Insights: elucidation of squalene monooxygenase inhibitors for lowering cholesterol in cardiovascular diseases
- Authors: Leoma, Mofeli Benedict
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/434861 , vital:73111
- Description: Statins have been used to lower high cholesterol levels in the past few decades. However, several studies have shown that some people taking statins experience side effects over time, especially elderly patients, women of childbirth possibility, and children. Several studies have shown that the majority of people with underlying cardiovascular complications caused by high cholesterol are at a greater risk of fatality due to COVID-19, regardless of age and sex. The literature suggests that antimycotic squalene monooxygenase inhibitors, terbinafine and its derivatives, and anticholesterolemic squalene monooxygenase (SM) inhibitors could be another option and a safer remedy for lowering cholesterol in mammals. Molecular docking calculations, molecular dynamics (MD) simulations, molecular mechanics generalized born surface area (MM-GBSA) calculations, quantum mechanics/molecular mechanics calculations (QM/MM), and density functional theory (DFT) calculations were used in this study. An early stage in drug discovery, in which small molecular hits from high- throughput screening (HTS) are evaluated and undergo limited optimization to identify promising lead compounds, is referred to as lead generation. To address the first step of lead generation, the number of compounds to be tested was narrowed down, and the hit compounds that could be taken for further tests were obtained. Thus, the molecular docking technique was taken advantage of, which assisted us in identifying the antimycotic ligand SDZ 18, which had a good binding affinity of about -8,4 kcal mol−1. Another widely employed strategy, the molecular mechanics-generalized born surface area (MM-GBSA), was used to investigate the binding free energies of the protein-ligand complexes to validate the binding affinities obtained from molecular docking. Despite the excellent docking results, it must be emphasized that the stability of the ligand in the binding pocket must be investigated. To address this, the protein-ligand complexes were then taken through molecular dynamics for 100 ns simulations calculations which showed that the inhibitors stayed in the binding pocket with the RMSD values below 3.5 Å for most systems. This provided insight into a realistic model because the docked complexes were placed in conditions closer to the physiological environment at 300 K and 1.01325 bar, and in an explicitly solvated dynamic environment. Density functional theory (DFT) at the B3LPY level of theory using the standard 6-31G(d,p) basis set was used to assess the reactivity and other properties of the SM inhibitors. ONIOM calculations were performed to explain what was happening at the microscopic level by calculating the total energy of the complex. The aim of this project was to efficiently uncover the non-physical aspects of SM inhibitors with the help of computational techniques to identify new drugs that can lower high cholesterol levels. From a theoretical perspective, the results obtained from docking indicated that the antimycotic ligands SDZ SBA 586 18 and TNSA 84 (trisnor-squalene alcohol ) have good binding affinities, and the MM-GBSA method provided free energy calculations. MD results indicated that the stability of the ligand in the binding pocket was achieved during the 100 ns simulations. The HOMO-LUMO energy gaps obtained from DFT calculations provided information on the reactivity of the ligands. Other insights into the protein-ligand complexes were obtained from a hybrid ONIOM QM/MM study. , Thesis (MSc) -- Faculty of Science, Chemistry, 2024
- Full Text:
- Authors: Leoma, Mofeli Benedict
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/434861 , vital:73111
- Description: Statins have been used to lower high cholesterol levels in the past few decades. However, several studies have shown that some people taking statins experience side effects over time, especially elderly patients, women of childbirth possibility, and children. Several studies have shown that the majority of people with underlying cardiovascular complications caused by high cholesterol are at a greater risk of fatality due to COVID-19, regardless of age and sex. The literature suggests that antimycotic squalene monooxygenase inhibitors, terbinafine and its derivatives, and anticholesterolemic squalene monooxygenase (SM) inhibitors could be another option and a safer remedy for lowering cholesterol in mammals. Molecular docking calculations, molecular dynamics (MD) simulations, molecular mechanics generalized born surface area (MM-GBSA) calculations, quantum mechanics/molecular mechanics calculations (QM/MM), and density functional theory (DFT) calculations were used in this study. An early stage in drug discovery, in which small molecular hits from high- throughput screening (HTS) are evaluated and undergo limited optimization to identify promising lead compounds, is referred to as lead generation. To address the first step of lead generation, the number of compounds to be tested was narrowed down, and the hit compounds that could be taken for further tests were obtained. Thus, the molecular docking technique was taken advantage of, which assisted us in identifying the antimycotic ligand SDZ 18, which had a good binding affinity of about -8,4 kcal mol−1. Another widely employed strategy, the molecular mechanics-generalized born surface area (MM-GBSA), was used to investigate the binding free energies of the protein-ligand complexes to validate the binding affinities obtained from molecular docking. Despite the excellent docking results, it must be emphasized that the stability of the ligand in the binding pocket must be investigated. To address this, the protein-ligand