Environmental citizenship in citizen science: a case study of a volunteer toad conservation group in Noordhoek, South Africa
- Authors: Van Wyk, Sheraine Maud
- Date: 2015
- Subjects: Toad NUTS (Noordhoek, South Africa) , Environmental education -- South Africa -- Noordhoek , Environmental education -- Citizen participation , Social learning -- South Africa -- Noordhoek , Toads -- Conservation -- South Africa -- Noordhoek , Toads -- Conservation -- Citizen participation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2048 , http://hdl.handle.net/10962/d1017359
- Description: The endangered Western Leopard Toad (Amietophrynus pantherinus) is endemic to the winter-rainfall parts of the Western Cape, areas which are also favoured for human settlement. Residents in the Noordhoek area witnessed many toads being killed on roads during their annual migration to breeding ponds. Concerned citizens mobilised a volunteer group to mitigate this threat to the species. Toad NUTS (Noordhoek Unpaid Toad Savers), a well-established and successful citizen science group is explored as a case study of how environmental citizenship emerges in a citizen science group. This research has three research goals. Firstly to probe the enabling and constraining factors shaping the Toad NUTS practices, secondly to investigate the learning dynamics in the citizen science group and thirdly to understand how participation in citizen science develops environmental citizenship. Practice architectures theory (Kemmis & Grootenboer, 2008) was used to explore how cultural-discursive, economic-material and social-political arrangements shape the practices of the Toad NUTS group. The Toad NUTS group was identified as a community of practice, therefore Lave and Wenger’s (1991) communities of practice theory was used to better understand the social learning processes within the group. The Global Citizenship Education international policy document was used to capture the aims of citizenship education as it relates to environmental issues and identifies the competencies that citizenship education initiatives should develop. The practices of the Toad NUTS group were investigated for evidence of the goals and competencies identified in the Global Citizenship Education policy documents of environmental citizenship. Data was generated through documentary research, surveys, a questionnaire, semi-structured interviews and observations. The data was stored, organised and analysed using NVivo data management software in three phases corresponding to the three research goals. With respect to Goal 1, the evidence suggested that there are various shaping arrangements of cultural-discursive, material-economic and social-political configurations which influence Toad NUTS practices. Volunteers must learn to navigate these arrangements in order to successfully implement conservation strategies. The shaping features identified were the WhatsApp group communication system used by volunteers; public awareness and education strategies; equipment, material and funding required for implementing the group’s practices; power balances and exchanges between stakeholders in the conservation field; bureaucratic processes and scientist-lay person exchanges. Very important for facilitating social-political connections to various stakeholders, is the membership Toad NUTS enjoys on the Western Leopard Toad Conservation Committee. With respect to Goal 2, four interconnected components of learning were investigated. These were: learning as belonging, learning as doing, learning as meaning-making experience and learning as becoming. Members learn by doing things together like training, patrolling and deliberating problems in the field. They learn by exploring what is collectively known from past and unfolding experiences. Evidence showed that learning deepens as Toad NUTS members perceive their praxis as meaningful and their identities evolve as their knowledge and experience grows. This strengthens members’ sense of belonging and identification with the Toad NUTS group. In time the group develops a reputation and the wider community acknowledges the expertise and knowledge that resides with the group. With respect to Goal 3, it was found that volunteers who have a predisposition for environmental citizenship are more likely to join a citizen science group. Although volunteers care about nature and want to make a difference, it is after gaining access to the embedded knowledge and knowledge processes of the citizen science group that they realise meaningful sustainable solutions to the issue(s) that the project is concerned with. It was found that knowledge paired with reasoned practice enables the agency of volunteers to bring about positive and meaningful change in the local environment. If facilitated carefully, citizen science can make positive contributions to the field, in this instance, conservation, while allowing volunteers to exercise environmental citizenship engaging in participative governance with regard to the project.
- Full Text:
- Authors: Van Wyk, Sheraine Maud
- Date: 2015
- Subjects: Toad NUTS (Noordhoek, South Africa) , Environmental education -- South Africa -- Noordhoek , Environmental education -- Citizen participation , Social learning -- South Africa -- Noordhoek , Toads -- Conservation -- South Africa -- Noordhoek , Toads -- Conservation -- Citizen participation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2048 , http://hdl.handle.net/10962/d1017359
- Description: The endangered Western Leopard Toad (Amietophrynus pantherinus) is endemic to the winter-rainfall parts of the Western Cape, areas which are also favoured for human settlement. Residents in the Noordhoek area witnessed many toads being killed on roads during their annual migration to breeding ponds. Concerned citizens mobilised a volunteer group to mitigate this threat to the species. Toad NUTS (Noordhoek Unpaid Toad Savers), a well-established and successful citizen science group is explored as a case study of how environmental citizenship emerges in a citizen science group. This research has three research goals. Firstly to probe the enabling and constraining factors shaping the Toad NUTS practices, secondly to investigate the learning dynamics in the citizen science group and thirdly to understand how participation in citizen science develops environmental citizenship. Practice architectures theory (Kemmis & Grootenboer, 2008) was used to explore how cultural-discursive, economic-material and social-political arrangements shape the practices of the Toad NUTS group. The Toad NUTS group was identified as a community of practice, therefore Lave and Wenger’s (1991) communities of practice theory was used to better understand the social learning processes within the group. The Global Citizenship Education international policy document was used to capture the aims of citizenship education as it relates to environmental issues and identifies the competencies that citizenship education initiatives should develop. The practices of the Toad NUTS group were investigated for evidence of the goals and competencies identified in the Global Citizenship Education policy documents of environmental citizenship. Data was generated through documentary research, surveys, a questionnaire, semi-structured interviews and observations. The data was stored, organised and analysed using NVivo data management software