Exploring how Grade 9 Physical Science teachers mediate learning of the topic of chemical changes
- Likando, Orrice Munukayumbwa
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
Exploring learners’ proficiency in stoichiometry and attitudes towards science through Process Oriented Guided Inquiry Learning (POGIL) intervention
- Authors: Agunbiade, Arinola Esther
- Date: 2021-04
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Nigeria , Chemistry -- Study and teaching (Secondary) -- Nigeria , Process-oriented guided inquiry learning , Student-centered learning -- Nigeria , Science students -- Attitudes
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174402 , vital:42474
- Description: Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study.
- Full Text:
- Authors: Agunbiade, Arinola Esther
- Date: 2021-04
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Nigeria , Chemistry -- Study and teaching (Secondary) -- Nigeria , Process-oriented guided inquiry learning , Student-centered learning -- Nigeria , Science students -- Attitudes
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174402 , vital:42474
- Description: Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study.
- Full Text:
Exploring Social Learning within the Context of Community-Based Farming : Implications for Farmers’ Agency and Capabilities
- Authors: Dirwai, Crispen
- Date: 2021-04
- Subjects: Crops and climate -- Zimbabwe -- Mutasa District , Livestock -- Climatic factors -- Zimbabwe -- Mutasa District , Social learning -- Zimbabwe -- Mutasa District , Community-supported agriculture -- Zimbabwe -- Mutasa District , Environmental education -- Zimbabwe -- Mutasa District , Climatic changes -- Social aspects -- Zimbabwe -- Mutasa District , Critical realism
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174526 , vital:42485 , https://doi.org/10.21504/10962/174526
- Description: This thesis, ‘Exploring social learning within the context of community-based farming: Implications for farmers’ agency and capabilities’, provided an opportunity to investigate how community-based farmers engaged a social learning process in adjusting their practices to the observed climate change and variability risks and vulnerabilities. The social learning and pedagogic trajectory towards climate change adaptation, involved a multi-sectoral approach in a community of practice that was inclusive of extension service, developmental agencies, a university, climate change activists, a primary school, a university, the agro-industrial community, the urban open market and the local standards association. Social learning, in this community of practice, took place during field days, field tours, focus groups and observations in a multi-case study approach. The main research question addressed in this thesis was ‘How can and does social learning facilitate or constrain the conversion of resources into functionings and new adaptation capabilities of communal farmers in Muchena village in the face of increasing climate change and associated climate variability related socio-ecological risks and vulnerabilities?’ In order to address this main research question and its corresponding sub-questions, two main categories of climate change adaptive agricultural practices, crop and non-crop, were studied in the context of social learning and collective and individual capabilities and agency. The research ontology and epistemology were grounded in critical realism, with the epistemic work in the multiple case study being drawing on a constructivist approach where eleven Farmers’ Case Stories [FCS] from crop and non-crop community-based farmers were purposively followed throughout this thesis journey, while the ontological dynamics were pursued through critical realist depth ontological enquiry. The theoretical framework for this thesis encompassed Bhaskar’s (1998; 2016) dialectical critical realist MELD schema, which underlabours conversion factors from Sen’s (1993; 2005) capabilities theory mobilised via the six sequential moments of the pedagogic practice of social learning as articulated by Wals (2007). This gave the theoretical framework a multi-dimensional facet. In this multi-dimensional theoretical framework, the ontologically influential generative mechanisms identified at 1M, were droughts, food insecurity, economic poverty, poor farming methods, floods, pests, socio-political stress, socio-cultural and intergenerational knowledge transfer, government policies and market forces. Effort was made to absent these ills at 2E, through knowledge co-creation within the communities of practice, through individual and collective reflexivity and was guided by the six sequential moments of Wals’ (2007) social learning pedagogic trajectory and by the three capabilities conversion factors; personal, environmental and social. At 3L’s totalities (laminated) and false totalities and compromises, the community-based farmers came to realise, appreciate and utilised the benefits of individual and collective agency as knowledge generation. In the theoretical framework, the social learning process was a product of collective and individual agency, a product of co-creation, co-sharing and co-monitoring and mentoring of each other’s work in a non-linear process towards transformation at 4D. The thesis identified the following capability sets and their corresponding functionings: education with the new achieved functionings of knowledge on market oriented economy with more functionings such as apiary, dendrology, aqua-culture and horticultural practices, partnerships including contract farming and company registration; health as a capability set had the new functionings of improved people’s and soil’s health from organic and conservation production practices; nutrition as a capability set with new functionings of organic and conservation farming as well as, through testing of products and soils to ascertain nutritional parameters, nutritional functionings. These identified capability sets as valued beings and doings all attempted to absent climate change induced droughts, food insecurity and economic poverty through the social learning process. The new achieved functionings of knowledge on related market oriented economy, were used for food security as farmers were able to buy maize, the staple food, which has been constrained by climate change induced droughts and pests. The new capability sets and achieved functionings in alternatives to maize crop farming could be viewed in this thesis as a positive emancipatory cyclic movement in the community-based farmers from non-being to agency [1M to 4D]. The thesis found that for the social learning process to be transformative, the community-based farmers had to reflect as individuals and collectively as a community from T1 [social learning layer 1] to T00 [social learning as multi-layered and infinite]. Learning starts from T1 by engaging the ontological and epistemological question ‘what?’ and the pedagogical question, ‘how?’, in order to understand existing ills and how best to absent them. Tensions existed as the community still take maize meal as their staple food and yet maize production is less resilient to droughts in the absence of water harvesting for irrigation. Despite realising the nutritional value of small grains, the research findings claimed that small grains were difficult to process into a mealie-meal and so, could not replace maize as a staple food. Theoretical contributions from this thesis entailed both epistemological and ontological implications as the community-based farmers started to question positivism as the only benchmark for organic standards by sending what they self-perceived as ‘organic’ products and soils, for verification from observed laboratory tests. This might have indicated a recognised shift in the epistemology of the poor community-based farmer, who are widely viewed in literature, as non-being and subsistence, towards an organised transformative market oriented practice. In this regard, transformative social learning catalysed by the thesis, contributed towards an organic practice characterised by absenting synthetic fertilisers and certain heavy elements from the soils and from the products, thereby adapting and mitigating to global climate change at a micro-scale. The study, though small scale, might be viewed as having global policy implications. For SGD:2 FCS 1, VS absented hunger by transforming from zero tonnage in 2012 to an estimated harvest of four tonnes in 2017. For SDG:3, FCS 3, LN produced close to a tonne of organic peas that passed through laboratory testing for nutritional parameters and testing against heavy metals during the 2018 and 2019 farming season. SDG: 1 could be assessed and reflected through improved livelihoods from income raised under market gardening as shown in FCS 3, LN; FCS, 4 SM2; FCS 5 SS and FCS 6 JM2. Also from SDG 1, were alternatives to maize crop farming and climate change adaptation market oriented apiary practiced by FCS 7, LM2 & FCS 8, LM3 and market oriented dendrology from FCS, 10, VC & FCS 11, JC. FCS 10, VC, managed to register a small company while FCS 11, JC managed to get contracts from reputable tobacco companies in the country and he also managed to access bank loans to purchase a small truck to absent the transport ills that constrained the youths who finally moved out of the achieved functioning of dendrology. FCS, 3, LN and the group of youths valued sending their products and soils for laboratory tests, an indicator of the quality of education that they attained through Social learning process’ communities of practice engagement. By supplying part of their products as raw materials to an agro-industry, the newly achieved functioning of market oriented agriculture from FCS 3, LN and FCS 4, SM2 could be viewed as a move towards SDG: 9. In terms of SDG: 12, the farming practices studied in this thesis were deemed environmentally friendly, green and so were adaptations to climate change which could be read along with SDG: 13. The thesis findings thus could be viewed as those that could open up some ways of assessing and providing practical implementation pathways for some of the sustainable development goals as well as providing a platform to interrogate other ways of understanding critical realism’s underlying generative mechanisms as enablers and constrainers to shaping social learning and people’s measurable functionings in the context of education for sustainable development and the global action programme (GAP) and its immanent successor, the ESD Agenda 2030 framework. The research is therefore well poised to inform this agenda. The study concludes that in order to enhance community-based farmers’ social learning and agency towards climate change adaptation, extension service, the standards association institution, agro-industry, the university as well as the media, might need to engage pro-actively with the farmers’ capabilities and agency. The thesis also attempted to inform the university institution’s community engagement, thereby giving practical meaning to the whole institution approaches to ESD as promoted in the UNESCO ESD Global Action Programme, and the emerging ESD 2030 Agenda. The thesis therefore has potential to inform pedagogic practices at the formal, non-formal and the informal learning sectors. The thesis concludes that the social learning process, when coupled with critical realism and the capabilities theories, could facilitate the conversion of resources into new adaptive functionings. The social learning process is transformative, reflexive and recursive, but might have to start from 1M to 4D and from T1 to T00. Moreover, the thesis concludes that poverty remained one of the major disablers of the farmers’ capabilities and agency in this thesis. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Authors: Dirwai, Crispen
- Date: 2021-04
- Subjects: Crops and climate -- Zimbabwe -- Mutasa District , Livestock -- Climatic factors -- Zimbabwe -- Mutasa District , Social learning -- Zimbabwe -- Mutasa District , Community-supported agriculture -- Zimbabwe -- Mutasa District , Environmental education -- Zimbabwe -- Mutasa District , Climatic changes -- Social aspects -- Zimbabwe -- Mutasa District , Critical realism
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174526 , vital:42485 , https://doi.org/10.21504/10962/174526
- Description: This thesis, ‘Exploring social learning within the context of community-based farming: Implications for farmers’ agency and capabilities’, provided an opportunity to investigate how community-based farmers engaged a social learning process in adjusting their practices to the observed climate change and variability risks and vulnerabilities. The social learning and pedagogic trajectory towards climate change adaptation, involved a multi-sectoral approach in a community of practice that was inclusive of extension service, developmental agencies, a university, climate change activists, a primary school, a university, the agro-industrial community, the urban open market and the local standards association. Social learning, in this community of practice, took place during field days, field tours, focus groups and observations in a multi-case study approach. The main research question addressed in this thesis was ‘How can and does social learning facilitate or constrain the conversion of resources into functionings and new adaptation capabilities of communal farmers in Muchena village in the face of increasing climate change and associated climate variability related socio-ecological risks and vulnerabilities?’ In order to address this main research question and its corresponding sub-questions, two main categories of climate change adaptive agricultural practices, crop and non-crop, were studied in the context of social learning and collective and individual capabilities and agency. The research ontology and epistemology were grounded in critical realism, with the epistemic work in the multiple case study being drawing on a constructivist approach where eleven Farmers’ Case Stories [FCS] from crop and non-crop community-based farmers were purposively followed throughout this thesis journey, while the ontological dynamics were pursued through critical realist depth ontological enquiry. The theoretical framework for this thesis encompassed Bhaskar’s (1998; 2016) dialectical critical realist MELD schema, which underlabours conversion factors from Sen’s (1993; 2005) capabilities theory mobilised via the six sequential moments of the pedagogic practice of social learning as articulated by Wals (2007). This gave the theoretical framework a multi-dimensional facet. In this multi-dimensional theoretical framework, the ontologically influential generative mechanisms identified at 1M, were droughts, food insecurity, economic poverty, poor farming methods, floods, pests, socio-political stress, socio-cultural and intergenerational knowledge transfer, government policies and market forces. Effort was made to absent these ills at 2E, through knowledge co-creation within the communities of practice, through individual and collective reflexivity and was guided by the six sequential moments of Wals’ (2007) social learning pedagogic trajectory and by the three capabilities conversion factors; personal, environmental and social. At 3L’s totalities (laminated) and false totalities and compromises, the community-based farmers came to realise, appreciate and utilised the benefits of individual and collective agency as knowledge generation. In the theoretical framework, the social learning process was a product of collective and individual agency, a product of co-creation, co-sharing and co-monitoring and mentoring of each other’s work in a non-linear process towards transformation at 4D. The thesis identified the following capability sets and their corresponding functionings: education with the new achieved functionings of knowledge on market oriented economy with more functionings such as apiary, dendrology, aqua-culture and horticultural practices, partnerships including contract farming and company registration; health as a capability set had the new functionings of improved people’s and soil’s health from organic and conservation production practices; nutrition as a capability set with new functionings of organic and conservation farming as well as, through testing of products and soils to ascertain nutritional parameters, nutritional functionings. These identified capability sets as valued beings and doings all attempted to absent climate change induced droughts, food insecurity and economic poverty through the social learning process. The new achieved functionings of knowledge on related market oriented economy, were used for food security as farmers were able to buy maize, the staple food, which has been constrained by climate change induced droughts and pests. The new capability sets and achieved functionings in alternatives to maize crop farming could be viewed in this thesis as a positive emancipatory cyclic movement in the community-based farmers from non-being to agency [1M to 4D]. The thesis found that for the social learning process to be transformative, the community-based farmers had to reflect as individuals and collectively as a community from T1 [social learning layer 1] to T00 [social learning as multi-layered and infinite]. Learning starts from T1 by engaging the ontological and epistemological question ‘what?’ and the pedagogical question, ‘how?’, in order to understand existing ills and how best to absent them. Tensions existed as the community still take maize meal as their staple food and yet maize production is less resilient to droughts in the absence of water harvesting for irrigation. Despite realising the nutritional value of small grains, the research findings claimed that small grains were difficult to process into a mealie-meal and so, could not replace maize as a staple food. Theoretical contributions from this thesis entailed both epistemological and ontological implications as the community-based farmers started to question positivism as the only benchmark for organic standards by sending what they self-perceived as ‘organic’ products and soils, for verification from observed laboratory tests. This might have indicated a recognised shift in the epistemology of the poor community-based farmer, who are widely viewed in literature, as non-being and subsistence, towards an organised transformative market oriented practice. In this regard, transformative social learning catalysed by the thesis, contributed towards an organic practice characterised by absenting synthetic fertilisers and certain heavy elements from the soils and from the products, thereby adapting and mitigating to global climate change at a micro-scale. The study, though small scale, might be viewed as having global policy implications. For SGD:2 FCS 1, VS absented hunger by transforming from zero tonnage in 2012 to an estimated harvest of four tonnes in 2017. For SDG:3, FCS 3, LN produced close to a tonne of organic peas that passed through laboratory testing for nutritional parameters and testing against heavy metals during the 2018 and 2019 farming season. SDG: 1 could be assessed and reflected through improved livelihoods from income raised under market gardening as shown in FCS 3, LN; FCS, 4 SM2; FCS 5 SS and FCS 6 JM2. Also from SDG 1, were alternatives to maize crop farming and climate change adaptation market oriented apiary practiced by FCS 7, LM2 & FCS 8, LM3 and market oriented dendrology from FCS, 10, VC & FCS 11, JC. FCS 10, VC, managed to register a small company while FCS 11, JC managed to get contracts from reputable tobacco companies in the country and he also managed to access bank loans to purchase a small truck to absent the transport ills that constrained the youths who finally moved out of the achieved functioning of dendrology. FCS, 3, LN and the group of youths valued sending their products and soils for laboratory tests, an indicator of the quality of education that they attained through Social learning process’ communities of practice engagement. By supplying part of their products as raw materials to an agro-industry, the newly achieved functioning of market oriented agriculture from FCS 3, LN and FCS 4, SM2 could be viewed as a move towards SDG: 9. In terms of SDG: 12, the farming practices studied in this thesis were deemed environmentally friendly, green and so were adaptations to climate change which could be read along with SDG: 13. The thesis findings thus could be viewed as those that could open up some ways of assessing and providing practical implementation pathways for some of the sustainable development goals as well as providing a platform to interrogate other ways of understanding critical realism’s underlying generative mechanisms as enablers and constrainers to shaping social learning and people’s measurable functionings in the context of education for sustainable development and the global action programme (GAP) and its immanent successor, the ESD Agenda 2030 framework. The research is therefore well poised to inform this agenda. The study concludes that in order to enhance community-based farmers’ social learning and agency towards climate change adaptation, extension service, the standards association institution, agro-industry, the university as well as the media, might need to engage pro-actively with the farmers’ capabilities and agency. The thesis also attempted to inform the university institution’s community engagement, thereby giving practical meaning to the whole institution approaches to ESD as promoted in the UNESCO ESD Global Action Programme, and the emerging ESD 2030 Agenda. The thesis therefore has potential to inform pedagogic practices at the formal, non-formal and the informal learning sectors. The thesis concludes that the social learning process, when coupled with critical realism and the capabilities theories, could facilitate the conversion of resources into new adaptive functionings. The social learning process is transformative, reflexive and recursive, but might have to start from 1M to 4D and from T1 to T00. Moreover, the thesis concludes that poverty remained one of the major disablers of the farmers’ capabilities and agency in this thesis. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2021
- Full Text:
Exploring the influences of an intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding
- Aikanga, Frans Paulus Shintaleleni
- Authors: Aikanga, Frans Paulus Shintaleleni
- Date: 2021-04
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Chemical bonds , Semiotics , Cognition in children , Communication in education , Language and education -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178281 , vital:42927
- Description: Anecdotal evidence from my 10 years’ experience teaching Grade 9 Physical Science in Namibian schools revealed learners’ difficulty with making sense of chemical bonding. The Junior Secondary examiners’ reports in recent consecutive years (2014, 2015, 2016 & 2017) also revealed this challenge among Grade 10 learners (Namibia. Ministry of Education, Arts and Culture [MoEAC], 2017). The language of learning and teaching (LoLT) for most school subjects (including Physical Science) in Namibia is English, which is taken as a second language by most learners (Kisting, 2011). The results of the English Language Proficiency test written by all principals and teachers in Namibia show that most are not proficient in this language (Kisting, 2011). This has raised concern as to how teaching of content subjects may be undertaken effectively with English as the LoLT. In Namibia, chemical bonding is part of the chemistry section of Physical Science, taught as a sub-topic under the Matter section, where the nature, characteristics, and behaviour of three states of matter are explained. The difficulty students have with chemical bonding is identified as being due to complex chemical concepts (Chittleborough & Mamiala, 2006), and the specialised language of the topic these concepts involve (Gilbert & Treagust, 2009). Additionally, this difficulty may be ascribed to lack of suitable pedagogic approaches, which is linked to science teachers not being fluent in the LoLT. Despite this link, Johnstone (1982) posits that addressing the challenge of teaching and learning chemical knowledge requires teachers’ understanding of three levels of representation: macroscopic, sub-microscopic, and symbolic. Addressing this challenge may be accomplished by using multimodality in teaching, which is achievable via intersemiosis of different semiotic modes, drawing from Systemic Functional Linguistics. This is due to non-linguistic modes also having the potential to make meaning as language does, and the fact that language alone cannot fully enable effective meaning-making in discourses that are inherently multimodal, such as science. Some studies have suggested that the intersemiosis of visual and verbal semiotic modes has the potential to enable more meaning-making of scientific discourse than either of these two alone. The study reported on in this thesis has built on such previous studies in order to explore the influences of a visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. No studies from Namibia exploring these influences on Grade 9 learners could be found. This revealed the knowledge gap that this study aimed to contribute to filling. I accomplished this goal by embarking on a two-cycle action research study. The first cycle followed a traditional teaching approach and assessment, whereas the second cycle, the intervention, included a visual-verbal intersemiotic complementarity teaching approach and assessment. I achieved visual-verbal intersemiotic complementarity teaching and assessment by coordinating spoken and written language with visuals in the form of diagrams and physical models. The critical paradigm was adopted to explore the influences of this pedagogic approach, with the underlying aim of exploring the intervention approach for bringing about a change in learners’ sense-making of chemical bonding, compared to traditional approaches that do not consider intersemiosis. This study is informed by Vygotsky’s (1978) social constructivism to account for learning as a product of social construction, and Halliday’s (1978) Systemic Functional Linguistics to account for the role played by semiotic modes in making meanings. This study involved collecting qualitative data that were accessed via document analysis, structured lesson observation, the teacher’s and learners’ reflective journals, and the pre- and post-test. Collecting these data was facilitated by a critical friend. The results reveal a positive influence of the visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. This influence was realised in the noticeable shift from the learners’ discourse (use of talk and visuals) being perceptual (which is less scientific) to being idea-based (which is more scientific). Learners were also found to be self-motivated and keen to learn complex chemical bonding concepts after the intervention – another sign of their making sense of the topic. The implications of this study include that visual-verbal intersemiotic complementarity should be considered a pedagogic approach to chemical bonding by curriculum developers and reviewers, teacher training institutions, and science textbook authors. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Aikanga, Frans Paulus Shintaleleni
- Date: 2021-04
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Chemical bonds , Semiotics , Cognition in children , Communication in education , Language and education -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178281 , vital:42927
- Description: Anecdotal evidence from my 10 years’ experience teaching Grade 9 Physical Science in Namibian schools revealed learners’ difficulty with making sense of chemical bonding. The Junior Secondary examiners’ reports in recent consecutive years (2014, 2015, 2016 & 2017) also revealed this challenge among Grade 10 learners (Namibia. Ministry of Education, Arts and Culture [MoEAC], 2017). The language of learning and teaching (LoLT) for most school subjects (including Physical Science) in Namibia is English, which is taken as a second language by most learners (Kisting, 2011). The results of the English Language Proficiency test written by all principals and teachers in Namibia show that most are not proficient in this language (Kisting, 2011). This has raised concern as to how teaching of content subjects may be undertaken effectively with English as the LoLT. In Namibia, chemical bonding is part of the chemistry section of Physical Science, taught as a sub-topic under the Matter section, where the nature, characteristics, and behaviour of three states of matter are explained. The difficulty students have with chemical bonding is identified as being due to complex chemical concepts (Chittleborough & Mamiala, 2006), and the specialised language of the topic these concepts involve (Gilbert & Treagust, 2009). Additionally, this difficulty may be ascribed to lack of suitable pedagogic approaches, which is linked to science teachers not being fluent in the LoLT. Despite this link, Johnstone (1982) posits that addressing the challenge of teaching and learning chemical knowledge requires teachers’ understanding of three levels of representation: macroscopic, sub-microscopic, and symbolic. Addressing this challenge may be accomplished by using multimodality in teaching, which is achievable via intersemiosis of different semiotic modes, drawing from Systemic Functional Linguistics. This is due to non-linguistic modes also having the potential to make meaning as language does, and the fact that language alone cannot fully enable effective meaning-making in discourses that are inherently multimodal, such as science. Some studies have suggested that the intersemiosis of visual and verbal semiotic modes has the potential to enable more meaning-making of scientific discourse than either of these two alone. The study reported on in this thesis has built on such previous studies in order to explore the influences of a visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. No studies from Namibia exploring these influences on Grade 9 learners could be found. This revealed the knowledge gap that this study aimed to contribute to filling. I accomplished this goal by embarking on a two-cycle action research study. The first cycle followed a traditional teaching approach and assessment, whereas the second cycle, the intervention, included a visual-verbal intersemiotic complementarity teaching approach and assessment. I achieved visual-verbal intersemiotic complementarity teaching and assessment by coordinating spoken and written language with visuals in the form of diagrams and physical models. The critical paradigm was adopted to explore the influences of this pedagogic approach, with the underlying aim of exploring the intervention approach for bringing about a change in learners’ sense-making of chemical bonding, compared to traditional approaches that do not consider intersemiosis. This study is informed by Vygotsky’s (1978) social constructivism to account for learning as a product of social construction, and Halliday’s (1978) Systemic Functional Linguistics to account for the role played by semiotic modes in making meanings. This study involved collecting qualitative data that were accessed via document analysis, structured lesson observation, the teacher’s and learners’ reflective journals, and the pre- and post-test. Collecting these data was facilitated by a critical friend. The results reveal a positive influence of the visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. This influence was realised in the noticeable shift from the learners’ discourse (use of talk and visuals) being perceptual (which is less scientific) to being idea-based (which is more scientific). Learners were also found to be self-motivated and keen to learn complex chemical bonding concepts after the intervention – another sign of their making sense of the topic. The implications of this study include that visual-verbal intersemiotic complementarity should be considered a pedagogic approach to chemical bonding by curriculum developers and reviewers, teacher training institutions, and science textbook authors. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
