An assessment of the efficiency and effectiveness of the Working for Water NBAL mapping, contract teams and clearing of Acacia mearnsii
- Authors: Modipa, Rebone Dineo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3192 , vital:20383
- Description: Working for Water (WfW) works to fulfil their dual mandate of protecting ecosystem services and creating employment opportunities for poor communities. There have been many successes but evidence is increasing regarding the inefficiencies at project and site scales. The study was undertaken in the Eastern Cape, South Africa, at a farm called Ann’s Villa situated in the Kommadagga valley, at the foot of the northern side of the Zuurberg pass. The study sought to assess the efficiency of the WfW mapping of natural biological aliens (NBAL), of contract teams and the effectiveness of the clearing methods employed to clear Acacia mearnsii. To achieve this, WfW mapping was analysed, contract team dynamics of the different task groups were observed and assessed and various Acacia mearnsii and indigenous plant variables were measured pre-and post-clearing of A. mearnsii. The first key finding was that overall the WfW NBAL mapping was inaccurate, with WfW A. mearnsii percentage cover (cover) estimations significantly over-estimated. Acacia mearnsii cover over-estimations resulted in fruitless expenditure as contracts were more expensive than necessary. Cover under-estimations also led to the inability to fulfill contractual obligations and the subsequent halting of the clearing of a large portion the study area. It was recommended that the NBAL mapping as well as the cover estimations of NBALs be conducted more rigorously, with expert assistance where skills are lacking, to avoid the associated fruitless expenditure. The second key finding was that WfW contract teams were largely inefficient, as a result of waiting, stemming from the lack of continuity in work. There was a strong positive relationship between subgroup chainsaw operator (CO) to stacker ratio and subgroup CO to stacker efficiency ratio. These inefficiencies meant that a mean of 58±67% of the total money spent per team resulted in fruitless expenditure. It was recommend that contract teams be organised to promote the continuity of work and that the current high stacker to CO ratios be reversed to increase efficiency and reduce fruitless expenditures. The third key finding was that overall the WfW methods of clearing A. mearnsii were 95% effective with a 90% removal success. The last key finding was that initial clearing operations had a largely insignificant impact on indigenous plant biodiversity. It was recommended that post-clearing inspection of quality control is conducted more rigorously and that penalties be implemented to deter contract teams from cutting indigenous species.
- Full Text:
- Authors: Modipa, Rebone Dineo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3192 , vital:20383
- Description: Working for Water (WfW) works to fulfil their dual mandate of protecting ecosystem services and creating employment opportunities for poor communities. There have been many successes but evidence is increasing regarding the inefficiencies at project and site scales. The study was undertaken in the Eastern Cape, South Africa, at a farm called Ann’s Villa situated in the Kommadagga valley, at the foot of the northern side of the Zuurberg pass. The study sought to assess the efficiency of the WfW mapping of natural biological aliens (NBAL), of contract teams and the effectiveness of the clearing methods employed to clear Acacia mearnsii. To achieve this, WfW mapping was analysed, contract team dynamics of the different task groups were observed and assessed and various Acacia mearnsii and indigenous plant variables were measured pre-and post-clearing of A. mearnsii. The first key finding was that overall the WfW NBAL mapping was inaccurate, with WfW A. mearnsii percentage cover (cover) estimations significantly over-estimated. Acacia mearnsii cover over-estimations resulted in fruitless expenditure as contracts were more expensive than necessary. Cover under-estimations also led to the inability to fulfill contractual obligations and the subsequent halting of the clearing of a large portion the study area. It was recommended that the NBAL mapping as well as the cover estimations of NBALs be conducted more rigorously, with expert assistance where skills are lacking, to avoid the associated fruitless expenditure. The second key finding was that WfW contract teams were largely inefficient, as a result of waiting, stemming from the lack of continuity in work. There was a strong positive relationship between subgroup chainsaw operator (CO) to stacker ratio and subgroup CO to stacker efficiency ratio. These inefficiencies meant that a mean of 58±67% of the total money spent per team resulted in fruitless expenditure. It was recommend that contract teams be organised to promote the continuity of work and that the current high stacker to CO ratios be reversed to increase efficiency and reduce fruitless expenditures. The third key finding was that overall the WfW methods of clearing A. mearnsii were 95% effective with a 90% removal success. The last key finding was that initial clearing operations had a largely insignificant impact on indigenous plant biodiversity. It was recommended that post-clearing inspection of quality control is conducted more rigorously and that penalties be implemented to deter contract teams from cutting indigenous species.
- Full Text:
An assessment of the invasion state and fisheries suitability in four dams and a natural lake in the Western Cape, South Africa
- Authors: Dredge, Brendon Neville
- Date: 2016
- Subjects: Introduced organisms Fishery management -- South Africa -- Western Cape Fishes -- Conservation -- South Africa -- Western Cape Introduced fishes -- South Africa -- Western Cape
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/69114 , vital:29391
- Description: Despite more than a century of introductions, fish invasions are poorly understood in South Africa. This thesis aims to: (1) provide baseline information on the fish fauna in five inland water bodies (four dams: Theewaterskloof, Clanwilliam, Quaggaskloof, and Voelvlei and a natural lake, Groenvlei) in the Western Cape; (2) determine which species were established and provide a baseline of abundance and size structure for monitoring and, (3) make preliminary recommendations for a fishery. First, criteria for determining establishment were developed by undertaking a full biological assessment of bluegill Lepomis macrochirus, a data-poor species in South Africa. This included the assessment of growth rate using validated estimates of age derived from otoliths in two dams (Clanwilliam Dam: Lt=335.9(1−eo.113(t+1.06)); Groenvlei: Lt=287.2(1-e−0.171(t+0.54)). Length at 50% maturity was similar for males (146 mmFL) and females (147 mmFL). Length frequency analysis combined with data on the age and growth and reproduction demonstrated that established populations of bluegill contained several age cohorts as well as mature and juvenile fishes. A meta-analysis was conducted to: (1) compile a list of initial stocking dates for all alien fishes in each waterbody and (2) use angler tournament data to assess for additional species and persistence over time. Data from the meta-analysis was combined with ichthyological survey data to determine establishment success. These data demonstrated that nine non-native species had established in the five water bodies. Clanwilliam Dam had the largest number (7) of non-native species established, Groenvlei (5) and Theewaterskloof, Brandvlei and Voelvlei the lowest with four species. The state of invasion of each species in the province showed that all nine species are categorised as invasive. This information on establishment was then integrated into a framework for rapidly determining what type of fishery would be most suitable for the 5 waterbodies. Potential yield was estimated using morphoedaphic models, were 260 t/yr for Theewaterskloof Dam, 93 t/yr for Voelvlei, 81 t/yr for Brandvlei, 59 t/yr for Groenvlei and 55 t/yr for Groenvlei. The CPUE for Groenvlei was the highest in gill nets with 1.32 ± 1.94 kg/h, then Voelvlei 1.05 ± 1.34 kg/h followed by Brandvlei (0.84 ± 1.48 kg/h), Clanwilliam (0.71 ± 1.55 kg/h) and lastly Theewaterskloof (0.36 ± 0.41 kg/h). Only Theewaterskloof could produce in excess of 100 t/yr but less than 400 t/yr of fish making it suitable for a small scale fishery. The CPUE values of Theewaterskloof were the lowest and a gill net fishery on this water body may not produce sufficient fish for the fishery. All water bodies had a high recreational angling usage, the opening of a small scale fishery could be detrimental to this industry. Subsistence and recreational anglers should be promoted with the possibility of a long line industry targeting Clarias gariepinus.
- Full Text:
- Authors: Dredge, Brendon Neville
- Date: 2016
- Subjects: Introduced organisms Fishery management -- South Africa -- Western Cape Fishes -- Conservation -- South Africa -- Western Cape Introduced fishes -- South Africa -- Western Cape
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/69114 , vital:29391
- Description: Despite more than a century of introductions, fish invasions are poorly understood in South Africa. This thesis aims to: (1) provide baseline information on the fish fauna in five inland water bodies (four dams: Theewaterskloof, Clanwilliam, Quaggaskloof, and Voelvlei and a natural lake, Groenvlei) in the Western Cape; (2) determine which species were established and provide a baseline of abundance and size structure for monitoring and, (3) make preliminary recommendations for a fishery. First, criteria for determining establishment were developed by undertaking a full biological assessment of bluegill Lepomis macrochirus, a data-poor species in South Africa. This included the assessment of growth rate using validated estimates of age derived from otoliths in two dams (Clanwilliam Dam: Lt=335.9(1−eo.113(t+1.06)); Groenvlei: Lt=287.2(1-e−0.171(t+0.54)). Length at 50% maturity was similar for males (146 mmFL) and females (147 mmFL). Length frequency analysis combined with data on the age and growth and reproduction demonstrated that established populations of bluegill contained several age cohorts as well as mature and juvenile fishes. A meta-analysis was conducted to: (1) compile a list of initial stocking dates for all alien fishes in each waterbody and (2) use angler tournament data to assess for additional species and persistence over time. Data from the meta-analysis was combined with ichthyological survey data to determine establishment success. These data demonstrated that nine non-native species had established in the five water bodies. Clanwilliam Dam had the largest number (7) of non-native species established, Groenvlei (5) and Theewaterskloof, Brandvlei and Voelvlei the lowest with four species. The state of invasion of each species in the province showed that all nine species are categorised as invasive. This information on establishment was then integrated into a framework for rapidly determining what type of fishery would be most suitable for the 5 waterbodies. Potential yield was estimated using morphoedaphic models, were 260 t/yr for Theewaterskloof Dam, 93 t/yr for Voelvlei, 81 t/yr for Brandvlei, 59 t/yr for Groenvlei and 55 t/yr for Groenvlei. The CPUE for Groenvlei was the highest in gill nets with 1.32 ± 1.94 kg/h, then Voelvlei 1.05 ± 1.34 kg/h followed by Brandvlei (0.84 ± 1.48 kg/h), Clanwilliam (0.71 ± 1.55 kg/h) and lastly Theewaterskloof (0.36 ± 0.41 kg/h). Only Theewaterskloof could produce in excess of 100 t/yr but less than 400 t/yr of fish making it suitable for a small scale fishery. The CPUE values of Theewaterskloof were the lowest and a gill net fishery on this water body may not produce sufficient fish for the fishery. All water bodies had a high recreational angling usage, the opening of a small scale fishery could be detrimental to this industry. Subsistence and recreational anglers should be promoted with the possibility of a long line industry targeting Clarias gariepinus.