complexes were then taken through molecular dynamics for 100 ns simulations calculations which showed that the inhibitors stayed in the binding pocket with the RMSD values below 3.5 Å for most systems. This provided insight into a realistic model because the docked complexes were placed in conditions closer to the physiological environment at 300 K and 1.01325 bar, and in an explicitly solvated dynamic environment. Density functional theory (DFT) at the B3LPY level of theory using the standard 6-31G(d,p) basis set was used to assess the reactivity and other properties of the SM inhibitors. ONIOM calculations were performed to explain what was happening at the microscopic level by calculating the total energy of the complex. The aim of this project was to efficiently uncover the non-physical aspects of SM inhibitors with the help of computational techniques to identify new drugs that can lower high cholesterol levels. From a theoretical perspective, the results obtained from docking indicated that the antimycotic ligands SDZ SBA 586 18 and TNSA 84 (trisnor-squalene alcohol ) have good binding affinities, and the MM-GBSA method provided free energy calculations. MD results indicated that the stability of the ligand in the binding pocket was achieved during the 100 ns simulations. The HOMO-LUMO energy gaps obtained from DFT calculations provided information on the reactivity of the ligands. Other insights into the protein-ligand complexes were obtained from a hybrid ONIOM QM/MM study. , Thesis (MSc) -- Faculty of Science, Chemistry, 2024
- Full Text:
Exploring extensive reading in cultivating positive attitudes and reading comprehension with Grade 8 Learners: a case study in a selected Namibian secondary school
- Authors: Engelbrecht, Sylviana
- Date: 2022-10-14
- Subjects: Reading comprehension Namibia , High school students Books and reading Namibia , High school students Attitudes , Fluency (Language learning) Namibia , Motivation in education Namibia , Affective education Namibia , Second language acquisition
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/403092 , vital:69921
- Description: Extensive reading, otherwise known as “reading for pleasure”, “recreational reading” or “voluntary reading”, appears to be absent in the Namibian society, especially within public educational institutions. With the reformed Education System, the Namibian Curriculum for Basic Education makes room for a reading period in a 7-day cycle, from grade 1 to 11, in which all learners are expected to engage in a sustained silent reading (SSR) of interesting material of their choice. Nevertheless, such a period seems to be insufficient for engaging learners in an enjoyable reading experience, which could possibly create a positive attitude towards reading as well as enhance their reading skills of comprehension and reading fluency, possibly resulting in a habit of individual SSR. This research intended to explore an out-of-school, extensive reading program, over the period of one year, in the hope of cultivating Grade 8 learners’ positive attitude toward reading, in a selected secondary school in the township of Katutura, Windhoek, Khomas Region, Namibia. This one-year study, in which eight Grade 8 learners participated, focused on English only reading, as it is the Language of Learning and Teaching (LoLT). Operating within the interpretivist paradigm, the research adopted a qualitative approach, using a single case study to explore how participants make meaning of their experiences and attitudes toward ER. Qualitative data was collected through pre- and post-questionnaires and document analysis of learners’ reading journals as well as the researcher’s reflective journal. The research site was purposively and conveniently selected. The study drew on Krashen’s, input and affective filter hypotheses as the driving theory of this study, which according to some scholars, is the main second language acquisition theory applied in ER research. Findings of this study suggest that ER programs have a positive impact on learners’ attitudes towards reading as well as on their reading comprehension, even in poorly resourced schools in previously disadvantaged communities. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Authors: Engelbrecht, Sylviana
- Date: 2022-10-14
- Subjects: Reading comprehension Namibia , High school students Books and reading Namibia , High school students Attitudes , Fluency (Language learning) Namibia , Motivation in education Namibia , Affective education Namibia , Second language acquisition
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/403092 , vital:69921
- Description: Extensive reading, otherwise known as “reading for pleasure”, “recreational reading” or “voluntary reading”, appears to be absent in the Namibian society, especially within public educational institutions. With the reformed Education System, the Namibian Curriculum for Basic Education makes room for a reading period in a 7-day cycle, from grade 1 to 11, in which all learners are expected to engage in a sustained silent reading (SSR) of interesting material of their choice. Nevertheless, such a period seems to be insufficient for engaging learners in an enjoyable reading experience, which could possibly create a positive attitude towards reading as well as enhance their reading skills of comprehension and reading fluency, possibly resulting in a habit of individual SSR. This research intended to explore an out-of-school, extensive reading program, over the period of one year, in the hope of cultivating Grade 8 learners’ positive attitude toward reading, in a selected secondary school in the township of Katutura, Windhoek, Khomas Region, Namibia. This one-year study, in which eight Grade 8 learners participated, focused on English only reading, as it is the Language of Learning and Teaching (LoLT). Operating within the interpretivist paradigm, the research adopted a qualitative approach, using a single case study to explore how participants make meaning of their experiences and attitudes toward ER. Qualitative data was collected through pre- and post-questionnaires and document analysis of learners’ reading journals as well as the researcher’s reflective journal. The research site was purposively and conveniently selected. The study drew on Krashen’s, input and affective filter hypotheses as the driving theory of this study, which according to some scholars, is the main second language acquisition theory applied in ER research. Findings of this study suggest that ER programs have a positive impact on learners’ attitudes towards reading as well as on their reading comprehension, even in poorly resourced schools in previously disadvantaged communities. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
Leveraging LTSP to deploy a sustainable e-infrastructure for poor communities in South Africa
- Authors: Zvidzayi, Tichaona Manyara
- Date: 2022-10-14
- Subjects: Linux Terminal Server Project , Network computers , Thin client , Fat client , Cyberinfrastructure , Poverty reduction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/365577 , vital:65761
- Description: Poverty alleviation is one of the main challenges the South African government is facing. Information and knowledge are key strategic resources for both social and economic development, and nowadays they most often rely on Information and Communication Technologies (ICTs). Poor communities have limited or no access to functioning e-infrastructure, which underpins ICT. The Siyakhula Living Lab (SLL) is a joint project between the universities of Rhodes and Fort Hare that has been running for over 15 years now. The SLL solution is currently implemented in schools in the Eastern Cape’s Dwesa-Mbhashe municipality as well as schools in Makhanda (formerly Grahamstown). Over the years, a number of blueprints for the meaningful connection of poor communities was developed. The research reported in this thesis sought to review and improve the Siyakhula Living Lab (SLL) blueprint regarding fixed computing infrastructure (as opposed to networking and applications). The review confirmed the viability of the GNU/Linux Terminal Server Project (LTSP) based computing infrastructure deployed in schools to serve the surrounding community. In 2019 LTSP was redesigned and rewritten to improve on the previous version. Amongst other improvements, LTSP19+ has a smaller memory footprint and supports a graphical way to prepare and maintain the client’s image using virtual machines. These improvements increase the potential life of ICT projects implementing the SLL solution, increasing the participation of members of the community (especially teachers) to the maintenance of the computing installations. The review recommends the switching from thin clients deployments to full ("thick") clients deployments, still booting from the network and mounting their file systems on a central server. The switch is motivated by reasons that go from cost-effectiveness to the ability to survive the sudden unavailability of the central server. From experience in the previous deployment, electrical power surge protection should be mandatory. Also, UPS to protect the file system of the central server should be configured to start the shutdown immediately on electrical power loss in order to protect the life of the UPS battery (and make it possible to use cheaper UPS that report only on network power loss). The research study contributed to one real-life computing infrastructure deployment in the Ntsika school in Makhanda and one re-deployment in the Ngwane school in the Dwesa-Mbhashe area. For about two years, the research also supported continuous maintenance for the Ntsika, Ngwane and Mpume schools. , Thesis (MSc) -- Faculty of Science, Computer Science, 2022
- Full Text:
- Authors: Zvidzayi, Tichaona Manyara
- Date: 2022-10-14
- Subjects: Linux Terminal Server Project , Network computers , Thin client , Fat client , Cyberinfrastructure , Poverty reduction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/365577 , vital:65761
- Description: Poverty alleviation is one of the main challenges the South African government is facing. Information and knowledge are key strategic resources for both social and economic development, and nowadays they most often rely on Information and Communication Technologies (ICTs). Poor communities have limited or no access to functioning e-infrastructure, which underpins ICT. The Siyakhula Living Lab (SLL) is a joint project between the universities of Rhodes and Fort Hare that has been running for over 15 years now. The SLL solution is currently implemented in schools in the Eastern Cape’s Dwesa-Mbhashe municipality as well as schools in Makhanda (formerly Grahamstown). Over the years, a number of blueprints for the meaningful connection of poor communities was developed. The research reported in this thesis sought to review and improve the Siyakhula Living Lab (SLL) blueprint regarding fixed computing infrastructure (as opposed to networking and applications). The review confirmed the viability of the GNU/Linux Terminal Server Project (LTSP) based computing infrastructure deployed in schools to serve the surrounding community. In 2019 LTSP was redesigned and rewritten to improve on the previous version. Amongst other improvements, LTSP19+ has a smaller memory footprint and supports a graphical way to prepare and maintain the client’s image using virtual machines. These improvements increase the potential life of ICT projects implementing the SLL solution, increasing the participation of members of the community (especially teachers) to the maintenance of the computing installations. The review recommends the switching from thin clients deployments to full ("thick") clients deployments, still booting from the network and mounting their file systems on a central server. The switch is motivated by reasons that go from cost-effectiveness to the ability to survive the sudden unavailability of the central server. From experience in the previous deployment, electrical power surge protection should be mandatory. Also, UPS to protect the file system of the central server should be configured to start the shutdown immediately on electrical power loss in order to protect the life of the UPS battery (and make it possible to use cheaper UPS that report only on network power loss). The research study contributed to one real-life computing infrastructure deployment in the Ntsika school in Makhanda and one re-deployment in the Ngwane school in the Dwesa-Mbhashe area. For about two years, the research also supported continuous maintenance for the Ntsika, Ngwane and Mpume schools. , Thesis (MSc) -- Faculty of Science, Computer Science, 2022
- Full Text:
Teachers’ knowledge and practice in Grade 3 Group Guided Reading: a case study
- Kitsili, Ntsikohlanga Anthony
- Authors: Kitsili, Ntsikohlanga Anthony
- Date: 2022-10-14
- Subjects: Reading (Elementary) , Guided reading , Group reading , Teaching practices
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405270 , vital:70156
- Description: Group guided reading (GGR) was introduced as part of the Curriculum and Assessment Policy Statement (CAPS) in 2012, but it appears that teachers are still experiencing great difficulty in teaching it (Hoadley 2018). Several interventions have been designed across South Africa to support teachers in no-fee schools to improve the teaching of reading. The evaluations of such interventions show that teachers receiving support such as coaching are able to master the procedural aspects of GGR but not the conceptual aspects, for example, teaching comprehension strategies and providing formative assessment (Fleisch & Dixon, 2019; Hoadley, 2017). The research reported in this thesis aimed to find out what kinds of knowledge are required to teach GGR and to what extent teachers enact this knowledge in their practice, using Shulman’s (1987) knowledge categories: subject content, pedagogical content and curriculum knowledge, general pedagogical knowledge and strategic knowledge. The research took the form of an interpretivist case study focusing on three Grade 3 teachers using GGR to teach reading in their classrooms. It was carried out in three no-fee, township schools where isiXhosa is the language of learning and teaching. Data was generated through observations, stimulated recall interviews, semi-structured interviews and document analysis. There are two policy documents that guide teachers’ practices in terms of how they should teach reading during GGR and that give clear guidance on what children should learn during GGR: the Foundation Phase CAPS and the National Framework for the Teaching of Reading in African Languages in the Foundation Phase. These documents were analysed using Shulman’s (1987) knowledge categories. Transcripts of teachers’ reflections on their GGR lessons during stimulated recall interviews were read hand in hand with transcripts of the GGR lessons that were video and audio recorded, and these were analysed using Shulman’s knowledge categories. The findings of the research are that teachers’ subject content knowledge is largely tacit; it is knowledge-in-practice. The teachers in the study seemed confident in showing rather than explaining what it is that they are doing and why they are doing it. All three teachers have mastered, to a large extent, the procedural aspects of GGR and some of the more conceptual aspects, for example some aspects of fluency, the teaching of decoding strategies and formative assessment. However, there was limited evidence of the teaching of comprehension strategies and the use of higher order questions, and assessment was not evident in the recorded lessons. , Ukufunda ngokwamaqela kusetyenziswe njengenxalenye yoluhlu lwezifundo kunye novavanyo mgaqo nkqubo lexwebhuCurriculum and Assessment Policy Statement (CAPS) lonyaka ka 2012, kodwa kubonakala ukuba ootitshala basatsala nzima ukusifundisa esisifundo (Hoadley 2018). Aliqela amaphulo aye ayilwa eMzantsi Afrika jikelele ngeenzame zokuxhasa ootitshala abafundisa kwizikolo zafelefele ukuba baphuhle kwisakhono sokufundisa ukufunda. Iziphumo zovavanyo zalamaphulo zibonakalise ukuba ootitshala abafumana inkxaso ekukuqeqeshwa baye bagqwesa ekufundiseni indlela ezilandelwayo ekufundiseni ukufunda ngokwamaqela, kodwa isengumcelamngeni ukufundisa izakhono eziphuhlisa ukufunda ngengqiqo nokuhlola inkqubela yabafundi ekufundeni, (Fleisch & Dixon, 2019; Hoadley, 2017). Ingxelo yophando lwale tyhisisi - belujole ekuboniseni ukuba loluphi ulwazi ekumele ootitshala babenalo ekufundiseni ukufunda ngokwamaqela, kwaye olulwazi lungancedisana njani nootitshala ekufundiseni ukufunda, ndisebenzisa iindidi zolwazi eziqulunqwe nguShulmna (1987): ulwazi ngomxholo wesosifundo, ulwazi ngeendlela ezifanelekileyo zokufundisa esosifundo kunye nolwazi oluqulathwe kuluhlu lwezifundo (curriculum), ulwazi oluphangaleleyo noluquka iindlela ezifanelekileyo zokufundisa, kunye nolwazi malunga namaqhinga athile ancedisana nokufundisa ukufunda ngendlela efanelekileyo. Oluphando lulandele indlela yokuphanda ebizwa ngokuba yi interpretivist case study ngokolwimi lwase mzini, eyona nto esisifundo besigqale kuyo ibi ngootitshala abathathu bebanga lesithathu abafundisa ukufunda kubantwana bengamaqela kumagumbi wabo okufundela. Oluphando luqhutyelwe kwizikolo ezintathu zafelefele (zikaRhulumente) elokishini apho isiXhosa ilulwimi olusetyenziswayo ekufundiseni nasekufundeni. Iinkukacha ziqokelelwe ngoku qwalasela okuqhubekayo egumbini lokufundela, nangokwenza uviwano ndlebe oluzindlela ezimbini: olokuqala lwenziwe emveni kwesifundo, ze olwesibini lwaqhutywa emveni kwesikolo apho utitshala uye wabukela umfanekiso oshicelelweyo wesifundo asiqhubileyo aze ahlatywe imibuzo ngesosifundo asijongileyo, kunye nangoku hlalutya okuqulathiweyo kumaxwebhu afana no CAPS. Mabini amaxwebhu aqulathe umgaqo nkqubo ochazela ootitshala ukuba mabakufundise njani ukufunda ngelixa abantwana befunda bengamaqela, kwaye angumkhombandlela ochaza gca okulindeleke abantwana bakufude ngexesha lokufunda bengamaqela: the Foundation Phase CAPS and the National Framework for the Teaching of Reading in African Languages in the Foundation Phase. Lamaxwebhu ahlalutywe ngokulandela iindidi zolwazi zika Shulmna (1987). Imibhalo ekhutshelweyo (transcripts) enika ingxelo ngokucingwa ngootitshala ngomsebenzi wabo wokufundisa abantwana bengamaqela ngexesha loviwano ndlebe ifundwe ngaxesha nye nemibhalo ekhutshelweyo yokufundiswa kwabantwana bengamaqela ebishicelelwe yangumboniso bhanyabhanya kunye nophulaphulekayo, oku kuye kwahlalutywa ngokusebenzisa iindidi zolwazi zika Shulman (1987). Iziphumo zophando zibonakalise ukuba ulwazi lootitshala malunga nomxholo wezifundo alubonakali ngokuthe gca, lubonakale ilulwazi olubonakala ngezenzo. Ootitshala abathathe inxaxheba kwesisifundo babonakale bezithembile ekuboniseni indlela abaqhuba ngayo, kodwa basilela ukucacisa ngokwamazwi abo into abayenzayo okanye unobangela wokwenza ngandlela ithile. Bonke ootisthala abathathu bagqwesile ekuboniseni ukuba bayayazi imigaqo ekufuneka ilandelwe xa kufundiswa isifunda samaqela ngamaqela, kwaye babonisile ukuba banalo ulwazi lokuphuhlisa izakhono zokufunda ngokutyibilika, nokufundisa abantwana amaqhinga athile abanowasebenzisa xabeguqula okufihlakele entethweni, kunye nendlela ezisesikweni zokuhlola. Nangona kunjalo nje ubungqina obubonisa ukuba abatitshala bathathu banaso isakhono sokufundisa amaqhinga okufunda ngengqiqo, kunye nokubuza imibuzo ekwinqanaba eliphezulu, kwaye namaxwebhu abonisa uhlolo luka titshala bunqongophele. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Authors: Kitsili, Ntsikohlanga Anthony
- Date: 2022-10-14
- Subjects: Reading (Elementary) , Guided reading , Group reading , Teaching practices
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405270 , vital:70156
- Description: Group guided reading (GGR) was introduced as part of the Curriculum and Assessment Policy Statement (CAPS) in 2012, but it appears that teachers are still experiencing great difficulty in teaching it (Hoadley 2018). Several interventions have been designed across South Africa to support teachers in no-fee schools to improve the teaching of reading. The evaluations of such interventions show that teachers receiving support such as coaching are able to master the procedural aspects of GGR but not the conceptual aspects, for example, teaching comprehension strategies and providing formative assessment (Fleisch & Dixon, 2019; Hoadley, 2017). The research reported in this thesis aimed to find out what kinds of knowledge are required to teach GGR and to what extent teachers enact this knowledge in their practice, using Shulman’s (1987) knowledge categories: subject content, pedagogical content and curriculum knowledge, general pedagogical knowledge and strategic knowledge. The research took the form of an interpretivist case study focusing on three Grade 3 teachers using GGR to teach reading in their classrooms. It was carried out in three no-fee, township schools where isiXhosa is the language of learning and teaching. Data was generated through observations, stimulated recall interviews, semi-structured interviews and document analysis. There are two policy documents that guide teachers’ practices in terms of how they should teach reading during GGR and that give clear guidance on what children should learn during GGR: the Foundation Phase CAPS and the National Framework for the Teaching of Reading in African Languages in the Foundation Phase. These documents were analysed using Shulman’s (1987) knowledge categories. Transcripts of teachers’ reflections on their GGR lessons during stimulated recall interviews were read hand in hand with transcripts of the GGR lessons that were video and audio recorded, and these were analysed using Shulman’s knowledge categories. The findings of the research are that teachers’ subject content knowledge is largely tacit; it is knowledge-in-practice. The teachers in the study seemed confident in showing rather than explaining what it is that they are doing and why they are doing it. All three teachers have mastered, to a large extent, the procedural aspects of GGR and some of the more conceptual aspects, for example some aspects of fluency, the teaching of decoding strategies and formative assessment. However, there was limited evidence of the teaching of comprehension strategies and the use of higher order questions, and assessment was not evident in the recorded lessons. , Ukufunda ngokwamaqela kusetyenziswe njengenxalenye yoluhlu lwezifundo kunye novavanyo mgaqo nkqubo lexwebhuCurriculum and Assessment Policy Statement (CAPS) lonyaka ka 2012, kodwa kubonakala ukuba ootitshala basatsala nzima ukusifundisa esisifundo (Hoadley 2018). Aliqela amaphulo aye ayilwa eMzantsi Afrika jikelele ngeenzame zokuxhasa ootitshala abafundisa kwizikolo zafelefele ukuba baphuhle kwisakhono sokufundisa ukufunda. Iziphumo zovavanyo zalamaphulo zibonakalise ukuba ootitshala abafumana inkxaso ekukuqeqeshwa baye bagqwesa ekufundiseni indlela ezilandelwayo ekufundiseni ukufunda ngokwamaqela, kodwa isengumcelamngeni ukufundisa izakhono eziphuhlisa ukufunda ngengqiqo nokuhlola inkqubela yabafundi ekufundeni, (Fleisch & Dixon, 2019; Hoadley, 2017). Ingxelo yophando lwale tyhisisi - belujole ekuboniseni ukuba loluphi ulwazi ekumele ootitshala babenalo ekufundiseni ukufunda ngokwamaqela, kwaye olulwazi lungancedisana njani nootitshala ekufundiseni ukufunda, ndisebenzisa iindidi zolwazi eziqulunqwe nguShulmna (1987): ulwazi ngomxholo wesosifundo, ulwazi ngeendlela ezifanelekileyo zokufundisa esosifundo kunye nolwazi oluqulathwe kuluhlu lwezifundo (curriculum), ulwazi oluphangaleleyo noluquka iindlela ezifanelekileyo zokufundisa, kunye nolwazi malunga namaqhinga athile ancedisana nokufundisa ukufunda ngendlela efanelekileyo. Oluphando lulandele indlela yokuphanda ebizwa ngokuba yi interpretivist case study ngokolwimi lwase mzini, eyona nto esisifundo besigqale kuyo ibi ngootitshala abathathu bebanga lesithathu abafundisa ukufunda kubantwana bengamaqela kumagumbi wabo okufundela. Oluphando luqhutyelwe kwizikolo ezintathu zafelefele (zikaRhulumente) elokishini apho isiXhosa ilulwimi olusetyenziswayo ekufundiseni nasekufundeni. Iinkukacha ziqokelelwe ngoku qwalasela okuqhubekayo egumbini lokufundela, nangokwenza uviwano ndlebe oluzindlela ezimbini: olokuqala lwenziwe emveni kwesifundo, ze olwesibini lwaqhutywa emveni kwesikolo apho utitshala uye wabukela umfanekiso oshicelelweyo wesifundo asiqhubileyo aze ahlatywe imibuzo ngesosifundo asijongileyo, kunye nangoku hlalutya okuqulathiweyo kumaxwebhu afana no CAPS. Mabini amaxwebhu aqulathe umgaqo nkqubo ochazela ootitshala ukuba mabakufundise njani ukufunda ngelixa abantwana befunda bengamaqela, kwaye angumkhombandlela ochaza gca okulindeleke abantwana bakufude ngexesha lokufunda bengamaqela: the Foundation Phase CAPS and the National Framework for the Teaching of Reading in African Languages in the Foundation Phase. Lamaxwebhu ahlalutywe ngokulandela iindidi zolwazi zika Shulmna (1987). Imibhalo ekhutshelweyo (transcripts) enika ingxelo ngokucingwa ngootitshala ngomsebenzi wabo wokufundisa abantwana bengamaqela ngexesha loviwano ndlebe ifundwe ngaxesha nye nemibhalo ekhutshelweyo yokufundiswa kwabantwana bengamaqela ebishicelelwe yangumboniso bhanyabhanya kunye nophulaphulekayo, oku kuye kwahlalutywa ngokusebenzisa iindidi zolwazi zika Shulman (1987). Iziphumo zophando zibonakalise ukuba ulwazi lootitshala malunga nomxholo wezifundo alubonakali ngokuthe gca, lubonakale ilulwazi olubonakala ngezenzo. Ootitshala abathathe inxaxheba kwesisifundo babonakale bezithembile ekuboniseni indlela abaqhuba ngayo, kodwa basilela ukucacisa ngokwamazwi abo into abayenzayo okanye unobangela wokwenza ngandlela ithile. Bonke ootisthala abathathu bagqwesile ekuboniseni ukuba bayayazi imigaqo ekufuneka ilandelwe xa kufundiswa isifunda samaqela ngamaqela, kwaye babonisile ukuba banalo ulwazi lokuphuhlisa izakhono zokufunda ngokutyibilika, nokufundisa abantwana amaqhinga athile abanowasebenzisa xabeguqula okufihlakele entethweni, kunye nendlela ezisesikweni zokuhlola. Nangona kunjalo nje ubungqina obubonisa ukuba abatitshala bathathu banaso isakhono sokufundisa amaqhinga okufunda ngengqiqo, kunye nokubuza imibuzo ekwinqanaba eliphezulu, kwaye namaxwebhu abonisa uhlolo luka titshala bunqongophele. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
The geology, mineralogy, structure and economic aspects of the pegmatite-hosted Swanson Tantalum Deposit, Tantalite Valley area, southern Namibia
- Authors: Pepler, Laubser
- Date: 2022-04-06
- Subjects: Pegmatites South Africa Pofadder (Region) , Tantalum South Africa Pofadder (Region) , Geology South Africa Pofadder (Region) , Mineralogy South Africa Pofadder (Region) , Pegmatites South Africa Pofadder (Region) Structure , Pegmatites Economic aspects South Africa Pofadder (Region) , Pofadder Shear Zone , Tantalite Valley Complex , Orange River Pegmatite Belt , Lower Fish River/Onseepkans Thrust Zone
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/291303 , vital:56843
- Description: This study presents the geology, mineralogy, structure, and economic aspects of the recently explored Swanson Tantalum Deposit occurring within the Namaqua Sector of the Namaqua Natal Metamorphic Province, Tantalite Valley area, southern Namibia. It is an LCT-type pegmatite hosted (microlitetantalite- tapiolite ± spodumene – lepidolite - zinnwaldite) tantalum deposit forming part of a highly localised sill-and-dyke swarm comprised of 15 shallow dipping and significantly mineralised pegmatites. This deposit forms part of the western portions of the regionally developed∼ 1040 – 950 Ma Orange River Pegmatite Belt (ORPB) which was locally emplaced syn-tectonically into competent host rocks in the core zone of the late-stage crustal scale transcurrent dextral, ductile to brittle-ductile D4 Marshall Rocks – Pofadder Shear Zone (MRPSZ), where it crosscuts the rocks of the D2 Lower Fish River - Onseepkans Thrust Zone (LFROTZ). A JORC Maiden Mineral Resource of 1.2 Mt @ 412 ppm Ta2O5 + 76 ppm Nb2O5 + 0.29 wt. % Li2O (with an applied cut-off grade of 236 ppm Ta2O5 and a minimum thickness of 1 m) has recently been estimated for the deposit. The deposit is currently being advanced to feasibility stage with the aim of outlining economic Mineral Reserves. It currently hosts a globally significant and market-relevant “high grade – low tonnage” tantalum Mineral Resource. Recent litho-structural mapping of this deposit has shown that its structural setting encompasses a locally developed lower strain extensional quadrant associated with the mega-scale shear zone bound competent mantle porphyroclast: the mafic-ultramafic Tantalite Valley Complex (TVC), or TVC megaclast. A succession of syn-D4 MRPSZ-hosted granitic melts comprising earlier leucogranite intrusions and later mineralised pegmatites of the Swanson Tantalum Deposit have variably utilised this extensional structure. The earlier leucogranites have clearly exploited mylonitic foliations associated with the development of core zone of the MRPSZ, while the mineralised pegmatites have utilised later-stage shallow-dipping Riedel fractures developed within more competent host rock. The tantalum tenor of pegmatites comprising the Swanson Tantalum Deposit is clearly structurally controlled, with tantalum tenor increasing from NW towards the SE over relatively short distances, toward the TVC megaclast. Although highly speculative without robust geochronological and petrographic investigation, field observations from this study highlights that the host rocks to the Swanson Tantalum Deposit, namely the mottled hybrid metagabbro (HMG), usually described as being syn-D2 in age (∼ 1200 – 1100 Ma), may possibly be syn-D4 in age (∼ 1040 – 950 Ma). If this is proven to be true, it may represent the earliest syn-D4 melt known for the MRPSZ. The Swanson Tantalum Deposit area therefore represents a prime area for studying and potentially constraining the upper and lower age limits of the MRPSZ. , Thesis (MSc) -- Faculty of Science, Geology, 2022
- Full Text:
- Authors: Pepler, Laubser
- Date: 2022-04-06
- Subjects: Pegmatites South Africa Pofadder (Region) , Tantalum South Africa Pofadder (Region) , Geology South Africa Pofadder (Region) , Mineralogy South Africa Pofadder (Region) , Pegmatites South Africa Pofadder (Region) Structure , Pegmatites Economic aspects South Africa Pofadder (Region) , Pofadder Shear Zone , Tantalite Valley Complex , Orange River Pegmatite Belt , Lower Fish River/Onseepkans Thrust Zone
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/291303 , vital:56843
- Description: This study presents the geology, mineralogy, structure, and economic aspects of the recently explored Swanson Tantalum Deposit occurring within the Namaqua Sector of the Namaqua Natal Metamorphic Province, Tantalite Valley area, southern Namibia. It is an LCT-type pegmatite hosted (microlitetantalite- tapiolite ± spodumene – lepidolite - zinnwaldite) tantalum deposit forming part of a highly localised sill-and-dyke swarm comprised of 15 shallow dipping and significantly mineralised pegmatites. This deposit forms part of the western portions of the regionally developed∼ 1040 – 950 Ma Orange River Pegmatite Belt (ORPB) which was locally emplaced syn-tectonically into competent host rocks in the core zone of the late-stage crustal scale transcurrent dextral, ductile to brittle-ductile D4 Marshall Rocks – Pofadder Shear Zone (MRPSZ), where it crosscuts the rocks of the D2 Lower Fish River - Onseepkans Thrust Zone (LFROTZ). A JORC Maiden Mineral Resource of 1.2 Mt @ 412 ppm Ta2O5 + 76 ppm Nb2O5 + 0.29 wt. % Li2O (with an applied cut-off grade of 236 ppm Ta2O5 and a minimum thickness of 1 m) has recently been estimated for the deposit. The deposit is currently being advanced to feasibility stage with the aim of outlining economic Mineral Reserves. It currently hosts a globally significant and market-relevant “high grade – low tonnage” tantalum Mineral Resource. Recent litho-structural mapping of this deposit has shown that its structural setting encompasses a locally developed lower strain extensional quadrant associated with the mega-scale shear zone bound competent mantle porphyroclast: the mafic-ultramafic Tantalite Valley Complex (TVC), or TVC megaclast. A succession of syn-D4 MRPSZ-hosted granitic melts comprising earlier leucogranite intrusions and later mineralised pegmatites of the Swanson Tantalum Deposit have variably utilised this extensional structure. The earlier leucogranites have clearly exploited mylonitic foliations associated with the development of core zone of the MRPSZ, while the mineralised pegmatites have utilised later-stage shallow-dipping Riedel fractures developed within more competent host rock. The tantalum tenor of pegmatites comprising the Swanson Tantalum Deposit is clearly structurally controlled, with tantalum tenor increasing from NW towards the SE over relatively short distances, toward the TVC megaclast. Although highly speculative without robust geochronological and petrographic investigation, field observations from this study highlights that the host rocks to the Swanson Tantalum Deposit, namely the mottled hybrid metagabbro (HMG), usually described as being syn-D2 in age (∼ 1200 – 1100 Ma), may possibly be syn-D4 in age (∼ 1040 – 950 Ma). If this is proven to be true, it may represent the earliest syn-D4 melt known for the MRPSZ. The Swanson Tantalum Deposit area therefore represents a prime area for studying and potentially constraining the upper and lower age limits of the MRPSZ. , Thesis (MSc) -- Faculty of Science, Geology, 2022
- Full Text:
Ethics matter: A critical realist account of research ethics for social science and humanities researchers
- Authors: Dlova, Lisolethu
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192440 , vital:45226
- Description: Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
- Authors: Dlova, Lisolethu
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192440 , vital:45226
- Description: Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
Gender bias in the field of economics: an analysis of South African academia
- Authors: Hitchcock, Siobhan
- Date: 2020-10-30
- Subjects: Sexism South Africa , Sexism in higher education South Africa , Economics Study and teaching (Higher) South Africa , Economics teachers South Africa , Women in higher education South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/366275 , vital:65850
- Description: In recent years there has been a growing focus internationally on the low participation of females in Economics, both in academia and business. While female enrolment in higher education, including other maths-based subjects, has grown substantially, this has not been the case for Economics. Economics, particularly as one progresses through postgraduate studies to doctoral degrees now stands out as an outlier. A number of reasons have been advanced for this, including the nature of the subject, the type of people it attracts and the lack of female role models. Male and female enrolments in South African HEIs have grown between 2007 and 2017, but females have grown at a faster rate, thus increasing the female share of total enrolments to 59%. Female students are more successful and so make up an even greater proportion of South African graduates. Female enrolments and graduates are also higher than in the US. As in the US there is a significant drop off in female representation when progressing from undergraduate to postgraduate studies in South Africa. When looking at Economics in South Africa in comparison to the broad CESM categories, female enrolment in Economics Bachelor degrees is significantly lower than in Business and Humanities, but on a par with STEM subjects. At the Doctoral level, there are sharp drop offs in female enrolments for all categories. Business and Economics are the laggards at the Doctoral level, below STEM and Humanities. Furthermore, females make up a minority of academic staff in South African HEIs, with males dominating in especially the higher academic ranks. As one moves up the academic ladder, the female share decreases. This research analyses gender compositions of staff and students at South African HEIs. National data are obtained from government publications and data relating to four specific South African universities was obtained directly from the universities. Questionnaires were sent to a sample of academic staff and students who are in the field of economics to identify whether there is a role model effect for economics students and whether female academics experience the same forms of biases, discrimination, or treatment as that identified in international studies. It was concluded that while there are drop offs in the overall female representation of students at the Masters and Doctoral levels in South Africa, this share is gradually increasing. Additionally, Economics seems to perform better than what is depicted in the US, and in comparison to some STEM subjects in South Africa. Furthermore, the environment within the field of academic economics for both female students and staff seems to be more positive than what the international literature depicts for the US. But there are nonetheless different levels of satisfaction between male and female academic economists. While the student surveys revealed that female Economics students do not attach great importance to female role models, there is some evidence of correlation between the percentage of female professors and the percentage of female PhD students across a range of STEM subjects in South Africa. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2020
- Full Text:
- Authors: Hitchcock, Siobhan
- Date: 2020-10-30
- Subjects: Sexism South Africa , Sexism in higher education South Africa , Economics Study and teaching (Higher) South Africa , Economics teachers South Africa , Women in higher education South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/366275 , vital:65850
- Description: In recent years there has been a growing focus internationally on the low participation of females in Economics, both in academia and business. While female enrolment in higher education, including other maths-based subjects, has grown substantially, this has not been the case for Economics. Economics, particularly as one progresses through postgraduate studies to doctoral degrees now stands out as an outlier. A number of reasons have been advanced for this, including the nature of the subject, the type of people it attracts and the lack of female role models. Male and female enrolments in South African HEIs have grown between 2007 and 2017, but females have grown at a faster rate, thus increasing the female share of total enrolments to 59%. Female students are more successful and so make up an even greater proportion of South African graduates. Female enrolments and graduates are also higher than in the US. As in the US there is a significant drop off in female representation when progressing from undergraduate to postgraduate studies in South Africa. When looking at Economics in South Africa in comparison to the broad CESM categories, female enrolment in Economics Bachelor degrees is significantly lower than in Business and Humanities, but on a par with STEM subjects. At the Doctoral level, there are sharp drop offs in female enrolments for all categories. Business and Economics are the laggards at the Doctoral level, below STEM and Humanities. Furthermore, females make up a minority of academic staff in South African HEIs, with males dominating in especially the higher academic ranks. As one moves up the academic ladder, the female share decreases. This research analyses gender compositions of staff and students at South African HEIs. National data are obtained from government publications and data relating to four specific South African universities was obtained directly from the universities. Questionnaires were sent to a sample of academic staff and students who are in the field of economics to identify whether there is a role model effect for economics students and whether female academics experience the same forms of biases, discrimination, or treatment as that identified in international studies. It was concluded that while there are drop offs in the overall female representation of students at the Masters and Doctoral levels in South Africa, this share is gradually increasing. Additionally, Economics seems to perform better than what is depicted in the US, and in comparison to some STEM subjects in South Africa. Furthermore, the environment within the field of academic economics for both female students and staff seems to be more positive than what the international literature depicts for the US. But there are nonetheless different levels of satisfaction between male and female academic economists. While the student surveys revealed that female Economics students do not attach great importance to female role models, there is some evidence of correlation between the percentage of female professors and the percentage of female PhD students across a range of STEM subjects in South Africa. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2020
- Full Text:
- «
- ‹
- 1
- ›
- »