Health promotion: approaches to dietary salt reduction
- Authors: Mushoriwa, Fadzai
- Date: 2017
- Language: English
- Type: Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10962/44761 , vital:25439
- Description: Background Globally, non-communicable diseases are the leading causes of mortality and morbidity, with the majority of these occurring in low-middle income countries. The devastating consequences of non-communicable diseases could be curtailed through better management of four modifiable factors: physical inactivity; tobacco use; harmful use of alcohol; and unhealthy diets. The World Health Organisation has recommended dietary salt reduction as a cost-effective strategy in combatting the burden of NCDs. Consumer awareness and education is one of three primary strategies that have been identified by the World Health Organisation to achieve population-wide salt reduction. It involves the provision of salt reduction knowledge and the promotion of healthy salt related practices. These campaigns are a necessity in populations with high discretionary salt use such as South Africa. For these health promotion activities to succeed, they need to be developed with consideration of factors such as the environment, culture, and socio-economic standing of the intended target population. This two-phase health promotion study was conducted at St Mary’s Development and Care Centre and the Assumption Sisters Nutrition Centre. These are two community based organisations located in Grahamstown, South Africa. A needs assessment was conducted to identify the knowledge and practices of cooks and guardians from these centres on dietary salt reduction. The aim of the second phase of the study was to conduct an educational intervention and to develop a culturally appropriate and contextually specific health information intervention through a participatory process. Method: This was a qualitative study that was supported by elements of quantitative research.. The first phase of the current study was a needs assessment. The first step involved an observational phase with cooks from the centres. The aim was to observe their discretionary salt use during food preparation and to document the salt content in the processed foods available at each centre. Semi-structured interviews were then conducted, with 3 cooks and 16 guardians1 from the centres, to assess their knowledge and practices regarding salt reduction.Parents or the people responsible for the care of the children attending both centres. Guided by findings from the needs assessment phase, an educational intervention was developed. This phase involved the participatory development of three health information leaflets and a series of educational interactive sessions were conducted. Quantitative tests to assess the readability, suitability, and actionability were conducted on the leaflets. Qualitative assessment of the leaflets involved formative evaluations conducted by health care professionals, phase 1 participants, Rhodes University peer educators, an African languages and cultural expert, and a Rhodes University student wellness manager. This step was included to assess the content validity, context specificity, acceptability, and cultural appropriateness of the materials. Educational interactive sessions were guided by constructs of the Social Cognitive Theory and were conducted on three main topics: ‘Salt and my health’, ‘Reducing salt in my diet’, and ‘Reading food labels’. Results: The majority of the processed foods available at both centres contained low to medium levels of salt. Children at the centres were not provided with salt shakers on the tables during meal times. Cooks did not use measuring utensils when adding salt during meal preparation. Semistructured interviews revealed that participants lacked both declarative and procedural knowledge. In terms of declarative knowledge, they were unaware of the daily salt intake recommendations and the relationship between salt and sodium. Participants were able to identify hypertension as one of the health related consequences of high salt consumption. Most participants were responsible for purchasing groceries in their households. Their selfreported food label reading behaviours and inability to read food labels highlighted their lack of procedural knowledge. Most participants reported that they added salt during meal preparation and at mealtimes, highlighting high discretionary salt use. Some participants were also aware of cultural or religious uses of salt. The developed health information leaflets were considered to be written at a readability level appropriate for the target audience. The leaflets were also deemed to be actionable, culturally appropriate, and contextually specific and suitable materials. The educational interactive sessions were found to be interesting and informative. Conclusions: Findings from the needs assessment revealed the need for an educational intervention to address the identified gaps in the participants’ knowledge and practices regarding dietary salt reduction. The developed health information leaflets were found to be informative, culturally appropriate, and contextually specific, as planned. Interactive sessions provided an excellent platform to supply participants with concise and accurate information, increasing the possibility of improving their salt reduction related knowledge.
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- Authors: Mushoriwa, Fadzai
- Date: 2017
- Language: English
- Type: Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10962/44761 , vital:25439
- Description: Background Globally, non-communicable diseases are the leading causes of mortality and morbidity, with the majority of these occurring in low-middle income countries. The devastating consequences of non-communicable diseases could be curtailed through better management of four modifiable factors: physical inactivity; tobacco use; harmful use of alcohol; and unhealthy diets. The World Health Organisation has recommended dietary salt reduction as a cost-effective strategy in combatting the burden of NCDs. Consumer awareness and education is one of three primary strategies that have been identified by the World Health Organisation to achieve population-wide salt reduction. It involves the provision of salt reduction knowledge and the promotion of healthy salt related practices. These campaigns are a necessity in populations with high discretionary salt use such as South Africa. For these health promotion activities to succeed, they need to be developed with consideration of factors such as the environment, culture, and socio-economic standing of the intended target population. This two-phase health promotion study was conducted at St Mary’s Development and Care Centre and the Assumption Sisters Nutrition Centre. These are two community based organisations located in Grahamstown, South Africa. A needs assessment was conducted to identify the knowledge and practices of cooks and guardians from these centres on dietary salt reduction. The aim of the second phase of the study was to conduct an educational intervention and to develop a culturally appropriate and contextually specific health information intervention through a participatory process. Method: This was a qualitative study that was supported by elements of quantitative research.. The first phase of the current study was a needs assessment. The first step involved an observational phase with cooks from the centres. The aim was to observe their discretionary salt use during food preparation and to document the salt content in the processed foods available at each centre. Semi-structured interviews were then conducted, with 3 cooks and 16 guardians1 from the centres, to assess their knowledge and practices regarding salt reduction.Parents or the people responsible for the care of the children attending both centres. Guided by findings from the needs assessment phase, an educational intervention was developed. This phase involved the participatory development of three health information leaflets and a series of educational interactive sessions were conducted. Quantitative tests to assess the readability, suitability, and actionability were conducted on the leaflets. Qualitative assessment of the leaflets involved formative evaluations conducted by health care professionals, phase 1 participants, Rhodes University peer educators, an African languages and cultural expert, and a Rhodes University student wellness manager. This step was included to assess the content validity, context specificity, acceptability, and cultural appropriateness of the materials. Educational interactive sessions were guided by constructs of the Social Cognitive Theory and were conducted on three main topics: ‘Salt and my health’, ‘Reducing salt in my diet’, and ‘Reading food labels’. Results: The majority of the processed foods available at both centres contained low to medium levels of salt. Children at the centres were not provided with salt shakers on the tables during meal times. Cooks did not use measuring utensils when adding salt during meal preparation. Semistructured interviews revealed that participants lacked both declarative and procedural knowledge. In terms of declarative knowledge, they were unaware of the daily salt intake recommendations and the relationship between salt and sodium. Participants were able to identify hypertension as one of the health related consequences of high salt consumption. Most participants were responsible for purchasing groceries in their households. Their selfreported food label reading behaviours and inability to read food labels highlighted their lack of procedural knowledge. Most participants reported that they added salt during meal preparation and at mealtimes, highlighting high discretionary salt use. Some participants were also aware of cultural or religious uses of salt. The developed health information leaflets were considered to be written at a readability level appropriate for the target audience. The leaflets were also deemed to be actionable, culturally appropriate, and contextually specific and suitable materials. The educational interactive sessions were found to be interesting and informative. Conclusions: Findings from the needs assessment revealed the need for an educational intervention to address the identified gaps in the participants’ knowledge and practices regarding dietary salt reduction. The developed health information leaflets were found to be informative, culturally appropriate, and contextually specific, as planned. Interactive sessions provided an excellent platform to supply participants with concise and accurate information, increasing the possibility of improving their salt reduction related knowledge.