in three phases corresponding to the three research goals. With respect to Goal 1, the evidence suggested that there are various shaping arrangements of cultural-discursive, material-economic and social-political configurations which influence Toad NUTS practices. Volunteers must learn to navigate these arrangements in order to successfully implement conservation strategies. The shaping features identified were the WhatsApp group communication system used by volunteers; public awareness and education strategies; equipment, material and funding required for implementing the group’s practices; power balances and exchanges between stakeholders in the conservation field; bureaucratic processes and scientist-lay person exchanges. Very important for facilitating social-political connections to various stakeholders, is the membership Toad NUTS enjoys on the Western Leopard Toad Conservation Committee. With respect to Goal 2, four interconnected components of learning were investigated. These were: learning as belonging, learning as doing, learning as meaning-making experience and learning as becoming. Members learn by doing things together like training, patrolling and deliberating problems in the field. They learn by exploring what is collectively known from past and unfolding experiences. Evidence showed that learning deepens as Toad NUTS members perceive their praxis as meaningful and their identities evolve as their knowledge and experience grows. This strengthens members’ sense of belonging and identification with the Toad NUTS group. In time the group develops a reputation and the wider community acknowledges the expertise and knowledge that resides with the group. With respect to Goal 3, it was found that volunteers who have a predisposition for environmental citizenship are more likely to join a citizen science group. Although volunteers care about nature and want to make a difference, it is after gaining access to the embedded knowledge and knowledge processes of the citizen science group that they realise meaningful sustainable solutions to the issue(s) that the project is concerned with. It was found that knowledge paired with reasoned practice enables the agency of volunteers to bring about positive and meaningful change in the local environment. If facilitated carefully, citizen science can make positive contributions to the field, in this instance, conservation, while allowing volunteers to exercise environmental citizenship engaging in participative governance with regard to the project.
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Understanding how Grade 11 life sciences teachers mediate biodiversity concepts in a second language context : a case study
- Authors: Gqoloqa, Zingisa
- Date: 2015
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2028 , http://hdl.handle.net/10962/d1017339
- Description: This research focused on an investigation of the pedagogy and strategies used by Grade 11 Life Sciences teachers when mediating Biodiversity concepts with English second language learners. My interest in this investigation was triggered by the Examiners’ Reports for Life Sciences from 2009 to 2012 which consistently noted learner challenges in answering, interpreting and analysing questions during exams. The reports highlighted learners’ lack of understanding of the questions which led to them providing irrelevant information in their exam scripts. These reports claimed that challenges experienced by these learners could be attributed to language issues experienced by English second language learners. Influenced by these reports, a qualitative case study of two Senior Secondary schools in East London, Eastern Cape South Africa was conducted. Underpinned by an interpretive paradigm and driven by the desire to achieve an in-depth understanding of the case under study, three phases of information gathering were followed. The first phase was that of gathering information through document analysis. Documents were analysed to gain insights and understanding of the issue before conducting interviews. The next phase was that of gathering information through semi-structured interviews followed by classroom observations. Findings from these observations were verified through stimulated recall interviews which provided clarity on the intentionality of choosing a certain method and strategy over another when assisting learners in making meaning of biodiversity concepts. The main findings of this study are that factors which limit learner understanding of biodiversity concepts are a result of a combination of factors such as failure to interpret questions, spelling problems which alter meaning of concepts and an inability to make distinctions among closely related concepts within the topic of Biodiversity. Responding to these factors, teachers demonstrated knowledge of a variety of teaching strategies to support learners. The choice of teaching strategies seemed to be guided by their experiences as well as the challenges they often encounter. Furthermore, teachers’ reflections on their practice provided opportunities for them to identify strengths and limitations of their choice of strategies and possibilities for improvement. It was also noted that factors such as large class sizes, gaps in content knowledge and a lack of detail in chalkboard summary limited the effectiveness of their teaching strategies. The study recommends that: • Teacher-learner ratio needs to be considered for effective support; • There is still a need to capacitate educators in environmental education. In-service training should focus on developing teacher understanding of foundational knowledge in life sciences; and • Teachers need to improve their chalkboard summary skills to increase the level of support that could be provided by comprehensive chalkboard summary through the elaboration of ideas
- Full Text:
- Authors: Gqoloqa, Zingisa
- Date: 2015
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2028 , http://hdl.handle.net/10962/d1017339
- Description: This research focused on an investigation of the pedagogy and strategies used by Grade 11 Life Sciences teachers when mediating Biodiversity concepts with English second language learners. My interest in this investigation was triggered by the Examiners’ Reports for Life Sciences from 2009 to 2012 which consistently noted learner challenges in answering, interpreting and analysing questions during exams. The reports highlighted learners’ lack of understanding of the questions which led to them providing irrelevant information in their exam scripts. These reports claimed that challenges experienced by these learners could be attributed to language issues experienced by English second language learners. Influenced by these reports, a qualitative case study of two Senior Secondary schools in East London, Eastern Cape South Africa was conducted. Underpinned by an interpretive paradigm and driven by the desire to achieve an in-depth understanding of the case under study, three phases of information gathering were followed. The first phase was that of gathering information through document analysis. Documents were analysed to gain insights and understanding of the issue before conducting interviews. The next phase was that of gathering information through semi-structured interviews followed by classroom observations. Findings from these observations were verified through stimulated recall interviews which provided clarity on the intentionality of choosing a certain method and strategy over another when assisting learners in making meaning of biodiversity concepts. The main findings of this study are that factors which limit learner understanding of biodiversity concepts are a result of a combination of factors such as failure to interpret questions, spelling problems which alter meaning of concepts and an inability to make distinctions among closely related concepts within the topic of Biodiversity. Responding to these factors, teachers demonstrated knowledge of a variety of teaching strategies to support learners. The choice of teaching strategies seemed to be guided by their experiences as well as the challenges they often encounter. Furthermore, teachers’ reflections on their practice provided opportunities for them to identify strengths and limitations of their choice of strategies and possibilities for improvement. It was also noted that factors such as large class sizes, gaps in content knowledge and a lack of detail in chalkboard summary limited the effectiveness of their teaching strategies. The study recommends that: • Teacher-learner ratio needs to be considered for effective support; • There is still a need to capacitate educators in environmental education. In-service training should focus on developing teacher understanding of foundational knowledge in life sciences; and • Teachers need to improve their chalkboard summary skills to increase the level of support that could be provided by comprehensive chalkboard summary through the elaboration of ideas
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Towards a post-sacrificial theory of identity formation
- Authors: Menezes, Natalie
- Date: 2006
- Subjects: Sacrifice -- Philosophy , Violence -- Philosophy , Forgiveness -- Philosophy , Philosophy -- Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2862 , http://hdl.handle.net/10962/d1007626 , Sacrifice -- Philosophy , Violence -- Philosophy , Forgiveness -- Philosophy , Philosophy -- Africa
- Description: In this thesis I shall outline various modernist authors' arguments that collectivities (such as ethnic groups, nations, states and cultures) and subjectivities employ sacrificial violence to establish and assert their identity where identity is inescapably (?) understood in terms of the sovereignty of the collective or the post-Oedipal autonomy of the individual. To this end, violence has been posited as a historical and conceptual inevitability and is set as the default-state of human nature and politics. In recent times, protesting voices (from post-feminist, post-colonial, post-modern and the emerging human rights discourses) have begun to rigorously contest the notion of violence as the default-state. As a result, the legitimacy of sacrifice as the primary modus to an autonomous selfhood has been radically problematised. I believe that a comprehensive understanding of the nature of this crisis of identity formation , and the possibility of transcending it, is to be found in the paradigmatic shift away from Newtonian thought toward a post-Newtonian worldview. In seeking to challenge the assumption of violence-as-default, I shall translate the comprehensive sacrificial nature of collective identity and subjectivity into a complexity-based model that allowed me to make three crucial conceptual moves toward a comprehensive understanding of post-sacrificial identities that occupy an important place in a post-Newtonian world. First, it will allow me to challenge the assumptions that supported the Hobbesian myth of autonomy/sovereignty sacrificially achieved by charting the ontological shift that compels us to understand "entities" (be it a cell, an individual or a state) not in terms of autonomy but interdependence. Secondly, it provides the conceptual tools needed to understand the systemic nature of sacrificial violence by reading subjectivity violence and collectivity violence in terms of their organic self-similarity. This will equip me to comprehensively explore a postsacrificial epistemology valid for both collective identities and subjectivity. Thirdly, I propose a model of post-sacrificial identities that are created and sustained at the edge of chaos through the dynamic interplay of order and disorder that reconciles creative and destructive forces in a generative unity. I believe that this post-Newtonian reading will clear the conceptual space needed to suggest there might yet be hope for a future that does not embrace violence as default-state.
- Full Text:
- Authors: Menezes, Natalie
- Date: 2006
- Subjects: Sacrifice -- Philosophy , Violence -- Philosophy , Forgiveness -- Philosophy , Philosophy -- Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2862 , http://hdl.handle.net/10962/d1007626 , Sacrifice -- Philosophy , Violence -- Philosophy , Forgiveness -- Philosophy , Philosophy -- Africa
- Description: In this thesis I shall outline various modernist authors' arguments that collectivities (such as ethnic groups, nations, states and cultures) and subjectivities employ sacrificial violence to establish and assert their identity where identity is inescapably (?) understood in terms of the sovereignty of the collective or the post-Oedipal autonomy of the individual. To this end, violence has been posited as a historical and conceptual inevitability and is set as the default-state of human nature and politics. In recent times, protesting voices (from post-feminist, post-colonial, post-modern and the emerging human rights discourses) have begun to rigorously contest the notion of violence as the default-state. As a result, the legitimacy of sacrifice as the primary modus to an autonomous selfhood has been radically problematised. I believe that a comprehensive understanding of the nature of this crisis of identity formation , and the possibility of transcending it, is to be found in the paradigmatic shift away from Newtonian thought toward a post-Newtonian worldview. In seeking to challenge the assumption of violence-as-default, I shall translate the comprehensive sacrificial nature of collective identity and subjectivity into a complexity-based model that allowed me to make three crucial conceptual moves toward a comprehensive understanding of post-sacrificial identities that occupy an important place in a post-Newtonian world. First, it will allow me to challenge the assumptions that supported the Hobbesian myth of autonomy/sovereignty sacrificially achieved by charting the ontological shift that compels us to understand "entities" (be it a cell, an individual or a state) not in terms of autonomy but interdependence. Secondly, it provides the conceptual tools needed to understand the systemic nature of sacrificial violence by reading subjectivity violence and collectivity violence in terms of their organic self-similarity. This will equip me to comprehensively explore a postsacrificial epistemology valid for both collective identities and subjectivity. Thirdly, I propose a model of post-sacrificial identities that are created and sustained at the edge of chaos through the dynamic interplay of order and disorder that reconciles creative and destructive forces in a generative unity. I believe that this post-Newtonian reading will clear the conceptual space needed to suggest there might yet be hope for a future that does not embrace violence as default-state.
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An exploration of understandings and expectations around differentiation in mathematics, science and technology education
- Authors: Cherub, Fauzia
- Date: 2005
- Subjects: Education -- South Africa Educational evaluation -- South Africa Comparative education Mathematics -- Study and teaching -- South Africa Science -- Study and teaching -- South Africa Technology -- Study and teaching -- South Africa Education and state -- South Africa Differentiation (Sociology) Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1947 , http://hdl.handle.net/10962/d1008179
- Description: The exploratory study presented in this thesis is a case study, interpretive in nature and located in the qualitative paradigm. The conceptual focus is on differentiation, recognizing that learners vary from one another and so will need educators to consider a wide range of factors to enable learners to learn. The objectives of the study are: • To identify what Whole School Evaluation (WSE) supervisors understand by the term differentiation (conceptual) • To identify how WSE supervisors expect differentiation to be achieved by educators (conceptual). [n order to contextualise this research, a further objective was considered necessary: • To identify the roles of WSE supervisors (contextual) This was set in the context of mathematics, science and technology education. The study was carried out with a group of ten WSE supervisors who were involved in evaluating Mathematics, Science and or Technology education in the GET (General Education and Training) Band. Analysis of questionnaires and documents led to the identification of supervisory roles, while analysis of semi-structured interviews revealed a range of dimensions related to differentiation understandings and expectations. These dimensions have been developed into a typology which is then drawn upon in the development of a new conceptual model of differentiation, particularly relevant to the South African context. Findings presented in the study represent an attempt to understand and make recommendations related to policy, practice, research, curriculum and learning support material (LSM) development, training and evaluation. Textual layering in the form of reflective footnotes and issue boxes. plus specific reflective sections in the main text e.g. limitations and assumptions, help the text to achieve this goal. While the study was focused on the context of mathematics, science and technology education, it became apparent that the findings could be applied across all the learning areas.
- Full Text:
- Authors: Cherub, Fauzia
- Date: 2005
- Subjects: Education -- South Africa Educational evaluation -- South Africa Comparative education Mathematics -- Study and teaching -- South Africa Science -- Study and teaching -- South Africa Technology -- Study and teaching -- South Africa Education and state -- South Africa Differentiation (Sociology) Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1947 , http://hdl.handle.net/10962/d1008179
- Description: The exploratory study presented in this thesis is a case study, interpretive in nature and located in the qualitative paradigm. The conceptual focus is on differentiation, recognizing that learners vary from one another and so will need educators to consider a wide range of factors to enable learners to learn. The objectives of the study are: • To identify what Whole School Evaluation (WSE) supervisors understand by the term differentiation (conceptual) • To identify how WSE supervisors expect differentiation to be achieved by educators (conceptual). [n order to contextualise this research, a further objective was considered necessary: • To identify the roles of WSE supervisors (contextual) This was set in the context of mathematics, science and technology education. The study was carried out with a group of ten WSE supervisors who were involved in evaluating Mathematics, Science and or Technology education in the GET (General Education and Training) Band. Analysis of questionnaires and documents led to the identification of supervisory roles, while analysis of semi-structured interviews revealed a range of dimensions related to differentiation understandings and expectations. These dimensions have been developed into a typology which is then drawn upon in the development of a new conceptual model of differentiation, particularly relevant to the South African context. Findings presented in the study represent an attempt to understand and make recommendations related to policy, practice, research, curriculum and learning support material (LSM) development, training and evaluation. Textual layering in the form of reflective footnotes and issue boxes. plus specific reflective sections in the main text e.g. limitations and assumptions, help the text to achieve this goal. While the study was focused on the context of mathematics, science and technology education, it became apparent that the findings could be applied across all the learning areas.
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Finite element simulations of shear aggregation as a mechanism to form platinum group elements (PGEs) in dyke-like ore bodies
- Authors: Mbandezi, Mxolisi Louis
- Date: 2002
- Subjects: Platinum group , Magmas , Shear flow , Geophysics , Terrestrial heat flow
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5561 , http://hdl.handle.net/10962/d1018249
- Description: This research describes a two-dimensional modelling effort of heat and mass transport in simplified intrusive models of sills and their feeder dykes. These simplified models resembled a complex intrusive system such as the Great Dyke of Zimbabwe. This study investigated the impact of variable geometry to transport processes in two ways. First the time evolution of heat and mass transport during cooling was investigated. Then emphasis was placed on the application of convective scavenging as a mechanism that leads to the formation of minerals of economic interest, in particular the Platinum Group Elements (PGEs). The Navier-Stokes equations employed generated regions of high shear within the magma where we expected enhanced collisions between the immiscible sulphide liquid particles and PGEs. These collisions scavenge PGEs from the primary melt, aggregate and concentrate it to form PGEs enrichment in zero shear zones. The PGEs scavenge; concentrate and 'glue' in zero shear zones in the early history of convection because of viscosity and dispersive pressure (Bagnold effect). The effect of increasing the geometry size enhances scavenging, creates bigger zero shear zones with dilute concentrate of PGEs but you get high shear near the roots of the dyke/sill where the concentration will not be dilute. The time evolution calculations show that increasing the size of the magma chamber results in stronger initial convection currents for large magma models than for small ones. However, convection takes, approximately the same time to cease for both models. The research concludes that the time evolution for convective heat transfer is dependent on the viscosity rather than on geometry size. However, conductive heat transfer to the e-folding temperature was almost six times as long for the large model (M4) than the small one (M2). Variable viscosity as a physical property was applied to models 2 and 4 only. Video animations that simulate the cooling process for these models are enclosed in a CD at the back of this thesis. These simulations provide information with regard to the emplacement history and distribution of PGEs ore bodies. This will assist the reserve estimation and the location of economic minerals.
- Full Text:
- Authors: Mbandezi, Mxolisi Louis
- Date: 2002
- Subjects: Platinum group , Magmas , Shear flow , Geophysics , Terrestrial heat flow
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5561 , http://hdl.handle.net/10962/d1018249
- Description: This research describes a two-dimensional modelling effort of heat and mass transport in simplified intrusive models of sills and their feeder dykes. These simplified models resembled a complex intrusive system such as the Great Dyke of Zimbabwe. This study investigated the impact of variable geometry to transport processes in two ways. First the time evolution of heat and mass transport during cooling was investigated. Then emphasis was placed on the application of convective scavenging as a mechanism that leads to the formation of minerals of economic interest, in particular the Platinum Group Elements (PGEs). The Navier-Stokes equations employed generated regions of high shear within the magma where we expected enhanced collisions between the immiscible sulphide liquid particles and PGEs. These collisions scavenge PGEs from the primary melt, aggregate and concentrate it to form PGEs enrichment in zero shear zones. The PGEs scavenge; concentrate and 'glue' in zero shear zones in the early history of convection because of viscosity and dispersive pressure (Bagnold effect). The effect of increasing the geometry size enhances scavenging, creates bigger zero shear zones with dilute concentrate of PGEs but you get high shear near the roots of the dyke/sill where the concentration will not be dilute. The time evolution calculations show that increasing the size of the magma chamber results in stronger initial convection currents for large magma models than for small ones. However, convection takes, approximately the same time to cease for both models. The research concludes that the time evolution for convective heat transfer is dependent on the viscosity rather than on geometry size. However, conductive heat transfer to the e-folding temperature was almost six times as long for the large model (M4) than the small one (M2). Variable viscosity as a physical property was applied to models 2 and 4 only. Video animations that simulate the cooling process for these models are enclosed in a CD at the back of this thesis. These simulations provide information with regard to the emplacement history and distribution of PGEs ore bodies. This will assist the reserve estimation and the location of economic minerals.
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Investigation of the bioconversion of constituents of olive effluents for the production of valuable chemical compounds
- Authors: Notshe, Thandiwe Loretta
- Date: 2002
- Subjects: Phenols , Sewage -- Purification , Effluent quality
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4078 , http://hdl.handle.net/10962/d1007446 , Phenols , Sewage -- Purification , Effluent quality
- Description: Olive mill wastewater is produced in large quantities during the production of olive oil and olive production effluents are produced during the processing of olives. This project was planned to find a use for constituents found in olive production wastewater. The task was carried out by first characterizing the olive effluents, then screening microorganisms for growth in the effluents and reduction of the pollutant properties of the effluents. An investigation into the biotransformation of aromatic compounds present in the effluents into useful chemicals, was carried out. The olive production effluents were collected from different stages in the process for treating olive wastewater, viz, a fermentation tank (FB), the surface of a digester (LV) and an evaporation pond (SO). The three effluents were characterized by investigating their phenolic composition. Protocatechuic acid, vanillic acid, syringic acid, hydroxyphenyl acetic acid, coumaric acid and ferulic acid were identified in an olive effluent, FB, using thin layer chromatography (TLC) and High perfomance liquid chromatography (HPLC). Hydroxyphenyl acetic acid constitutes almost 60% of the organics in olive effluent FB. Five bacteria, namely RU-LV1; RU-FBI and RU-FB2; RU-SOI and RU-S02, were isolated from the olive effluents LV, FB and SO respectively. These isolates were found to be halotolerant and were able to grow over a broad temperature and pH range, with the maximum temperature and pH for growth being 28°C and pH 7 respectively. A range of microorganisms were evaluated for their ability to grow and reduce the total phenolic content of the olive effluents. Among these Neurospora crassa showed the highest potential for the biological reduction of total phenolics in olive effluents. Approximately 70% of the total phenolic content was removed by N. crassa. Trametes verscilor, Pseudomonas putida strains, RU-KMI and RU-KM3s, and the bacteria isolated from olive effluents could also degrade the total phenolic content of olive effluents, but to a lesser extent. The ability of the five bacterial isolates to grow and degrade aromatic compounds was assessed by growing them in medium with standard aromatic compounds. RU-L V1 degraded 96%, 100%, 73% and 100% of caffeic acid, protocatechuic acid, p-coumaric acid and vanillic acid respectively. The other isolates degraded caffeic acid and protocatechuic acid, but their ability to degraded p-coumaric acid and vanillic acid was found to be lesser than the ability of RU-LV1 to degrade the same aromatic compounds. Whole cells of RU-LV1 degraded vanillic acid but no metabolic products were observed on HPLC analysis. Resting cells, French pressed extract, cell free extracts and cell debris from RU-LV1 cells induced with vanillic acid degraded vanillic acid, ferulic acid and vanillin at rates higher than those obtained from non-induced cultures. No products were observed during the degradation of vanillic acid. Ferulic acid was converted into vanillic acid by French pressed extract, cell free extract and cell debris of RU-LV1. The maximum yield of vanillic acid as a product (0 .23 mM, 50 %yield) was obtained when cell free extracts of RU-LVI, grown in glucose and induced by vanillic acid, were used for the degradation of 0.4 mM ferulic acid. Vanillin was rapidly converted into vanillic acid by resting cells, cell free extracts and French pressed extract of RU-LVI. Using molecular techniques, the similarity ranking of the RU-LVI 16S rRNA gene and its clone showed a high similarity to Corynebacterium glutamicum and Corynebacterium acedopltilum. The rapid degradation of vanillin to vanillic acid suggests that extracts from RU-LV1 degrade ferulic acid into vanillin which is immediately oxidized to vanillic acid. Vanillic acid is also considered as a high value chemical. This project has a potential of producing useful chemicals from cheap substrates that can be found in olive effluents. , KMBT_363
- Full Text:
- Authors: Notshe, Thandiwe Loretta
- Date: 2002
- Subjects: Phenols , Sewage -- Purification , Effluent quality
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4078 , http://hdl.handle.net/10962/d1007446 , Phenols , Sewage -- Purification , Effluent quality
- Description: Olive mill wastewater is produced in large quantities during the production of olive oil and olive production effluents are produced during the processing of olives. This project was planned to find a use for constituents found in olive production wastewater. The task was carried out by first characterizing the olive effluents, then screening microorganisms for growth in the effluents and reduction of the pollutant properties of the effluents. An investigation into the biotransformation of aromatic compounds present in the effluents into useful chemicals, was carried out. The olive production effluents were collected from different stages in the process for treating olive wastewater, viz, a fermentation tank (FB), the surface of a digester (LV) and an evaporation pond (SO). The three effluents were characterized by investigating their phenolic composition. Protocatechuic acid, vanillic acid, syringic acid, hydroxyphenyl acetic acid, coumaric acid and ferulic acid were identified in an olive effluent, FB, using thin layer chromatography (TLC) and High perfomance liquid chromatography (HPLC). Hydroxyphenyl acetic acid constitutes almost 60% of the organics in olive effluent FB. Five bacteria, namely RU-LV1; RU-FBI and RU-FB2; RU-SOI and RU-S02, were isolated from the olive effluents LV, FB and SO respectively. These isolates were found to be halotolerant and were able to grow over a broad temperature and pH range, with the maximum temperature and pH for growth being 28°C and pH 7 respectively. A range of microorganisms were evaluated for their ability to grow and reduce the total phenolic content of the olive effluents. Among these Neurospora crassa showed the highest potential for the biological reduction of total phenolics in olive effluents. Approximately 70% of the total phenolic content was removed by N. crassa. Trametes verscilor, Pseudomonas putida strains, RU-KMI and RU-KM3s, and the bacteria isolated from olive effluents could also degrade the total phenolic content of olive effluents, but to a lesser extent. The ability of the five bacterial isolates to grow and degrade aromatic compounds was assessed by growing them in medium with standard aromatic compounds. RU-L V1 degraded 96%, 100%, 73% and 100% of caffeic acid, protocatechuic acid, p-coumaric acid and vanillic acid respectively. The other isolates degraded caffeic acid and protocatechuic acid, but their ability to degraded p-coumaric acid and vanillic acid was found to be lesser than the ability of RU-LV1 to degrade the same aromatic compounds. Whole cells of RU-LV1 degraded vanillic acid but no metabolic products were observed on HPLC analysis. Resting cells, French pressed extract, cell free extracts and cell debris from RU-LV1 cells induced with vanillic acid degraded vanillic acid, ferulic acid and vanillin at rates higher than those obtained from non-induced cultures. No products were observed during the degradation of vanillic acid. Ferulic acid was converted into vanillic acid by French pressed extract, cell free extract and cell debris of RU-LV1. The maximum yield of vanillic acid as a product (0 .23 mM, 50 %yield) was obtained when cell free extracts of RU-LVI, grown in glucose and induced by vanillic acid, were used for the degradation of 0.4 mM ferulic acid. Vanillin was rapidly converted into vanillic acid by resting cells, cell free extracts and French pressed extract of RU-LVI. Using molecular techniques, the similarity ranking of the RU-LVI 16S rRNA gene and its clone showed a high similarity to Corynebacterium glutamicum and Corynebacterium acedopltilum. The rapid degradation of vanillin to vanillic acid suggests that extracts from RU-LV1 degrade ferulic acid into vanillin which is immediately oxidized to vanillic acid. Vanillic acid is also considered as a high value chemical. This project has a potential of producing useful chemicals from cheap substrates that can be found in olive effluents. , KMBT_363
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The effects of night work and task diversification on efficiency of performance
- Authors: Munton, Lynne Kerry
- Date: 1998
- Subjects: Night work -- Evaluation , Shift systems , Performance
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:5175 , http://hdl.handle.net/10962/d1018253
- Description: This study investigated the effects of night work on performance efficiency. Night work is generally acknowledged to impair performance, yet much research has contradicted this assertion. The feasibility of including brief periods of physical activity to stimulate arousal within mentally demanding work shifts was also evaluated. Thirty six postgraduate volunteers were assigned to either the cognitive tasks (CT) or cognitive and motor tasks (CMT) group. All subjects performed three psycho-motor tests, using the Vienna Test System, at midday and midnight. The CMT group performed a short cycling activity before each test. Heart rate responses served as physiological measures, the Perceived Strain Scale was used to quantify individual perceptions of strain and performance efficiency was assessed in terms of speed and accuracy. Although several trends were apparent, no significant differences (p < 0.05) were revealed with respect to the three performance variables between the midday and midnight test sessions, or between the CT and CMT subjects, other than the higher heart rates recorded in the CMT group. In summary, neither time of day nor physical activity were found to affect performance within the controlled environment of this study.
- Full Text:
- Authors: Munton, Lynne Kerry
- Date: 1998
- Subjects: Night work -- Evaluation , Shift systems , Performance
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:5175 , http://hdl.handle.net/10962/d1018253
- Description: This study investigated the effects of night work on performance efficiency. Night work is generally acknowledged to impair performance, yet much research has contradicted this assertion. The feasibility of including brief periods of physical activity to stimulate arousal within mentally demanding work shifts was also evaluated. Thirty six postgraduate volunteers were assigned to either the cognitive tasks (CT) or cognitive and motor tasks (CMT) group. All subjects performed three psycho-motor tests, using the Vienna Test System, at midday and midnight. The CMT group performed a short cycling activity before each test. Heart rate responses served as physiological measures, the Perceived Strain Scale was used to quantify individual perceptions of strain and performance efficiency was assessed in terms of speed and accuracy. Although several trends were apparent, no significant differences (p < 0.05) were revealed with respect to the three performance variables between the midday and midnight test sessions, or between the CT and CMT subjects, other than the higher heart rates recorded in the CMT group. In summary, neither time of day nor physical activity were found to affect performance within the controlled environment of this study.
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Architecture and landscape design : an investigation into the harmonising of these two aspects of design as exemplified by the collaboration of Gertrude Jekyll and Sir Edwin Landseer Lutyens
- Authors: Judge, Stephen Michael
- Date: 1996
- Subjects: Lutyens, Edwin Landseer, Sir, 1869-1944 Jekyll, Gertrude, 1843-1932 Gardens -- Design Architecture, British
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2405 , http://hdl.handle.net/10962/d1002201
- Description: Sir Edwin Lutyens and Miss Gertrude Jekyll were part of the 'Art's and Crafts' movement, which advocated the use of local techniques and materials. They grew up separately, both in the Surrey country-side and both among creative people. Jekyll later worked with Edward Hudson (the author of 'Country Life') who persuaded her to be a garden designer . Lutyens was inspired first by the architecture of Surrey (mostly that of Norman Shaw), then by his friend, Herbert Baker, at architectural school, and lastly, by his long - time partner Jekyll. Munstead Wood, Surrey, England, was the partners' first project and it embodies nearly all of their ideals; the natural and indigenous use of flowers and plants, with an ordered colour scheme ; graded colour schemes without discord; the use of entirely local materials ; the sole use of local craftsmen and local techniques; a garden of 'rooms'; the intergration of architecture and garden design. A revival of interest in the partners work has helped to recreate some of the lost gardens of Jekyll. This interest has in turn put a spotlight on the ideals employed by the partners. Their wide influence has also produced many great buildings and gardens, most notably through the work of Sir Herbert Baker in South Africa. The Union Buildings are a perfect example of Baker's work, and much of it has the stamp of Lutyens' style and ideals. Through my own interest in Lutyens and Jekyll I have created my own Jekyll-style border in Grahamstown, Eastern Cape, to try and prove that her ideals can be translated into climates other than that of England. In this experiment, I succeeded in using indigenous South African plants and flowers with a colour scheme in the style of Jekyll, proving that the ideals to which she aspired could be applied in other countries.
- Full Text:
- Authors: Judge, Stephen Michael
- Date: 1996
- Subjects: Lutyens, Edwin Landseer, Sir, 1869-1944 Jekyll, Gertrude, 1843-1932 Gardens -- Design Architecture, British
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2405 , http://hdl.handle.net/10962/d1002201
- Description: Sir Edwin Lutyens and Miss Gertrude Jekyll were part of the 'Art's and Crafts' movement, which advocated the use of local techniques and materials. They grew up separately, both in the Surrey country-side and both among creative people. Jekyll later worked with Edward Hudson (the author of 'Country Life') who persuaded her to be a garden designer . Lutyens was inspired first by the architecture of Surrey (mostly that of Norman Shaw), then by his friend, Herbert Baker, at architectural school, and lastly, by his long - time partner Jekyll. Munstead Wood, Surrey, England, was the partners' first project and it embodies nearly all of their ideals; the natural and indigenous use of flowers and plants, with an ordered colour scheme ; graded colour schemes without discord; the use of entirely local materials ; the sole use of local craftsmen and local techniques; a garden of 'rooms'; the intergration of architecture and garden design. A revival of interest in the partners work has helped to recreate some of the lost gardens of Jekyll. This interest has in turn put a spotlight on the ideals employed by the partners. Their wide influence has also produced many great buildings and gardens, most notably through the work of Sir Herbert Baker in South Africa. The Union Buildings are a perfect example of Baker's work, and much of it has the stamp of Lutyens' style and ideals. Through my own interest in Lutyens and Jekyll I have created my own Jekyll-style border in Grahamstown, Eastern Cape, to try and prove that her ideals can be translated into climates other than that of England. In this experiment, I succeeded in using indigenous South African plants and flowers with a colour scheme in the style of Jekyll, proving that the ideals to which she aspired could be applied in other countries.
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A rhetorical analysis of 1 Timothy 2:9-15 with a special focus on the role of women in the church
- Authors: Williams, Allan Alexander
- Date: 1992
- Subjects: Bible -- Criticism, interpretation, etc. , Women in the Bible , Women in Christianity -- History -- Early church, ca. 30-600 , Women in Christianity , Sexism in religion
- Language: English
- Type: Thesis , Masters , MTh
- Identifier: vital:1299 , http://hdl.handle.net/10962/d1015721
- Description: This thesis investigates the role of women in the early church as portrayed in 1 Timothy 2:9-15 using the recently-developed method of Rhetorical Analysis. It makes use of a rhetorical approach largely based on the method proposed by Kennedy, supplemented by insights from scholars who have emphasised the argumentative element in rhetoric. This method illustrates how the role of women in the church is decisively determined by the argument in the letter as a whole. A brief survey of classical rhetoric is given. The typical structure of a rhetorical discourse is listed with its component sections. The validity of using rhetorical analysis as a means for interpreting New Testament texts is justified. Textual units are identified from the structure of the text. Rhetorical insights are used to explain how the identified units cohere within the overall structure of the letter and how they relate to one another and interact. The thesis is developed that the section on women and teaching can only be meaningfully investigated in the light of the text as a whole and of the motifs in the letter. The thesis has a special focus on 2:9-15. This section is analysed in more detail than the rest of the text with the exception of 1 Timothy 1. As exordium, the latter provides the introduction to the situation dealt with in the letter, introduces the case, and sets the tone for the rest of the letter. The persuasive power of rhetoric in any situation depends to a large extent on its use of common tradition. The socio-cultural setting of the author is consequently analysed. Finally, the role of women in Graeco-Roman society is analysed in terms of motifs found in 1 Timothy 2:9-15.
- Full Text:
- Authors: Williams, Allan Alexander
- Date: 1992
- Subjects: Bible -- Criticism, interpretation, etc. , Women in the Bible , Women in Christianity -- History -- Early church, ca. 30-600 , Women in Christianity , Sexism in religion
- Language: English
- Type: Thesis , Masters , MTh
- Identifier: vital:1299 , http://hdl.handle.net/10962/d1015721
- Description: This thesis investigates the role of women in the early church as portrayed in 1 Timothy 2:9-15 using the recently-developed method of Rhetorical Analysis. It makes use of a rhetorical approach largely based on the method proposed by Kennedy, supplemented by insights from scholars who have emphasised the argumentative element in rhetoric. This method illustrates how the role of women in the church is decisively determined by the argument in the letter as a whole. A brief survey of classical rhetoric is given. The typical structure of a rhetorical discourse is listed with its component sections. The validity of using rhetorical analysis as a means for interpreting New Testament texts is justified. Textual units are identified from the structure of the text. Rhetorical insights are used to explain how the identified units cohere within the overall structure of the letter and how they relate to one another and interact. The thesis is developed that the section on women and teaching can only be meaningfully investigated in the light of the text as a whole and of the motifs in the letter. The thesis has a special focus on 2:9-15. This section is analysed in more detail than the rest of the text with the exception of 1 Timothy 1. As exordium, the latter provides the introduction to the situation dealt with in the letter, introduces the case, and sets the tone for the rest of the letter. The persuasive power of rhetoric in any situation depends to a large extent on its use of common tradition. The socio-cultural setting of the author is consequently analysed. Finally, the role of women in Graeco-Roman society is analysed in terms of motifs found in 1 Timothy 2:9-15.
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An investigation into the use of weather type models in the teaching of South African climatology at senior secondary school level
- Authors: Schürmann, Leon
- Date: 1992
- Subjects: Climatology -- Study and teaching (Secondary) , Geography -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2009 , http://hdl.handle.net/10962/d1015948
- Description: The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
- Full Text:
- Authors: Schürmann, Leon
- Date: 1992
- Subjects: Climatology -- Study and teaching (Secondary) , Geography -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2009 , http://hdl.handle.net/10962/d1015948
- Description: The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
- Full Text:
A comprehensive guide to conducting compensation surveys to determine competitive adjustments to base salary ranges
- Authors: Snelgar, Robin John
- Date: 1979
- Subjects: Wage surveys , Wages
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2896 , http://hdl.handle.net/10962/d1002060
- Description: The compensation process is a complex network of sub-processes directed toward compensating people for services performed, and motivating them to obtain desired levels of performance. Among the intermediate components of this process are wage and salary payments, the awarding of other cost items such as insurance, vacations, sick leave, etc. (fringe benefits), and the provision of essentially non-cost rewards such as recognition, privileges and symbols of status. However, the broad subject of compensation in terms of cost to the organisation may be examined in two sections, namely, wage and salary administration, and fringe benefit administration. The compensation survey forms an integral part of both administration processes, and thus becomes a necessary and essential device in the determination of the final compensation package to the employee.
- Full Text:
- Authors: Snelgar, Robin John
- Date: 1979
- Subjects: Wage surveys , Wages
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2896 , http://hdl.handle.net/10962/d1002060
- Description: The compensation process is a complex network of sub-processes directed toward compensating people for services performed, and motivating them to obtain desired levels of performance. Among the intermediate components of this process are wage and salary payments, the awarding of other cost items such as insurance, vacations, sick leave, etc. (fringe benefits), and the provision of essentially non-cost rewards such as recognition, privileges and symbols of status. However, the broad subject of compensation in terms of cost to the organisation may be examined in two sections, namely, wage and salary administration, and fringe benefit administration. The compensation survey forms an integral part of both administration processes, and thus becomes a necessary and essential device in the determination of the final compensation package to the employee.
- Full Text:
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