Framing realities : a critical analysis of perspectival distortion in the film Alice by Czech Surrealist Jan Švankmajer
- Authors: Soutter, Simone
- Date: 2021-04
- Subjects: Švankmajer, Jan, 1934- -- Criticism and interpretation , Depression, Mental -- Exhibitions , Perception , Frames (Sociology) , Surrealism -- Influence , Cubism -- Influence , Surrealism in motion pictures , Depression, Mental in art
- Language: English
- Type: thesis , text , Masters , MFA
- Identifier: http://hdl.handle.net/10962/178365 , vital:42933
- Description: My MFA exhibition Through the looking glass; altered states of perception, explores my experience of mental distress: Major Depressive Disorder (MDD), through the medium of painting and multimedia collage. Situated in the Main Fine Art building on Rhodes University campus, this practical submission takes the form of a collection of oil paintings accompanied by an immersive wall of collaged experimentations, depicting the perspectival shifts I have experienced in coping with mental distress. The paintings explore concepts of framing and perspective, both literally and metaphorically in unpacking how our perceptions are manipulated by the way in which situations and concepts are framed. I use strategies and techniques drawn from the Surrealist and Cubist movements in order to depict my distorted experience of time and space, but also to tap into my own unconscious. In this mini-thesis: Framing realities; A critical analysis of perspectival distortion in the film Alice by Czech Surrealist Jan Švankmajer, I explore the strategies and concepts developed during the Surrealist and Cubist movements in relation to strategies used by Švankmajer in his disturbing interpretation of Alice’s Adventures into Wonderland. Here, he visually explores the psyche of an imaginative child. His unique interpretation is expressed through the combination of live-action film and stop-motion animation. I position my work in relation to themes proposed by Maurice Merleau-Ponty, Ernst Jentch, Sigmund Freud and Julia Kristeva. In the first Chapter: Framing and Perspectival shifts, I unpack framing and perspectival shifts exhibited in the Cubist (a physical shift), Dadaist (a social shift), and Surrealist (an unconscious shift) movements. In Chapter Two: A critical analysis of Alice by Jan Švankmajer, I engage in an analysis of themes (examined in the above art movements) relative to the film Alice. These are found objects and assemblages, ambiguity, distortion of scale, the Unconscious, the uncanny and multi-sensory modalities. Chapter Three: Through the Looking Glass; Altered states of perception, I discuss how the themes discussed in Chapter Two apply to my own body of work and how these themes are addressed with regards to my lived experience of mental disorder and distress. , Thesis (MFA) -- Faculty of Humanities, Fine Arts, 2021
- Full Text:
- Authors: Soutter, Simone
- Date: 2021-04
- Subjects: Švankmajer, Jan, 1934- -- Criticism and interpretation , Depression, Mental -- Exhibitions , Perception , Frames (Sociology) , Surrealism -- Influence , Cubism -- Influence , Surrealism in motion pictures , Depression, Mental in art
- Language: English
- Type: thesis , text , Masters , MFA
- Identifier: http://hdl.handle.net/10962/178365 , vital:42933
- Description: My MFA exhibition Through the looking glass; altered states of perception, explores my experience of mental distress: Major Depressive Disorder (MDD), through the medium of painting and multimedia collage. Situated in the Main Fine Art building on Rhodes University campus, this practical submission takes the form of a collection of oil paintings accompanied by an immersive wall of collaged experimentations, depicting the perspectival shifts I have experienced in coping with mental distress. The paintings explore concepts of framing and perspective, both literally and metaphorically in unpacking how our perceptions are manipulated by the way in which situations and concepts are framed. I use strategies and techniques drawn from the Surrealist and Cubist movements in order to depict my distorted experience of time and space, but also to tap into my own unconscious. In this mini-thesis: Framing realities; A critical analysis of perspectival distortion in the film Alice by Czech Surrealist Jan Švankmajer, I explore the strategies and concepts developed during the Surrealist and Cubist movements in relation to strategies used by Švankmajer in his disturbing interpretation of Alice’s Adventures into Wonderland. Here, he visually explores the psyche of an imaginative child. His unique interpretation is expressed through the combination of live-action film and stop-motion animation. I position my work in relation to themes proposed by Maurice Merleau-Ponty, Ernst Jentch, Sigmund Freud and Julia Kristeva. In the first Chapter: Framing and Perspectival shifts, I unpack framing and perspectival shifts exhibited in the Cubist (a physical shift), Dadaist (a social shift), and Surrealist (an unconscious shift) movements. In Chapter Two: A critical analysis of Alice by Jan Švankmajer, I engage in an analysis of themes (examined in the above art movements) relative to the film Alice. These are found objects and assemblages, ambiguity, distortion of scale, the Unconscious, the uncanny and multi-sensory modalities. Chapter Three: Through the Looking Glass; Altered states of perception, I discuss how the themes discussed in Chapter Two apply to my own body of work and how these themes are addressed with regards to my lived experience of mental disorder and distress. , Thesis (MFA) -- Faculty of Humanities, Fine Arts, 2021
- Full Text:
Healthcare issues in disaster management : preparedness in the pharmacy profession
- Authors: Vhiriri, Eunice Paidamoyo
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/178591 , vital:42953
- Description: Access restricted until April 2023. , Thesis (MSc) -- Faculty of Pharmacy, Pharmacy, 2021
- Full Text:
- Authors: Vhiriri, Eunice Paidamoyo
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/178591 , vital:42953
- Description: Access restricted until April 2023. , Thesis (MSc) -- Faculty of Pharmacy, Pharmacy, 2021
- Full Text:
How selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in a screencast intervention
- Authors: Wienekus, George Renier
- Date: 2021-04
- Subjects: Algebra -- Study and teaching -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa , Problem solving in children , Algebra -- Ability testing , Algebra -- Computer-assisted instruction
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/176833 , vital:42763
- Description: This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context. , Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Authors: Wienekus, George Renier
- Date: 2021-04
- Subjects: Algebra -- Study and teaching -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa , Problem solving in children , Algebra -- Ability testing , Algebra -- Computer-assisted instruction
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/176833 , vital:42763
- Description: This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context. , Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 2021
- Full Text:
Ilmenite megacryst-hosted melt inclusions from the Monastery kimberlite: implications for kimberlite origins
- Authors: Van Huyssteen, Aiden
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/178387 , vital:42935
- Description: Polymineralic inclusions encapsulating a daughter assemblage of crystalline phases (including silicates, oxides, and carbonates) and an amorphous glass phase, hosted in ilmenite megacrysts from the Monastery kimberlite, were investigated texturally and geochemically in order to constrain their melt origin, modeof formation, and evolution prior to quenching. The isolated nature of the melt inclusions within the ilmenite megacrysts provides an opportunity to study components of primary kimberlitic magma captured within the SCLM (4.5–6 GPa) that has been isolated from pervasive modifying processes that are common in kimberlites. The common daughter phase assemblage within the melt inclusions comprises serpentine, phlogopite, calcite, spinel, kassite, perovskite, ilmenite, and glass. The glass is Si-Mg-Fe-rich, with low Al2O3 contents. It is also K2O- and TiO2-free, with variably depleted REE. In composition, serpentine forms a crystalline equivalent to the glass. However, these phases are optically distinct. Serpentine represents two modes of formation: (i) discrete euhedral grains set within a glass matrix that represent a primary phase, crystallising directly from the entrapped melts, and (ii) as patches of partially crystallised glass that represent a secondary phase formed by the devitrification of the glass. Spinel and phlogopite form along early kimberlitic evolutionary trends and record the depletion of the melt in TiO2, Al2O3, and K2O, which typically decreases from the core to the rim of the crystals. Volatile and alkali-bearing minerals (calcite, apatite, phlogopite) crystallised within the melt inclusions from the captured alkali-rich carbonated-silicate kimberlite melt. The daughter mineral assemblage initially crystallised as euhedral and subhedral grains with a uniform composition under equilibrium conditions. Subsequent crystallisation formed grains that exhibit magmatic zoning due to their crystallisation in a progressively depleted melt. Lastly, the crystallisation of skeletal oxide grains occurred under disequilibrium conditions, at a stage of magma ascent with rapidly changing variables including temperature, melt viscosity, and diffusivity. Prior to complete crystallisation, the residual Si-Mg-Fe melt of this crystallisation process was quenched to form the observed glass. The phases that constitute the common daughter assemblage show large variations in modal proportions, forming a continuum from silicate-rich to carbonate-rich endmember inclusions, with certain daughter phases absent in some inclusions. This suggests that the melt was heterogenous at the time of capture and comprised immiscible silicic/oxidic and carbonate melts. Phase separation, therefore, may have started prior to capturing of magma batches as inclusions in ilmenite, but further segregation and crystallisation continued after these batches had become isolated from the megacryst matrix as melt inclusions. The immiscibility and co-existence of the silicic/oxidic and carbonate melts is preserved by textural features between calcite and glass, such as rounded globules of calcite grains set within a silicate glass matrix, calcite forming the matrix for euhedral silicate and oxide minerals, and calcite occupying the interior void of skeletal oxide grains set within a silicate glass matrix. Furthermore, spherulitic globular domains of Ca- and Ti-rich glasses set within a matrix of the Si-Mg-Fe glass suggest that the silicic/oxidic melt underwent further segregation into oxide-rich (Ca-Ti) and silicate-rich (Si-Mg-Fe-Al-K-Ti) melts, potentially crystallising the oxide and silicate minerals of the daughter assemblage, respectively. The abundance of incompatible trace elements and the Cr-poor composition of secondary low-Mg ilmenite as a daughter mineral within the melt inclusions (~1400 ppm Nb; <0.1 wt% Cr2O3; <0.1 wt% MgO), in addition to the Cr-poor composition of the other daughter phases within the inclusions (i.e. <0.1 wt% Cr2O3 for phlogopite and spinel), indicate that they crystallised from a similar melt as the Cr-poor, but high Mg-ilmenite megacrysts (~1400 ppm Nb; <0.1 wt% Cr2O3; ~10 wt% MgO). Furthermore, the melt inclusions are randomly distributed and no textural and/or geochemical evidence for melt infiltration of the ilmenite megacrysts was associated with the melt inclusions. These features are consistent with a primary origin for the melt inclusions which implies a cognate relationship between the megacrysts and the captured kimberlite melt. , Thesis (MSc) -- Faculty of Science, Geology, 2021
- Full Text:
- Authors: Van Huyssteen, Aiden
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/10962/178387 , vital:42935