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The tablet teacher: learning literacy through technology in Northern Sotho
- Authors: Shiohira, Kelly
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7034 , vital:21211
- Description: This study evaluates the efficacy of the Bridges to the Future Initiative - South Africa 2 (BFI) tablet program on early literacy skills, as well as the ways in which learner-operated technology interacts with a traditional South African education system. The BFI is a curriculum-aligned early literacy development intervention implemented through technology in grades 2 and 3 in Northern Sotho1 first-language schools. A mixed-methods research design was utilized, involving three components: a literacy skills test administered through a time sequence trial design; a curriculum-aligned uptake and retention test using a pre-post design; and a qualitative research component including classroom observation, participant interviews and prompted drawings by learners. Paired sample t-tests show significantly higher gains during the treatment period in fluency and comprehension, and significantly higher gains in the control period in decoding individual words. It is theorized that this is due to teacher emphasis on emergent literacy. When initial ability is taken into consideration, all ability levels gain more on average during the treatment period in at least one measured skill. Regression analysis determines that time spent on the BFI program is not the most significant determiner of gains in the intervention period. Qualitative analysis supports this finding and suggests that program use cannot replace quality classroom practice in advancing literacy skills. Learners performed better after a delayed retention period than in an initial uptake test, indicating high rates of retention of knowledge gained through program use and traditional instruction, but inconsistent access to literacy skills gained.
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- Authors: Shiohira, Kelly
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7034 , vital:21211
- Description: This study evaluates the efficacy of the Bridges to the Future Initiative - South Africa 2 (BFI) tablet program on early literacy skills, as well as the ways in which learner-operated technology interacts with a traditional South African education system. The BFI is a curriculum-aligned early literacy development intervention implemented through technology in grades 2 and 3 in Northern Sotho1 first-language schools. A mixed-methods research design was utilized, involving three components: a literacy skills test administered through a time sequence trial design; a curriculum-aligned uptake and retention test using a pre-post design; and a qualitative research component including classroom observation, participant interviews and prompted drawings by learners. Paired sample t-tests show significantly higher gains during the treatment period in fluency and comprehension, and significantly higher gains in the control period in decoding individual words. It is theorized that this is due to teacher emphasis on emergent literacy. When initial ability is taken into consideration, all ability levels gain more on average during the treatment period in at least one measured skill. Regression analysis determines that time spent on the BFI program is not the most significant determiner of gains in the intervention period. Qualitative analysis supports this finding and suggests that program use cannot replace quality classroom practice in advancing literacy skills. Learners performed better after a delayed retention period than in an initial uptake test, indicating high rates of retention of knowledge gained through program use and traditional instruction, but inconsistent access to literacy skills gained.
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An erosion and sediment delivery model for semi-arid catchments
- Authors: Bryson, Louise Kay
- Date: 2016
- Subjects: Sedimentation and deposition , Erosion , Watershed management -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:6056 , http://hdl.handle.net/10962/d1020331
- Description: Sedimentation has become a significant environmental threat in South Africa as it intensifies water management problems in the water-scarce semi-arid regions of the country. As South Africa already allocates 98% of available water, the loss of storage capacity in reservoirs and degraded water quality has meant that a reliable water supply is compromised. The overall aim of this thesis was to develop a catchment scale model that represents the sediment dynamics of semi-arid regions of South Africa as a simple and practically applicable tool for water resource managers. Development of a conceptual framework for the model relied on an understanding of both the sediment dynamics of South African catchments and applicable modelling techniques. Scale was an issue in both cases as most of our understanding of the physical processes of runoff generation and sediment transport has been derived from plot scale studies. By identifying defining properties of semi-arid catchments it was possible to consider how temporal and spatial properties at higher levels emerged from properties at lower levels. These properties were effectively represented by using the Pitman rainfall-runoff model disaggregated to a daily timescale, the Modified Universal Soil Loss Equation (MUSLE) model incorporating probability function theory and through the representation of sediment storages across a semi-distributed catchment. The model was tested on two small and one large study catchment in the Karoo, South Africa, with limited observed data. Limitations to the model were found to be the large parameter data set and the dominance of structural constraints with an increase in catchment size. The next steps in model development will require a reduction of the parameter data set and an inclusion of an in-stream component for sub-catchments at a larger spatial scale. The model is applicable in areas such as South Africa where water resource managers need a simple model at the catchment scale in order to make decisions. This type of model provides a simple representation of the stochastic nature of erosion and sediment delivery over large spatial and temporal scales.
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- Authors: Bryson, Louise Kay
- Date: 2016
- Subjects: Sedimentation and deposition , Erosion , Watershed management -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:6056 , http://hdl.handle.net/10962/d1020331
- Description: Sedimentation has become a significant environmental threat in South Africa as it intensifies water management problems in the water-scarce semi-arid regions of the country. As South Africa already allocates 98% of available water, the loss of storage capacity in reservoirs and degraded water quality has meant that a reliable water supply is compromised. The overall aim of this thesis was to develop a catchment scale model that represents the sediment dynamics of semi-arid regions of South Africa as a simple and practically applicable tool for water resource managers. Development of a conceptual framework for the model relied on an understanding of both the sediment dynamics of South African catchments and applicable modelling techniques. Scale was an issue in both cases as most of our understanding of the physical processes of runoff generation and sediment transport has been derived from plot scale studies. By identifying defining properties of semi-arid catchments it was possible to consider how temporal and spatial properties at higher levels emerged from properties at lower levels. These properties were effectively represented by using the Pitman rainfall-runoff model disaggregated to a daily timescale, the Modified Universal Soil Loss Equation (MUSLE) model incorporating probability function theory and through the representation of sediment storages across a semi-distributed catchment. The model was tested on two small and one large study catchment in the Karoo, South Africa, with limited observed data. Limitations to the model were found to be the large parameter data set and the dominance of structural constraints with an increase in catchment size. The next steps in model development will require a reduction of the parameter data set and an inclusion of an in-stream component for sub-catchments at a larger spatial scale. The model is applicable in areas such as South Africa where water resource managers need a simple model at the catchment scale in order to make decisions. This type of model provides a simple representation of the stochastic nature of erosion and sediment delivery over large spatial and temporal scales.
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Codeswitching online: a case study of a bilingual online maths programme for grade 7 learners in Diepsloot, Johannesburg
- Authors: von Witt, Nathalia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3983 , vital:20577
- Description: There is an education crisis in South Africa. Mathematics and literacy are at the forefront of the problem, as particularly evidenced by Annual National Assessment results (Department of Basic Education, 2014; Spaull, 2014). This research is motivated by the unequal access to quality learning which stems from learners learning through a poorly-understood second language with little to no cognitive academic language proficiency. The vast majority of South African learners learn through their second language, English, from Grade 4 onwards. English is the language of South Africa’s political economy and is a global lingua franca; however, the understanding of concepts and content learnt at school is vital if one is to have any hope of putting one’s English to good use. This research aimed to find a way to equip learners both with English proficiency and mathematical understanding simultaneously. This was done by implementing and evaluating an experimental bilingual course in an existing mathematics programme in the township of Diepsloot in Johannesburg, South Africa. This research used design-based research methodology, using both qualitative and quantitative research methods. This methodology was chosen as it allows theory and practice to intersect in a real-life setting, and for the successes and shortcomings of this intersection to be evaluated. This study encompasses both the evaluation and creation of the bilingual online mathematics course. The course is made bilingual through the creation of bilingual videos with the use of translanguaging and the creation of a bilingual glossary of terms. The videos were created using a translanguaging ‘model’ informed by theories of basic interpersonal communication skills and cognitive academic language proficiency (Cummins, 1981), common underlying proficiency (Cummins, 1991), codeswitching (Setati, 1998; Ncoko et al., 2000) and translanguaging (Makalela 2015; Creese and Blackledge, 2010a). The aim of this research was to create a successful translanguaging model which facilitates learners’ ability to conceptualise in their first language and then discuss and understand the concept in their second language.
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- Authors: von Witt, Nathalia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3983 , vital:20577
- Description: There is an education crisis in South Africa. Mathematics and literacy are at the forefront of the problem, as particularly evidenced by Annual National Assessment results (Department of Basic Education, 2014; Spaull, 2014). This research is motivated by the unequal access to quality learning which stems from learners learning through a poorly-understood second language with little to no cognitive academic language proficiency. The vast majority of South African learners learn through their second language, English, from Grade 4 onwards. English is the language of South Africa’s political economy and is a global lingua franca; however, the understanding of concepts and content learnt at school is vital if one is to have any hope of putting one’s English to good use. This research aimed to find a way to equip learners both with English proficiency and mathematical understanding simultaneously. This was done by implementing and evaluating an experimental bilingual course in an existing mathematics programme in the township of Diepsloot in Johannesburg, South Africa. This research used design-based research methodology, using both qualitative and quantitative research methods. This methodology was chosen as it allows theory and practice to intersect in a real-life setting, and for the successes and shortcomings of this intersection to be evaluated. This study encompasses both the evaluation and creation of the bilingual online mathematics course. The course is made bilingual through the creation of bilingual videos with the use of translanguaging and the creation of a bilingual glossary of terms. The videos were created using a translanguaging ‘model’ informed by theories of basic interpersonal communication skills and cognitive academic language proficiency (Cummins, 1981), common underlying proficiency (Cummins, 1991), codeswitching (Setati, 1998; Ncoko et al., 2000) and translanguaging (Makalela 2015; Creese and Blackledge, 2010a). The aim of this research was to create a successful translanguaging model which facilitates learners’ ability to conceptualise in their first language and then discuss and understand the concept in their second language.
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Presentation and representation of environmental problems and problem-solving methods and processes in the Grade 10 Geography syllabus: a Namibian case study
- Authors: Zokka, Herman Kankara
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2074 , http://hdl.handle.net/10962/d1021253
- Description: Environmental issues in Namibia are considered to be one of the major threats to the lives of the Namibian people (Namibia. Ministry of National Planning Commission [MNPC], 2004). This study explored problem solving as one of the teaching methods used in Grade 10 Geography syllabuses as a response to such environmental issues/risks. Geography provides learners with an understanding of the issues and risks in their world that need to be addressed in order to improve the quality of their lives and health of their environment. This study focused on how environmental problems and problem-solving methods are presented in the Namibian Grade 10 Geography syllabus and how these are represented and implemented through teacher intentionality and practice. The theoretical framework for this study was informed by two theories namely risk society and social constructivism. This study was conducted at three schools in the Rundu circuit in the Kavango region and one teacher was involved in the study at each school. This study was conducted within an interpretive research tradition and was qualitative in nature. The study used document analysis, focus group discussion and classroom observation as data generation methods. The findings of the study reveal that the complexity of environmental issues is highlighted in the syllabus and in teachers’ intentionality and practice. The findings also show that a limited variety of teaching methods were used in problem solving strategies. The study also found that problem solving was influenced by different constructivist learning principles. The study further found that limited numbers of problem-solving steps were used in the process of problem solving. The study concludes by calling for further research into problem solving strategies. This can be done to empower Geography teachers to use more complex problem solving strategies to deepen problem solving and to engage problems in more depth.
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- Authors: Zokka, Herman Kankara
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2074 , http://hdl.handle.net/10962/d1021253
- Description: Environmental issues in Namibia are considered to be one of the major threats to the lives of the Namibian people (Namibia. Ministry of National Planning Commission [MNPC], 2004). This study explored problem solving as one of the teaching methods used in Grade 10 Geography syllabuses as a response to such environmental issues/risks. Geography provides learners with an understanding of the issues and risks in their world that need to be addressed in order to improve the quality of their lives and health of their environment. This study focused on how environmental problems and problem-solving methods are presented in the Namibian Grade 10 Geography syllabus and how these are represented and implemented through teacher intentionality and practice. The theoretical framework for this study was informed by two theories namely risk society and social constructivism. This study was conducted at three schools in the Rundu circuit in the Kavango region and one teacher was involved in the study at each school. This study was conducted within an interpretive research tradition and was qualitative in nature. The study used document analysis, focus group discussion and classroom observation as data generation methods. The findings of the study reveal that the complexity of environmental issues is highlighted in the syllabus and in teachers’ intentionality and practice. The findings also show that a limited variety of teaching methods were used in problem solving strategies. The study also found that problem solving was influenced by different constructivist learning principles. The study further found that limited numbers of problem-solving steps were used in the process of problem solving. The study concludes by calling for further research into problem solving strategies. This can be done to empower Geography teachers to use more complex problem solving strategies to deepen problem solving and to engage problems in more depth.
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Representations of the ‘other’: a comparison between Roman descriptions of Britons, Gauls and Germans pre-AD 300 and Sir Harry Smith’s portrayal of the Xhosa 1830s – 1850s
- Authors: Van Wezel, Amy Hester
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4223 , vital:20634
- Description: Stereotypical representations of an ‘ethnically’ or ‘racially’ different ‘other’ in ancient texts would seem to reappear throughout history. By comparing Roman views of Britons, Gauls and Germans, with Sir Harry Smith’s views of the Xhosa, this study seeks to explore the extent to which these stereotypical images were employed and for what reasons. Through close textual analyses, the descriptions of these peoples are examined and compared, taking into consideration the different authors’ context and agendas. By highlighting Caesar’s views of the abilities of the ‘other’ and Tacitus’ judgements of the moral character of the ‘other’, compared with Smith’s view of the same, the study aims to draw out the role of the author’s ‘self’ in complex and contradictory representations of the ‘other’, while arguing that various overwhelmingly negative images served to justify imperial conquest and rule. The extent to which the ‘other’ was perceived as remote and different from themselves, epitomised in the dichotomy between the ‘barbarism’ and ‘civilisation’, is examined, comparing a variety of Roman authors with Smith. The similar idea of ‘civilising missions’ are discussed, while acknowledging the differences between the policies of the Roman and British Empires toward the ‘other’. The connections between how the ‘other’ was portrayed in relation to ‘Empire’ and the ways in which they were treated is also explored stressing even further the different approaches taken by Roman and British authorities to include these peoples within their Empires. While certain stereotypes are shown to have persisted from Roman times, reappearing in the writing of Sir Harry Smith, summed up in the archetypal ‘barbarian’, I argue that the use of these images was varied, inconsistent and reflected more the motives and personalities of the writers themselves, whofor the most part ascribed to imperial ideologies.
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- Authors: Van Wezel, Amy Hester
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4223 , vital:20634
- Description: Stereotypical representations of an ‘ethnically’ or ‘racially’ different ‘other’ in ancient texts would seem to reappear throughout history. By comparing Roman views of Britons, Gauls and Germans, with Sir Harry Smith’s views of the Xhosa, this study seeks to explore the extent to which these stereotypical images were employed and for what reasons. Through close textual analyses, the descriptions of these peoples are examined and compared, taking into consideration the different authors’ context and agendas. By highlighting Caesar’s views of the abilities of the ‘other’ and Tacitus’ judgements of the moral character of the ‘other’, compared with Smith’s view of the same, the study aims to draw out the role of the author’s ‘self’ in complex and contradictory representations of the ‘other’, while arguing that various overwhelmingly negative images served to justify imperial conquest and rule. The extent to which the ‘other’ was perceived as remote and different from themselves, epitomised in the dichotomy between the ‘barbarism’ and ‘civilisation’, is examined, comparing a variety of Roman authors with Smith. The similar idea of ‘civilising missions’ are discussed, while acknowledging the differences between the policies of the Roman and British Empires toward the ‘other’. The connections between how the ‘other’ was portrayed in relation to ‘Empire’ and the ways in which they were treated is also explored stressing even further the different approaches taken by Roman and British authorities to include these peoples within their Empires. While certain stereotypes are shown to have persisted from Roman times, reappearing in the writing of Sir Harry Smith, summed up in the archetypal ‘barbarian’, I argue that the use of these images was varied, inconsistent and reflected more the motives and personalities of the writers themselves, whofor the most part ascribed to imperial ideologies.
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Synthesis and exploration of resorcinol derivatives as Plasmodium falciparum Hsp90 inhibitors
- Authors: Umumararungu, Théoneste
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/717 , vital:19984
- Description: In this research project, we have synthesized a series of nine dimethyl ether resorcinol analogues of NMS-E973 (L-1) 38, a potent Hsp90 inhibitor. These analogues were chosen because they share the same pharmacophore with NMS-E973 (L-1) 38 and were thus expected to have a similar biological activity. Moreover, it is generally easier to synthesize the dimethyl ether resorcinol analogues of NMS-E973 (L-1) 38 as compared to their demethylated counterparts. Since other Hsp90 inhibitors such as geldanamycin 19 have demonstrated anti-plasmodial activity, we also expected our compounds to be Hsp90 inhibitors and to possess anti-plasmodial activity. However, our compounds were tested for growth inhibitory activity of Plasmodium falciparum and not for P. falciparum Hsp90 (PfHSP90) inhibitory activity. The synthesis involved a series of steps that led to the formation of the ester compound TU-011 (L-7) 43 that was then used as a precursor for different NMS-E973 (L-1) 38 analogues. The choice of analogues to be synthesized was dictated by binding affinity predictions obtained from molecular docking. The chosen synthetic analogues were active against chloroquine-sensitive Plasmodium falciparum (3D7 strain) in a Plasmodium lactate dehydrogenase assay and they were not generally cytotoxic to human cervical adenocarcinoma cell line HeLa. The most active of our compounds was TU-018 (L-103) 50 with an IC50 value of approximately 1.830 µM as compared to the standard, chloroquine, with an IC50 value of 0.01062 µM. Some of the compounds showed mild cytotoxicity towards HeLa cells with IC50 values higher than 25 µM as compared to the standard apoptosis inducer drug, emetine that had an IC50 value of 0.09948 µM. These results highlight the fact that the synthesized analogues are novel relatively non-toxic anti-plasmodial agents.
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- Authors: Umumararungu, Théoneste
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/717 , vital:19984
- Description: In this research project, we have synthesized a series of nine dimethyl ether resorcinol analogues of NMS-E973 (L-1) 38, a potent Hsp90 inhibitor. These analogues were chosen because they share the same pharmacophore with NMS-E973 (L-1) 38 and were thus expected to have a similar biological activity. Moreover, it is generally easier to synthesize the dimethyl ether resorcinol analogues of NMS-E973 (L-1) 38 as compared to their demethylated counterparts. Since other Hsp90 inhibitors such as geldanamycin 19 have demonstrated anti-plasmodial activity, we also expected our compounds to be Hsp90 inhibitors and to possess anti-plasmodial activity. However, our compounds were tested for growth inhibitory activity of Plasmodium falciparum and not for P. falciparum Hsp90 (PfHSP90) inhibitory activity. The synthesis involved a series of steps that led to the formation of the ester compound TU-011 (L-7) 43 that was then used as a precursor for different NMS-E973 (L-1) 38 analogues. The choice of analogues to be synthesized was dictated by binding affinity predictions obtained from molecular docking. The chosen synthetic analogues were active against chloroquine-sensitive Plasmodium falciparum (3D7 strain) in a Plasmodium lactate dehydrogenase assay and they were not generally cytotoxic to human cervical adenocarcinoma cell line HeLa. The most active of our compounds was TU-018 (L-103) 50 with an IC50 value of approximately 1.830 µM as compared to the standard, chloroquine, with an IC50 value of 0.01062 µM. Some of the compounds showed mild cytotoxicity towards HeLa cells with IC50 values higher than 25 µM as compared to the standard apoptosis inducer drug, emetine that had an IC50 value of 0.09948 µM. These results highlight the fact that the synthesized analogues are novel relatively non-toxic anti-plasmodial agents.
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The consumption and use of wild foods by children across a deforestation gradient in Zomba District, Malawi
- Authors: Maseko, Heather Nonhlanhla
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3212 , vital:20392
- Description: Despite consensus on their significant nutritional value, wild foods are continually excluded from both food security statistics and economic values of natural resources. Though largely unexplored, there is evidence on the use of wild foods by children to supplement their diets and as a source of income. Children have knowledge on the gathering and hunting of selected wild food species and sources thereof. Wetlands, agro-ecosystems, natural forests, human landscapes and river systems remain important sources of wild food resources. The provision of and access to these resources are significantly affected by the interference and disruption to natural ecosystems. In Malawi, interference has been largely due to deforestation and land use change caused by an interplay of pressures from population growth for development and agricultural expansion. Against this background, the implications of deforestation and vegetation cover on the availability of wild foods and their access and use by children is largely unexplored. Through a comprehensive analysis of data collected from 150 children and 50 elderly men and women, the integration of Participatory Rural Appraisal (PRA) exercises and Geographic Information System (GIS), in the four sites of Mpheta, Mtuluma, Kasonga and Makombe in Zomba district, wild foods availability was established and their contribution to the nutritional status of children and households’ food security assessed. Study sites were identified along the deforestation gradient of Lake Chilwa, Zomba Mountain and Shire River basin with an additional focus on varying landscapes. One hundred and twenty species of wild foods were identified with greatest availability in areas of high vegetation cover and the lowest in areas of low vegetation cover, but with meaningful differences per wild food category. There was considerable reduction in the availability of wild foods with increasing deforestation; mainly wild game and fruits species and, in turn, decreased access of these by children. Nevertheless, small game, insects, other wild fruits and wild vegetables thrive well in agro-ecosystems and therefore were minimally affected by deforestation but largely by management practices of those systems and can be possibly improved through the promotion of agro-ecological farming systems. The research reveals that wild foods form an important component of the starch based diets of households from agricultural communities in the various landscapes. Besides securing the household’s food base, all children largely supplemented their diets with wild foods but with increased dependence by children from poorer households who are highly vulnerable to food insecurity. Access and use of wild foods was largely dependent on children’s knowledge, perceptions of the wild food and ease of access, with considerable variations due to gender and socio-cultural norms. Besides contributing to the nutritional status and food security, commercialisation of wild foods was common among children, hence providing them with an alternative livelihood strategy and in some cases only viable source of income.
- Full Text:
- Authors: Maseko, Heather Nonhlanhla
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3212 , vital:20392
- Description: Despite consensus on their significant nutritional value, wild foods are continually excluded from both food security statistics and economic values of natural resources. Though largely unexplored, there is evidence on the use of wild foods by children to supplement their diets and as a source of income. Children have knowledge on the gathering and hunting of selected wild food species and sources thereof. Wetlands, agro-ecosystems, natural forests, human landscapes and river systems remain important sources of wild food resources. The provision of and access to these resources are significantly affected by the interference and disruption to natural ecosystems. In Malawi, interference has been largely due to deforestation and land use change caused by an interplay of pressures from population growth for development and agricultural expansion. Against this background, the implications of deforestation and vegetation cover on the availability of wild foods and their access and use by children is largely unexplored. Through a comprehensive analysis of data collected from 150 children and 50 elderly men and women, the integration of Participatory Rural Appraisal (PRA) exercises and Geographic Information System (GIS), in the four sites of Mpheta, Mtuluma, Kasonga and Makombe in Zomba district, wild foods availability was established and their contribution to the nutritional status of children and households’ food security assessed. Study sites were identified along the deforestation gradient of Lake Chilwa, Zomba Mountain and Shire River basin with an additional focus on varying landscapes. One hundred and twenty species of wild foods were identified with greatest availability in areas of high vegetation cover and the lowest in areas of low vegetation cover, but with meaningful differences per wild food category. There was considerable reduction in the availability of wild foods with increasing deforestation; mainly wild game and fruits species and, in turn, decreased access of these by children. Nevertheless, small game, insects, other wild fruits and wild vegetables thrive well in agro-ecosystems and therefore were minimally affected by deforestation but largely by management practices of those systems and can be possibly improved through the promotion of agro-ecological farming systems. The research reveals that wild foods form an important component of the starch based diets of households from agricultural communities in the various landscapes. Besides securing the household’s food base, all children largely supplemented their diets with wild foods but with increased dependence by children from poorer households who are highly vulnerable to food insecurity. Access and use of wild foods was largely dependent on children’s knowledge, perceptions of the wild food and ease of access, with considerable variations due to gender and socio-cultural norms. Besides contributing to the nutritional status and food security, commercialisation of wild foods was common among children, hence providing them with an alternative livelihood strategy and in some cases only viable source of income.
- Full Text:
Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University
- Authors: Gambushe, Wanga
- Date: 2015
- Subjects: Language and education -- South Africa , Multilingual education -- South Africa , Native language and education -- South Africa , Education, Higher -- South Africa , Language policy -- South Africa , Cytology -- Study and teaching (Higher) -- South Africa , Xhosa (African people) -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3649 , http://hdl.handle.net/10962/d1017890
- Description: This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
- Full Text:
- Authors: Gambushe, Wanga
- Date: 2015
- Subjects: Language and education -- South Africa , Multilingual education -- South Africa , Native language and education -- South Africa , Education, Higher -- South Africa , Language policy -- South Africa , Cytology -- Study and teaching (Higher) -- South Africa , Xhosa (African people) -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3649 , http://hdl.handle.net/10962/d1017890
- Description: This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
- Full Text:
Ideas and power: shaping monetary policy in South Africa 1919-1936
- Authors: Bordiss, Bradley John
- Date: 2014
- Subjects: Monetary policy -- South Africa -- 1919-1936 Economic development -- South Africa -- 1919-1936 Economics -- South Africa -- History Economics -- Philosophy South Africa -- Economic policy -- 1919-1936 South Africa -- Foreign economic relations -- 1919-1936 Great Britain -- Foreign economic relations -- 1919-1936 Great Britain -- Economic policy -- 1918-1945
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1084 , http://hdl.handle.net/10962/d1011605
- Description: In the concluding paragraphs of Keynes’ General Theory, Keynes suggests that vested interests (power) may dominate in the short term, but that “sooner or later, it is ideas, not vested interests, which are dangerous for good or evil” (Keynes; 1936:384). This dissertation seeks to establish whether this is so, and to what extent, in the period 1919 to 1936, insofar as the shaping of monetary policy was concerned. The context that South Africa found itself in at the time was one in which Britain, the colonising power, was in economic decline. Britain’s real economy had lost its lead in the world in the late 1800s, and by our period, 1919 – 1936, she was now struggling to maintain her dominance of the world’s financial economy. South African gold flows to London, and a South African monetary policy supportive of British monetary policy, became more important than ever to Britain. On the back of its ascendant real economy, the United States of America was fast developing its financial sector as a rival to that centered on London. In the broader monetary policy world, the orthodox monetary regime of the Gold Standard, which had worked so well in the period from 1875 to 1914, was firstly difficult to reestablish, and once established, difficult to maintain. Opinion on what should be done was divided between the majority who favoured a return to the orthodoxy, and a much smaller group, including John Maynard Keynes, who argued that the Gold Standard should no longer be the preferred monetary system. In South Africa, our period starts 17 years after the Second Boer War. Afrikaner nationalists intent on establishing independence from Britain, competed with those, including Jan Christiaan Smuts, who believed that tying our policy up with that of the British Empire was the best for South Africa. It is in this context that a naturalised Briton, which the research shows was a loyal servant of the London power elite, was appointed by the Empire-friendly Smuts government to advise the South African government on monetary policy, the setting up of the South African Reserve Bank, the appointment of its first Governor and other matters in the period up until the fall of this government in 1924. It is also in this context that an American ‘Currency Doctor’ and Professor of Economics at Princeton University, which the research shows was intimately connected with the American government and Benjamin Strong at the Federal Reserve, was appointed by the Pact government later in 1924, and who was anxious to throw off the yoke of British control. The theoretical paradigm of this study is that developed by John Maynard Keynes and after him by the post-Keynesian economists, particularly Basil Moore and Hyman P. Minsky. Instead of considering the theory chronologically, book by book, the theory section deals with the subject matter in the themes which came up in the monetary policy debates of the time, looking at all the theoretical literature that applied to these various themes. Aside from the correction of errors of emphasis and errors of fact dealt with in chapter two, chapter five of the dissertation is where most of the original research is reflected. This is the section which deals in depth with the experts that advised the South Africans at the time, how they came to be appointed, whose interests they served, what theories they used in support of their positions, and what was the decision-making process; from their appointment, until their reports were drafted into the law of the Union of South Africa. While Ally’s work (1994) is accepted as the principal work on the influence of the Bank of England, and Britain’s control of South African gold on South African gold and monetary policy, this dissertation claims legitimacy based on a much closer look at the motives and vested interests of the experts advising the South African government at the time. By the end of this chapter, I believe we are better placed to understand and analyse the relative influence of ideas and power on monetary policy in the period 1919 – 1936.
- Full Text:
- Authors: Bordiss, Bradley John
- Date: 2014
- Subjects: Monetary policy -- South Africa -- 1919-1936 Economic development -- South Africa -- 1919-1936 Economics -- South Africa -- History Economics -- Philosophy South Africa -- Economic policy -- 1919-1936 South Africa -- Foreign economic relations -- 1919-1936 Great Britain -- Foreign economic relations -- 1919-1936 Great Britain -- Economic policy -- 1918-1945
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1084 , http://hdl.handle.net/10962/d1011605
- Description: In the concluding paragraphs of Keynes’ General Theory, Keynes suggests that vested interests (power) may dominate in the short term, but that “sooner or later, it is ideas, not vested interests, which are dangerous for good or evil” (Keynes; 1936:384). This dissertation seeks to establish whether this is so, and to what extent, in the period 1919 to 1936, insofar as the shaping of monetary policy was concerned. The context that South Africa found itself in at the time was one in which Britain, the colonising power, was in economic decline. Britain’s real economy had lost its lead in the world in the late 1800s, and by our period, 1919 – 1936, she was now struggling to maintain her dominance of the world’s financial economy. South African gold flows to London, and a South African monetary policy supportive of British monetary policy, became more important than ever to Britain. On the back of its ascendant real economy, the United States of America was fast developing its financial sector as a rival to that centered on London. In the broader monetary policy world, the orthodox monetary regime of the Gold Standard, which had worked so well in the period from 1875 to 1914, was firstly difficult to reestablish, and once established, difficult to maintain. Opinion on what should be done was divided between the majority who favoured a return to the orthodoxy, and a much smaller group, including John Maynard Keynes, who argued that the Gold Standard should no longer be the preferred monetary system. In South Africa, our period starts 17 years after the Second Boer War. Afrikaner nationalists intent on establishing independence from Britain, competed with those, including Jan Christiaan Smuts, who believed that tying our policy up with that of the British Empire was the best for South Africa. It is in this context that a naturalised Briton, which the research shows was a loyal servant of the London power elite, was appointed by the Empire-friendly Smuts government to advise the South African government on monetary policy, the setting up of the South African Reserve Bank, the appointment of its first Governor and other matters in the period up until the fall of this government in 1924. It is also in this context that an American ‘Currency Doctor’ and Professor of Economics at Princeton University, which the research shows was intimately connected with the American government and Benjamin Strong at the Federal Reserve, was appointed by the Pact government later in 1924, and who was anxious to throw off the yoke of British control. The theoretical paradigm of this study is that developed by John Maynard Keynes and after him by the post-Keynesian economists, particularly Basil Moore and Hyman P. Minsky. Instead of considering the theory chronologically, book by book, the theory section deals with the subject matter in the themes which came up in the monetary policy debates of the time, looking at all the theoretical literature that applied to these various themes. Aside from the correction of errors of emphasis and errors of fact dealt with in chapter two, chapter five of the dissertation is where most of the original research is reflected. This is the section which deals in depth with the experts that advised the South Africans at the time, how they came to be appointed, whose interests they served, what theories they used in support of their positions, and what was the decision-making process; from their appointment, until their reports were drafted into the law of the Union of South Africa. While Ally’s work (1994) is accepted as the principal work on the influence of the Bank of England, and Britain’s control of South African gold on South African gold and monetary policy, this dissertation claims legitimacy based on a much closer look at the motives and vested interests of the experts advising the South African government at the time. By the end of this chapter, I believe we are better placed to understand and analyse the relative influence of ideas and power on monetary policy in the period 1919 – 1936.
- Full Text:
Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education
- Authors: Graham, Nicola Susan Jearey
- Date: 2014
- Subjects: Responsibility in adolescence , Language and sex -- South Africa , Teenagers -- Sexual behavior -- South Africa , Sex instruction -- South Africa , Sexual health -- Study and teaching -- South Africa , Sexual ethics
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3230 , http://hdl.handle.net/10962/d1013078
- Description: The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.
- Full Text:
- Authors: Graham, Nicola Susan Jearey
- Date: 2014
- Subjects: Responsibility in adolescence , Language and sex -- South Africa , Teenagers -- Sexual behavior -- South Africa , Sex instruction -- South Africa , Sexual health -- Study and teaching -- South Africa , Sexual ethics
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3230 , http://hdl.handle.net/10962/d1013078
- Description: The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.
- Full Text:
How an eco-school sanitation community of practice fosters action competence for sanitation management in a rural school : the case of Ramashobohle High School Eco-Schools Community of Practice in Mankweng circuit Polokwane Municipality Capricorn district in Limpopo Province, South Africa
- Authors: Manaka, Ngoanamoshala Maria
- Date: 2011
- Subjects: Sanitation -- South Africa -- Management -- Citizen participation Public utilities -- South Africa -- Management -- Citizen participation Sanitation, Rural -- South Africa Sanitation -- Study and teaching -- South Africa School children -- Health and hygiene -- South Africa School hygiene -- South Africa Sanitation -- Health aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1917 , http://hdl.handle.net/10962/d1007319
- Description: Providing adequate sanitation facilities for the poor remains one of the major challenges in all developing countries. In South Africa, an estimated 11,7% of the schools are without sanitation. The South African government has a constitutional responsibility to ensure that all South Africans have access to adequate sanitation. When sanitation systems fail, or are inadequate, the impact of the health of the community, on the health of others and the negative impact on the environment can be extremely serious. In rural South African schools, many Enviro-Ioo toilets are available today. They are designed to suit a variety of water scarce areas and where there is a high risk of contamination of ground water resources. It is important to realize that any Enviro-Ioo system programme requires an education programme to ensure that the principles of use and maintenance are clearly understood by the user group. Their maintenance requires more responsibility and commitment by users. This study is an interpretive case study that indicates how sanitation in a rural Ramashobohle High School in Polokwane municipality was managed through an EcoSchools Sanitation Community of Practice, and how this developed action competence for sanitation management in the school. The study established that the earlier practice and knowledge of the Ramashobohle Eco-Schools community of practice exercised in maintaining Enviro-Ioo systems was inadequate; unhealthy and unsafe according to the data generated through focus group interviews, observations, interviews, action plan, workshops and reflection interviews. The data generated also indicates that the Eco-Schools community of practice was not committed to maintaining sanitation in their school because they were not sharing sanitation knowledge; they were not communicating and not updating one another concerning Enviro-Ioo systems maintenance as they had no adequate knowledge as to how to maintain the facilities; and the school management was also not supportive and was not taking responsibility. The study shows how this situation was turned around as an Eco-Schools Sanitation Community of Practice focussed on developing action competence in the school community. It provides a case based example of how knowledge and action competence, supported by an Eco-Schools Community of Practice, can find and implement solutions to inadequate sanitation management practices in rural schools, and shows how members of the school community can be engaged in learning how to manage and maintain school sanitation systems through a participatory process that develops action competence. The study points to important dimensions of developing action competence, such as providing knowledge and demonstrations, inviting experts to the school, involving learners in observations and monitoring and in ensuring that adequate facilities are available. In particular, a workshop conducted by Enviro-Ioo consultants, organised and supported by the Eco-Schools Sanitation COP, together with a follow up action plan, provided the main impetus for changes in practice in the school and served to support action competence development. Finally the study provides research findings and recommendations for further research.
- Full Text:
- Authors: Manaka, Ngoanamoshala Maria
- Date: 2011
- Subjects: Sanitation -- South Africa -- Management -- Citizen participation Public utilities -- South Africa -- Management -- Citizen participation Sanitation, Rural -- South Africa Sanitation -- Study and teaching -- South Africa School children -- Health and hygiene -- South Africa School hygiene -- South Africa Sanitation -- Health aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1917 , http://hdl.handle.net/10962/d1007319
- Description: Providing adequate sanitation facilities for the poor remains one of the major challenges in all developing countries. In South Africa, an estimated 11,7% of the schools are without sanitation. The South African government has a constitutional responsibility to ensure that all South Africans have access to adequate sanitation. When sanitation systems fail, or are inadequate, the impact of the health of the community, on the health of others and the negative impact on the environment can be extremely serious. In rural South African schools, many Enviro-Ioo toilets are available today. They are designed to suit a variety of water scarce areas and where there is a high risk of contamination of ground water resources. It is important to realize that any Enviro-Ioo system programme requires an education programme to ensure that the principles of use and maintenance are clearly understood by the user group. Their maintenance requires more responsibility and commitment by users. This study is an interpretive case study that indicates how sanitation in a rural Ramashobohle High School in Polokwane municipality was managed through an EcoSchools Sanitation Community of Practice, and how this developed action competence for sanitation management in the school. The study established that the earlier practice and knowledge of the Ramashobohle Eco-Schools community of practice exercised in maintaining Enviro-Ioo systems was inadequate; unhealthy and unsafe according to the data generated through focus group interviews, observations, interviews, action plan, workshops and reflection interviews. The data generated also indicates that the Eco-Schools community of practice was not committed to maintaining sanitation in their school because they were not sharing sanitation knowledge; they were not communicating and not updating one another concerning Enviro-Ioo systems maintenance as they had no adequate knowledge as to how to maintain the facilities; and the school management was also not supportive and was not taking responsibility. The study shows how this situation was turned around as an Eco-Schools Sanitation Community of Practice focussed on developing action competence in the school community. It provides a case based example of how knowledge and action competence, supported by an Eco-Schools Community of Practice, can find and implement solutions to inadequate sanitation management practices in rural schools, and shows how members of the school community can be engaged in learning how to manage and maintain school sanitation systems through a participatory process that develops action competence. The study points to important dimensions of developing action competence, such as providing knowledge and demonstrations, inviting experts to the school, involving learners in observations and monitoring and in ensuring that adequate facilities are available. In particular, a workshop conducted by Enviro-Ioo consultants, organised and supported by the Eco-Schools Sanitation COP, together with a follow up action plan, provided the main impetus for changes in practice in the school and served to support action competence development. Finally the study provides research findings and recommendations for further research.
- Full Text:
The reading of extended text in Oshindonga in grade 2 in selected Namibian schools
- Ngula, Elizabeth Njanjukweni-Aluhe
- Authors: Ngula, Elizabeth Njanjukweni-Aluhe
- Date: 2011
- Subjects: Ndonga language -- Study and teaching -- Namibia Reading comprehension -- Study and teaching (Primary) -- Namibia Reading (Primary) -- Namibia Teaching -- Namibia Teachers -- Attitudes -- Namibia Literacy -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1720 , http://hdl.handle.net/10962/d1003603
- Description: This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
- Full Text:
- Authors: Ngula, Elizabeth Njanjukweni-Aluhe
- Date: 2011
- Subjects: Ndonga language -- Study and teaching -- Namibia Reading comprehension -- Study and teaching (Primary) -- Namibia Reading (Primary) -- Namibia Teaching -- Namibia Teachers -- Attitudes -- Namibia Literacy -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1720 , http://hdl.handle.net/10962/d1003603
- Description: This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
- Full Text:
Labour hire: the impact of labour broking on employee job satisfaction and commitment in a number of Namibian organizations
- Shivangulula, Shirley Euginia
- Authors: Shivangulula, Shirley Euginia
- Date: 2009
- Subjects: Temporary employment -- Namibia , Industrial relations -- Namibia , Employee motivation , Labor market -- Namibia , Labor policy -- Namibia
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3054 , http://hdl.handle.net/10962/d1002563 , Temporary employment -- Namibia , Industrial relations -- Namibia , Employee motivation , Labor market -- Namibia , Labor policy -- Namibia
- Description: Over decades, job satisfaction has generated active empirical research. Similarly, organizational commitment, another attitudinal variable in the work domain, strongly related to, but distinctly different from job satisfaction, received comparatively equal research scrutiny. However, research on the impact of labour broking on employees’ job satisfaction and organizational commitment is nonexistent in Namibia. Using a quantitative approach, within a positivist paradigm, the purpose of this thesis was to examine the impact of labour broking on employees’ job satisfaction and organizational commitment as well as to determine the dynamics that mediate such experiences. These experiences were examined through a 5-dimensional, 72-item Job Descriptive Index and a 3-dimensional, 12-item Organizational Commitment Questionnaire over a sample size of 108 temporary and permanent employees, drawn through random probability sampling in a number of Namibian organizations that make use of labour hire services. These experiences were further amplified by face-to-face interviews over a sub sample of 20 employees. Data analysis was carried out using the chi-square, correlation, t-tests and multiple regression techniques of the STATISTICA software. Drawing on the principles of the multi dimensional theory of organizational commitment, the Cornell dispositional theory of job satisfaction and the temporary employee stigmatization model, results revealed that variables of employment status, tenure, inadequate income, inappropriate supervision and fear of job losses ahead of a newly proposed piece of legislat st labour hire ractices significantly influenced job satisfaction and organizational commitment of employees. Estimates indicate that for a mere change in tenure, job satisfaction levels will significantly rise by 0.26 units, whereas organizational commitment will augment by 0.03 units. However, for every N$ fall in employees’ pay, we can expect job satisfaction levels to decrease by 26%, but with significant effects. The study recommends that organizations must adopt policies that grant permanent tenure to all their employees, position them in respected and challenging jobs in which they will grow skills and ensure that all employees are remunerated with pay that signals their contribution to the organizations. In doing so, the negative effects of labour broking will disappear and employees will be satisfied with their jobs and Tommitted to their organizations.
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- Authors: Shivangulula, Shirley Euginia
- Date: 2009
- Subjects: Temporary employment -- Namibia , Industrial relations -- Namibia , Employee motivation , Labor market -- Namibia , Labor policy -- Namibia
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:3054 , http://hdl.handle.net/10962/d1002563 , Temporary employment -- Namibia , Industrial relations -- Namibia , Employee motivation , Labor market -- Namibia , Labor policy -- Namibia
- Description: Over decades, job satisfaction has generated active empirical research. Similarly, organizational commitment, another attitudinal variable in the work domain, strongly related to, but distinctly different from job satisfaction, received comparatively equal research scrutiny. However, research on the impact of labour broking on employees’ job satisfaction and organizational commitment is nonexistent in Namibia. Using a quantitative approach, within a positivist paradigm, the purpose of this thesis was to examine the impact of labour broking on employees’ job satisfaction and organizational commitment as well as to determine the dynamics that mediate such experiences. These experiences were examined through a 5-dimensional, 72-item Job Descriptive Index and a 3-dimensional, 12-item Organizational Commitment Questionnaire over a sample size of 108 temporary and permanent employees, drawn through random probability sampling in a number of Namibian organizations that make use of labour hire services. These experiences were further amplified by face-to-face interviews over a sub sample of 20 employees. Data analysis was carried out using the chi-square, correlation, t-tests and multiple regression techniques of the STATISTICA software. Drawing on the principles of the multi dimensional theory of organizational commitment, the Cornell dispositional theory of job satisfaction and the temporary employee stigmatization model, results revealed that variables of employment status, tenure, inadequate income, inappropriate supervision and fear of job losses ahead of a newly proposed piece of legislat st labour hire ractices significantly influenced job satisfaction and organizational commitment of employees. Estimates indicate that for a mere change in tenure, job satisfaction levels will significantly rise by 0.26 units, whereas organizational commitment will augment by 0.03 units. However, for every N$ fall in employees’ pay, we can expect job satisfaction levels to decrease by 26%, but with significant effects. The study recommends that organizations must adopt policies that grant permanent tenure to all their employees, position them in respected and challenging jobs in which they will grow skills and ensure that all employees are remunerated with pay that signals their contribution to the organizations. In doing so, the negative effects of labour broking will disappear and employees will be satisfied with their jobs and Tommitted to their organizations.
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A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education : a research project ; Towards an effective implementation of assessment of biology practical work under ʺcurriculum 2005ʺ
- Authors: Kwayisi, Frederick Ntow
- Date: 1999
- Subjects: Biology -- Study and teaching -- South Africa Group work in education Biology -- Curricula Curriculum change -- South Africa Curriculum planning -- South Africa Competency-based education -- South Africa Inclusive education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1705 , http://hdl.handle.net/10962/d1003588
- Description: A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.
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- Authors: Kwayisi, Frederick Ntow
- Date: 1999
- Subjects: Biology -- Study and teaching -- South Africa Group work in education Biology -- Curricula Curriculum change -- South Africa Curriculum planning -- South Africa Competency-based education -- South Africa Inclusive education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1705 , http://hdl.handle.net/10962/d1003588
- Description: A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.
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The role of microzooplankton in carbon cycling in the Southern Ocean
- Authors: Froneman, Pierre William
- Date: 1996
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:21066 , http://hdl.handle.net/10962/6234
- Description: A 3-year study was carried out on the role of microzooplankton in carbon cycling in the south Atlantic and the Atlantic sector of the Southern Ocean. Microzooplankton grazing impact on phytoplankton was estimated during austral summer and winter employing the dilution technique. Carnivory by larger zooplankton on microzooplankton during summer was estimated using in vitro incubations. Microzooplankton assemblages were always dominated by protozoans comprising ciliates and dinoflagellates. In the ( 20 um chlorophyll fraction, microzooplankton grazing was sufficient to control the growth of the nano- and picophytoplankton suggesting that, where larger microphytoplankton cells dominate, micro zooplankton maintain the background concentrations of the nano- and picophytoplankton. During winter, when small nano- and picophytoplankton cells dominate total chlorophyll concentrations, the microzooplankton grazing impact on phytoplankton is dramatically increased. Microzooplankton removed on average 37% of the initial phytoplankton stock or 70% of the daily phytoplankton production. These results suggest that in winter, micro zooplankton are the main sink for phytoplankton production. Carnivory experiments conducted with selected meso- (copepods) and macro zooplankton (euphausiids and tunicates) showed that all species examined consumed micro zooplankton in the presence of substantial chlorophyll concentrations. Microzooplankton can, therefore, be regarded as trophic intermediates between bacterioplankton, small phytoplankton cells and larger zooplankton species in the Southern Ocean. The results of this investigation suggest a spatiotemporal shift in efficiency of the biological pump mediated by changes in the size composition of the phytoplankton assemblages. South of the Antarctic Polar Front (APF) large IV microphytoplankton cells dominate the summer chlorophyll biomass, suggesting that larger zooplankton grazers represent the main sink for phytoplankton production. Under these conditions, carbon flux to the interior of the ocean will be high due to diel vertical migrations by grazers and the production of large, fast sinking faecal pellets. The sedimentation of large phytoplankton cells also contributes to flux. In the permanently open waters south of the APF and throughout the Southern Ocean during winter, small phytoplankton cells dominate total chlorophyll, resulting in the microbial loop being the main sink for phytoplankton production. The close coupling between the micro zooplankton and the microbial loop dramatically reduces the transfer of organic carbon from the surface layers to depth. Carnivory by metazoans on microzooplankton may reduce the high grazing impact of micro zooplankton and, may also represent an important source of carbon flux originating from the microbial loop.
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- Authors: Froneman, Pierre William
- Date: 1996
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:21066 , http://hdl.handle.net/10962/6234
- Description: A 3-year study was carried out on the role of microzooplankton in carbon cycling in the south Atlantic and the Atlantic sector of the Southern Ocean. Microzooplankton grazing impact on phytoplankton was estimated during austral summer and winter employing the dilution technique. Carnivory by larger zooplankton on microzooplankton during summer was estimated using in vitro incubations. Microzooplankton assemblages were always dominated by protozoans comprising ciliates and dinoflagellates. In the ( 20 um chlorophyll fraction, microzooplankton grazing was sufficient to control the growth of the nano- and picophytoplankton suggesting that, where larger microphytoplankton cells dominate, micro zooplankton maintain the background concentrations of the nano- and picophytoplankton. During winter, when small nano- and picophytoplankton cells dominate total chlorophyll concentrations, the microzooplankton grazing impact on phytoplankton is dramatically increased. Microzooplankton removed on average 37% of the initial phytoplankton stock or 70% of the daily phytoplankton production. These results suggest that in winter, micro zooplankton are the main sink for phytoplankton production. Carnivory experiments conducted with selected meso- (copepods) and macro zooplankton (euphausiids and tunicates) showed that all species examined consumed micro zooplankton in the presence of substantial chlorophyll concentrations. Microzooplankton can, therefore, be regarded as trophic intermediates between bacterioplankton, small phytoplankton cells and larger zooplankton species in the Southern Ocean. The results of this investigation suggest a spatiotemporal shift in efficiency of the biological pump mediated by changes in the size composition of the phytoplankton assemblages. South of the Antarctic Polar Front (APF) large IV microphytoplankton cells dominate the summer chlorophyll biomass, suggesting that larger zooplankton grazers represent the main sink for phytoplankton production. Under these conditions, carbon flux to the interior of the ocean will be high due to diel vertical migrations by grazers and the production of large, fast sinking faecal pellets. The sedimentation of large phytoplankton cells also contributes to flux. In the permanently open waters south of the APF and throughout the Southern Ocean during winter, small phytoplankton cells dominate total chlorophyll, resulting in the microbial loop being the main sink for phytoplankton production. The close coupling between the micro zooplankton and the microbial loop dramatically reduces the transfer of organic carbon from the surface layers to depth. Carnivory by metazoans on microzooplankton may reduce the high grazing impact of micro zooplankton and, may also represent an important source of carbon flux originating from the microbial loop.
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Data reduction techniques for Very Long Baseline Interferometric spectropolarimetry
- Authors: Kemball, Athol James
- Date: 1993
- Subjects: Very long baseline interferometry Radio interferometers Data reduction -- Research
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5457 , http://hdl.handle.net/10962/d1005242
- Description: This thesis reports the results of an investigation into techniques for the calibration and imaging of spectral line polarization observations in Very Long Baseline Interferometry (VLBI). A review is given of the instrumental and propagation effects which need to be removed in the course of calibrating such obervations, with particular reference to their polarization dependence. The removal of amplitude and phase errors and the determination of the instrumental feed response is described. The polarization imaging of such data is discussed with particular reference to the case of poorly sampled cross-polarization data. The software implementation of the algorithms within the Astronomical Image Processing System (AlPS) is discussed and the specific case of spectral line polarization reduction for data observed using the MK3 VLBI system is considered in detail. VLBI observations at two separate epochs of the 1612 MHz OH masers towards the source IRC+ 10420 are reduced as part of this work. Spectral line polarization maps of the source structure are presented, including a discussion of source morphology and variability. The source is sigmficantly circularly polarized at VLBI resolution, but does not display appreciable linear polarization. A proper motion study of the circumstellar envelope is presented, which supports an ellipsoidal kinematic model with anisotropic radial outflow. Kinematic modelling of the measured proper motions suggests a distance to the source of ~ 3 kpc. The cirumstellar magnetic field strength in the masing regions is determined as 1-3 mG, assuming Zeeman splitting as the polarization mechanism.
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- Authors: Kemball, Athol James
- Date: 1993
- Subjects: Very long baseline interferometry Radio interferometers Data reduction -- Research
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5457 , http://hdl.handle.net/10962/d1005242
- Description: This thesis reports the results of an investigation into techniques for the calibration and imaging of spectral line polarization observations in Very Long Baseline Interferometry (VLBI). A review is given of the instrumental and propagation effects which need to be removed in the course of calibrating such obervations, with particular reference to their polarization dependence. The removal of amplitude and phase errors and the determination of the instrumental feed response is described. The polarization imaging of such data is discussed with particular reference to the case of poorly sampled cross-polarization data. The software implementation of the algorithms within the Astronomical Image Processing System (AlPS) is discussed and the specific case of spectral line polarization reduction for data observed using the MK3 VLBI system is considered in detail. VLBI observations at two separate epochs of the 1612 MHz OH masers towards the source IRC+ 10420 are reduced as part of this work. Spectral line polarization maps of the source structure are presented, including a discussion of source morphology and variability. The source is sigmficantly circularly polarized at VLBI resolution, but does not display appreciable linear polarization. A proper motion study of the circumstellar envelope is presented, which supports an ellipsoidal kinematic model with anisotropic radial outflow. Kinematic modelling of the measured proper motions suggests a distance to the source of ~ 3 kpc. The cirumstellar magnetic field strength in the masing regions is determined as 1-3 mG, assuming Zeeman splitting as the polarization mechanism.
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Selecting educational computer software and evaluating its use, with special reference to biology education
- Authors: Beyers, Ronald Noel
- Date: 1992
- Subjects: Biology -- Study and teaching -- Computer programs Education -- Data processing Biology -- Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1764 , http://hdl.handle.net/10962/d1003649
- Description: In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.
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- Authors: Beyers, Ronald Noel
- Date: 1992
- Subjects: Biology -- Study and teaching -- Computer programs Education -- Data processing Biology -- Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1764 , http://hdl.handle.net/10962/d1003649
- Description: In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.
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An investigation into some learning and teaching problems of biology in Transkei senior secondary schools
- Authors: Matoti, Sheila Nokuthula
- Date: 1990
- Subjects: Education, Secondary Biology -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1349 , http://hdl.handle.net/10962/d1001415
- Description: The aim of this study was to investigate some learning and teaching problems of biology in Transkei Senior Secondary schools. The research focussed mainly on Biochemistry. Biochemistry was treated in the context of biology as a whole to show its relevance to other sections of the syllabus. Questionnaires were administered to standard 10 pupils in 15 senior secondary schools selected randomly from the Central Region of Transkei. Further information on pupils' understanding of concepts taught in Biochemistry , was gained through use of concept tests and concept maps. Interviews were conducted with standard 9 and 10 biology teachers, Subject committee members, Examiners, Subject advisers, Lecturers from the University of Transkei and the Transkei Teachers' In-service College and pupils. Data obtained through the use of those research methods was analysed and discussed. Concept mapping as a teaching strategy was introduced to some standard 9 and 10 teachers who attended courses (biology) at The Transkei Teachers ' In-service College. Some suggestions and recommendations for the learning and teaching of biology were then made
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- Authors: Matoti, Sheila Nokuthula
- Date: 1990
- Subjects: Education, Secondary Biology -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1349 , http://hdl.handle.net/10962/d1001415
- Description: The aim of this study was to investigate some learning and teaching problems of biology in Transkei Senior Secondary schools. The research focussed mainly on Biochemistry. Biochemistry was treated in the context of biology as a whole to show its relevance to other sections of the syllabus. Questionnaires were administered to standard 10 pupils in 15 senior secondary schools selected randomly from the Central Region of Transkei. Further information on pupils' understanding of concepts taught in Biochemistry , was gained through use of concept tests and concept maps. Interviews were conducted with standard 9 and 10 biology teachers, Subject committee members, Examiners, Subject advisers, Lecturers from the University of Transkei and the Transkei Teachers' In-service College and pupils. Data obtained through the use of those research methods was analysed and discussed. Concept mapping as a teaching strategy was introduced to some standard 9 and 10 teachers who attended courses (biology) at The Transkei Teachers ' In-service College. Some suggestions and recommendations for the learning and teaching of biology were then made
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A preliminary examination of teacher development in farm schools through an illuminative evaluation of a teacher development course implemented by the 1820 Foundation Farm School Project
- Authors: Gale, Frances
- Date: 1989
- Subjects: Rural schools -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape 1820 Foundation. Inset Farm School Project Rural schools
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1712 , http://hdl.handle.net/10962/d1003595
- Description: The 1820 Foundation INSET Farm School Project is described in order to set the context in which this illuminative evaluation of a Teacher Development course took place. The concepts of training, education and development are discussed and it is suggested that the term 'education' encompasses a training-development continuum. The design and implementation of the Teacher Development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses i) her attempt to encourage teacher control of the course and, ii) the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to i) a questionnaire administered to the five teachers involved and ii) a group interview and individual interviews with the teachers. Factors which emerge in the illumination of the data indicate that teacher control of development courses in farm schools in the Eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies.
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- Authors: Gale, Frances
- Date: 1989
- Subjects: Rural schools -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape 1820 Foundation. Inset Farm School Project Rural schools
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1712 , http://hdl.handle.net/10962/d1003595
- Description: The 1820 Foundation INSET Farm School Project is described in order to set the context in which this illuminative evaluation of a Teacher Development course took place. The concepts of training, education and development are discussed and it is suggested that the term 'education' encompasses a training-development continuum. The design and implementation of the Teacher Development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses i) her attempt to encourage teacher control of the course and, ii) the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to i) a questionnaire administered to the five teachers involved and ii) a group interview and individual interviews with the teachers. Factors which emerge in the illumination of the data indicate that teacher control of development courses in farm schools in the Eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies.
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