- Full Text:
An assessment of the small-scale fisheries in the Kogelberg district of the Western Cape, South Africa
- Authors: Jordan, Tia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/997 , vital:20011
- Description: Small-scale fisheries play a critical role in communities by contributing to food security, poverty alleviation and source of income. The study focused on the Kleinmond small-scale fishery and estimated the current economic value of the fishery as well as exploring the potential for increasing this and also whether it is being used in a way that ensures sustainable harvesting of the marine resources. It was important to evaluate the ecological, economic and social dimensions of the fishing community in order to address the problems currently facing the community. The study draws on previous research done in the Kleinmond area. Data were collected to update and complement previous research and addresses current research. In order to investigate the fisheries catch contribution in the area, data were obtained from the Department of Agriculture, Forestry and Fisheries. Three different questionnaires were developed and conducted in face-to-face formal and informal interviews with the various stakeholders (n=42) in the value-chain. Interviews were also conducted telephonically with other stakeholders and a focus group was formed to supplement previous available data. Simple economic models were developed for the fisheries working from the Kleinmond harbour, which were used to estimate the gross and net economic value of catches for individual right-holders, as well as the Kleinmond area as a whole. The economic models used in this study showed that the West Coast rock lobster Jasus lalandii, fishery was the primary source of income for small-scale fishers. This was due to the rock lobsters being sold to the export market as a high-valued commodity, whereas the linefish were sold to the local market as a lower-valued commodity. However, linefish were found to be more of a commodity to the community as a portion would be retained for personal consumption. The linefishers were concerned in that over the past couple of years, snoek Thrysites atun have been absent the Kleinmond area, resulting in and the fishing effort shifting to a resident species Cape bream Pachymetopon blochii. Whereas West Coast rock lobster were considered to be harvested sustainably under the current total allowable catch strategy, there was concern for the future of the fishery because of the occurrence of illegal fishing, both locally and nationally. Small-scale fisheries in the Kleinmond community are largely dependent on fishing resources, even though the industry is only marginally profitable. Future management measures should concentrate on optimising the value-chain to provide both sustainability for the resources and improve the livelihoods of the community.
- Full Text:
- Authors: Jordan, Tia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/997 , vital:20011
- Description: Small-scale fisheries play a critical role in communities by contributing to food security, poverty alleviation and source of income. The study focused on the Kleinmond small-scale fishery and estimated the current economic value of the fishery as well as exploring the potential for increasing this and also whether it is being used in a way that ensures sustainable harvesting of the marine resources. It was important to evaluate the ecological, economic and social dimensions of the fishing community in order to address the problems currently facing the community. The study draws on previous research done in the Kleinmond area. Data were collected to update and complement previous research and addresses current research. In order to investigate the fisheries catch contribution in the area, data were obtained from the Department of Agriculture, Forestry and Fisheries. Three different questionnaires were developed and conducted in face-to-face formal and informal interviews with the various stakeholders (n=42) in the value-chain. Interviews were also conducted telephonically with other stakeholders and a focus group was formed to supplement previous available data. Simple economic models were developed for the fisheries working from the Kleinmond harbour, which were used to estimate the gross and net economic value of catches for individual right-holders, as well as the Kleinmond area as a whole. The economic models used in this study showed that the West Coast rock lobster Jasus lalandii, fishery was the primary source of income for small-scale fishers. This was due to the rock lobsters being sold to the export market as a high-valued commodity, whereas the linefish were sold to the local market as a lower-valued commodity. However, linefish were found to be more of a commodity to the community as a portion would be retained for personal consumption. The linefishers were concerned in that over the past couple of years, snoek Thrysites atun have been absent the Kleinmond area, resulting in and the fishing effort shifting to a resident species Cape bream Pachymetopon blochii. Whereas West Coast rock lobster were considered to be harvested sustainably under the current total allowable catch strategy, there was concern for the future of the fishery because of the occurrence of illegal fishing, both locally and nationally. Small-scale fisheries in the Kleinmond community are largely dependent on fishing resources, even though the industry is only marginally profitable. Future management measures should concentrate on optimising the value-chain to provide both sustainability for the resources and improve the livelihoods of the community.
- Full Text:
An erosion and sediment delivery model for semi-arid catchments
- Authors: Bryson, Louise Kay
- Date: 2016
- Subjects: Sedimentation and deposition , Erosion , Watershed management -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:6056 , http://hdl.handle.net/10962/d1020331
- Description: Sedimentation has become a significant environmental threat in South Africa as it intensifies water management problems in the water-scarce semi-arid regions of the country. As South Africa already allocates 98% of available water, the loss of storage capacity in reservoirs and degraded water quality has meant that a reliable water supply is compromised. The overall aim of this thesis was to develop a catchment scale model that represents the sediment dynamics of semi-arid regions of South Africa as a simple and practically applicable tool for water resource managers. Development of a conceptual framework for the model relied on an understanding of both the sediment dynamics of South African catchments and applicable modelling techniques. Scale was an issue in both cases as most of our understanding of the physical processes of runoff generation and sediment transport has been derived from plot scale studies. By identifying defining properties of semi-arid catchments it was possible to consider how temporal and spatial properties at higher levels emerged from properties at lower levels. These properties were effectively represented by using the Pitman rainfall-runoff model disaggregated to a daily timescale, the Modified Universal Soil Loss Equation (MUSLE) model incorporating probability function theory and through the representation of sediment storages across a semi-distributed catchment. The model was tested on two small and one large study catchment in the Karoo, South Africa, with limited observed data. Limitations to the model were found to be the large parameter data set and the dominance of structural constraints with an increase in catchment size. The next steps in model development will require a reduction of the parameter data set and an inclusion of an in-stream component for sub-catchments at a larger spatial scale. The model is applicable in areas such as South Africa where water resource managers need a simple model at the catchment scale in order to make decisions. This type of model provides a simple representation of the stochastic nature of erosion and sediment delivery over large spatial and temporal scales.
- Full Text:
- Authors: Bryson, Louise Kay
- Date: 2016
- Subjects: Sedimentation and deposition , Erosion , Watershed management -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:6056 , http://hdl.handle.net/10962/d1020331
- Description: Sedimentation has become a significant environmental threat in South Africa as it intensifies water management problems in the water-scarce semi-arid regions of the country. As South Africa already allocates 98% of available water, the loss of storage capacity in reservoirs and degraded water quality has meant that a reliable water supply is compromised. The overall aim of this thesis was to develop a catchment scale model that represents the sediment dynamics of semi-arid regions of South Africa as a simple and practically applicable tool for water resource managers. Development of a conceptual framework for the model relied on an understanding of both the sediment dynamics of South African catchments and applicable modelling techniques. Scale was an issue in both cases as most of our understanding of the physical processes of runoff generation and sediment transport has been derived from plot scale studies. By identifying defining properties of semi-arid catchments it was possible to consider how temporal and spatial properties at higher levels emerged from properties at lower levels. These properties were effectively represented by using the Pitman rainfall-runoff model disaggregated to a daily timescale, the Modified Universal Soil Loss Equation (MUSLE) model incorporating probability function theory and through the representation of sediment storages across a semi-distributed catchment. The model was tested on two small and one large study catchment in the Karoo, South Africa, with limited observed data. Limitations to the model were found to be the large parameter data set and the dominance of structural constraints with an increase in catchment size. The next steps in model development will require a reduction of the parameter data set and an inclusion of an in-stream component for sub-catchments at a larger spatial scale. The model is applicable in areas such as South Africa where water resource managers need a simple model at the catchment scale in order to make decisions. This type of model provides a simple representation of the stochastic nature of erosion and sediment delivery over large spatial and temporal scales.
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An ethnographic study of beginner mathematics teachers’ classroom practices in the first three years of their employment: Shaping of a Professional Identity
- Narayanan, Ajayagosh Ettappiriparambil
- Authors: Narayanan, Ajayagosh Ettappiriparambil
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2069 , http://hdl.handle.net/10962/d1020967
- Description: The main theme in this study examines how beginner mathematics teachers (BTs) shape their professional identity in their first three years of classroom practices in Lesotho. This study, which focuses particularly on BTs’ second and third year of employment, gathers data with an understanding that the notion of professional identity is multi-faceted. Professional identity embraces a host of other identities such as personal identity, teacher identity, mathematics identity and community of practice identity. This study is framed by social theories of learning. Learning occurs by active participation and practice. BTs’ peripheral participation assists them in making sense of the activities (situated learning) in which they are engaged, in the classrooms. The sense making processes eventually shape their professional identity. In line with situated meanings that BTs form, the key notion (professional identity) is further categorised into personal identity, teacher identity, mathematics identity and community of practice identity. These identities integrate to become the professional identity of a beginner mathematics teacher. Using a narrative ethnographic approach as the research method, I have made use of extensive classroom observations and interviews to gather data. In this study, six volunteer participant BTs were originally selected. These teachers were from two districts, Berea and Maseru in Lesotho. After being observed in the classrooms, these teachers were interviewed. In the third year of the study, one participant withdrew from the study. I used vertical (descriptive) analysis to narrate their classroom practice followed by horizontal analysis to understand how they shape their professional identity. The analytical model enables the researcher to analyse the data in order to establish how the BTs’ actions, their reflexive stories and their journey in becoming a mathematics teacher shape their professional identity. The recurring themes that emerged from the horizontal analysis are the ways BTs approach the classroom practice which is dominated by teacher-centred learning. This involves demonstrating an example and then students following this model to practice more examples. In this sense, their approach is the same though these BTs started understanding how their classroom approaches can bring changes in the learning of mathematics. I analysed the utterances from the BTs’ classroom activities by separating these into mathematizing and subjectifying. The subjectifying utterances were further analysed to understand how these created meaning. These, in my view, are also central features of a teacher’s practice that need interpretation in order to understand the shaping of a professional identity. The key finding is that their narrative helped them to understand how they shape their professional identity. The study highlights the importance of listening to BTs’ stories of how they become mathematics teachers. Their narratives can be the benchmark for stake-holders, policy makers and potential researchers as the study on BTs’ professional identity is relatively new in Lesotho.
- Full Text:
- Authors: Narayanan, Ajayagosh Ettappiriparambil
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2069 , http://hdl.handle.net/10962/d1020967
- Description: The main theme in this study examines how beginner mathematics teachers (BTs) shape their professional identity in their first three years of classroom practices in Lesotho. This study, which focuses particularly on BTs’ second and third year of employment, gathers data with an understanding that the notion of professional identity is multi-faceted. Professional identity embraces a host of other identities such as personal identity, teacher identity, mathematics identity and community of practice identity. This study is framed by social theories of learning. Learning occurs by active participation and practice. BTs’ peripheral participation assists them in making sense of the activities (situated learning) in which they are engaged, in the classrooms. The sense making processes eventually shape their professional identity. In line with situated meanings that BTs form, the key notion (professional identity) is further categorised into personal identity, teacher identity, mathematics identity and community of practice identity. These identities integrate to become the professional identity of a beginner mathematics teacher. Using a narrative ethnographic approach as the research method, I have made use of extensive classroom observations and interviews to gather data. In this study, six volunteer participant BTs were originally selected. These teachers were from two districts, Berea and Maseru in Lesotho. After being observed in the classrooms, these teachers were interviewed. In the third year of the study, one participant withdrew from the study. I used vertical (descriptive) analysis to narrate their classroom practice followed by horizontal analysis to understand how they shape their professional identity. The analytical model enables the researcher to analyse the data in order to establish how the BTs’ actions, their reflexive stories and their journey in becoming a mathematics teacher shape their professional identity. The recurring themes that emerged from the horizontal analysis are the ways BTs approach the classroom practice which is dominated by teacher-centred learning. This involves demonstrating an example and then students following this model to practice more examples. In this sense, their approach is the same though these BTs started understanding how their classroom approaches can bring changes in the learning of mathematics. I analysed the utterances from the BTs’ classroom activities by separating these into mathematizing and subjectifying. The subjectifying utterances were further analysed to understand how these created meaning. These, in my view, are also central features of a teacher’s practice that need interpretation in order to understand the shaping of a professional identity. The key finding is that their narrative helped them to understand how they shape their professional identity. The study highlights the importance of listening to BTs’ stories of how they become mathematics teachers. Their narratives can be the benchmark for stake-holders, policy makers and potential researchers as the study on BTs’ professional identity is relatively new in Lesotho.
- Full Text:
An evaluation of sampling and statistical methods for long-term monitoring of subtidal reef fishes : a case study of Tsitsikamma National Park marine protected area
- Authors: Parker, Denham
- Date: 2016
- Subjects: Reef fishes -- South Africa -- Monitoring , Tsitsikamma National Park (South Africa)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5385 , http://hdl.handle.net/10962/d1019991
- Description: Tsitsikamma National Park (TNP) possesses the oldest (established 1954), and one of the largest (350 km2) ‘no-take’ marine protected areas (MPA) in South Africa. A long-term monitoring (LTM) programme to observe the subtidal reef fishes in the TNP MPA was established in 2007. To date, 243 angling replicates have been completed, and a total of 2,751 fish belonging to 41 different species have been caught and released. In an era of unprecedented global biodiversity loss, data that can be used to monitor ecosystems and gauge changes in biodiversity through time are essential. This thesis aims to improve the methodological and statistical processes currently available for LTM of subtidal reef fish by providing an evaluation of the TNP MPA LTM programme. Angling data revealed definitive spatial structuring, in the form of spatial autocorrelation, and a shift in viewing spatial dependency as a statistical obstacle to a source of ecological information created a new avenue of data inference. Species-specific distribution maps identified localized habitat as the main predictor variable for species abundance, emphasizing the need for accurate a priori bathymetric information for subtidal monitoring. ‘Random forest’ analyses confirmed spatial variables are more important than temporal variables in predicting species abundance. The effectiveness of Generalized Linear Mixed Models (GAMMs) to account for spatial autocorrelation was highlighted, and evidence that disregarding spatial dependencies in temporal analyses can produce erroneous results was illustrated in the case of dageraad (Chrysoblephus cristiceps). Correlograms indicated that the current sampling strategy produced spatially redundant data and the sampling unit size (150 m2) could be doubled to optimize sampling. Temporal analyses demonstrated that after 50 years of ‘no take’ protection the TNP MPA ichthyofauna exhibits a high level of stability. Species-specific size structure was also found to be highly stable. Dageraad was the only species to exhibit a definitive temporal trend in their size structure, which was attributed to recruitment variation and the possibility that large individuals may migrate out of the study area. The inadequacy of angling as a method for monitoring a broad spectrum of the fish species was highlighted, particularly due to its selectivity towards large predators. As a result, a new sampling technique known as Stereo Baited Remote Underwater Videos (stereo-BRUVs) was introduced to the LTM programme in 2013. Stereo-BRUVs enabled sampling of 2640 fish belonging to 52 different species, from 57 samples collected in less than two years. A comparison of the sampling methods concluded that, compared to angling, stereo-BRUVs provide a superior technique that can survey a significantly larger proportion of the ichthyofauna with minimal length-selectivity biases. In addition, stereo-BRUVs possess a higher statistical power to detect changes in population abundance. However, a potential bias in the form of ‘hyperstability’ in sites with unusually high fish densities was identified as a possible flaw when using stereo-BRUVs. In an attempt to provide a more rigorous method evaluation, simulation testing was employed to assess the ability of angling and stereo-BRUVs to accurately describe a decreasing population. The advantage of this approach is that the simulated population abundances are known, so that each sampling method can be tested in terms of how well it tracks known abundance trends. The study established that stereo- BRUVs provided more accurate data when describing a distinct population decline of roman (Chrysoblephus laticeps) over 10- and 20-year periods. In addition, spawner-biomass was found to be a more accurate population estimate than relative abundance estimates (CPUE and MaxN) due to the inclusion of population size structure information, highlighting the importance of length-frequency data. The study illustrated that an evaluation framework that utilizes simulation testing has the potential to optimize LTM sampling procedures by addressing a number of methodological questions. This includes developing a procedure that aligns data collected from different sampling methods by applying correction factors, thus ensuring LTM programmes are able to adapt sampling strategies without losing data continuity.
- Full Text:
- Authors: Parker, Denham
- Date: 2016
- Subjects: Reef fishes -- South Africa -- Monitoring , Tsitsikamma National Park (South Africa)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5385 , http://hdl.handle.net/10962/d1019991
- Description: Tsitsikamma National Park (TNP) possesses the oldest (established 1954), and one of the largest (350 km2) ‘no-take’ marine protected areas (MPA) in South Africa. A long-term monitoring (LTM) programme to observe the subtidal reef fishes in the TNP MPA was established in 2007. To date, 243 angling replicates have been completed, and a total of 2,751 fish belonging to 41 different species have been caught and released. In an era of unprecedented global biodiversity loss, data that can be used to monitor ecosystems and gauge changes in biodiversity through time are essential. This thesis aims to improve the methodological and statistical processes currently available for LTM of subtidal reef fish by providing an evaluation of the TNP MPA LTM programme. Angling data revealed definitive spatial structuring, in the form of spatial autocorrelation, and a shift in viewing spatial dependency as a statistical obstacle to a source of ecological information created a new avenue of data inference. Species-specific distribution maps identified localized habitat as the main predictor variable for species abundance, emphasizing the need for accurate a priori bathymetric information for subtidal monitoring. ‘Random forest’ analyses confirmed spatial variables are more important than temporal variables in predicting species abundance. The effectiveness of Generalized Linear Mixed Models (GAMMs) to account for spatial autocorrelation was highlighted, and evidence that disregarding spatial dependencies in temporal analyses can produce erroneous results was illustrated in the case of dageraad (Chrysoblephus cristiceps). Correlograms indicated that the current sampling strategy produced spatially redundant data and the sampling unit size (150 m2) could be doubled to optimize sampling. Temporal analyses demonstrated that after 50 years of ‘no take’ protection the TNP MPA ichthyofauna exhibits a high level of stability. Species-specific size structure was also found to be highly stable. Dageraad was the only species to exhibit a definitive temporal trend in their size structure, which was attributed to recruitment variation and the possibility that large individuals may migrate out of the study area. The inadequacy of angling as a method for monitoring a broad spectrum of the fish species was highlighted, particularly due to its selectivity towards large predators. As a result, a new sampling technique known as Stereo Baited Remote Underwater Videos (stereo-BRUVs) was introduced to the LTM programme in 2013. Stereo-BRUVs enabled sampling of 2640 fish belonging to 52 different species, from 57 samples collected in less than two years. A comparison of the sampling methods concluded that, compared to angling, stereo-BRUVs provide a superior technique that can survey a significantly larger proportion of the ichthyofauna with minimal length-selectivity biases. In addition, stereo-BRUVs possess a higher statistical power to detect changes in population abundance. However, a potential bias in the form of ‘hyperstability’ in sites with unusually high fish densities was identified as a possible flaw when using stereo-BRUVs. In an attempt to provide a more rigorous method evaluation, simulation testing was employed to assess the ability of angling and stereo-BRUVs to accurately describe a decreasing population. The advantage of this approach is that the simulated population abundances are known, so that each sampling method can be tested in terms of how well it tracks known abundance trends. The study established that stereo- BRUVs provided more accurate data when describing a distinct population decline of roman (Chrysoblephus laticeps) over 10- and 20-year periods. In addition, spawner-biomass was found to be a more accurate population estimate than relative abundance estimates (CPUE and MaxN) due to the inclusion of population size structure information, highlighting the importance of length-frequency data. The study illustrated that an evaluation framework that utilizes simulation testing has the potential to optimize LTM sampling procedures by addressing a number of methodological questions. This includes developing a procedure that aligns data collected from different sampling methods by applying correction factors, thus ensuring LTM programmes are able to adapt sampling strategies without losing data continuity.
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An examination of teaching strategies for mediating the construction of environmental content knowledge: a case of Grade 11 Life Sciences teaching in two Eastern Cape schools
- Authors: Chitsiga, Christina
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/361 , vital:19953
- Description: In South Africa the new Curriculum Assessment and Policy Statement (CAPS) introduced a more strongly content referenced curriculum which has commitments to active and critical approaches to learning, and to environment and sustainability content. Successful implementation of CAPS requires that teachers attain the requisite knowledge and pedagogical content knowledge for working with environmental and sustainability content. The study examined teachers’ knowledge of environmental content as well as how teachers are mediating learning, through exploring the classroom techniques used by teachers working with environmental content. This was to examine how teachers are through their teaching bridging the gap in the understanding, investigation and application of environmental content in the curriculum. The study used a number of approaches from the field of environmental education which offer different lenses (or pedagogical sensitizing constructs) for viewing mediation processes as a relational process of knowledge construction. These pedagogical constructs were: knowledge co-construction where perspectives and understandings are shared in the process of social relations (deliberation); relating environmental content knowledge to cultural historical context (situated learning); relating environmental content knowledge to everyday and intergenerational knowledge through hands on experience (proximity experience) and developing an iterative relationship between environmental content knowledge and sustainability practices (practical reasoning). Practice theory as suggested by Schatzki (2005) and a theory of practice architectures elaborating on Schatzki’s practice theory (Kemmis & Heikkinen, 2011) was used as the ontological lens to help in understanding the mediation of environmental content knowledge. Practice theory was used for exploring pedagogical practice in terms of sayings, doings and relatings by teachers, and practice architectures that represent enabling or constraining factors of teachers practice. This research was an interpretive case study drawing on findings from lesson observations, semi structured interviews, stimulated recall interviews and document analysis. The research found that teachers used different strategies to enhance their environmental content and pedagogical content knowledge to present the mediation. Teachers are supporting situated learning and deliberation in environmental learning. Another finding was that teachers could be enabled to enhance proximity experiences and practical reason in their mediating approaches in environmental learning. The research further showed that teachers could benefit from teacher professional development programmes that explicitly develop pedagogical content knowledge to support critical deliberation, proximity encounters, situated learning and practical reasoning in order to work with the diverse complex places-based, socio-cultural-historical nature of environmental curriculum content in the context of sustainability practices. Findings also showed that there were constraining factors to mediation of environmental learning. These constraining factors from the research were firstly in material economic arrangements of timetable compliance in CAPS, ability to find internet resources and availability of resources. Secondly, present were constraining factors of socio-political arrangements of CAPS curriculum document prescriptiveness, multiculturalism, learning institution management and governance. Thirdly, cultural discursive arrangements of teacher learner language, knowledge of the language of the field affected mediation. Teachers passion for environmental content topics, the ability of teachers’ to improvise resources in mediating environmental content lessons and the ability of teachers’ to navigate a stringent CAPS timetable were found in this research to be enabling mediation. Recommendations from the research are ongoing teacher refresher workshops on the environmental content in the CAPS curriculum, teachers’ need more input on strategies to mediate environmental content, teachers’ prior knowledge of new knowledge can be used to strengthen teacher professional development processes, teachers’ prior knowledge needs to be deepened and reinforced, there is need to develop quality educational resources encompassing a variety of pedagogical sensitizing constructs and support needs to be given for familiarising teachers with teaching materials and their appropriate use . These could help to strengthen mediation of environmental content knowledge in the Grade 11 CAPS Life Sciences and inform South African teacher professional development programmes seeking to understand classroom practices in relation to environmental content.
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- Authors: Chitsiga, Christina
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/361 , vital:19953
- Description: In South Africa the new Curriculum Assessment and Policy Statement (CAPS) introduced a more strongly content referenced curriculum which has commitments to active and critical approaches to learning, and to environment and sustainability content. Successful implementation of CAPS requires that teachers attain the requisite knowledge and pedagogical content knowledge for working with environmental and sustainability content. The study examined teachers’ knowledge of environmental content as well as how teachers are mediating learning, through exploring the classroom techniques used by teachers working with environmental content. This was to examine how teachers are through their teaching bridging the gap in the understanding, investigation and application of environmental content in the curriculum. The study used a number of approaches from the field of environmental education which offer different lenses (or pedagogical sensitizing constructs) for viewing mediation processes as a relational process of knowledge construction. These pedagogical constructs were: knowledge co-construction where perspectives and understandings are shared in the process of social relations (deliberation); relating environmental content knowledge to cultural historical context (situated learning); relating environmental content knowledge to everyday and intergenerational knowledge through hands on experience (proximity experience) and developing an iterative relationship between environmental content knowledge and sustainability practices (practical reasoning). Practice theory as suggested by Schatzki (2005) and a theory of practice architectures elaborating on Schatzki’s practice theory (Kemmis & Heikkinen, 2011) was used as the ontological lens to help in understanding the mediation of environmental content knowledge. Practice theory was used for exploring pedagogical practice in terms of sayings, doings and relatings by teachers, and practice architectures that represent enabling or constraining factors of teachers practice. This research was an interpretive case study drawing on findings from lesson observations, semi structured interviews, stimulated recall interviews and document analysis. The research found that teachers used different strategies to enhance their environmental content and pedagogical content knowledge to present the mediation. Teachers are supporting situated learning and deliberation in environmental learning. Another finding was that teachers could be enabled to enhance proximity experiences and practical reason in their mediating approaches in environmental learning. The research further showed that teachers could benefit from teacher professional development programmes that explicitly develop pedagogical content knowledge to support critical deliberation, proximity encounters, situated learning and practical reasoning in order to work with the diverse complex places-based, socio-cultural-historical nature of environmental curriculum content in the context of sustainability practices. Findings also showed that there were constraining factors to mediation of environmental learning. These constraining factors from the research were firstly in material economic arrangements of timetable compliance in CAPS, ability to find internet resources and availability of resources. Secondly, present were constraining factors of socio-political arrangements of CAPS curriculum document prescriptiveness, multiculturalism, learning institution management and governance. Thirdly, cultural discursive arrangements of teacher learner language, knowledge of the language of the field affected mediation. Teachers passion for environmental content topics, the ability of teachers’ to improvise resources in mediating environmental content lessons and the ability of teachers’ to navigate a stringent CAPS timetable were found in this research to be enabling mediation. Recommendations from the research are ongoing teacher refresher workshops on the environmental content in the CAPS curriculum, teachers’ need more input on strategies to mediate environmental content, teachers’ prior knowledge of new knowledge can be used to strengthen teacher professional development processes, teachers’ prior knowledge needs to be deepened and reinforced, there is need to develop quality educational resources encompassing a variety of pedagogical sensitizing constructs and support needs to be given for familiarising teachers with teaching materials and their appropriate use . These could help to strengthen mediation of environmental content knowledge in the Grade 11 CAPS Life Sciences and inform South African teacher professional development programmes seeking to understand classroom practices in relation to environmental content.
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An exploration of how consistently and precisely mathematics teachers code-switch in multilingual classrooms
- Authors: Chikiwa, Clemence
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2076 , http://hdl.handle.net/10962/d1021304
- Description: Many education research studies conducted in and outside South Africa encourage teachers to take advantage of the presence of multilingualism in their classrooms and to use it to the advancement of students’ conceptual learning. This study adopts the notion that code switching is a potential resource that teachers can use when teaching multilingual mathematics classes. The aim of this study is to determine how precisely and consistently selected teachers of multilingual mathematics classes code switched during teaching of trigonometry and geometry at secondary school. This study is informed by socio-cultural theory in general and Vygotsky’s work in particular. It focussed specifically on the critical role that language plays in the teaching and cognitive development of mathematics. My study situated within an interpretivist paradigm, used a case study research design and a mixed method research approach. Data were obtained through document collection, observing and interviewing three Grade 11 Mathematics teachers purposively selected from three secondary schools in Grahamstown and King Williamstown education districts of the Eastern Cape Province, South Africa. Data were quantitatively and qualitatively analysed. Findings from this study revealed that the frequency of code switching was not consistent across teachers, topics and lessons. Teachers taught predominantly in the public domain exposing students to compromised mathematical content through their code switching practices. Borrowing code switching was prevalently employed consistently across the participating teachers. Very little transparent code switching, from mainly those mathematical terms commonly used in the foundation and the intermediate phases, was evident in teacher language. No Grade 11 trigonometry and geometry terms in isiXhosa were transparently and consistently code switched. The data suggested that while precision was observed in some cases, it was not consistent. Inconsistencies were caused by lack of planning for code switching, lack of teaching materials in indigenous languages, selective code switching, and ‘safe mode’ code switching strategies which affected teachers’ pedagogical practices. Overall results in this study illustrate that the lack of planning for code switching and the lack of explicit policies and clear-cut official positions on code switching for teaching has contributed to inconsistent and imprecise code switching by the participating teachers. This study concludes that the development of supporting mechanisms, identifying and documenting best practices to encourage transparent, meaningful and beneficial code switching is urgently required to aid and promote conceptual understanding of strongly bounded sub-registers of secondary school mathematics such as trigonometry and geometry. It is anticipated that this study will contribute significantly to the ongoing debate on language use in education and to the institution of best practices for judicious, consistent and precise use of students’ home language during the teaching of mathematics in South Africa.
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- Authors: Chikiwa, Clemence
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2076 , http://hdl.handle.net/10962/d1021304
- Description: Many education research studies conducted in and outside South Africa encourage teachers to take advantage of the presence of multilingualism in their classrooms and to use it to the advancement of students’ conceptual learning. This study adopts the notion that code switching is a potential resource that teachers can use when teaching multilingual mathematics classes. The aim of this study is to determine how precisely and consistently selected teachers of multilingual mathematics classes code switched during teaching of trigonometry and geometry at secondary school. This study is informed by socio-cultural theory in general and Vygotsky’s work in particular. It focussed specifically on the critical role that language plays in the teaching and cognitive development of mathematics. My study situated within an interpretivist paradigm, used a case study research design and a mixed method research approach. Data were obtained through document collection, observing and interviewing three Grade 11 Mathematics teachers purposively selected from three secondary schools in Grahamstown and King Williamstown education districts of the Eastern Cape Province, South Africa. Data were quantitatively and qualitatively analysed. Findings from this study revealed that the frequency of code switching was not consistent across teachers, topics and lessons. Teachers taught predominantly in the public domain exposing students to compromised mathematical content through their code switching practices. Borrowing code switching was prevalently employed consistently across the participating teachers. Very little transparent code switching, from mainly those mathematical terms commonly used in the foundation and the intermediate phases, was evident in teacher language. No Grade 11 trigonometry and geometry terms in isiXhosa were transparently and consistently code switched. The data suggested that while precision was observed in some cases, it was not consistent. Inconsistencies were caused by lack of planning for code switching, lack of teaching materials in indigenous languages, selective code switching, and ‘safe mode’ code switching strategies which affected teachers’ pedagogical practices. Overall results in this study illustrate that the lack of planning for code switching and the lack of explicit policies and clear-cut official positions on code switching for teaching has contributed to inconsistent and imprecise code switching by the participating teachers. This study concludes that the development of supporting mechanisms, identifying and documenting best practices to encourage transparent, meaningful and beneficial code switching is urgently required to aid and promote conceptual understanding of strongly bounded sub-registers of secondary school mathematics such as trigonometry and geometry. It is anticipated that this study will contribute significantly to the ongoing debate on language use in education and to the institution of best practices for judicious, consistent and precise use of students’ home language during the teaching of mathematics in South Africa.
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An exploration of learners’ autonomous learning of mathematics by using selected Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips: A case study
- Authors: Haywood, Thomas
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2071 , http://hdl.handle.net/10962/d1021155
- Description: One of the major problems in the achievements of learners in mathematics is the difficulty they experience in performing tasks involving higher level thinking skills which are developed through autonomous learning behaviours (Karp, 1991). Thus, to engage meaningfully in high level mathematical tasks, one should be able to work independently (Karp, 1991). Teachers therefore should support learners in developing the skills that will afford them the opportunity to manage their own learning outside the sheltered surroundings of the classroom, when the teacher is no longer there for support (St. Louis, 2003). A study was undertaken with 11 Grade-10 learners to ascertain how their engagement with the VITALmaths video clips support and improve the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions autonomously. The VITALmaths database of video clips, which consists of short video clips (1 - 3 minutes long) was developed collaboratively by students and researchers at the School of Teacher Education at the University of Applied Sciences North-Western Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer & Samson, 2010). The video clips, which are freely available, can be downloaded on mobile phones. The study was structured into four different phases during which data was collected and analysed using both quantitative and qualitative methods. I specifically looked at the learners’ use of manipulatives during their learning of the Pythagorean Theorem and the addition and subtraction of fractions, whether there was a growth of a discourse-for-oneself and whether or not their engagement with the video clips enhanced the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions. While the theoretical framework provided a sound basis for researching autonomous learning, it required a considerable effort to determine whether the participants showed growth in terms of moving from a discourse-for-others to a discourse-for-oneself. The study revealed that the learners’ engagement with the VITALmaths video clip encouraged the use of manipulatives in their learning of the Pythagorean Theorem and the addition and subtraction of fractions. The majority of the learners involved in the study showed a growth of a discourse-for-oneself. A number of the learners showed an enhancement in their understanding of the Pythagorean Theorem and the knowledge involved in the addition and subtraction of fractions. The overall findings showed that mobile technology can easily be incorporated in the learners’ learning of mathematics. The VITALmaths video clips can play a significant role in the learners’ autonomous learning and understanding of certain mathematical concepts.
- Full Text:
- Authors: Haywood, Thomas
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2071 , http://hdl.handle.net/10962/d1021155
- Description: One of the major problems in the achievements of learners in mathematics is the difficulty they experience in performing tasks involving higher level thinking skills which are developed through autonomous learning behaviours (Karp, 1991). Thus, to engage meaningfully in high level mathematical tasks, one should be able to work independently (Karp, 1991). Teachers therefore should support learners in developing the skills that will afford them the opportunity to manage their own learning outside the sheltered surroundings of the classroom, when the teacher is no longer there for support (St. Louis, 2003). A study was undertaken with 11 Grade-10 learners to ascertain how their engagement with the VITALmaths video clips support and improve the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions autonomously. The VITALmaths database of video clips, which consists of short video clips (1 - 3 minutes long) was developed collaboratively by students and researchers at the School of Teacher Education at the University of Applied Sciences North-Western Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer & Samson, 2010). The video clips, which are freely available, can be downloaded on mobile phones. The study was structured into four different phases during which data was collected and analysed using both quantitative and qualitative methods. I specifically looked at the learners’ use of manipulatives during their learning of the Pythagorean Theorem and the addition and subtraction of fractions, whether there was a growth of a discourse-for-oneself and whether or not their engagement with the video clips enhanced the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions. While the theoretical framework provided a sound basis for researching autonomous learning, it required a considerable effort to determine whether the participants showed growth in terms of moving from a discourse-for-others to a discourse-for-oneself. The study revealed that the learners’ engagement with the VITALmaths video clip encouraged the use of manipulatives in their learning of the Pythagorean Theorem and the addition and subtraction of fractions. The majority of the learners involved in the study showed a growth of a discourse-for-oneself. A number of the learners showed an enhancement in their understanding of the Pythagorean Theorem and the knowledge involved in the addition and subtraction of fractions. The overall findings showed that mobile technology can easily be incorporated in the learners’ learning of mathematics. The VITALmaths video clips can play a significant role in the learners’ autonomous learning and understanding of certain mathematical concepts.
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An exploration of what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity
- Authors: Isaacs, Dorelle
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1309 , vital:20045
- Description: In the context of the newly implemented Curriculum and Assessment Policy Statements (CAPS) for Natural Science, this study explores what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity. Despite its significance to environmental sustainability, biodiversity loss is accelerating in South Africa and internationally, driven by unsustainable economic development models, population growth and associated problems of habitat loss and widespread pollution. Against the backdrop of these challenges, this study shares insights into how teachers’ biodiversity knowledge relates to the CAPS and to international agreements and policies on biodiversity. The study seeks to inform teacher education and support programmes and future curriculum implementation decisions, especially those associated with the Fundisa for Change programme. The study is designed as a qualitative case study inquiry that has used classroom observation, semistructured interviews and document (textbook) analysis to generate data. Theories of teacher cognition (after Shulman, 1987) were used to gain an understanding of teachers’ biodiversity knowledge. Different environmental and biodiversity metaphors and narratives were reviewed to gain an understanding of how teachers represented biodiversity and Kronlid & Öhman’s work on environmental ethics (2012) provided a framework for considering teachers’ values and ethical responses to biodiversity. The study found that the biodiversity knowledge of the teachers in these three case studies was mostly limited to what they access in the curriculum and textbooks. Secondly, there appears to be the assumption that if teachers teach from certain textbooks, they will meet the Specific Aims for Natural Science, as well as implement the process skills which are the ‘new’ knowledge according to the Senior Education Specialist. It was found that teachers’ close adherence to activities prescribed in the textbook seems to limit the depth, scope and criticality of their biodiversity teaching. The study also revealed that all three teachers expressed a pragmatic view of the value of biodiversity. The study recommends that the Natural Science CAPS as well as textbook authors should reflect a more systemic approach to biodiversity knowledge, recognising the interrelations and interdependence of the ecological systems that make up biodiversity – including relationships with humans – and convey a sense of the changeability of biodiversity. Natural Science teachers should be supported in broadening their understanding of biodiversity and biodiversity loss. They should be encouraged and supported to develop or adapt textbook material where necessary and develop learner activities that will encourage their learners to question, deliberate, look for cause and effect, and seek solutions. This may help to realise the final recommendation, that learners and teachers become citizen scientists who will access and contribute to the various biodiversity databases and so join scientists in generating biodiversity knowledge.
- Full Text:
- Authors: Isaacs, Dorelle
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1309 , vital:20045
- Description: In the context of the newly implemented Curriculum and Assessment Policy Statements (CAPS) for Natural Science, this study explores what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity. Despite its significance to environmental sustainability, biodiversity loss is accelerating in South Africa and internationally, driven by unsustainable economic development models, population growth and associated problems of habitat loss and widespread pollution. Against the backdrop of these challenges, this study shares insights into how teachers’ biodiversity knowledge relates to the CAPS and to international agreements and policies on biodiversity. The study seeks to inform teacher education and support programmes and future curriculum implementation decisions, especially those associated with the Fundisa for Change programme. The study is designed as a qualitative case study inquiry that has used classroom observation, semistructured interviews and document (textbook) analysis to generate data. Theories of teacher cognition (after Shulman, 1987) were used to gain an understanding of teachers’ biodiversity knowledge. Different environmental and biodiversity metaphors and narratives were reviewed to gain an understanding of how teachers represented biodiversity and Kronlid & Öhman’s work on environmental ethics (2012) provided a framework for considering teachers’ values and ethical responses to biodiversity. The study found that the biodiversity knowledge of the teachers in these three case studies was mostly limited to what they access in the curriculum and textbooks. Secondly, there appears to be the assumption that if teachers teach from certain textbooks, they will meet the Specific Aims for Natural Science, as well as implement the process skills which are the ‘new’ knowledge according to the Senior Education Specialist. It was found that teachers’ close adherence to activities prescribed in the textbook seems to limit the depth, scope and criticality of their biodiversity teaching. The study also revealed that all three teachers expressed a pragmatic view of the value of biodiversity. The study recommends that the Natural Science CAPS as well as textbook authors should reflect a more systemic approach to biodiversity knowledge, recognising the interrelations and interdependence of the ecological systems that make up biodiversity – including relationships with humans – and convey a sense of the changeability of biodiversity. Natural Science teachers should be supported in broadening their understanding of biodiversity and biodiversity loss. They should be encouraged and supported to develop or adapt textbook material where necessary and develop learner activities that will encourage their learners to question, deliberate, look for cause and effect, and seek solutions. This may help to realise the final recommendation, that learners and teachers become citizen scientists who will access and contribute to the various biodiversity databases and so join scientists in generating biodiversity knowledge.
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An insight into the profile characteristics and technical batting skill of adolescent cricket players
- Authors: Clark, Matthew Edward
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/2838 , vital:20331
- Description: Background: Current traditional cricket practices incorporate the use of a netted-off pitch to provide cricket players the opportunity to hone their skills with bat and ball. The lack of ecological validity of these training environments results in the absence of important task and environmental constraints which influences the manner in which the sport is played. Objectives: The purpose of the current research was two-fold: firstly, it aimed to establish a profile database of adolescent cricket players in the Eastern Cape province of South Africa; and secondly, it aimed to investigate the efficacy of a constraints-led training intervention on skill development in adolescent cricket batsmen. Methods: Study I required 90 participants (u13: n = 40; u15: n = 50) to perform measures pertaining to anthropometric, morphological, flexibility and physical performance characteristics. This included stature, mass, body composition, limb length, flexibility, agility, and power measures. Study II was a case-control study (u15: n = 24), whereby the experimental group (n = 12) was exposed to a constraints-led batting protocol during the course of the cricket season. The objective of the protocol was to encourage the manipulation of the ball around the playing field. Pre- and post-intervention measures were performed using a batting skills test, which assessed batsmen’s capability to manipulate the ball to various areas of the playing field. Results: Study I revealed significant differences (p <0.0001) in stature, mass, limb length and power variables when comparing the u15 age group with the u13 age group. No differences were recorded for agility. The u13 age group had greater linear correlations for the variables of interest compared to the u15 age group. Study II revealed no differences in technical skill between the experimental group and the control (p <0.315).. The tests also revealed that adolescent batsmen favoured hitting deliveries through the extra-cover scoring zone. The third-man and fine-leg scoring zones were least preferred to hit deliveries through. A number of limitations to the study design resulted in the inability to determine the efficacy of a constraints-led batting protocol on skill development in an adolescent batting cohort. Conclusion: The results of study I indicated that the onset of puberty played an important role in the measures and performances between the u13 and u15 age groups. The results of study II indicated that adolescent batsmen are not adept at manipulating the ball around the field. Recommendations are provided for both studies.
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- Authors: Clark, Matthew Edward
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/2838 , vital:20331
- Description: Background: Current traditional cricket practices incorporate the use of a netted-off pitch to provide cricket players the opportunity to hone their skills with bat and ball. The lack of ecological validity of these training environments results in the absence of important task and environmental constraints which influences the manner in which the sport is played. Objectives: The purpose of the current research was two-fold: firstly, it aimed to establish a profile database of adolescent cricket players in the Eastern Cape province of South Africa; and secondly, it aimed to investigate the efficacy of a constraints-led training intervention on skill development in adolescent cricket batsmen. Methods: Study I required 90 participants (u13: n = 40; u15: n = 50) to perform measures pertaining to anthropometric, morphological, flexibility and physical performance characteristics. This included stature, mass, body composition, limb length, flexibility, agility, and power measures. Study II was a case-control study (u15: n = 24), whereby the experimental group (n = 12) was exposed to a constraints-led batting protocol during the course of the cricket season. The objective of the protocol was to encourage the manipulation of the ball around the playing field. Pre- and post-intervention measures were performed using a batting skills test, which assessed batsmen’s capability to manipulate the ball to various areas of the playing field. Results: Study I revealed significant differences (p <0.0001) in stature, mass, limb length and power variables when comparing the u15 age group with the u13 age group. No differences were recorded for agility. The u13 age group had greater linear correlations for the variables of interest compared to the u15 age group. Study II revealed no differences in technical skill between the experimental group and the control (p <0.315).. The tests also revealed that adolescent batsmen favoured hitting deliveries through the extra-cover scoring zone. The third-man and fine-leg scoring zones were least preferred to hit deliveries through. A number of limitations to the study design resulted in the inability to determine the efficacy of a constraints-led batting protocol on skill development in an adolescent batting cohort. Conclusion: The results of study I indicated that the onset of puberty played an important role in the measures and performances between the u13 and u15 age groups. The results of study II indicated that adolescent batsmen are not adept at manipulating the ball around the field. Recommendations are provided for both studies.
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An investigation into how Grade 10 Physical Sciences learners make sense of resultant vectors
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
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- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
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An investigation into how Grade 8 Natural Sciences learners make sense of chemical reactions during lessons involving familiar resources: a case study
- Authors: Mashozhera, Farasten
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1374 , vital:20051
- Description: My experience of working with science learners for the past 25 years and witnessing their difficulty in comprehending chemical reactions motivated me to investigate how learners make sense of chemical reactions in lessons involving the use of familiar resources. Essentially, this study sought to gain insights into whether engaging learners during practical activities using familiar resources facilitated meaning-making of chemical reactions. There is not much literature on early high school learning of concepts linked to chemical reactions which opened the way for this research. This study was conducted at a public high school comprised of Grades 8-12 (FET band) in Grahamstown in the Eastern Cape, South Africa. It is located within the interpretive paradigm. Within this paradigm, both quantitative and qualitative methods were conducted with a Grade 8 Natural Sciences class. Data sets were analysed in relation to the research questions. A variety of data gathering techniques were used, namely diagnostic and summative tests, worksheets and a semistructured interview with a focus group. Both inductive and deductive processes were applied during the data analysis process. The validation process was done through data analysis using mixed methods (quantitative and qualitative), checking transcriptions with the focus group and the use of a research participant. Learners in the focus group verified their responses, checking for any misrepresentations. The main finding of this study is that the use of practical activities, using familiar resources, facilitated learner engagement and meaningful learning. However, this study further revealed that some concepts associated with chemical reactions were challenging to learners. Similarly, that some prior everyday knowledge and experiences that learners bring to the science classroom impede sense-making in Natural Sciences. In addition, the language of learning and teaching (LoLT) and the language of science are other factors impeding sense-making of scientific concepts. It is thus recommended that teachers plan well in order to incorporate the use of practical activities using familiar resources during mediation of learning.
- Full Text:
- Authors: Mashozhera, Farasten
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1374 , vital:20051
- Description: My experience of working with science learners for the past 25 years and witnessing their difficulty in comprehending chemical reactions motivated me to investigate how learners make sense of chemical reactions in lessons involving the use of familiar resources. Essentially, this study sought to gain insights into whether engaging learners during practical activities using familiar resources facilitated meaning-making of chemical reactions. There is not much literature on early high school learning of concepts linked to chemical reactions which opened the way for this research. This study was conducted at a public high school comprised of Grades 8-12 (FET band) in Grahamstown in the Eastern Cape, South Africa. It is located within the interpretive paradigm. Within this paradigm, both quantitative and qualitative methods were conducted with a Grade 8 Natural Sciences class. Data sets were analysed in relation to the research questions. A variety of data gathering techniques were used, namely diagnostic and summative tests, worksheets and a semistructured interview with a focus group. Both inductive and deductive processes were applied during the data analysis process. The validation process was done through data analysis using mixed methods (quantitative and qualitative), checking transcriptions with the focus group and the use of a research participant. Learners in the focus group verified their responses, checking for any misrepresentations. The main finding of this study is that the use of practical activities, using familiar resources, facilitated learner engagement and meaningful learning. However, this study further revealed that some concepts associated with chemical reactions were challenging to learners. Similarly, that some prior everyday knowledge and experiences that learners bring to the science classroom impede sense-making in Natural Sciences. In addition, the language of learning and teaching (LoLT) and the language of science are other factors impeding sense-making of scientific concepts. It is thus recommended that teachers plan well in order to incorporate the use of practical activities using familiar resources during mediation of learning.
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An investigation into how participation in science expo projects influences grade 9 learners’ dispositions towards science learning: a case study
- Authors: Musekiwa, Beatrice K
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1430 , vital:20056
- Description: There has been increasing participation of learners from disadvantaged backgrounds in competitive events like the Eskom Science Expo over the past few years. It is against this backdrop that this study sought to find out how some grade 9 learners’ participation in science expo projects influences their disposition towards science. In the context of this study, disposition refers to how learners view themselves in relation to science learning as a result of participating in science expos. The study is underpinned by an interpretative paradigm and I made use of a qualitative case study. My research participants were five grade 9 learners from two secondary schools in Grahamstown in the Eastern Cape Province of South Africa. I used observations, semistructured interviews and learners’ journals for my data collection. To analyse the data I used the inductive approach where I made use of themes emerging from the data. The social learning theory described by Vygotsky (1978) is the guiding theory in the research with a focus on mediation of learning and the zone of proximal development (ZPD). The main findings from my study were that indeed participation in science expos does influence the disposition of learners towards science among the grade 9 learners. I also found an improved understanding of scientific concepts as the learners interacted with science in everyday and familiar contexts. Lastly, doing projects that are close to learners’ interests resulted in them enjoying doing science more. The learners’ science expo projects contribution to the Grahamstown community is of no small value, as has already been seen by the achievement of previous participants. The current group is already showing their impact and influence of the science–expo project involvement in terms of their performance in their classrooms and in their awareness of their role as young ‘scientists’. I therefore recommend that more learners be encouraged to take part in such projects as the science-expo projects not only improve learners’ understanding of the subject matter but also encourages a positive shift in their attitude towards science learning. It also enhances their understanding by allowing the young learners to interact with their environment to find solutions to problems that the community might be faced with, for example, water shortages and sustainable development initiations like gardening and the proper use of naturally acquired water resources.
- Full Text:
- Authors: Musekiwa, Beatrice K
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1430 , vital:20056
- Description: There has been increasing participation of learners from disadvantaged backgrounds in competitive events like the Eskom Science Expo over the past few years. It is against this backdrop that this study sought to find out how some grade 9 learners’ participation in science expo projects influences their disposition towards science. In the context of this study, disposition refers to how learners view themselves in relation to science learning as a result of participating in science expos. The study is underpinned by an interpretative paradigm and I made use of a qualitative case study. My research participants were five grade 9 learners from two secondary schools in Grahamstown in the Eastern Cape Province of South Africa. I used observations, semistructured interviews and learners’ journals for my data collection. To analyse the data I used the inductive approach where I made use of themes emerging from the data. The social learning theory described by Vygotsky (1978) is the guiding theory in the research with a focus on mediation of learning and the zone of proximal development (ZPD). The main findings from my study were that indeed participation in science expos does influence the disposition of learners towards science among the grade 9 learners. I also found an improved understanding of scientific concepts as the learners interacted with science in everyday and familiar contexts. Lastly, doing projects that are close to learners’ interests resulted in them enjoying doing science more. The learners’ science expo projects contribution to the Grahamstown community is of no small value, as has already been seen by the achievement of previous participants. The current group is already showing their impact and influence of the science–expo project involvement in terms of their performance in their classrooms and in their awareness of their role as young ‘scientists’. I therefore recommend that more learners be encouraged to take part in such projects as the science-expo projects not only improve learners’ understanding of the subject matter but also encourages a positive shift in their attitude towards science learning. It also enhances their understanding by allowing the young learners to interact with their environment to find solutions to problems that the community might be faced with, for example, water shortages and sustainable development initiations like gardening and the proper use of naturally acquired water resources.
- Full Text:
An investigation into the discursive contructions of childhood masculinity and femininity in BEN 10
- Authors: Gharbaharan, Leah
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3384 , vital:20477
- Description: This thesis investigates the representation of gendered childhood in popular children’s television series Ben 10. The series focuses on ten year old Ben who is granted alien powers, deciding to use them to protect innocent people from danger. Alongside Ben is his ten year old female cousin, Gwen, presented as his foil and guide throughout the series. As the characters develop the series presents particular gendered ways of performing childhood and adolescence and responses to the challenges of growing up. Before charting the trajectories of masculinity and femininity of the series I provide a theoretical framework drawing on the work of Foucault for his conceptualisation of discourse, discursive regimes and discursive subjects. The discursive approach is further explored by outlining particular concepts posited by Connell and Butler who argue for the discursive construction and performativity of gender. Similarly, I employ a social constructionist approach to childhood, arguing for children as active meaning makers – albeit constrained by broader discourses. They are constantly learning behaviours which shape their social practice, indicating the significance of studies on children’s media. Consistent with a constructivist approach, this study employs a qualitative methodology to undertake a Critical Discourse Analysis of select episodes, also informed by narrative theories. These ideas underpin the textual analysis of each purposively sampled episode of the three series to present the progression of masculinity and femininity from childhood through early and later adolescence through the characters Ben and Gwen. The analysis serves to demonstrate that Rousseau’s gendered notions of childhood still have considerable purchase in the twenty-first century, particularly in relation to the female character. This study’s findings propose a shift in children’s televisual representations to espousing more liberal views of masculinity, wherein boys are permitted space to feel fear and anxiety. Unsurprisingly, the series continues to uphold traditional ideals of heteronormativity and a hegemonic masculinity which uses physicality to demonstrate dominance. Furthermore, despite the modern conception of self-actualising females the series expects its female characters to work doubly hard without fundamentally challenging patriarchal ideals. That conventional, patriarchal gender roles are rehearsed and privileged in this popular series has implications in terms of persistent gender inequalities.
- Full Text:
- Authors: Gharbaharan, Leah
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3384 , vital:20477
- Description: This thesis investigates the representation of gendered childhood in popular children’s television series Ben 10. The series focuses on ten year old Ben who is granted alien powers, deciding to use them to protect innocent people from danger. Alongside Ben is his ten year old female cousin, Gwen, presented as his foil and guide throughout the series. As the characters develop the series presents particular gendered ways of performing childhood and adolescence and responses to the challenges of growing up. Before charting the trajectories of masculinity and femininity of the series I provide a theoretical framework drawing on the work of Foucault for his conceptualisation of discourse, discursive regimes and discursive subjects. The discursive approach is further explored by outlining particular concepts posited by Connell and Butler who argue for the discursive construction and performativity of gender. Similarly, I employ a social constructionist approach to childhood, arguing for children as active meaning makers – albeit constrained by broader discourses. They are constantly learning behaviours which shape their social practice, indicating the significance of studies on children’s media. Consistent with a constructivist approach, this study employs a qualitative methodology to undertake a Critical Discourse Analysis of select episodes, also informed by narrative theories. These ideas underpin the textual analysis of each purposively sampled episode of the three series to present the progression of masculinity and femininity from childhood through early and later adolescence through the characters Ben and Gwen. The analysis serves to demonstrate that Rousseau’s gendered notions of childhood still have considerable purchase in the twenty-first century, particularly in relation to the female character. This study’s findings propose a shift in children’s televisual representations to espousing more liberal views of masculinity, wherein boys are permitted space to feel fear and anxiety. Unsurprisingly, the series continues to uphold traditional ideals of heteronormativity and a hegemonic masculinity which uses physicality to demonstrate dominance. Furthermore, despite the modern conception of self-actualising females the series expects its female characters to work doubly hard without fundamentally challenging patriarchal ideals. That conventional, patriarchal gender roles are rehearsed and privileged in this popular series has implications in terms of persistent gender inequalities.
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An investigation into the interaction effects of simultaneous physical and cognitive task execution on performance, perceptual and physical responses
- Authors: Ross, Natalie
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3562 , vital:20525
- Description: Many modern day work environments require some degree of dual tasking, particularly the simultaneous performance of cognitive jobs alongside physical activity. The nature of such tasks is often job dependent and may require cognitive functions such as perception, decision making, memory, or response selection/execution in conjunction to task specific physical requirements. Previous research has indicated a possible relationship between concurrent physical and cognitive demands and task performance, safety and efficiency. However, this research is limited and inconsistent. The current study aimed to identify the interaction, if any, between concurrent physical and mental demands, and determine the impact of sensory modality and stage of information processing on this interaction, with specific focus on the performance, perceptual and physical responses during different types of cognitive tasks performed concurrently with a lifting task. 20 (10 male, 10 female) Rhodes University students participated in this study. Each participant performed 9 test conditions - a physical lifting task, a visual and an auditory memory task, and a visual and an auditory decision making task in isolation, as well as the lifting task concurrently with each of these cognitive tasks. Performance was recorded via accuracy and work output of cognitive tasks and the number of lifts for each condition. Perceptual measures were obtained via the Borg RPE and Subjective Workload Assessment Technique. Spinal kinematics were measured using the Lumbar Motion Monitor, while muscle activity of the Erector Spinae, Rectus Abdominis, Rectus Femoris and Biceps Femoris muscles were recorded using the Biometrix Data Logger surface EMG equipment. Mean results were analysed using a dependent T-test to observe any general interaction, and a Two-way ANOVA for the impact of sensory modality and stage of processing. Individual responses were also considered to gain better understanding of both intra and inter-human variability under the various test conditions. Results showed a significant decrease in cognitive performance, increased perception of physical effort, time pressure, mental effort and psychological stress under simultaneous physical and mental demands, while no significant differences in physical responses were observed. Further observations included increased dual-task interference during visual and decision-making tasks when combined with physical demands compared to that of auditory and memory tasks respectively. Individual responses showed large variability between individuals indicating the presence of positive, negative and non-responders to concurrent physical and mental demands. Results therefore imply an individual specific interaction between concurrent physical and mental demands that may or may not be detrimental to worker productivity, job error, injury rates and worker well-being, and that the type of cognitive task performed may impact this interaction.
- Full Text:
- Authors: Ross, Natalie
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3562 , vital:20525
- Description: Many modern day work environments require some degree of dual tasking, particularly the simultaneous performance of cognitive jobs alongside physical activity. The nature of such tasks is often job dependent and may require cognitive functions such as perception, decision making, memory, or response selection/execution in conjunction to task specific physical requirements. Previous research has indicated a possible relationship between concurrent physical and cognitive demands and task performance, safety and efficiency. However, this research is limited and inconsistent. The current study aimed to identify the interaction, if any, between concurrent physical and mental demands, and determine the impact of sensory modality and stage of information processing on this interaction, with specific focus on the performance, perceptual and physical responses during different types of cognitive tasks performed concurrently with a lifting task. 20 (10 male, 10 female) Rhodes University students participated in this study. Each participant performed 9 test conditions - a physical lifting task, a visual and an auditory memory task, and a visual and an auditory decision making task in isolation, as well as the lifting task concurrently with each of these cognitive tasks. Performance was recorded via accuracy and work output of cognitive tasks and the number of lifts for each condition. Perceptual measures were obtained via the Borg RPE and Subjective Workload Assessment Technique. Spinal kinematics were measured using the Lumbar Motion Monitor, while muscle activity of the Erector Spinae, Rectus Abdominis, Rectus Femoris and Biceps Femoris muscles were recorded using the Biometrix Data Logger surface EMG equipment. Mean results were analysed using a dependent T-test to observe any general interaction, and a Two-way ANOVA for the impact of sensory modality and stage of processing. Individual responses were also considered to gain better understanding of both intra and inter-human variability under the various test conditions. Results showed a significant decrease in cognitive performance, increased perception of physical effort, time pressure, mental effort and psychological stress under simultaneous physical and mental demands, while no significant differences in physical responses were observed. Further observations included increased dual-task interference during visual and decision-making tasks when combined with physical demands compared to that of auditory and memory tasks respectively. Individual responses showed large variability between individuals indicating the presence of positive, negative and non-responders to concurrent physical and mental demands. Results therefore imply an individual specific interaction between concurrent physical and mental demands that may or may not be detrimental to worker productivity, job error, injury rates and worker well-being, and that the type of cognitive task performed may impact this interaction.
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An investigation into the prevalence and growth of phishing attacks against South African financial targets
- Authors: Lala, Darshan Magan
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3157 , vital:20379
- Description: Phishing in the electronic communications medium is the act of sending unsolicited email messages with the intention of masquerading as a reputed business. The objective is to deceive the recipient into divulging personal and sensitive information such as bank account details, credit card numbers and passwords. Attacks against financial services are the most common types of targets for scammers. Phishing attacks in South Africa have cost businesses and consumers substantial amounts of financial loss. This research investigated existing literature to understand the basic concepts of email, phishing, spam and how these fit together. The research also looks into the increasing growth of phishing worldwide and in particular against South African targets. A quantitative study is performed and reported on; this involves the study and analysis of phishing statistics in a data set provided by the South African Anti-Phishing Working Group. The data set contains phishing URL information, country code where the site has been hosted, targeted company name, IP address information and timestamp of the phishing site. The data set contains 161 different phishing targets. The research primarily focuses on the trend in phishing attacks against six South African based financial institutions, but also correlates this with the overall global trend using statistical analysis. The results from the study of the data set are compared to existing statistics and literature regarding the prevalence and growth of phishing in South Africa. The question that this research answers is whether or not the prevalence and growth of phishing in South Africa correlates with the global trend in phishing attacks. The findings indicate that certain correlations exist between some of the South African phishing targets and global phishing trends.
- Full Text:
- Authors: Lala, Darshan Magan
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3157 , vital:20379
- Description: Phishing in the electronic communications medium is the act of sending unsolicited email messages with the intention of masquerading as a reputed business. The objective is to deceive the recipient into divulging personal and sensitive information such as bank account details, credit card numbers and passwords. Attacks against financial services are the most common types of targets for scammers. Phishing attacks in South Africa have cost businesses and consumers substantial amounts of financial loss. This research investigated existing literature to understand the basic concepts of email, phishing, spam and how these fit together. The research also looks into the increasing growth of phishing worldwide and in particular against South African targets. A quantitative study is performed and reported on; this involves the study and analysis of phishing statistics in a data set provided by the South African Anti-Phishing Working Group. The data set contains phishing URL information, country code where the site has been hosted, targeted company name, IP address information and timestamp of the phishing site. The data set contains 161 different phishing targets. The research primarily focuses on the trend in phishing attacks against six South African based financial institutions, but also correlates this with the overall global trend using statistical analysis. The results from the study of the data set are compared to existing statistics and literature regarding the prevalence and growth of phishing in South Africa. The question that this research answers is whether or not the prevalence and growth of phishing in South Africa correlates with the global trend in phishing attacks. The findings indicate that certain correlations exist between some of the South African phishing targets and global phishing trends.
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An investigation into the survival strategies of the rural elderly in Zimbabwe: a case study of Hobodo ward in Mangwe District in Zimbabwe
- Authors: Marazi, Tafara
- Date: 2016
- Subjects: Rural elderly -- Zimbabwe , Elderly poor -- Zimbabwe , Ophans -- Services for -- Zimbabwe , AIDS (Disease) -- Zimbabwe , Child welfare -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3407 , http://hdl.handle.net/10962/d1020605
- Description: The thesis focuses on the survival mechanisms of the rural poor elderly in Zimbabwe. The situation of the rural elderly is looked at in the context of the ravaging HIV/AIDS pandemic. The focus is specifically directed on the increasing numbers of orphans who are generated following the rampant deaths of their parents (sexually active individuals). With Africa failing to effectively withstand the forcefulness of the pandemic, the community structures in Zimbabwe are being heavily shaken to the detriment of all social groups. It is within this continuum that the research is laid out to investigate the situation on the ground. In this case, a fieldwork exercise was carried out in the Hobodo ward of Mangwe district in Zimbabwe. An intensive and in-depth examination of the critical situation was pursued under the case study model. To make the study more focused, the elderly were placed under investigation with regards to their new role of providing familial care for the orphans. The manner in which they face such a towering task under strained resources and limited knowhow was explored. The well-being of the orphans was also investigated in close relation to the welfare efforts of the elderly guardians. The investigations were made in respect of the contribution of the local resources towards the innovativeness of the elderly guardians. The adaptivity of the elderly and the versatility of the orphans were examined within the confines of the social and the economic capitals of the Hobodo ward. It is within the natural, social and economic capital dimensions of the Hobodo rural locality that the applicability of the sustainable livelihoods framework in explaining the dire social situation of the elderly and the orphans was brought under spotlight. The study was pursued through the qualitative research paradigm. This was done to capture the social perceptions, beliefs and the innovative capabilities of the elderly in their natural environment; and under the fieldwork setting. Several data collection techniques were employed to unveil the subject under study. These included interviews, questionnaires, participant observations, focus group discussions. Sampling was used to produce the research framework. Participants in the research were largely identified through random sampling. In special circumstances, purposive sampling was used. Tape recording and note taking were largely used to capture the responses of the research participants.
- Full Text:
- Authors: Marazi, Tafara
- Date: 2016
- Subjects: Rural elderly -- Zimbabwe , Elderly poor -- Zimbabwe , Ophans -- Services for -- Zimbabwe , AIDS (Disease) -- Zimbabwe , Child welfare -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3407 , http://hdl.handle.net/10962/d1020605
- Description: The thesis focuses on the survival mechanisms of the rural poor elderly in Zimbabwe. The situation of the rural elderly is looked at in the context of the ravaging HIV/AIDS pandemic. The focus is specifically directed on the increasing numbers of orphans who are generated following the rampant deaths of their parents (sexually active individuals). With Africa failing to effectively withstand the forcefulness of the pandemic, the community structures in Zimbabwe are being heavily shaken to the detriment of all social groups. It is within this continuum that the research is laid out to investigate the situation on the ground. In this case, a fieldwork exercise was carried out in the Hobodo ward of Mangwe district in Zimbabwe. An intensive and in-depth examination of the critical situation was pursued under the case study model. To make the study more focused, the elderly were placed under investigation with regards to their new role of providing familial care for the orphans. The manner in which they face such a towering task under strained resources and limited knowhow was explored. The well-being of the orphans was also investigated in close relation to the welfare efforts of the elderly guardians. The investigations were made in respect of the contribution of the local resources towards the innovativeness of the elderly guardians. The adaptivity of the elderly and the versatility of the orphans were examined within the confines of the social and the economic capitals of the Hobodo ward. It is within the natural, social and economic capital dimensions of the Hobodo rural locality that the applicability of the sustainable livelihoods framework in explaining the dire social situation of the elderly and the orphans was brought under spotlight. The study was pursued through the qualitative research paradigm. This was done to capture the social perceptions, beliefs and the innovative capabilities of the elderly in their natural environment; and under the fieldwork setting. Several data collection techniques were employed to unveil the subject under study. These included interviews, questionnaires, participant observations, focus group discussions. Sampling was used to produce the research framework. Participants in the research were largely identified through random sampling. In special circumstances, purposive sampling was used. Tape recording and note taking were largely used to capture the responses of the research participants.
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An investigation into the use of intuitive control interfaces and distributed processing for enhanced three dimensional sound localization
- Authors: Hedges, M L
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/2992 , vital:20350
- Description: This thesis investigates the feasibility of using gestures as a means of control for localizing three dimesional (3D) sound sources in a distributed immersive audio system. A prototype system was implemented and tested which uses state of the art technology to achieve the stated goals. A Windows Kinect is used for gesture recognition which translates human gestures into control messages by the prototype system, which in turn performs actions based on the recognized gestures. The term distributed in the context of this system refers to the audio processing capacity. The prototype system partitions and allocates the processing load between a number of endpoints. The reallocated processing load consists of the mixing of audio samples according to a specification. The endpoints used in this research are XMOS AVB endpoints. The firmware on these endpoints were modified to include the audio mixing capability which was controlled by a state of the art audio distribution networking standard, Ethernet AVB. The hardware used for the implementation of the prototype system is relatively cost efficient in comparison to professional audio hardware, and is also commercially available for end users. The successful implementation and results from user testing of the prototype system demonstrates how it is a feasible option for recording the localization of a sound source. The ability to partition the processing provides a modular approach to building immersive sound systems. This removes the constraint of a centralized mixing console with a predetermined speaker configuration.
- Full Text:
- Authors: Hedges, M L
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/2992 , vital:20350
- Description: This thesis investigates the feasibility of using gestures as a means of control for localizing three dimesional (3D) sound sources in a distributed immersive audio system. A prototype system was implemented and tested which uses state of the art technology to achieve the stated goals. A Windows Kinect is used for gesture recognition which translates human gestures into control messages by the prototype system, which in turn performs actions based on the recognized gestures. The term distributed in the context of this system refers to the audio processing capacity. The prototype system partitions and allocates the processing load between a number of endpoints. The reallocated processing load consists of the mixing of audio samples according to a specification. The endpoints used in this research are XMOS AVB endpoints. The firmware on these endpoints were modified to include the audio mixing capability which was controlled by a state of the art audio distribution networking standard, Ethernet AVB. The hardware used for the implementation of the prototype system is relatively cost efficient in comparison to professional audio hardware, and is also commercially available for end users. The successful implementation and results from user testing of the prototype system demonstrates how it is a feasible option for recording the localization of a sound source. The ability to partition the processing provides a modular approach to building immersive sound systems. This removes the constraint of a centralized mixing console with a predetermined speaker configuration.
- Full Text:
An investigation into the use of intuitive control interfaces and distributed processing for enhanced three dimensional sound localization
- Authors: Hedges, Mitchell Lawrence
- Date: 2016
- Subjects: Human-computer interaction , Acoustic localization , Sound -- Equipment and supplies , Acoustical engineering , Surround-sound systems , Wireless sensor nodes
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4724 , http://hdl.handle.net/10962/d1020615
- Description: This thesis investigates the feasibility of using gestures as a means of control for localizing three dimensional (3D) sound sources in a distributed immersive audio system. A prototype system was implemented and tested which uses state of the art technology to achieve the stated goals. A Windows Kinect is used for gesture recognition which translates human gestures into control messages by the prototype system, which in turn performs actions based on the recognized gestures. The term distributed in the context of this system refers to the audio processing capacity. The prototype system partitions and allocates the processing load between a number of endpoints. The reallocated processing load consists of the mixing of audio samples according to a specification. The endpoints used in this research are XMOS AVB endpoints. The firmware on these endpoints were modified to include the audio mixing capability which was controlled by a state of the art audio distribution networking standard, Ethernet AVB. The hardware used for the implementation of the prototype system is relatively cost efficient in comparison to professional audio hardware, and is also commercially available for end users. the successful implementation and results from user testing of the prototype system demonstrates how it is a feasible option for recording the localization of a sound source. The ability to partition the processing provides a modular approach to building immersive sound systems. This removes the constraint of a centralized mixing console with a predetermined speaker configuration.
- Full Text:
- Authors: Hedges, Mitchell Lawrence
- Date: 2016
- Subjects: Human-computer interaction , Acoustic localization , Sound -- Equipment and supplies , Acoustical engineering , Surround-sound systems , Wireless sensor nodes
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4724 , http://hdl.handle.net/10962/d1020615
- Description: This thesis investigates the feasibility of using gestures as a means of control for localizing three dimensional (3D) sound sources in a distributed immersive audio system. A prototype system was implemented and tested which uses state of the art technology to achieve the stated goals. A Windows Kinect is used for gesture recognition which translates human gestures into control messages by the prototype system, which in turn performs actions based on the recognized gestures. The term distributed in the context of this system refers to the audio processing capacity. The prototype system partitions and allocates the processing load between a number of endpoints. The reallocated processing load consists of the mixing of audio samples according to a specification. The endpoints used in this research are XMOS AVB endpoints. The firmware on these endpoints were modified to include the audio mixing capability which was controlled by a state of the art audio distribution networking standard, Ethernet AVB. The hardware used for the implementation of the prototype system is relatively cost efficient in comparison to professional audio hardware, and is also commercially available for end users. the successful implementation and results from user testing of the prototype system demonstrates how it is a feasible option for recording the localization of a sound source. The ability to partition the processing provides a modular approach to building immersive sound systems. This removes the constraint of a centralized mixing console with a predetermined speaker configuration.
- Full Text: