A qualitative assessment of the achievement of gender equality under education for all (EFA) goals : study of Lagos State, Nigeria
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
- Full Text:
- Date Issued: 2018
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
- Full Text:
- Date Issued: 2018
The implementation of the Millennium Development Goals (MDGs) and poverty reduction in Zimbabwe : the role of Official Development Assistance (ODA)
- Authors: Chivanga, Shylet Yvonne
- Date: 2018
- Subjects: Economic development projects--Zimbabwe Sustainable development--Zimbabwe Poverty--Developing countries
- Language: English
- Type: Thesis , Doctoral , Development Studies
- Identifier: http://hdl.handle.net/10353/15605 , vital:40483
- Description: This study sought to analyse the role of official development assistance (ODA) from international developmental partnerships in reducing poverty in accordance with the aims of the Millennium Development Goals (MDGs) in Zimbabwe. A qualitative research methodology was used and interview guides were developed in order to put open-ended questions to the participants in one-on-one face-to-face interviews and focus group discussions. The data which was collected was subjected to thematic analysis. Among the findings which emerged was that the implementation of interventions to meet MDGs and reduce poverty in Zimbabwe had been hindered by both internal and external factors. Internal factors included corruption, underinvestment in industry, an untaxed underground economy, and political instability, the inconsistent implementation of policies, a weak judiciary, and excessive dependence upon ODA. Conversely, external factors included ODA which failed to enable the root causes of poverty to be tackled, attempting to remedy the symptoms of poverty rather than the real causes, the misuse of hegemonic economic and political power by foreign developmental partners, the inequitable distribution of ODA, ODA which entailed conditionalities, and soured relations with foreign donors. From the findings it was concluded that the most effective means of reducing poverty effectively in Zimbabwe lay in investing in developing internal sources of revenue. ODA should be used only to supplement interventions to reduce poverty in a sustainable manner and promote inclusive economic growth in the interests of equity. In order to generate the ODA which is needed to begin the process of economic recovery, Zimbabwe needs to re-engage with foreign developmental partners in a manner which ensures that partnerships are mutually beneficial. The injustices of the past should not be used to account for the failure to meet the MDGs and the deepening poverty in Zimbabwe, as they are not the consequences of the white minority rule of the past, but rather of present-day political ineptitude. Consequently, it is imperative that Zimbabwe should concentrate its efforts on developing the means to raise revenue for development and limit its dependence upon ODA. Holding onto the past by blaming the targeted sanctions, white minority rule, and colonialism will not enable the poverty in which many Zimbabweans in the post-independence era are mired to be meaningfully reduced through the Sustainable Development Goals (SDGs) which have superceded the MDGs to be achieved by 2030.
- Full Text:
- Date Issued: 2018
- Authors: Chivanga, Shylet Yvonne
- Date: 2018
- Subjects: Economic development projects--Zimbabwe Sustainable development--Zimbabwe Poverty--Developing countries
- Language: English
- Type: Thesis , Doctoral , Development Studies
- Identifier: http://hdl.handle.net/10353/15605 , vital:40483
- Description: This study sought to analyse the role of official development assistance (ODA) from international developmental partnerships in reducing poverty in accordance with the aims of the Millennium Development Goals (MDGs) in Zimbabwe. A qualitative research methodology was used and interview guides were developed in order to put open-ended questions to the participants in one-on-one face-to-face interviews and focus group discussions. The data which was collected was subjected to thematic analysis. Among the findings which emerged was that the implementation of interventions to meet MDGs and reduce poverty in Zimbabwe had been hindered by both internal and external factors. Internal factors included corruption, underinvestment in industry, an untaxed underground economy, and political instability, the inconsistent implementation of policies, a weak judiciary, and excessive dependence upon ODA. Conversely, external factors included ODA which failed to enable the root causes of poverty to be tackled, attempting to remedy the symptoms of poverty rather than the real causes, the misuse of hegemonic economic and political power by foreign developmental partners, the inequitable distribution of ODA, ODA which entailed conditionalities, and soured relations with foreign donors. From the findings it was concluded that the most effective means of reducing poverty effectively in Zimbabwe lay in investing in developing internal sources of revenue. ODA should be used only to supplement interventions to reduce poverty in a sustainable manner and promote inclusive economic growth in the interests of equity. In order to generate the ODA which is needed to begin the process of economic recovery, Zimbabwe needs to re-engage with foreign developmental partners in a manner which ensures that partnerships are mutually beneficial. The injustices of the past should not be used to account for the failure to meet the MDGs and the deepening poverty in Zimbabwe, as they are not the consequences of the white minority rule of the past, but rather of present-day political ineptitude. Consequently, it is imperative that Zimbabwe should concentrate its efforts on developing the means to raise revenue for development and limit its dependence upon ODA. Holding onto the past by blaming the targeted sanctions, white minority rule, and colonialism will not enable the poverty in which many Zimbabweans in the post-independence era are mired to be meaningfully reduced through the Sustainable Development Goals (SDGs) which have superceded the MDGs to be achieved by 2030.
- Full Text:
- Date Issued: 2018
Investigating the nature of the linguistic challenges of the Department of Basic Education (DBE) 2013 Grade 4 Mathematics ANAs and learners’ and teachers’ experience of them.
- Authors: Sibanda, Lucy
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2079 , http://hdl.handle.net/10962/d1021312
- Description: The underperformance of South African learners in literacy and numeracy is a source of grave concern, especially at the transition from Grade 3 to Grade 4. The challenge that complicates this shift is to some extent linguistic, since at Grade 4 in South Africa the majority of learners begin learning in English, which is an additional language for most. The study adopts a sociocultural view of language and learning. Vygotsky’s influential theoretical work on language and learning, in which language is considered central to learning and learning is a social process embedded in sociocultural settings, informs the study. The introduction of the Annual National Assessments (ANAs) across primary and secondary grades in South Africa in mathematics and literacy in 2011 provides the context for this research. It is against this background that the present study aimed, through a case study approach of three Grade 4 classes of English additional language (EAL) learners, to achieve four things, namely: to investigate the linguistic challenges of the 2013 Grade 4 mathematics ANAs; to analyse the learners’ written responses to the 2013 mathematics ANA items; to explore the 2013 Grade 4 learners’ difficulties and experiences of the 2013 mathematics ANAs, and to investigate the Grade 4 mathematics teachers’ perspectives of the language of the ANAs. In order to achieve these aims, the data was collected in four phases. The first phase of the study addressed the nature of the linguistic challenges of the Department of Basic Education Grade 4 mathematics ANAs. Data collection occurred in two parts: 1) Comparing Grade 4 ANAs to exemplars provided and 2) Analysing the language of the 2013 mathematics ANAs. This was done through content analysis and Shaftel et al.’s (2006) linguistic complexity checklist. Findings for part 1 of the study revealed that there were several inconsistencies in the questioning format and language used in the ANAs and in the exemplars. Findings of the content analysis done on the 2013 mathematics ANA test items using Shaftel et al.’s (2006) linguistic complexity checklist and Vale’s (2013) Linguistic Complexity Index formula point to many linguistic complexities in several test items, particularly in relation to recurrent use of: 7 or more letter words, homophones, prepositional phrases and specific mathematics vocabulary across the majority of questions. In phase 2, the analysis of 106 learners’ written responses for the 2013 mathematics ANA questions revealed that for many of the questions the language used was unfamiliar for Grade 4 learners using English as an additional language. This was aggravated by the inclusion in the ANAs of linguistic forms learners would not have encountered in their workbooks or exemplars intended to prepare the learners for the assessments. Therefore, linguistic complexity of items was a key contributing factor to learners’ poor performance in the test. In the third phase, the quantitative and qualitative analysis of the 26 learners’ interviews revealed that during the task-based interviews, learners experienced difficulties in the following skills: reading, comprehension, transformation, process and encoding. The greatest difficulties were experienced in comprehension and in reading, especially in the two classes where the learners were less proficient in the English language. The fourth phase, in which two Grade 4 mathematics teachers’ perceptions of the linguistic demands of the Grade 4 mathematics ANAs were presented and analysed, the teachers’ perceptions indicated that the mathematical language was mostly too difficult for the Grade 4 learners. Teachers also were of the opinion that learners’ reading skills were poor and they struggled to comprehend what they read. A dilemma regarding whether teachers should assist learners during the ANAs, satisfying the local needs for mediating the language or whether they should comply with the ANA policy which states that they may not assist learners was expressed by one of the teachers. A range of language challenges that teachers managed with various strategies were raised. These included one teacher’s use of code-switching during the teaching of mathematics. The study concludes with implications and recommendations. These include that test designers should minimise the language complexity of test items, especially in the early transition grades of learning in English. Research should be conducted on possibilities for allowing teachers to provide linguistic mediation to ANA questions in these transition years of learners learning in English.
- Full Text:
- Date Issued: 2016
- Authors: Sibanda, Lucy
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2079 , http://hdl.handle.net/10962/d1021312
- Description: The underperformance of South African learners in literacy and numeracy is a source of grave concern, especially at the transition from Grade 3 to Grade 4. The challenge that complicates this shift is to some extent linguistic, since at Grade 4 in South Africa the majority of learners begin learning in English, which is an additional language for most. The study adopts a sociocultural view of language and learning. Vygotsky’s influential theoretical work on language and learning, in which language is considered central to learning and learning is a social process embedded in sociocultural settings, informs the study. The introduction of the Annual National Assessments (ANAs) across primary and secondary grades in South Africa in mathematics and literacy in 2011 provides the context for this research. It is against this background that the present study aimed, through a case study approach of three Grade 4 classes of English additional language (EAL) learners, to achieve four things, namely: to investigate the linguistic challenges of the 2013 Grade 4 mathematics ANAs; to analyse the learners’ written responses to the 2013 mathematics ANA items; to explore the 2013 Grade 4 learners’ difficulties and experiences of the 2013 mathematics ANAs, and to investigate the Grade 4 mathematics teachers’ perspectives of the language of the ANAs. In order to achieve these aims, the data was collected in four phases. The first phase of the study addressed the nature of the linguistic challenges of the Department of Basic Education Grade 4 mathematics ANAs. Data collection occurred in two parts: 1) Comparing Grade 4 ANAs to exemplars provided and 2) Analysing the language of the 2013 mathematics ANAs. This was done through content analysis and Shaftel et al.’s (2006) linguistic complexity checklist. Findings for part 1 of the study revealed that there were several inconsistencies in the questioning format and language used in the ANAs and in the exemplars. Findings of the content analysis done on the 2013 mathematics ANA test items using Shaftel et al.’s (2006) linguistic complexity checklist and Vale’s (2013) Linguistic Complexity Index formula point to many linguistic complexities in several test items, particularly in relation to recurrent use of: 7 or more letter words, homophones, prepositional phrases and specific mathematics vocabulary across the majority of questions. In phase 2, the analysis of 106 learners’ written responses for the 2013 mathematics ANA questions revealed that for many of the questions the language used was unfamiliar for Grade 4 learners using English as an additional language. This was aggravated by the inclusion in the ANAs of linguistic forms learners would not have encountered in their workbooks or exemplars intended to prepare the learners for the assessments. Therefore, linguistic complexity of items was a key contributing factor to learners’ poor performance in the test. In the third phase, the quantitative and qualitative analysis of the 26 learners’ interviews revealed that during the task-based interviews, learners experienced difficulties in the following skills: reading, comprehension, transformation, process and encoding. The greatest difficulties were experienced in comprehension and in reading, especially in the two classes where the learners were less proficient in the English language. The fourth phase, in which two Grade 4 mathematics teachers’ perceptions of the linguistic demands of the Grade 4 mathematics ANAs were presented and analysed, the teachers’ perceptions indicated that the mathematical language was mostly too difficult for the Grade 4 learners. Teachers also were of the opinion that learners’ reading skills were poor and they struggled to comprehend what they read. A dilemma regarding whether teachers should assist learners during the ANAs, satisfying the local needs for mediating the language or whether they should comply with the ANA policy which states that they may not assist learners was expressed by one of the teachers. A range of language challenges that teachers managed with various strategies were raised. These included one teacher’s use of code-switching during the teaching of mathematics. The study concludes with implications and recommendations. These include that test designers should minimise the language complexity of test items, especially in the early transition grades of learning in English. Research should be conducted on possibilities for allowing teachers to provide linguistic mediation to ANA questions in these transition years of learners learning in English.
- Full Text:
- Date Issued: 2016
A Case study of students' first additional language reading and response in the faculty of education at the University of Fort Hare: Eastern Cape
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
- Full Text:
- Date Issued: 2015
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
- Full Text:
- Date Issued: 2015
Molecular phylogeny, phylogeography and evolutionary adaptation of foraging behaviour amongst sympatric patellid limpets along the southern African shoreline
- Authors: Mmonwa, Kolobe Lucas
- Date: 2014
- Subjects: Limpets -- South Africa -- Adaptation , Limpets -- South Africa -- Ecology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5882 , http://hdl.handle.net/10962/d1013222
- Description: The southern African shoreline is inhabited by a great diversity of patellid limpets of which most are endemic to South Africa. These limpets have evolved foraging mechanisms that partition ecological resources and reduce interspecific competition, resulting in ecological specialists and generalists. The evolution of ecological specialization or generalization remains poorly understood and there is no agreement on how such evolutionary transitions are correlated with levels of genetic diversity. This study investigated evolutionary correlations between territoriality in foraging and genetic structure of southern African patellid limpets (Cymbula and Scutellastra spp.) using stable δ13C and δ15N ratios, mitochondrial and nuclear DNA markers. The outcomes of the study were best rationalized and understood in the context of the scale of analysis in terms of both space and taxonomy. At biogeographic scales and the interspecific level, the stable isotope signatures and genetic structure of these limpets are determined by extrinsic factors such as biogeography and oceanography. However, at the smallest site scales and the intraspecific level, the isotope signatures and genetic diversity of these limpets are significantly correlated to their foraging traits. At large scales, there are no correlations between foraging behaviour and either genetic structure or isotope signature. At smaller scales, territorial Scutellastra foragers display both isotopic enrichment and greater haplotype diversity than congeneric non-territorial foragers. Thus, the isotope signatures and genetic structure of these limpets are determined by intrinsic species-specific response linked to their foraging behaviour. However, this pattern was intriguing as differences between territorial and non-territorial limpets in both isotopic signature and genetic diversity were observed only along the south coast when the same species were compared in other biogeographic regions. The significant interaction effect between foraging behaviour and stable isotope signatures was only observed from the sites within the Agulhas Bank or which are strongly influenced by the Agulhas current. This south enrichment in isotopic ratios is due to the mixing differences between onshore and offshore waters as the Agulhas current moves from east to south. At the generic level, the correlation between foraging behaviour and isotope signatures and genetic structure were particularly profound for Scutellastra species. The molecular phylogeny revealed deep evolutionary divergence between territorial and non-territorial Scutellastra spp. This divergence was concordant with morphological differences in shell shape and radula anatomy between territorial and non-territorial species. A taxonomic review of the scutellastrid spp. is proposed, suggesting possible re-consideration of the genus as two genera characterized by either territoriality or non-territoriality. The divergence between territorial and non-territorial species in both Scutellastra and Cymbula took place approximately in the early Oligocene. Major climatic cooling and decreases in sea level occurred during the Oligocene and this probably exposed much of the lower intertidal zone, increasing new potential habitats and algal availability. The Oligocene exposure of rocky shores and algal abundance in the lower intertidal zone probably elicited resource partitioning amongst these patellid limpets and subsequently, the evolution of territorial and non-territorial species. Analyses of the demographic history of these patellid limpets revealed evidence of post-glacial spatial expansion around the Pleistocene, implying these limpets were at population equilibrium during the dramatic LGM sea temperatures. Thus, these limpets managed to expand their range during dynamic oceanographic oscillations and dramatic sea-level changes in the Pleistocene. This study highlighted the importance of applying ecological traits as a subject to investigate and comprehend the evolutionary ecology of marine herbivores. The foraging traits of these true limpets are reflected in both their stable isotope ratios and genealogy, presumably as an evolutionary consequence of competition.
- Full Text:
- Date Issued: 2014
- Authors: Mmonwa, Kolobe Lucas
- Date: 2014
- Subjects: Limpets -- South Africa -- Adaptation , Limpets -- South Africa -- Ecology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5882 , http://hdl.handle.net/10962/d1013222
- Description: The southern African shoreline is inhabited by a great diversity of patellid limpets of which most are endemic to South Africa. These limpets have evolved foraging mechanisms that partition ecological resources and reduce interspecific competition, resulting in ecological specialists and generalists. The evolution of ecological specialization or generalization remains poorly understood and there is no agreement on how such evolutionary transitions are correlated with levels of genetic diversity. This study investigated evolutionary correlations between territoriality in foraging and genetic structure of southern African patellid limpets (Cymbula and Scutellastra spp.) using stable δ13C and δ15N ratios, mitochondrial and nuclear DNA markers. The outcomes of the study were best rationalized and understood in the context of the scale of analysis in terms of both space and taxonomy. At biogeographic scales and the interspecific level, the stable isotope signatures and genetic structure of these limpets are determined by extrinsic factors such as biogeography and oceanography. However, at the smallest site scales and the intraspecific level, the isotope signatures and genetic diversity of these limpets are significantly correlated to their foraging traits. At large scales, there are no correlations between foraging behaviour and either genetic structure or isotope signature. At smaller scales, territorial Scutellastra foragers display both isotopic enrichment and greater haplotype diversity than congeneric non-territorial foragers. Thus, the isotope signatures and genetic structure of these limpets are determined by intrinsic species-specific response linked to their foraging behaviour. However, this pattern was intriguing as differences between territorial and non-territorial limpets in both isotopic signature and genetic diversity were observed only along the south coast when the same species were compared in other biogeographic regions. The significant interaction effect between foraging behaviour and stable isotope signatures was only observed from the sites within the Agulhas Bank or which are strongly influenced by the Agulhas current. This south enrichment in isotopic ratios is due to the mixing differences between onshore and offshore waters as the Agulhas current moves from east to south. At the generic level, the correlation between foraging behaviour and isotope signatures and genetic structure were particularly profound for Scutellastra species. The molecular phylogeny revealed deep evolutionary divergence between territorial and non-territorial Scutellastra spp. This divergence was concordant with morphological differences in shell shape and radula anatomy between territorial and non-territorial species. A taxonomic review of the scutellastrid spp. is proposed, suggesting possible re-consideration of the genus as two genera characterized by either territoriality or non-territoriality. The divergence between territorial and non-territorial species in both Scutellastra and Cymbula took place approximately in the early Oligocene. Major climatic cooling and decreases in sea level occurred during the Oligocene and this probably exposed much of the lower intertidal zone, increasing new potential habitats and algal availability. The Oligocene exposure of rocky shores and algal abundance in the lower intertidal zone probably elicited resource partitioning amongst these patellid limpets and subsequently, the evolution of territorial and non-territorial species. Analyses of the demographic history of these patellid limpets revealed evidence of post-glacial spatial expansion around the Pleistocene, implying these limpets were at population equilibrium during the dramatic LGM sea temperatures. Thus, these limpets managed to expand their range during dynamic oceanographic oscillations and dramatic sea-level changes in the Pleistocene. This study highlighted the importance of applying ecological traits as a subject to investigate and comprehend the evolutionary ecology of marine herbivores. The foraging traits of these true limpets are reflected in both their stable isotope ratios and genealogy, presumably as an evolutionary consequence of competition.
- Full Text:
- Date Issued: 2014
A critical realist account of a mentoring programme in the Faculty of Pharmacy at Rhodes University
- Authors: Oltmann, Carmen
- Date: 2009
- Subjects: Rhodes University -- Academic Development Programme Pharmacy -- Study and teaching (Higher) -- South Africa Mentoring in education -- South Africa Mentoring in Science -- South Africa Critical realism Communities of practice
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3781 , http://hdl.handle.net/10962/d1003259
- Description: This study originates from experiences I had as supervisor of the mentoring programme for first year students in the Faculty of Pharmacy, at Rhodes University. Our mentoring programme is a strategy for first year students – specifically those from previously disadvantaged backgrounds – to succeed at Rhodes University. Using an ontological meta-theory - critical realism - as my analytical lens, discourse as my unit of analysis, and Invitational Learning Theory as a theoretical tool I developed a model of mentoring based on Bhaskar’s transformational model (1993). This model illustrates the relationship between structure, culture and agency. Whilst developing this model I focussed on determining how mentors construct mentoring, and how mentoring facilitates access to a Community of Practice (CoP). Mentoring involves providing a shared space that is safe, that the mentor and mentee feel comfortable in, and that supports and challenges both the mentor and the mentee. It is a reciprocal, developmental relationship for both the mentor and the mentee that deals with issues that the mentee deems as ‘real’. Mentoring is a process, not an outcome. The mentoring strategies that the mentors employed changed as the mentors mentored. Mentors help mentees by using structures and mechanisms that worked for them, and/or by helping mentees access these structures and mechanisms. Mentoring facilitates access to a CoP by providing opportunities for engagement. This involves sharing of experiences and knowledge, and promoting discussion. The mentor helps the mentee move from being a peripheral member of the CoP to becoming a main member, i.e., becoming active, learning with and from others within the CoP. CoPs develop social capital and knowledge management. My research suggests that the knowledge, skills and attitude developed by the mentors within this study may be transferable to other aspects in Pharmacy.
- Full Text:
- Date Issued: 2009
- Authors: Oltmann, Carmen
- Date: 2009
- Subjects: Rhodes University -- Academic Development Programme Pharmacy -- Study and teaching (Higher) -- South Africa Mentoring in education -- South Africa Mentoring in Science -- South Africa Critical realism Communities of practice
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3781 , http://hdl.handle.net/10962/d1003259
- Description: This study originates from experiences I had as supervisor of the mentoring programme for first year students in the Faculty of Pharmacy, at Rhodes University. Our mentoring programme is a strategy for first year students – specifically those from previously disadvantaged backgrounds – to succeed at Rhodes University. Using an ontological meta-theory - critical realism - as my analytical lens, discourse as my unit of analysis, and Invitational Learning Theory as a theoretical tool I developed a model of mentoring based on Bhaskar’s transformational model (1993). This model illustrates the relationship between structure, culture and agency. Whilst developing this model I focussed on determining how mentors construct mentoring, and how mentoring facilitates access to a Community of Practice (CoP). Mentoring involves providing a shared space that is safe, that the mentor and mentee feel comfortable in, and that supports and challenges both the mentor and the mentee. It is a reciprocal, developmental relationship for both the mentor and the mentee that deals with issues that the mentee deems as ‘real’. Mentoring is a process, not an outcome. The mentoring strategies that the mentors employed changed as the mentors mentored. Mentors help mentees by using structures and mechanisms that worked for them, and/or by helping mentees access these structures and mechanisms. Mentoring facilitates access to a CoP by providing opportunities for engagement. This involves sharing of experiences and knowledge, and promoting discussion. The mentor helps the mentee move from being a peripheral member of the CoP to becoming a main member, i.e., becoming active, learning with and from others within the CoP. CoPs develop social capital and knowledge management. My research suggests that the knowledge, skills and attitude developed by the mentors within this study may be transferable to other aspects in Pharmacy.
- Full Text:
- Date Issued: 2009
The vocal works of Olivier Messiaen
- Authors: Donkin, Deborah Jean
- Date: 1995
- Subjects: Messiaen, Olivier, 1908-1992 Vocal music -- Research
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2634 , http://hdl.handle.net/10962/d1002299
- Description: Olivier Messiaen's compositions for voice, though less widely known than his instrumental works, span some forty years and comprise a fifth of his total output. They have hitherto not been subject to much attention. A study of the elements comprising the vocal lines and accompanying instrumentation from the piano-voice song set, Trois melodies (1930), to the vast orchestral-choral La Transfiguration de Notre Seigneur Jesus-Chlist (1969) reveals, amongst other characteristic and evolving features, the emergence of a unique, simulated, plainchant style and its subsequent transformation into incantation with suitably modified accompaniment. While wide-ranging, chromatic and rhythmically free vocal lines are typical of many twentieth century compositions, Messiaen's use of such features is found to be novel, by virtue of the peculiar modal and temporal ambits within which he operated. Vocal delivery is progressively expanded from conventional bel canto production to humming, howling,and eventually speech and percussive sounds and reaches an apotheosis in the virtuoso effects of Cinq Rechants (1949). This recedes somewhat in La Transfiguration, which displays instead a wealth of hybrid plainsong-type writing. Choral works are interesting in that the emphasis shifts from standard part-writing to monody or accompanied unison singing, with an attendant absence of characterised solo parts. By constantly varying the colour of the single melodic line with different permutations of voice types, timbre assumes a new importance, particularly in La Transfiguration. The study of the texts, most of which were conceived by the composer simultaneously with the music, contributes much to the understanding of each work. Biblical symbolism in the early lyrics is progressively enriched by references to numerological, mythological and nature symbolism, mixed in an increasingly Surrealistic manner. The gradual incorporation of emotive phonemes in the texts, culminates in the invented language of Cinq Rechants. The thesis thus reveals an evolving yet persistently idiosyncratic vocal style, which establishes Messiaen as one of the most original composers of his time. It further demonstrates that his vocal works are an important component of his total oeuvre and also a significant contribution to twentieth century vocal literature.
- Full Text:
- Date Issued: 1995
- Authors: Donkin, Deborah Jean
- Date: 1995
- Subjects: Messiaen, Olivier, 1908-1992 Vocal music -- Research
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2634 , http://hdl.handle.net/10962/d1002299
- Description: Olivier Messiaen's compositions for voice, though less widely known than his instrumental works, span some forty years and comprise a fifth of his total output. They have hitherto not been subject to much attention. A study of the elements comprising the vocal lines and accompanying instrumentation from the piano-voice song set, Trois melodies (1930), to the vast orchestral-choral La Transfiguration de Notre Seigneur Jesus-Chlist (1969) reveals, amongst other characteristic and evolving features, the emergence of a unique, simulated, plainchant style and its subsequent transformation into incantation with suitably modified accompaniment. While wide-ranging, chromatic and rhythmically free vocal lines are typical of many twentieth century compositions, Messiaen's use of such features is found to be novel, by virtue of the peculiar modal and temporal ambits within which he operated. Vocal delivery is progressively expanded from conventional bel canto production to humming, howling,and eventually speech and percussive sounds and reaches an apotheosis in the virtuoso effects of Cinq Rechants (1949). This recedes somewhat in La Transfiguration, which displays instead a wealth of hybrid plainsong-type writing. Choral works are interesting in that the emphasis shifts from standard part-writing to monody or accompanied unison singing, with an attendant absence of characterised solo parts. By constantly varying the colour of the single melodic line with different permutations of voice types, timbre assumes a new importance, particularly in La Transfiguration. The study of the texts, most of which were conceived by the composer simultaneously with the music, contributes much to the understanding of each work. Biblical symbolism in the early lyrics is progressively enriched by references to numerological, mythological and nature symbolism, mixed in an increasingly Surrealistic manner. The gradual incorporation of emotive phonemes in the texts, culminates in the invented language of Cinq Rechants. The thesis thus reveals an evolving yet persistently idiosyncratic vocal style, which establishes Messiaen as one of the most original composers of his time. It further demonstrates that his vocal works are an important component of his total oeuvre and also a significant contribution to twentieth century vocal literature.
- Full Text:
- Date Issued: 1995
The systematics and phylogenetics of the Sycoecinae (Agaonidae, Chalcidoidea, Hymenoptera)
- Authors: Noort, Simon van
- Date: 1993
- Subjects: Agaonidae Chalcid wasps Fig wasp -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5784 , http://hdl.handle.net/10962/d1005472
- Description: The Sycoecinae are a distinct and well-defined subfamily of old world fig wasps (Agaonidae, Chalcidoidea 1 Hymenoptera) , exclusively associated with the figs of Ficus species (Moraceae). The most likely sister group of the Sycoecinae was determined to be the Sycoryctini (Sycoryctinae) based largely on synapomorphies of the underside of the head. 67 sycoecine species and 3 subspecies were recognised and included in a phylogenetic analysis of the subfamily. This analysis clearly delimited six genera (four African and two extra-African), although the phylogenetic relationships between the genera were not strongly supported and remain flexible. Comparisons of the phylogeny of the Sycoecinae with the classifications of the Agaoninae and their host fig trees (Ficus, Moraceae) suggest a degree of cospeciation sensu lato. Numerous homoplasies were detected within the Sycoecinae, some of which were shared with another group of fig wasps that also enter the fig to oviposit, the Agaoninae. The anatomy of the figs apparently provides strong selection pressures that have resulted in both parallelisms and convergences within and between the two subfamilies. Among the 67 species and 3 subspecies that were recognised, 43 species and 2 subspecies are described as new. The males of three previously recognised species are also described for the first time. One generic and two specific synonyms are established together with five new combinations. Keys are provided to the genera and species, for both sexes.
- Full Text:
- Date Issued: 1993
- Authors: Noort, Simon van
- Date: 1993
- Subjects: Agaonidae Chalcid wasps Fig wasp -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5784 , http://hdl.handle.net/10962/d1005472
- Description: The Sycoecinae are a distinct and well-defined subfamily of old world fig wasps (Agaonidae, Chalcidoidea 1 Hymenoptera) , exclusively associated with the figs of Ficus species (Moraceae). The most likely sister group of the Sycoecinae was determined to be the Sycoryctini (Sycoryctinae) based largely on synapomorphies of the underside of the head. 67 sycoecine species and 3 subspecies were recognised and included in a phylogenetic analysis of the subfamily. This analysis clearly delimited six genera (four African and two extra-African), although the phylogenetic relationships between the genera were not strongly supported and remain flexible. Comparisons of the phylogeny of the Sycoecinae with the classifications of the Agaoninae and their host fig trees (Ficus, Moraceae) suggest a degree of cospeciation sensu lato. Numerous homoplasies were detected within the Sycoecinae, some of which were shared with another group of fig wasps that also enter the fig to oviposit, the Agaoninae. The anatomy of the figs apparently provides strong selection pressures that have resulted in both parallelisms and convergences within and between the two subfamilies. Among the 67 species and 3 subspecies that were recognised, 43 species and 2 subspecies are described as new. The males of three previously recognised species are also described for the first time. One generic and two specific synonyms are established together with five new combinations. Keys are provided to the genera and species, for both sexes.
- Full Text:
- Date Issued: 1993
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