- Description: Polymineralic inclusions encapsulating a daughter assemblage of crystalline phases (including silicates, oxides, and carbonates) and an amorphous glass phase, hosted in ilmenite megacrysts from the Monastery kimberlite, were investigated texturally and geochemically in order to constrain their melt origin, modeof formation, and evolution prior to quenching. The isolated nature of the melt inclusions within the ilmenite megacrysts provides an opportunity to study components of primary kimberlitic magma captured within the SCLM (4.5–6 GPa) that has been isolated from pervasive modifying processes that are common in kimberlites. The common daughter phase assemblage within the melt inclusions comprises serpentine, phlogopite, calcite, spinel, kassite, perovskite, ilmenite, and glass. The glass is Si-Mg-Fe-rich, with low Al2O3 contents. It is also K2O- and TiO2-free, with variably depleted REE. In composition, serpentine forms a crystalline equivalent to the glass. However, these phases are optically distinct. Serpentine represents two modes of formation: (i) discrete euhedral grains set within a glass matrix that represent a primary phase, crystallising directly from the entrapped melts, and (ii) as patches of partially crystallised glass that represent a secondary phase formed by the devitrification of the glass. Spinel and phlogopite form along early kimberlitic evolutionary trends and record the depletion of the melt in TiO2, Al2O3, and K2O, which typically decreases from the core to the rim of the crystals. Volatile and alkali-bearing minerals (calcite, apatite, phlogopite) crystallised within the melt inclusions from the captured alkali-rich carbonated-silicate kimberlite melt. The daughter mineral assemblage initially crystallised as euhedral and subhedral grains with a uniform composition under equilibrium conditions. Subsequent crystallisation formed grains that exhibit magmatic zoning due to their crystallisation in a progressively depleted melt. Lastly, the crystallisation of skeletal oxide grains occurred under disequilibrium conditions, at a stage of magma ascent with rapidly changing variables including temperature, melt viscosity, and diffusivity. Prior to complete crystallisation, the residual Si-Mg-Fe melt of this crystallisation process was quenched to form the observed glass. The phases that constitute the common daughter assemblage show large variations in modal proportions, forming a continuum from silicate-rich to carbonate-rich endmember inclusions, with certain daughter phases absent in some inclusions. This suggests that the melt was heterogenous at the time of capture and comprised immiscible silicic/oxidic and carbonate melts. Phase separation, therefore, may have started prior to capturing of magma batches as inclusions in ilmenite, but further segregation and crystallisation continued after these batches had become isolated from the megacryst matrix as melt inclusions. The immiscibility and co-existence of the silicic/oxidic and carbonate melts is preserved by textural features between calcite and glass, such as rounded globules of calcite grains set within a silicate glass matrix, calcite forming the matrix for euhedral silicate and oxide minerals, and calcite occupying the interior void of skeletal oxide grains set within a silicate glass matrix. Furthermore, spherulitic globular domains of Ca- and Ti-rich glasses set within a matrix of the Si-Mg-Fe glass suggest that the silicic/oxidic melt underwent further segregation into oxide-rich (Ca-Ti) and silicate-rich (Si-Mg-Fe-Al-K-Ti) melts, potentially crystallising the oxide and silicate minerals of the daughter assemblage, respectively. The abundance of incompatible trace elements and the Cr-poor composition of secondary low-Mg ilmenite as a daughter mineral within the melt inclusions (~1400 ppm Nb; <0.1 wt% Cr2O3; <0.1 wt% MgO), in addition to the Cr-poor composition of the other daughter phases within the inclusions (i.e. <0.1 wt% Cr2O3 for phlogopite and spinel), indicate that they crystallised from a similar melt as the Cr-poor, but high Mg-ilmenite megacrysts (~1400 ppm Nb; <0.1 wt% Cr2O3; ~10 wt% MgO). Furthermore, the melt inclusions are randomly distributed and no textural and/or geochemical evidence for melt infiltration of the ilmenite megacrysts was associated with the melt inclusions. These features are consistent with a primary origin for the melt inclusions which implies a cognate relationship between the megacrysts and the captured kimberlite melt. , Thesis (MSc) -- Faculty of Science, Geology, 2021
- Full Text:
Impact of sovereign credit ratings on emerging bond and stock market returns
- Authors: Mkhonto, Zoyisile
- Date: 2021-04
- Subjects: Rating agencies (Finance) , Credit ratings , Bond market
- Language: English
- Type: thesis , text , Masters , MCom
- Identifier: http://hdl.handle.net/10962/177170 , vital:42796
- Description: The primary role of credit rating agencies is to reduce asymmetric information between the parties in a lending relationship. The three major rating agencies have received extensive criticism over the years. These rating agencies have been accused of providing inaccurate ratings which ultimately led to various financial calamities. Late rating action has also been blamed for exacerbating financial and economic cycles. Moreover, there is an argument that emerging markets are unfairly rated in comparison to developed economies. Hence, the reliability and informational value of the assessments provided by credit rating agencies is met with scepticism. Despite these criticisms, rating agencies are characterised as gatekeepers to capital and credit ratings remain essential financial market indicators. Albeit, the literature regarding the impact of sovereign credit ratings on bond and stock markets is inconclusive. This study aims to add to the body of literature and provide insights into the informational value of sovereign credit ratings in emerging markets. More specifically to estimate the relationship between various sovereign credit rating announcements, and bond and stock market returns. Also, to examine whether sovereign credit ratings have a differential impact between bond and stock markets. As well as address the question does it matter who provides the rating? Using an event study, abnormal returns surrounding rating announcements from 2009 to 2019 for 24 emerging markets were analyzed. Firstly, this study concluded that sovereign credit ratings are informative. Secondly, the degree of informativeness differs between the bond and stock markets. Thirdly, an asymmetrical impact was observed between the types of rating announcements. Lastly, that it does matter which rating agency provides the rating because each agency has a unique reputation. The findings of this research have implications on how investors and portfolio managers decide on asset allocation. Furthermore, policymakers may find our investment grade analysis of value when evaluating regulatory reform. It’s recommended that future research refines the event methodology and examines country specific characteristics within each of the emerging markets. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Authors: Mkhonto, Zoyisile
- Date: 2021-04
- Subjects: Rating agencies (Finance) , Credit ratings , Bond market
- Language: English
- Type: thesis , text , Masters , MCom
- Identifier: http://hdl.handle.net/10962/177170 , vital:42796
- Description: The primary role of credit rating agencies is to reduce asymmetric information between the parties in a lending relationship. The three major rating agencies have received extensive criticism over the years. These rating agencies have been accused of providing inaccurate ratings which ultimately led to various financial calamities. Late rating action has also been blamed for exacerbating financial and economic cycles. Moreover, there is an argument that emerging markets are unfairly rated in comparison to developed economies. Hence, the reliability and informational value of the assessments provided by credit rating agencies is met with scepticism. Despite these criticisms, rating agencies are characterised as gatekeepers to capital and credit ratings remain essential financial market indicators. Albeit, the literature regarding the impact of sovereign credit ratings on bond and stock markets is inconclusive. This study aims to add to the body of literature and provide insights into the informational value of sovereign credit ratings in emerging markets. More specifically to estimate the relationship between various sovereign credit rating announcements, and bond and stock market returns. Also, to examine whether sovereign credit ratings have a differential impact between bond and stock markets. As well as address the question does it matter who provides the rating? Using an event study, abnormal returns surrounding rating announcements from 2009 to 2019 for 24 emerging markets were analyzed. Firstly, this study concluded that sovereign credit ratings are informative. Secondly, the degree of informativeness differs between the bond and stock markets. Thirdly, an asymmetrical impact was observed between the types of rating announcements. Lastly, that it does matter which rating agency provides the rating because each agency has a unique reputation. The findings of this research have implications on how investors and portfolio managers decide on asset allocation. Furthermore, policymakers may find our investment grade analysis of value when evaluating regulatory reform. It’s recommended that future research refines the event methodology and examines country specific characteristics within each of the emerging markets. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
In My Flesh : Fabricating the Bulimic Body
- Authors: Hodgson, Ashley
- Date: 2021-04
- Subjects: Bulimia , Human body -- Social aspects , Human figure in art , Diseases in art , Art therapy
- Language: English
- Type: thesis , text , Masters , MFA
- Identifier: http://hdl.handle.net/10962/177317 , vital:42809
- Description: My MFA exhibition In My Flesh, explores my own personal experience of an eating disorder: bulimia nervosa, through the medium of sculpture and installation. Situated in the Fine Art Sculpture and Painting building on Rhodes University campus, this practical submission takes the form of a multi-sensory installation depicting the fleshy interior of a bulimic body. The sculptural works that make up the installation resemble enlarged bodily forms and cavities, namely the mouth; the oesophagus, the stomach; the intestines; and the flesh. These anatomical forms are made from fabric which has been melted, manipulated, and stained using food and other synthetic dyes. The arrangement of the sculptural components (parts of the body affected by bulimia) does not mirror the human body exactly, and their intentionally disordered placement creates a feeling of dis-ease and disturbance for the participant experiencing the installation. This mini-thesis, In My Flesh: Fabricating the Bulimic Body, unpacks the visual, tactile and audio elements of this practice as research submission as they relate to my interest in bodily boundaries, corporeal traces and material extensions. I look at these themes as they translate into installation, and discuss the way in which bulimia is experienced, theorised and represented. I position my work in relation to the concept of the abject as proposed by Julia Kristeva, and visually analyse artworks by Mona Hatoum, Heidi Bucher and Ernesto Neto who make use of immersive installation strategies that resonate with my own practice. This supporting document considers the three conceptual elements informing my installation: embodiment, space, and materiality. In the first chapter of this document: Embodying the Bulimic Body, I address bulimia as less open to visual interpretations than other eating disorders because of its secretive and hidden nature. I go on to frame the illness in relation to theories around bodily boundaries and abjection and argue that bulimia epitomises abjection. In Chapter Two: Architecture of the Bulimic Body I engage with the idea of architectural structures as having anatomic features. I interrogate how the body moves through space, leaving traces of itself behind. Chapter Three: Fabricating the Bulimic Body concentrates on the main medium used in In My Flesh: fabric. In my discussion of this material, I unpack its metaphoric and symbolic qualities, as well as its personal resonance with my own lived experience. , Thesis (MFA) -- Faculty of Humanities, Fine Art, 2021
- Full Text:
- Authors: Hodgson, Ashley
- Date: 2021-04
- Subjects: Bulimia , Human body -- Social aspects , Human figure in art , Diseases in art , Art therapy
- Language: English
- Type: thesis , text , Masters , MFA
- Identifier: http://hdl.handle.net/10962/177317 , vital:42809
- Description: My MFA exhibition In My Flesh, explores my own personal experience of an eating disorder: bulimia nervosa, through the medium of sculpture and installation. Situated in the Fine Art Sculpture and Painting building on Rhodes University campus, this practical submission takes the form of a multi-sensory installation depicting the fleshy interior of a bulimic body. The sculptural works that make up the installation resemble enlarged bodily forms and cavities, namely the mouth; the oesophagus, the stomach; the intestines; and the flesh. These anatomical forms are made from fabric which has been melted, manipulated, and stained using food and other synthetic dyes. The arrangement of the sculptural components (parts of the body affected by bulimia) does not mirror the human body exactly, and their intentionally disordered placement creates a feeling of dis-ease and disturbance for the participant experiencing the installation. This mini-thesis, In My Flesh: Fabricating the Bulimic Body, unpacks the visual, tactile and audio elements of this practice as research submission as they relate to my interest in bodily boundaries, corporeal traces and material extensions. I look at these themes as they translate into installation, and discuss the way in which bulimia is experienced, theorised and represented. I position my work in relation to the concept of the abject as proposed by Julia Kristeva, and visually analyse artworks by Mona Hatoum, Heidi Bucher and Ernesto Neto who make use of immersive installation strategies that resonate with my own practice. This supporting document considers the three conceptual elements informing my installation: embodiment, space, and materiality. In the first chapter of this document: Embodying the Bulimic Body, I address bulimia as less open to visual interpretations than other eating disorders because of its secretive and hidden nature. I go on to frame the illness in relation to theories around bodily boundaries and abjection and argue that bulimia epitomises abjection. In Chapter Two: Architecture of the Bulimic Body I engage with the idea of architectural structures as having anatomic features. I interrogate how the body moves through space, leaving traces of itself behind. Chapter Three: Fabricating the Bulimic Body concentrates on the main medium used in In My Flesh: fabric. In my discussion of this material, I unpack its metaphoric and symbolic qualities, as well as its personal resonance with my own lived experience. , Thesis (MFA) -- Faculty of Humanities, Fine Art, 2021
- Full Text:
In silico identification of selective novel hits against the active site of wild type mycobacterium tuberculosis pyrazinamidase and its mutants
- Authors: Gowo, Prudence
- Date: 2021-04
- Subjects: Mycobacterium tuberculosis , Pyrazinamide , Multidrug resistance , Antitubercular agents , Molecular dynamics , Hydrogen bonding , Ligand binding (Biochemistry) , Dynamic Residue Network
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/178007 , vital:42898
