotyping an 'other‘ individual. The initial idea within this body of work was to paint images of Nigerian nationals exclusively, yet the restrictive nature of such categorization pushed me to complicate certain nationalist ideologies through the inclusion of non-Nigerian individuals. I look specifically at notions of the 'other‘ and 'strangeness‘ in a contemporary South African context and how this connects to the concept of portraiture and not simply portraiture theory but also the social theory in relation to how people are 'imaged‘. Throughout this thesis I consider several theoretical concerns in portraiture practice and discourse whilst simultaneously unpacking the psychological and social contexts that influence my practice.
- Full Text:
Introducing the monograph and the (re)views
- Authors: Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
- Full Text:
- Authors: Lotz-Sisitka, Heila
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436623 , vital:73287 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This monograph, entitled (Re) Views on Social Learning Literature: A monograph for social learning researchers in natural resources manage-ment and environmental education provides four different reviews on the social learning literature. Rather than seeking to be comprehensive, the reviews seek to provide views on the social learning literature, from dif-ferent perspectives. The purpose of the monograph is to scope aspects of the social learning literature, providing access to a wide body of litera-ture(s) on social learning for emerging researchers interested in social learning in the fields of environmental education and natural resources management.
- Full Text:
Investigating factors inhibiting the implementation of IQMS in a South African school
- Authors: Mji, Lwazi Knowledge
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Evaluation Educational change -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1586 , http://hdl.handle.net/10962/d1003468
- Description: After the 1994 elections education reform has been characterized by the introduction of laws and policies, including IQMS, that seek to reconcile post‐apartheid traditions to practices that would address deficiencies borne by the era in the education field. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. It was designed to review performance and identify strengths and weaknesses, encouraging personal and professional development, drawing on peer and collegial feedback rather than official Department of Education surveillance. However, recent studies have shown that the IQMS has failed and is failing to achieve what it was intended to achieve. This study examines the reasons for this failure in a secondary school in the Eastern Cape, South Africa. This research is an interpretive case study that uses observation, document analysis and interviews utilising theories of learning organizations, management and leadership. The study reveals that the policy is not applied in the way it was intended and is failing in this regard. The policy process has been bureaucratised and suffers from superficial compliance. The developmental thrust of the policy seems to have been lost. It was also discovered that the involvement of teacher unions has both positively and negatively affected the implementation process and that the support schools receive from the department is not enough to keep the policy alive in schools. This research is likely to benefit school principals, policy makers and implementers, and IQMS coordinators, as it provides clarity on the issues restraining IQMS implementation in schools. The study also demonstrates the need for school principals to consider adopting transformational leadership as a strategy to lead teachers against political influence and expose them to professional development opportunities.
- Full Text:
- Authors: Mji, Lwazi Knowledge
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Evaluation Educational change -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1586 , http://hdl.handle.net/10962/d1003468
- Description: After the 1994 elections education reform has been characterized by the introduction of laws and policies, including IQMS, that seek to reconcile post‐apartheid traditions to practices that would address deficiencies borne by the era in the education field. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. It was designed to review performance and identify strengths and weaknesses, encouraging personal and professional development, drawing on peer and collegial feedback rather than official Department of Education surveillance. However, recent studies have shown that the IQMS has failed and is failing to achieve what it was intended to achieve. This study examines the reasons for this failure in a secondary school in the Eastern Cape, South Africa. This research is an interpretive case study that uses observation, document analysis and interviews utilising theories of learning organizations, management and leadership. The study reveals that the policy is not applied in the way it was intended and is failing in this regard. The policy process has been bureaucratised and suffers from superficial compliance. The developmental thrust of the policy seems to have been lost. It was also discovered that the involvement of teacher unions has both positively and negatively affected the implementation process and that the support schools receive from the department is not enough to keep the policy alive in schools. This research is likely to benefit school principals, policy makers and implementers, and IQMS coordinators, as it provides clarity on the issues restraining IQMS implementation in schools. The study also demonstrates the need for school principals to consider adopting transformational leadership as a strategy to lead teachers against political influence and expose them to professional development opportunities.
- Full Text:
Investigating teaching and learning within three Eastern Cape reception year classrooms
- Authors: Mnene, Mthetheleli
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape Education, Elementary -- Social aspects -- South Africa -- Eastern Cape Curriculum evaluation -- South Africa -- Eastern Cape Education, Elementary -- South Africa -- Eastern Cape Education, Elementary -- Parent participation -- South Africa Education, Elementary -- Aims and objectives -- South Africa -- Eastern Cape Education, Elementary -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1589 , http://hdl.handle.net/10962/d1003471
- Description: The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
- Full Text:
- Authors: Mnene, Mthetheleli
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape Education, Elementary -- Social aspects -- South Africa -- Eastern Cape Curriculum evaluation -- South Africa -- Eastern Cape Education, Elementary -- South Africa -- Eastern Cape Education, Elementary -- Parent participation -- South Africa Education, Elementary -- Aims and objectives -- South Africa -- Eastern Cape Education, Elementary -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1589 , http://hdl.handle.net/10962/d1003471
- Description: The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
- Full Text:
Investigating the dual influences of theory and practice on the design and implementation of a learning programme
- Authors: Jackelman, Susan Iona
- Date: 2012
- Subjects: Education -- Research Education -- Philosophy Teaching -- Methodology -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1591 , http://hdl.handle.net/10962/d1003473
- Description: It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.
- Full Text:
- Authors: Jackelman, Susan Iona
- Date: 2012
- Subjects: Education -- Research Education -- Philosophy Teaching -- Methodology -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa -- Eastern Cape Mathematics -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1591 , http://hdl.handle.net/10962/d1003473
- Description: It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.
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Investigating the impact of brand reputation on brand architecture strategies : a study on a South African automotive company
- Authors: Waddington, Andrew John
- Date: 2012
- Subjects: Branding (Marketing) -- Case studies Automobile industry and trade -- South Africa -- Case studies Toyota Jidōsha Kōgyō Kabushiki Kaisha -- Case studies Automobiles -- Marketing -- Case studies Product management -- Case studies Branding (Marketing) -- Management -- Case studies Corporate image -- Management -- Case studies Brand name products -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1179 , http://hdl.handle.net/10962/d1002796
- Description: The brand architecture of an organisation has become increasingly important to global management and marketing professionals, as it deals with structures and designs of brands which are constantly influenced by a changing environment. The market realities and changes brands face continuously impact the reputation of the brand, which is critical to sustain competitive advantage. The primary purpose of the study was to investigate the impact brand reputation has on brand architecture strategies, and an automotive company was chosen as the focus of the research. This research aims to help managers, marketers and brand owners make informative decisions regarding the brand architecture of a company. A quantitative content analysis methodology was used along with a webpage keyword counting application (WebWords). The application was used based on the principles outlined by Corporate Brand and Reputation Analysis (COBRA), which uses a four step progressive filtering process in filtering traditional and consumer generated media. The results from WebWords were then aligned to the brand architecture strategies from the brand relationship spectrum (BRS) to gain insight as to which of the strategies from the BRS were most vulnerable to reputational damage. The study found that the branded house and sub-brand strategies were most vulnerable to reputational damage based on the number reputational hits received. The connection between the master brand and the sub-brands could cause both brands to be affected should any reputational issues arise.
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- Authors: Waddington, Andrew John
- Date: 2012
- Subjects: Branding (Marketing) -- Case studies Automobile industry and trade -- South Africa -- Case studies Toyota Jidōsha Kōgyō Kabushiki Kaisha -- Case studies Automobiles -- Marketing -- Case studies Product management -- Case studies Branding (Marketing) -- Management -- Case studies Corporate image -- Management -- Case studies Brand name products -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1179 , http://hdl.handle.net/10962/d1002796
- Description: The brand architecture of an organisation has become increasingly important to global management and marketing professionals, as it deals with structures and designs of brands which are constantly influenced by a changing environment. The market realities and changes brands face continuously impact the reputation of the brand, which is critical to sustain competitive advantage. The primary purpose of the study was to investigate the impact brand reputation has on brand architecture strategies, and an automotive company was chosen as the focus of the research. This research aims to help managers, marketers and brand owners make informative decisions regarding the brand architecture of a company. A quantitative content analysis methodology was used along with a webpage keyword counting application (WebWords). The application was used based on the principles outlined by Corporate Brand and Reputation Analysis (COBRA), which uses a four step progressive filtering process in filtering traditional and consumer generated media. The results from WebWords were then aligned to the brand architecture strategies from the brand relationship spectrum (BRS) to gain insight as to which of the strategies from the BRS were most vulnerable to reputational damage. The study found that the branded house and sub-brand strategies were most vulnerable to reputational damage based on the number reputational hits received. The connection between the master brand and the sub-brands could cause both brands to be affected should any reputational issues arise.
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Investigating the incorporation of education about, in/through and for the environment in the Geography junior phase curriculum: a case study of three Namibian schools
- Authors: Anyolo, Eveline Omagano
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Education, Primary -- Curricula -- Namibia Geography teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1594 , http://hdl.handle.net/10962/d1003476
- Description: This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
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- Authors: Anyolo, Eveline Omagano
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Education, Primary -- Curricula -- Namibia Geography teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1594 , http://hdl.handle.net/10962/d1003476
- Description: This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
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Investigating the nature of epistemological access afforded by a first-year chemistry intervention programme : towards a pedagogy of possibility!
- Southwood, Sue, Samson, Duncan, Sewry, Joyce D
- Authors: Southwood, Sue , Samson, Duncan , Sewry, Joyce D
- Date: 2012
- Language: English
- Type: Article
- Identifier: vital:6083 , http://hdl.handle.net/10962/d1003918 , http://hdl.handle.net/10520/EJC132134
- Description: This paper describes a study motivated by a general concern to capture innovative and effective practice in higher education, supporting a move towards a ‘pedagogy of possibility’, ‘understanding who we are and what we do’, opening up ‘new ways of being in the university’ (Boughey, 2010). The research seeks to investigate the nature of epistemological access afforded by a first-year chemistry intervention programme, with an ultimate aim of contributing to the development of effective spaces for learning in higher education. The study is regarded as dynamic in terms of its emergence from, and its intended contribution to, practice. The outcome of this somewhat emergent process not only suggests relevant and useful insights into educational practice in higher education but also offers an appropriate and meaningful model for conducting research in higher education. This research contributes to the field both pedagogically as well as methodologically.
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- Authors: Southwood, Sue , Samson, Duncan , Sewry, Joyce D
- Date: 2012
- Language: English
- Type: Article
- Identifier: vital:6083 , http://hdl.handle.net/10962/d1003918 , http://hdl.handle.net/10520/EJC132134
- Description: This paper describes a study motivated by a general concern to capture innovative and effective practice in higher education, supporting a move towards a ‘pedagogy of possibility’, ‘understanding who we are and what we do’, opening up ‘new ways of being in the university’ (Boughey, 2010). The research seeks to investigate the nature of epistemological access afforded by a first-year chemistry intervention programme, with an ultimate aim of contributing to the development of effective spaces for learning in higher education. The study is regarded as dynamic in terms of its emergence from, and its intended contribution to, practice. The outcome of this somewhat emergent process not only suggests relevant and useful insights into educational practice in higher education but also offers an appropriate and meaningful model for conducting research in higher education. This research contributes to the field both pedagogically as well as methodologically.
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