- Description: The World Health Organization declared Tuberculosis a global health emergency and has set a goal to eradicate it by 2035. However, effective treatment and control of the disease is being hindered by the emerging Multi-Drug Resistant and Extensively Drug Resistant strains on the most effective first line prodrug, Pyrazinamide (PZA). Studies have shown that the main cause of PZA resistance is due to mutations in the pncA gene that codes for the target protein Pyrazinamidase (PZase). Therefore, this study aimed to identify novel drug compounds that bind to the active site of wild type PZase and study the dynamics of these potential anti-TB drugs in the mutant systems of PZase. This approach will aid in identifying drugs that may be repurposed for TB therapy and/or designed to counteract PZA resistance. This was achieved by screening 2089 DrugBank compounds against the whole wild type (WT) PZase protein in molecular docking using AutoDOCK4.2. Compound screening based on docking binding energy, hydrogen bonds, molecular weight and active site proximity identified 47 compounds meeting all the set selection criteria. The stability of these compounds were analysed in Molecular Dynamic (MD) simulations and were further studied in PZase mutant systems of A3P, A134V, A146V, D8G, D49A, D49G, D63G, H51P, H137R, L85R, L116R, Q10P, R140S, T61P, V139M and Y103S. Generally, mutant-ligand systems displayed little deviation from the WT systems. The compound systems remained compact, with less fluctuations and more hydrogen bond interactions throughout the simulation (DB00255, DB00655, DB00672, DB00782, DB00977, DB01196, DB04573, DB06414, DB08981, DB11181, DB11760, DB13867, DB13952). From this research study, potential drugs that may be repurposed for TB therapy were identified. Majority of these drugs are currently used in the treatment of hypertension, menopause disorders and inflammation. To further understand the mutant-ligand dynamic systems, calculations such as Dynamic Residue Network (DRN) may be done. Also, the bioactivity of these drugs on Mycobacterium tuberculosis may be studied in wet laboratory, to understand their clinical impart in vivo experiments. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
- Authors: Gowo, Prudence
- Date: 2021-04
- Subjects: Mycobacterium tuberculosis , Pyrazinamide , Multidrug resistance , Antitubercular agents , Molecular dynamics , Hydrogen bonding , Ligand binding (Biochemistry) , Dynamic Residue Network
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/178007 , vital:42898
- Description: The World Health Organization declared Tuberculosis a global health emergency and has set a goal to eradicate it by 2035. However, effective treatment and control of the disease is being hindered by the emerging Multi-Drug Resistant and Extensively Drug Resistant strains on the most effective first line prodrug, Pyrazinamide (PZA). Studies have shown that the main cause of PZA resistance is due to mutations in the pncA gene that codes for the target protein Pyrazinamidase (PZase). Therefore, this study aimed to identify novel drug compounds that bind to the active site of wild type PZase and study the dynamics of these potential anti-TB drugs in the mutant systems of PZase. This approach will aid in identifying drugs that may be repurposed for TB therapy and/or designed to counteract PZA resistance. This was achieved by screening 2089 DrugBank compounds against the whole wild type (WT) PZase protein in molecular docking using AutoDOCK4.2. Compound screening based on docking binding energy, hydrogen bonds, molecular weight and active site proximity identified 47 compounds meeting all the set selection criteria. The stability of these compounds were analysed in Molecular Dynamic (MD) simulations and were further studied in PZase mutant systems of A3P, A134V, A146V, D8G, D49A, D49G, D63G, H51P, H137R, L85R, L116R, Q10P, R140S, T61P, V139M and Y103S. Generally, mutant-ligand systems displayed little deviation from the WT systems. The compound systems remained compact, with less fluctuations and more hydrogen bond interactions throughout the simulation (DB00255, DB00655, DB00672, DB00782, DB00977, DB01196, DB04573, DB06414, DB08981, DB11181, DB11760, DB13867, DB13952). From this research study, potential drugs that may be repurposed for TB therapy were identified. Majority of these drugs are currently used in the treatment of hypertension, menopause disorders and inflammation. To further understand the mutant-ligand dynamic systems, calculations such as Dynamic Residue Network (DRN) may be done. Also, the bioactivity of these drugs on Mycobacterium tuberculosis may be studied in wet laboratory, to understand their clinical impart in vivo experiments. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
Indigenous knowledge of ecosystem services in rural communities of the Eastern Cape, South Africa
- Authors: Murata, Chenai
- Date: 2021-04
- Subjects: Ethnoscience -- South Africa -- Eastern Cape , Ecosystem management -- South Africa -- Eastern Cape , Nature -- Effect of human beings on -- South Africa -- Eastern Cape , Human ecology -- South Africa -- Eastern Cape , Human beings -- Effect of environment on -- South Africa -- Eastern Cape , South Africa -- Eastern Cape -- Rural conditions
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177929 , vital:42891 , 10.21504/10962/177929
- Description: This thesis is on indigenous knowledge of ecosystem services. The ecosystem service framework and its associated concepts are fairly young, having been introduced in the ecological discipline in the 1980s. The ecosystem service framework posits that the wellbeing of humans and their communities is dependent on services supplied by ecosystems. It emphasises that for the ecosystems to be able to supply the services, they need to be in a well-functioning state. This idea of well-functioning is predicated on the argument that the ecosystem service framework enjoins resource users to exercise responsible stewardship to prevent degradation and overharvesting. Moreover, the concept of dependence suggests that ecosystem services are of value to humans. The dominant means of measuring the value of ecosystem services has been the economic valuation method in which the contribution that each service makes to human wellbeing is quantified into monetary units. The framework disaggregates the services into four groups, namely provisioning, cultural, supporting and regulatory and seeks to all the pillars of human wellbeing including health, subsistence and spirituality into each of these groups. In doing all this, the framework significantly reconfigures the way we look at and present human-nature relations. This change has the potential to influence significant shifts in how ecological research and intervention programmes are conducted in the foreseeable future. However, the reality that the ecosystem service framework was formulated within, and is informed by the scientific epistemology begs the question: what do traditional rural communities who depend mainly on indigenous knowledge systems (IKS) for shaping and interoperating their relations with nature know of the ecosystem service concept? Rural communities are the ones who interact directly with nature on a day-to-day basis. This makes them a very critical component in the ecosystem service framework. Although South Africa has had studies in the ecosystem service theme, little has been done to attempt to investigate and document indigenous knowledge of ecosystem services that rural communities possess. By focusing only on scientific knowledge of ecosystem services, the South African literature does not do justice to the plural epistemologies of the ecosystem service users in the country. More importantly, the continued dearth of public information on indigenous knowledge of ecosystem services can potentially obstruct implementation of locally sensitive intervention programmes because nothing is known about how the local communities conceptualise the ecosystem service framework. All this presents a crucial gap in the South African research; one that unless effort is made to contribute towards filling it, our knowledge of how communities experience the ecosystem service framework in South Africa will remain skewed. This study set out to investigate and document indigenous knowledge of ecosystem services in order to contribute towards filling this gap. Indigenous knowledge system is an umbrella epistemic system that includes lay ecological knowledge (LEK), traditional ecological knowledge (TEK) and many other related organized systems of knowing. Although the thesis has a chapter on LEK, its primary focus was TEK because the thesis was interested in unravelling how aspects of tradition including taboos, customs, traditional rules and belief in ancestral forces influence local communities’ knowledge of some key aspects of the ecosystem service framework including knowledge of various ecosystem services, valuation of ecosystem services, management of ecosystem services and perceptions of the management practices. The decision to focus on TEK was based on the reasoning that rural communities of the Eastern Cape boast a strong reputation of being traditional, recognizing ancestral spirits, legends and taboos as critical tools of knowledge generation and transmission. Using both mixed methods in some chapters and the qualitative approach alone in others, the study collected data in five villages of Mgwalana, Mahlungulu, Colana, Gogela and Nozitshena located in the north eastern part of Eastern Cape Province of South Africa, a region formerly called Transkei. The data were collected not on ecosystem services; but on the local people’s knowledge of ecosystem services. Although literature was consulted, the study regarded respondents as the primary source of data, hence the findings and conclusions presented in this thesis are about what local people know about ecosystem services. The study uses critical realist theoretical lenses to interpret respondents’ reports. The lenses included the principle of the separation between ontology and epistemology, the iceberg metaphor of ontology, epistemological pluralism and the hermeneutic dimension. These lenses were used to make sense of both the knowledge system of local people and the things about which their knowledge was. As part of discussing the local people’s knowledge, the study sometimes refers to science. This is not because I expected them to demonstrate knowledge similar to science. Instead, it was a critical realist dialectical way of explaining what something is by demonstrating what it is not. The study made a couple of key findings that can potentially enhance the growth of the South African ecosystem service discipline. First, respondents demonstrated knowledge of ecosystem services by mentioning a range of them such as drinking water, medicinal plants, cultural plants and fuelwood and how they affect the wellbeing of humans. However, what they did not have good knowledge of is that nature services can be classified into the four groups of supporting, regulatory, cultural and provisioning. Among the four ecosystem services groups, respondents could identify two only; provisional and cultural. Second, local communities depend heavily on ecosystem services for their well-being. The services include fuelwood, construction timber, medicinal plants, wild fruits, wild fish, cultural services and thatch grass. Although they appreciate that ecosystem services have value to their wellbeing, local people found it difficult to represent the value in monetary units. The conditions that make it difficult for local people to perceive ecosystem services as commodities include the absence of well-defined property system, lack of a quantitative consumer tradition and absence of an economic conception of nature. Third, local people understand the need to keep ecosystems in a well-functioning state hence they implement several traditional practices to manage ecosystem services. These practices include taboos, designating certain resources as sacred, legends, customary law, as well as some secular practices including gelesha and stone terracing. However, it is not easy to understand how traditional management practices work because they are not empirically observable. Fourth, local people possess knowledge of the reality that if not well managed, ecosystems can undergo degradation and hence fail to supply the services needed for human wellbeing. However, they explain the causes of degradation in terms of changes observable at the empirical level and the invisible causal power of supernatural forces. The inclusion of natural forces in degradation explanations marks a departure from the scientific explanations that revolve around biophysical processes. Fifth, the use of traditional management practices such as taboos to management ecosystems is under threat at the local communities. The threat can be attributed to three groups of causes, namely changes in worldviews due to adoption of formal education and Christianity, institutional disharmony playing out between the state and local traditional leadership, and lifestyle changes. These challenges constrain the opportunity for local people to apply traditional management practices to prevent the degradation of ecosystems. The net implication of this is that it renders it difficult for researchers and policy makers to assess the effectiveness of traditional management practices because they are not being implemented in full. In light of all these findings, the thesis concludes that TEK is underlabouring for the ecosystem service framework in the sense that it is used by local communities to generate knowledge of ecological concepts and phenomena. This means that TEK does not exist for the sake of its own self. Drawing from this finding, the study proposes a framework of analysing TEK as an underlabourer for social-ecological triggers or issues. Nonetheless, there are few factors that can be sources of limitation to the study. These include the reality that it was difficult to access pure traditional knowledge because over the years the local communities have received many state-sponsored ecological intervention programmes and a possible personal bias given the reality that I grew up in a traditional household and my father was a key holder or TEK. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2021 , Thesis chapter to be published in 'Green and Low-Carbon Economy'. Journal available: https://ojs.bonviewpress.com/index.php/GLCE/index
- Full Text:
- Authors: Murata, Chenai
- Date: 2021-04
- Subjects: Ethnoscience -- South Africa -- Eastern Cape , Ecosystem management -- South Africa -- Eastern Cape , Nature -- Effect of human beings on -- South Africa -- Eastern Cape , Human ecology -- South Africa -- Eastern Cape , Human beings -- Effect of environment on -- South Africa -- Eastern Cape , South Africa -- Eastern Cape -- Rural conditions
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177929 , vital:42891 , 10.21504/10962/177929
- Description: This thesis is on indigenous knowledge of ecosystem services. The ecosystem service framework and its associated concepts are fairly young, having been introduced in the ecological discipline in the 1980s. The ecosystem service framework posits that the wellbeing of humans and their communities is dependent on services supplied by ecosystems. It emphasises that for the ecosystems to be able to supply the services, they need to be in a well-functioning state. This idea of well-functioning is predicated on the argument that the ecosystem service framework enjoins resource users to exercise responsible stewardship to prevent degradation and overharvesting. Moreover, the concept of dependence suggests that ecosystem services are of value to humans. The dominant means of measuring the value of ecosystem services has been the economic valuation method in which the contribution that each service makes to human wellbeing is quantified into monetary units. The framework disaggregates the services into four groups, namely provisioning, cultural, supporting and regulatory and seeks to all the pillars of human wellbeing including health, subsistence and spirituality into each of these groups. In doing all this, the framework significantly reconfigures the way we look at and present human-nature relations. This change has the potential to influence significant shifts in how ecological research and intervention programmes are conducted in the foreseeable future. However, the reality that the ecosystem service framework was formulated within, and is informed by the scientific epistemology begs the question: what do traditional rural communities who depend mainly on indigenous knowledge systems (IKS) for shaping and interoperating their relations with nature know of the ecosystem service concept? Rural communities are the ones who interact directly with nature on a day-to-day basis. This makes them a very critical component in the ecosystem service framework. Although South Africa has had studies in the ecosystem service theme, little has been done to attempt to investigate and document indigenous knowledge of ecosystem services that rural communities possess. By focusing only on scientific knowledge of ecosystem services, the South African literature does not do justice to the plural epistemologies of the ecosystem service users in the country. More importantly, the continued dearth of public information on indigenous knowledge of ecosystem services can potentially obstruct implementation of locally sensitive intervention programmes because nothing is known about how the local communities conceptualise the ecosystem service framework. All this presents a crucial gap in the South African research; one that unless effort is made to contribute towards filling it, our knowledge of how communities experience the ecosystem service framework in South Africa will remain skewed. This study set out to investigate and document indigenous knowledge of ecosystem services in order to contribute towards filling this gap. Indigenous knowledge system is an umbrella epistemic system that includes lay ecological knowledge (LEK), traditional ecological knowledge (TEK) and many other related organized systems of knowing. Although the thesis has a chapter on LEK, its primary focus was TEK because the thesis was interested in unravelling how aspects of tradition including taboos, customs, traditional rules and belief in ancestral forces influence local communities’ knowledge of some key aspects of the ecosystem service framework including knowledge of various ecosystem services, valuation of ecosystem services, management of ecosystem services and perceptions of the management practices. The decision to focus on TEK was based on the reasoning that rural communities of the Eastern Cape boast a strong reputation of being traditional, recognizing ancestral spirits, legends and taboos as critical tools of knowledge generation and transmission. Using both mixed methods in some chapters and the qualitative approach alone in others, the study collected data in five villages of Mgwalana, Mahlungulu, Colana, Gogela and Nozitshena located in the north eastern part of Eastern Cape Province of South Africa, a region formerly called Transkei. The data were collected not on ecosystem services; but on the local people’s knowledge of ecosystem services. Although literature was consulted, the study regarded respondents as the primary source of data, hence the findings and conclusions presented in this thesis are about what local people know about ecosystem services. The study uses critical realist theoretical lenses to interpret respondents’ reports. The lenses included the principle of the separation between ontology and epistemology, the iceberg metaphor of ontology, epistemological pluralism and the hermeneutic dimension. These lenses were used to make sense of both the knowledge system of local people and the things about which their knowledge was. As part of discussing the local people’s knowledge, the study sometimes refers to science. This is not because I expected them to demonstrate knowledge similar to science. Instead, it was a critical realist dialectical way of explaining what something is by demonstrating what it is not. The study made a couple of key findings that can potentially enhance the growth of the South African ecosystem service discipline. First, respondents demonstrated knowledge of ecosystem services by mentioning a range of them such as drinking water, medicinal plants, cultural plants and fuelwood and how they affect the wellbeing of humans. However, what they did not have good knowledge of is that nature services can be classified into the four groups of supporting, regulatory, cultural and provisioning. Among the four ecosystem services groups, respondents could identify two only; provisional and cultural. Second, local communities depend heavily on ecosystem services for their well-being. The services include fuelwood, construction timber, medicinal plants, wild fruits, wild fish, cultural services and thatch grass. Although they appreciate that ecosystem services have value to their wellbeing, local people found it difficult to represent the value in monetary units. The conditions that make it difficult for local people to perceive ecosystem services as commodities include the absence of well-defined property system, lack of a quantitative consumer tradition and absence of an economic conception of nature. Third, local people understand the need to keep ecosystems in a well-functioning state hence they implement several traditional practices to manage ecosystem services. These practices include taboos, designating certain resources as sacred, legends, customary law, as well as some secular practices including gelesha and stone terracing. However, it is not easy to understand how traditional management practices work because they are not empirically observable. Fourth, local people possess knowledge of the reality that if not well managed, ecosystems can undergo degradation and hence fail to supply the services needed for human wellbeing. However, they explain the causes of degradation in terms of changes observable at the empirical level and the invisible causal power of supernatural forces. The inclusion of natural forces in degradation explanations marks a departure from the scientific explanations that revolve around biophysical processes. Fifth, the use of traditional management practices such as taboos to management ecosystems is under threat at the local communities. The threat can be attributed to three groups of causes, namely changes in worldviews due to adoption of formal education and Christianity, institutional disharmony playing out between the state and local traditional leadership, and lifestyle changes. These challenges constrain the opportunity for local people to apply traditional management practices to prevent the degradation of ecosystems. The net implication of this is that it renders it difficult for researchers and policy makers to assess the effectiveness of traditional management practices because they are not being implemented in full. In light of all these findings, the thesis concludes that TEK is underlabouring for the ecosystem service framework in the sense that it is used by local communities to generate knowledge of ecological concepts and phenomena. This means that TEK does not exist for the sake of its own self. Drawing from this finding, the study proposes a framework of analysing TEK as an underlabourer for social-ecological triggers or issues. Nonetheless, there are few factors that can be sources of limitation to the study. These include the reality that it was difficult to access pure traditional knowledge because over the years the local communities have received many state-sponsored ecological intervention programmes and a possible personal bias given the reality that I grew up in a traditional household and my father was a key holder or TEK. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2021 , Thesis chapter to be published in 'Green and Low-Carbon Economy'. Journal available: https://ojs.bonviewpress.com/index.php/GLCE/index
- Full Text:
Inhibitor search and variant analysis of Acetylcholinesterase
- Authors: Ras, Harnaud
- Date: 2021-04
- Subjects: Acetylcholinesterase , Alzheimer's disease , Acetylcholinesterase -- Inhibitors , Alzheimer's disease -- Chemotherapy , Cerebrovascular disease -- Treatment , Molecular mechanics Poisson–Boltzmann surface area (MM-PBSA)
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/178191 , vital:42919
- Description: Acetylcholinesterase (AChE) inhibition is used to treat Alzheimer's disease by increasing the availability of acetylcholine to carry nerve signals in the brain. The response to this treatment varies widely, which may be due to altered affnity to the current drugs caused by genetic variation. Various negative side-effects limit their use. As this is one of the only available therapeutic drug targets to treat Alzheimer's disease, decreasing the negative effects is of great importance. AChE is involved in biological processes that occur after acute ischemic stroke. Stroke is the third leading cause of death worldwide, and 87% of all stroke cases belong to ischemic stroke. AchEI (cholinesterase inhibitors) have been suggested to have properties that lower the risk of stroke. AChE is one of 15 verified drug targets under study for treatment of stroke. In addition to Alzheimer's disease and stroke, Lewy body disease (LBD) may be treated using cholinesterase inhibitors. The goals of this study are to find inhibitors that can potentially be used to treat Alzheimer's disease and/or stroke and to investigate variants which may affect protein dynamics and function. Two variants were analyzed, P247L and T229S. Molecular simulation of the P247L variant resulted in a disruption in protein dynamics in comparison to the wildtype. A total of 5728 molecules were screened and 10 nanosecond simulations were used to narrow down the set of compounds. The four best performing molecules were simulated for 10 nanoseconds. MM-PBSA was performed to identify molecules with high binding free energies. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
- Authors: Ras, Harnaud
- Date: 2021-04
- Subjects: Acetylcholinesterase , Alzheimer's disease , Acetylcholinesterase -- Inhibitors , Alzheimer's disease -- Chemotherapy , Cerebrovascular disease -- Treatment , Molecular mechanics Poisson–Boltzmann surface area (MM-PBSA)
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/178191 , vital:42919
- Description: Acetylcholinesterase (AChE) inhibition is used to treat Alzheimer's disease by increasing the availability of acetylcholine to carry nerve signals in the brain. The response to this treatment varies widely, which may be due to altered affnity to the current drugs caused by genetic variation. Various negative side-effects limit their use. As this is one of the only available therapeutic drug targets to treat Alzheimer's disease, decreasing the negative effects is of great importance. AChE is involved in biological processes that occur after acute ischemic stroke. Stroke is the third leading cause of death worldwide, and 87% of all stroke cases belong to ischemic stroke. AchEI (cholinesterase inhibitors) have been suggested to have properties that lower the risk of stroke. AChE is one of 15 verified drug targets under study for treatment of stroke. In addition to Alzheimer's disease and stroke, Lewy body disease (LBD) may be treated using cholinesterase inhibitors. The goals of this study are to find inhibitors that can potentially be used to treat Alzheimer's disease and/or stroke and to investigate variants which may affect protein dynamics and function. Two variants were analyzed, P247L and T229S. Molecular simulation of the P247L variant resulted in a disruption in protein dynamics in comparison to the wildtype. A total of 5728 molecules were screened and 10 nanosecond simulations were used to narrow down the set of compounds. The four best performing molecules were simulated for 10 nanoseconds. MM-PBSA was performed to identify molecules with high binding free energies. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
Investigating the factors that influence use of ICTs for citizen engagement in Malawi
- Authors: Sibande, Rachel Chavula
- Date: 2021-04
- Subjects: Information technology -- Malawi , Political participation -- Malawi , Mobile apps -- Malawi , UTAUT , Mzinda
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177019 , vital:42782 , 10.21504/10962/177019
- Description: Literature has suggested that Malawians are keen to participate. Malawian’s willingness to participate is evident as the country has recorded high voter turnouts during the elections in recent decades. However, literature also suggests that there is minimal citizen engagement in between elections. Elsewhere, Information and Communication Technologies (ICTs) have been used to enhance citizen engagement, but ICT led citizen engagement is still an emerging field and yet to be explored as an area of research particularly in Malawi. We thus sought to explore if the use of ICTs could improve citizen engagement with councils, councilors, and utility companies that provide water and electricity in Malawi. We developed and deployed an ICT platform called Mzinda which means My location in Malawi’s populous Chichewa language. The platform provided various channels for citizens and duty bearers to engage via SMS, USSD, web and a mobile application. We sought to understand the factors that influence citizen’s behavior intention to use an ICT platform to engage. We applied the modified UTAUT model by including Attitude and Self Efficacy social constructs that have among others been cited as limitations of the UTAUT model. We conducted factor loadings of six social constructs of the modified UTAUT model to validate content and reexamine the model in the context of citizen engagement using ICTs in Malawi. We found that, Attitude and Self Efficacy were not significant determinants of the Behaviour Intention for citizens to use the ICT platform. However, 75% of the Behaviour Intention was influenced by Perfomance Expectancy and Effort Expectancy as moderated by age and gender. Empirical evidence showed that responsiveness and actionability of councils and councillors had improved. We also learned that citizens believed that service delivery had improved and that they had more influence over councils, councillors, and the utility companies because of using the ICT platform. We conclude by noting that improvements in service delivery; enhanced responsiveness and actionability of councils, councillors and the utility companies were not necessarily as a result of the ICT platform alone; but a combination of ICTs and non-technology mechanisms of engaging the stakeholders through community campaigns, radio programs, print media engagement, community meetings and debates among others. It is evident that ICTs are not the panacea of all citizen engagement problems. This research can be useful to researchers and practitioners in the technology and citizen engagement domains. , Thesis (MSc) -- Faculty of Science, Department of Computer Science, 2021
- Full Text:
- Authors: Sibande, Rachel Chavula
- Date: 2021-04
- Subjects: Information technology -- Malawi , Political participation -- Malawi , Mobile apps -- Malawi , UTAUT , Mzinda
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177019 , vital:42782 , 10.21504/10962/177019
- Description: Literature has suggested that Malawians are keen to participate. Malawian’s willingness to participate is evident as the country has recorded high voter turnouts during the elections in recent decades. However, literature also suggests that there is minimal citizen engagement in between elections. Elsewhere, Information and Communication Technologies (ICTs) have been used to enhance citizen engagement, but ICT led citizen engagement is still an emerging field and yet to be explored as an area of research particularly in Malawi. We thus sought to explore if the use of ICTs could improve citizen engagement with councils, councilors, and utility companies that provide water and electricity in Malawi. We developed and deployed an ICT platform called Mzinda which means My location in Malawi’s populous Chichewa language. The platform provided various channels for citizens and duty bearers to engage via SMS, USSD, web and a mobile application. We sought to understand the factors that influence citizen’s behavior intention to use an ICT platform to engage. We applied the modified UTAUT model by including Attitude and Self Efficacy social constructs that have among others been cited as limitations of the UTAUT model. We conducted factor loadings of six social constructs of the modified UTAUT model to validate content and reexamine the model in the context of citizen engagement using ICTs in Malawi. We found that, Attitude and Self Efficacy were not significant determinants of the Behaviour Intention for citizens to use the ICT platform. However, 75% of the Behaviour Intention was influenced by Perfomance Expectancy and Effort Expectancy as moderated by age and gender. Empirical evidence showed that responsiveness and actionability of councils and councillors had improved. We also learned that citizens believed that service delivery had improved and that they had more influence over councils, councillors, and the utility companies because of using the ICT platform. We conclude by noting that improvements in service delivery; enhanced responsiveness and actionability of councils, councillors and the utility companies were not necessarily as a result of the ICT platform alone; but a combination of ICTs and non-technology mechanisms of engaging the stakeholders through community campaigns, radio programs, print media engagement, community meetings and debates among others. It is evident that ICTs are not the panacea of all citizen engagement problems. This research can be useful to researchers and practitioners in the technology and citizen engagement domains. , Thesis (MSc) -- Faculty of Science, Department of Computer Science, 2021
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Larval fish dynamics within the coastal nearshore of the Eastern Cape, South Africa
- Authors: Sotshongaye, Oko
- Date: 2021-04
- Subjects: Fishes -- Larvae -- South Africa -- Eastern Cape , Fishes -- Larvae -- Development -- South Africa -- Eastern Cape , Fishes -- Larvae -- Ecology -- South Africa -- Eastern Cape , Coastal ecology -- South Africa -- Eastern Cape , Fishes -- Larvae -- Dispersal -- South Africa -- Eastern Cape
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/176977 , vital:42776
- Description: The coastal nearshore is important for the early development of fishes as it is used for spawning and/or as a nursery. One of the central concerns in coastal ecology is understanding the role of the nearshore for larvae, ultimately providing key knowledge on population dynamics and hence helping in making decisions pertaining to conservation and resource management. The aim of this study was to investigate the alongshore and cross-shore distribution of larval fishes and the links to the physio-chemical conditions (including prevailing winds) and hydrodynamics in the region of Algoa Bay, situated on the south east coast in the warm temperate region of South Africa. Fish larvae were sampled at nine sites for the first component of the study (January 2016 –March 2017) and at four sites for the second component (November 2019), near the surface and bottom (15-50 m) of the water column as well as at two different distances from shore (~400 m/~3 km) using a set of bongo plankton nets towed behind a boat. Environmental data were simultaneously collected using and acoustic Doppler current profiler (ADCP) and conductivity, temperature, depth (CTD) profiler. Larval fish abundance generally decreased with increasing distance from the shore, however, this varied in space and time, with some larval species recorded in high abundances offshore. Close inshore the larvae of coastal fish species producing benthic eggs (CBE) including the Blenniidae and Gobiesocidae mostly dominated, while offshore the larvae of coastal fish species producing pelagic eggs (CPE) i.e. Sparidae and Cynoglossidae, as well as pelagic fish species producing pelagic eggs (PPE) i.e. Clupeidae and Engraulidae mostly dominated. Vertical distribution of larvae differed according to taxon, with the Callionymidae (CPE), Cynoglossidae and Gobiesocidae occurring at high densities at the bottom of the water column, while the Blenniidae dominated near the surface. Fluorescence, temperature and salinity varied with depth (surface/bottom), being particularly high at the surface; currents moved faster at the surface than the bottom of the water column. Increased abundances of larval fishes were evident after upwelling events (associated with easterly winds) in the Bay, while during downwelling (associated with westerly winds), low densities were generally recorded, except for the sites situated near headlands/capes where there were higher densities of fish larvae during downwelling events. Overall, the results of this study suggest that spawning mode of the adults, oceanography and environmental conditions coupled with what is known of the behaviour of fish larvae, were important in shaping the larval fish community of the Algoa Bay region. These results highlight the importance of incorporating multiple biological (developmental stage, reproductive mode, species) and physical (currents, fluorescence, wind-driven up/down-welling) factors when addressing the mechanims of transport of larval fish in the coastal nearshore. , Thesis (MSc) -- Faculty of Science, Department of Zoology and Entomology, 2021
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- Authors: Sotshongaye, Oko
- Date: 2021-04
- Subjects: Fishes -- Larvae -- South Africa -- Eastern Cape , Fishes -- Larvae -- Development -- South Africa -- Eastern Cape , Fishes -- Larvae -- Ecology -- South Africa -- Eastern Cape , Coastal ecology -- South Africa -- Eastern Cape , Fishes -- Larvae -- Dispersal -- South Africa -- Eastern Cape
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/176977 , vital:42776
- Description: The coastal nearshore is important for the early development of fishes as it is used for spawning and/or as a nursery. One of the central concerns in coastal ecology is understanding the role of the nearshore for larvae, ultimately providing key knowledge on population dynamics and hence helping in making decisions pertaining to conservation and resource management. The aim of this study was to investigate the alongshore and cross-shore distribution of larval fishes and the links to the physio-chemical conditions (including prevailing winds) and hydrodynamics in the region of Algoa Bay, situated on the south east coast in the warm temperate region of South Africa. Fish larvae were sampled at nine sites for the first component of the study (January 2016 –March 2017) and at four sites for the second component (November 2019), near the surface and bottom (15-50 m) of the water column as well as at two different distances from shore (~400 m/~3 km) using a set of bongo plankton nets towed behind a boat. Environmental data were simultaneously collected using and acoustic Doppler current profiler (ADCP) and conductivity, temperature, depth (CTD) profiler. Larval fish abundance generally decreased with increasing distance from the shore, however, this varied in space and time, with some larval species recorded in high abundances offshore. Close inshore the larvae of coastal fish species producing benthic eggs (CBE) including the Blenniidae and Gobiesocidae mostly dominated, while offshore the larvae of coastal fish species producing pelagic eggs (CPE) i.e. Sparidae and Cynoglossidae, as well as pelagic fish species producing pelagic eggs (PPE) i.e. Clupeidae and Engraulidae mostly dominated. Vertical distribution of larvae differed according to taxon, with the Callionymidae (CPE), Cynoglossidae and Gobiesocidae occurring at high densities at the bottom of the water column, while the Blenniidae dominated near the surface. Fluorescence, temperature and salinity varied with depth (surface/bottom), being particularly high at the surface; currents moved faster at the surface than the bottom of the water column. Increased abundances of larval fishes were evident after upwelling events (associated with easterly winds) in the Bay, while during downwelling (associated with westerly winds), low densities were generally recorded, except for the sites situated near headlands/capes where there were higher densities of fish larvae during downwelling events. Overall, the results of this study suggest that spawning mode of the adults, oceanography and environmental conditions coupled with what is known of the behaviour of fish larvae, were important in shaping the larval fish community of the Algoa Bay region. These results highlight the importance of incorporating multiple biological (developmental stage, reproductive mode, species) and physical (currents, fluorescence, wind-driven up/down-welling) factors when addressing the mechanims of transport of larval fish in the coastal nearshore. , Thesis (MSc) -- Faculty of Science, Department of Zoology and Entomology, 2021
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Making Sense of Barkhuizen 2 : An Investigation into the Public Policy Defence of ‘Unfair Enforcement’ in South African Law, with Reference to the Law on Covenants in Restraint of Trade
- Authors: Moroeng, Tsukudu Kenyatta
- Date: 2021-04
- Subjects: Restraint of trade -- South Africa , Public policy (Law) -- South Africa , Contracts (Roman-Dutch law) , Customary law -- South Africa , Barkhuizen v Napier
- Language: English
- Type: thesis , text , Masters , LLM
- Identifier: http://hdl.handle.net/10962/177147 , vital:42794
- Description: This thesis investigates the application of the public policy test for determining the enforceability of a valid contractual clause established in Barkhuizen v Napier. After analysing the historical development of the application of the doctrine of public policy, the study examines the conceptualisation and application of the public policy test in the leading cases in South Africa. The study then provides an analysis of the recent judgment of Beadica 231 CC and Others v Trustees for the time being of the Oregon Trust and Others, which outlined the current legal position on the proper constitutional approach to the judicial enforcement of valid contractual clauses. The study argues that, although the Constitutional Court in Beadica provided some clarity on what public policy is in modern South African law, it did not, from a practical point of view, set out the method that should be used to adjudicate such cases. The study thereafter suggests that, to address this issue, our courts should consider developing a methodological approach to measuring public policy in unfair enforcement cases. To support this proposition, the study examines the law on determining the enforcement of restraint of trade agreements. It is argued that, within that context, the courts have formulated a methodological approach in the form of a list of standard questions that a judge should ask when determining the enforceability of a restraint clause. The thesis then closes with a case study, using guidelines established from the approach in restraint cases, to illustrate how the proposed guideline may be formulated, and how it could be applied in general unfair enforcement cases. The thesis argues that a practical guide of this nature would serve as a useful tool for judges to use when faced with a claim relating to the unfair enforcement of a valid clause other than a restraint clause, and would thus ensure consistency in contractual enforcement analysis in South Africa. , Thesis (LLM) -- Faculty of Law, Law, 2021
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- Authors: Moroeng, Tsukudu Kenyatta
- Date: 2021-04
- Subjects: Restraint of trade -- South Africa , Public policy (Law) -- South Africa , Contracts (Roman-Dutch law) , Customary law -- South Africa , Barkhuizen v Napier
- Language: English
- Type: thesis , text , Masters , LLM
- Identifier: http://hdl.handle.net/10962/177147 , vital:42794
- Description: This thesis investigates the application of the public policy test for determining the enforceability of a valid contractual clause established in Barkhuizen v Napier. After analysing the historical development of the application of the doctrine of public policy, the study examines the conceptualisation and application of the public policy test in the leading cases in South Africa. The study then provides an analysis of the recent judgment of Beadica 231 CC and Others v Trustees for the time being of the Oregon Trust and Others, which outlined the current legal position on the proper constitutional approach to the judicial enforcement of valid contractual clauses. The study argues that, although the Constitutional Court in Beadica provided some clarity on what public policy is in modern South African law, it did not, from a practical point of view, set out the method that should be used to adjudicate such cases. The study thereafter suggests that, to address this issue, our courts should consider developing a methodological approach to measuring public policy in unfair enforcement cases. To support this proposition, the study examines the law on determining the enforcement of restraint of trade agreements. It is argued that, within that context, the courts have formulated a methodological approach in the form of a list of standard questions that a judge should ask when determining the enforceability of a restraint clause. The thesis then closes with a case study, using guidelines established from the approach in restraint cases, to illustrate how the proposed guideline may be formulated, and how it could be applied in general unfair enforcement cases. The thesis argues that a practical guide of this nature would serve as a useful tool for judges to use when faced with a claim relating to the unfair enforcement of a valid clause other than a restraint clause, and would thus ensure consistency in contractual enforcement analysis in South Africa. , Thesis (LLM) -- Faculty of Law, Law, 2021
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Mapping the pyrroloiminoquinone diversity produced by latrunculid sponges using tandem mass spectrometry-driven molecular networking
- Authors: Kalinski, Jarmo-Charles J
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/178468 , vital:42942
- Description: Access restricted until April 2023. , Thesis (PhD) -- Faculty of Science, Chemistry, 2021
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- Authors: Kalinski, Jarmo-Charles J
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/178468 , vital:42942
- Description: Access restricted until April 2023. , Thesis (PhD) -- Faculty of Science, Chemistry, 2021
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Motivation to learn science and make sense of the concept of malleability through the traditional blast furnace in a grade 9 Physical Science class
- Authors: Kudumo, Wilfred Peter
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Kavango West , Metals -- Effect of high temperatures on , Blast furnaces , Ethnoscience -- Namibia -- Kavango West , Ubuntu (Philosophy) , Culturally relevant pedagogy , Motivation in education -- Namibia -- Kavango West , Continuity Argumentative Theory (CAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177262 , vital:42804
- Description: The current situation of teaching and learning science in Namibia is of great concern since it does not seem to take into consideration learners’ socio-cultural backgrounds. As a result, learners are finding that science is not relevant to their everyday life experiences and hence are not motivated to learn it. This is compounded in part by the fact that the Namibian curriculum seems to be silent on how science teachers should include learners’ socio-cultural backgrounds, for example, local or indigenous knowledge in their teaching repertoires. It is against this background that in this study I explored how mobilising the cultural practice of a traditional blast furnace (mudukuto) as an approach enables and/or constrains learners’ motivation to learn science and make sense of the concept of malleability. This is a qualitative case study underpinned by a combination of interpretive and Ubuntu paradigms. It was carried out in a rural school in Namibia, Kavango West Region, where I am currently teaching. The participants in the study were grade 9 learners and one expert community member. Focus group interviews, participatory observation, learners’ reflections, and stimulated recall interviews were used to gather qualitative data. Vygotsky’s socio-cultural theory was used as a theoretical framework and Ogunniyi`s Continuity Argumentative Theory (CAT) was used as analytical framework or lens to analyse the data. A thematic approach to analyse data was employed. That is, qualitative data were analysed inductively to come up with sub-themes and themes. The findings of the study revealed that the traditional furnace motivated the learners involved in this study to learn science and learners were able to extract science concepts on malleability from the traditional practice. The implication for this study is that when science is related to learners’ daily life or real-world experiences, they are enabled to bridge the gap from what they learn at home or in the community with school science. The study thus recommends that teachers should make an effort to integrate local or indigenous knowledge and practices to make science accessible and relevant in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Authors: Kudumo, Wilfred Peter
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Kavango West , Metals -- Effect of high temperatures on , Blast furnaces , Ethnoscience -- Namibia -- Kavango West , Ubuntu (Philosophy) , Culturally relevant pedagogy , Motivation in education -- Namibia -- Kavango West , Continuity Argumentative Theory (CAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177262 , vital:42804
- Description: The current situation of teaching and learning science in Namibia is of great concern since it does not seem to take into consideration learners’ socio-cultural backgrounds. As a result, learners are finding that science is not relevant to their everyday life experiences and hence are not motivated to learn it. This is compounded in part by the fact that the Namibian curriculum seems to be silent on how science teachers should include learners’ socio-cultural backgrounds, for example, local or indigenous knowledge in their teaching repertoires. It is against this background that in this study I explored how mobilising the cultural practice of a traditional blast furnace (mudukuto) as an approach enables and/or constrains learners’ motivation to learn science and make sense of the concept of malleability. This is a qualitative case study underpinned by a combination of interpretive and Ubuntu paradigms. It was carried out in a rural school in Namibia, Kavango West Region, where I am currently teaching. The participants in the study were grade 9 learners and one expert community member. Focus group interviews, participatory observation, learners’ reflections, and stimulated recall interviews were used to gather qualitative data. Vygotsky’s socio-cultural theory was used as a theoretical framework and Ogunniyi`s Continuity Argumentative Theory (CAT) was used as analytical framework or lens to analyse the data. A thematic approach to analyse data was employed. That is, qualitative data were analysed inductively to come up with sub-themes and themes. The findings of the study revealed that the traditional furnace motivated the learners involved in this study to learn science and learners were able to extract science concepts on malleability from the traditional practice. The implication for this study is that when science is related to learners’ daily life or real-world experiences, they are enabled to bridge the gap from what they learn at home or in the community with school science. The study thus recommends that teachers should make an effort to integrate local or indigenous knowledge and practices to make science accessible and relevant in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
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Nature conservation, protected areas and local communities : the Tsitsikamma National Park
- Authors: Le Fleur, Yvette Adele
- Date: 2021-04
- Subjects: National parks and reserves -- South Africa -- Eastern Cape , Protected areas -- Management , Programme of Work on Protected Areas , Human ecology -- South Africa -- Tsitsikamma , Nature conservation -- Citizen participation
- Language: English
- Type: thesis , text , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/177247 , vital:42803
- Description: Since the twentieth century, protected areas, usually in the form of nature reserves or national parks, have become increasingly more dominant as an international conservation strategy. An important factor in protected area management is the relationship between protected areas and its surrounding communities. Historically, the fortress conservation model based on the exclusion of human use and occupation prevailed in relation to protected areas. It is known that this approach brought with it many social and environmental injustices to local communities living in or adjacent to parks. However, a shift in conservation thinking occurred towards the end of the twentieth century, where it has increasingly been advocated for a more participatory approach in protected area management. South Africa has signed the international Convention on Biological Diversity that promotes a participatory approach to nature conservation, which is also reflected in the country’s national laws and policies. In relation to the literature and the lens of political ecology, this thesis sets out to assess in what ways and to what extent the participatory approach has been embraced by South Africa’s conservation authorities. As a case study, it looks at the Tsitsikamma National P ark ( incorporated into the larger Garden Route National Park). In order to get insight on h ow the participatory approach plays itself out at the T NP and what the nature of local communities’ relationship with the park is, this study looks at the aspects of (1) local communities’ socio-economic conditions, (2) their relationship with their natural environment, (3) their perception of nature conservation and (4) their perception of tourism. Then, taking all these aspects into account, (5) how local communities, in general, perceive their relationship with the p ark and its authorities. This study looked at the communities of Kurland, Nature’s Valley, Covie and Storms River. It shows in concurrence with other studies, that despite progressive laws and policies that express the intention of the South African state and SANParks to embrace the participatory approach, its implementation o n t he g round is riddled with challenges. , Thesis (MSocSc) -- Faculty of Humanities, Athropology, 2021
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- Authors: Le Fleur, Yvette Adele
- Date: 2021-04
- Subjects: National parks and reserves -- South Africa -- Eastern Cape , Protected areas -- Management , Programme of Work on Protected Areas , Human ecology -- South Africa -- Tsitsikamma , Nature conservation -- Citizen participation
- Language: English
- Type: thesis , text , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/177247 , vital:42803
- Description: Since the twentieth century, protected areas, usually in the form of nature reserves or national parks, have become increasingly more dominant as an international conservation strategy. An important factor in protected area management is the relationship between protected areas and its surrounding communities. Historically, the fortress conservation model based on the exclusion of human use and occupation prevailed in relation to protected areas. It is known that this approach brought with it many social and environmental injustices to local communities living in or adjacent to parks. However, a shift in conservation thinking occurred towards the end of the twentieth century, where it has increasingly been advocated for a more participatory approach in protected area management. South Africa has signed the international Convention on Biological Diversity that promotes a participatory approach to nature conservation, which is also reflected in the country’s national laws and policies. In relation to the literature and the lens of political ecology, this thesis sets out to assess in what ways and to what extent the participatory approach has been embraced by South Africa’s conservation authorities. As a case study, it looks at the Tsitsikamma National P ark ( incorporated into the larger Garden Route National Park). In order to get insight on h ow the participatory approach plays itself out at the T NP and what the nature of local communities’ relationship with the park is, this study looks at the aspects of (1) local communities’ socio-economic conditions, (2) their relationship with their natural environment, (3) their perception of nature conservation and (4) their perception of tourism. Then, taking all these aspects into account, (5) how local communities, in general, perceive their relationship with the p ark and its authorities. This study looked at the communities of Kurland, Nature’s Valley, Covie and Storms River. It shows in concurrence with other studies, that despite progressive laws and policies that express the intention of the South African state and SANParks to embrace the participatory approach, its implementation o n t he g round is riddled with challenges. , Thesis (MSocSc) -- Faculty of Humanities, Athropology, 2021
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Night-time gravity waves detected with multi-frequency airglow imager
- Authors: Machubeng, Karabo Pebane
- Date: 2021-04
- Subjects: Gravity waves , Airglow , Gravity waves -- Seasonal variations , All Sky Imager
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/178341 , vital:42931
- Description: This thesis shows the statistics of atmospheric gravity waves (AGWs) observed in the OI emission 557.7 nm at _97 km altitude using an all-sky imager based in Sutherland, South Africa (32.37_ S, 20.81_ E) in the year 2017. The wavelengths were determined using the propagation vector method, velocity was determined using the cross correlation of 1D FFT and the period was determined using the equation that relates wavelength and velocity. It was found that the horizontal wavelength in summer was almost evenly distributed between 10 and 40 km and for autumn, winter and spring were mostly between 10 and 30 km. The favoured speeds were between 40 and 50 m/s in autumn, as well as 30 and 50 m/s in summer, but the AGWs in winter had a bimodal speed distribution of 20 - 40 and 50 - 70 m/s. The majority of periods observed in all seasons were less than 20 minutes with a dominant peak of 5 - 10 minutes in autumn and spring. There was no favoured propagation direction for spring, but AGWs favoured a southeastward propagation in summer, and a southward propagation in autumn and winter. , Thesis (MSc) -- Faculty of Science, Physics and Electronics, 2021
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- Authors: Machubeng, Karabo Pebane
- Date: 2021-04
- Subjects: Gravity waves , Airglow , Gravity waves -- Seasonal variations , All Sky Imager
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/178341 , vital:42931
- Description: This thesis shows the statistics of atmospheric gravity waves (AGWs) observed in the OI emission 557.7 nm at _97 km altitude using an all-sky imager based in Sutherland, South Africa (32.37_ S, 20.81_ E) in the year 2017. The wavelengths were determined using the propagation vector method, velocity was determined using the cross correlation of 1D FFT and the period was determined using the equation that relates wavelength and velocity. It was found that the horizontal wavelength in summer was almost evenly distributed between 10 and 40 km and for autumn, winter and spring were mostly between 10 and 30 km. The favoured speeds were between 40 and 50 m/s in autumn, as well as 30 and 50 m/s in summer, but the AGWs in winter had a bimodal speed distribution of 20 - 40 and 50 - 70 m/s. The majority of periods observed in all seasons were less than 20 minutes with a dominant peak of 5 - 10 minutes in autumn and spring. There was no favoured propagation direction for spring, but AGWs favoured a southeastward propagation in summer, and a southward propagation in autumn and winter. , Thesis (MSc) -- Faculty of Science, Physics and Electronics, 2021
- Full Text: