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Evaluation of the effectiveness of small aperture network telescopes as IBR data sources

- Chindipha, Stones Dalitso

Authors: Chindipha, Stones Dalitso
Date: 2023-03-31
Subjects: Computer networks Monitoring , Computer networks Security measures , Computer bootstrapping , Time-series analysis , Regression analysis , Mathematical models
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/366264 , vital:65849 , DOI https://doi.org/10.21504/10962/366264
Description: The use of network telescopes to collect unsolicited network traffic by monitoring unallocated address space has been in existence for over two decades. Past research has shown that there is a lot of activity happening in this unallocated space that needs monitoring as it carries threat intelligence data that has proven to be very useful in the security field. Prior to the emergence of the Internet of Things (IoT), commercialisation of IP addresses and widespread of mobile devices, there was a large pool of IPv4 addresses and thus reserving IPv4 addresses to be used for monitoring unsolicited activities going in the unallocated space was not a problem. Now, preservation of such IPv4 addresses just for monitoring is increasingly difficult as there is not enough free addresses in the IPv4 address space to be used for just monitoring. This is the case because such monitoring is seen as a ’non-productive’ use of the IP addresses. This research addresses the problem brought forth by this IPv4 address space exhaustion in relation to Internet Background Radiation (IBR) monitoring. In order to address the research questions, this research developed four mathematical models: Absolute Mean Accuracy Percentage Score (AMAPS), Symmetric Absolute Mean Accuracy Percentage Score (SAMAPS), Standardised Mean Absolute Error (SMAE), and Standardised Mean Absolute Scaled Error (SMASE). These models are used to evaluate the research objectives and quantify the variations that exist between different samples. The sample sizes represent different lens sizes of the telescopes. The study has brought to light a time series plot that shows the expected proportion of unique source IP addresses collected over time. The study also imputed data using the smaller /24 IPv4 net-block subnets to regenerate the missing data points using bootstrapping to create confidence intervals (CI). The findings from the simulated data supports the findings computed from the models. The CI offers a boost to decision making. Through a series of experiments with monthly and quarterly datasets, the study proposed a 95% - 99% confidence level to be used. It was known that large network telescopes collect more threat intelligence data than small-sized network telescopes, however, no study, to the best of our knowledge, has ever quantified such a knowledge gap. With the findings from the study, small-sized network telescope users can now use their network telescopes with full knowledge of gap that exists in the data collected between different network telescopes. , Thesis (PhD) -- Faculty of Science, Computer Science, 2023
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Date Issued: 2023-03-31

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Rapid Synthesis of Thiol-Co-Capped CdTe/CdSe/ZnSe Multi-Core-Shell QDs and Their Encapsulation in Liposomes and Chitosan Nanoparticles; Comparative Bio-compatibility Studies Using Hela and Vero Cells

- Daramola, Olamide Abiodun

Authors: Daramola, Olamide Abiodun
Date: 2023-03-31
Subjects: Uncatalogued
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/422617 , vital:71962 , DOI 10.21504/10962/422617
Description: The common method that has been used to reduce the toxicity posed to living cells by CdTe Quantum Dots (QDs) is through the synthesis of CdTe multi-core-shells nanoparticles. In this process, the surface of CdTe QDs is usually coated by less toxic ZnS or ZnSe shells. This heterostructure compound does not only reduce the toxicity of CdTe QDs but can also be used in applications such as deep tissue imaging. The heterostructures can be in numerous forms such as CdTe/CdSe/ZnSe or CdTe/CdSe/ZnS or CdTe/CdS/ZnS multi-core-shell QDs. However, the drawbacks attributed to the fabrication of these compounds is long synthesis times (6- 24 h) in achieving the highest wavelength emission maxima. Others are the use of toxic reagents and poor reproducibility of synthesized materials. An additional problem is that the ZnSe or ZnS coating is insufficient to completely protect the highly toxic Cd metal from escaping into immediate solution. This limits their use in biochemistry and with living systems. Liposomes and biopolymers such as chitosan are known to be environmentally friendly compounds that have been used in various studies as delivery systems for QDs and model drugs for drug delivery applications. They are generally non-toxic and highly bio-compatible. In this study, the rapid synthesis of thiol-co-capped CdTe/CdSe/ZnSe multi-core-shell QDs with a maximum reaction time of 35 mins, gave reliable QDs with emission maxima at 625 nm. The multi-core-shell QDs were encapsulated in two different bio-compatible environments, namely liposome and chitosan nanoparticles (CNP) at 14 different formulations (F) for liposome and 12 different formulations for CNP. Cytotoxicity and florescence imaging studies using HeLa and Vero cells, were used to investigate the improved bio-compatibility. Various characterization techniques were used to elucidate the optical properties, morphology and physico-chemical properties of the QDs and nanocomposites. Two of the best formulations, QD-liposome vesicles (LVs)-F12 and QD-CNP-F9 (with chitosan), demonstrated high loading efficiencies of 42 ± 6 % and 59 ± 5 %, respectively. While the plain CdTe QDs showed high toxicity, some of the encapsulated materials, QD-LVs-F1 and F12, depicted no-toxicity against the cells (IC50 > 0.5 mg/ml). The QDs also retained most of their fluorescence and properties and could easily be tracked in cells and visualized around the nucleus, indicating the successful internalization of the QDs in the cytosol. These results shows that encapsulation of CdTe multi-core-shell QDs in liposomes produce better bio-compatibility compared to multi-core-shell QDs and better than CNP coating. These particles therefore show good promise in cell-labelling, drug delivery studies. Their core-shell nanoparticles have also shown good behavior in enhancing the memory of a device which is based on some recent collaborated works. , Thesis (PhD) -- Faculty of Science, Chemistry, 2023
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Date Issued: 2023-03-31

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The development of ionic zinc(II) phthalocyanines for sono-photodynamic combination therapy of cervical and breast cancer

- Nene, Lindokuhle Cindy

Authors: Nene, Lindokuhle Cindy
Date: 2023-03-31
Subjects: Uncatalogued
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/422565 , vital:71958 , DOI 10.21504/10962/422565
Description: This study focuses on the development of the sono-photodynamic combination therapy (SPDT) activity of phthalocyanines (Pcs) on the cervical and breast cancer cell lines in vitro. The SPDT technique utilizes ultrasound in combination with light to elicit cytotoxic effects for cancer eradication. In this work, a selection of tetra-peripherally substituted Zn(II) cationic and zwitterionic Pcs were prepared. The photophysical parameters of the Pcs were determined including their fluorescence behaviours and efficiency of the triplet excited state population. The effects of the ultrasonic parameters (frequencies (MHz) and power (W.cm-2)) on the stability of the Pcs were evaluated. Four parameters were evaluated: Par I (1 MHz: 1 W.cm-2), Par II (1 MHz: 2 W.cm-2), Par III (3 MHz: 1 W.cm-2) and Par IV (3 MHz: 2 W.cm-2). The stability of the Pcs reduced with the increase in the ultrasonic power (for Par II and Par IV). The Par I showed the least degradation compared to the other parameters and was therefore used for the SPDT treatments. The sonodynamic (SDT), photodynamic (PDT) therapy activities of the Pcs were studied and compared to their SPDT efficacies. The Pcs showed reactive oxygen species generation during the SDT, PDT and SPDT treatments. For the SDT and SPDT, singlet oxygen (1O2) and hydroxyl radicals (•OH) were detected. For PDT, only the 1O2 were detected. The cell cytotoxicity studies for the Pcs showed relatively higher therapeutic efficacies for the SDT treatments compared to the PDT treatments, where the SPDT showed higher therapeutic efficacies compared to both the SDT and PDT monotreatments on both the cell lines in vitro. Overall, the combination treatments were better compared to the monotreatments. The activities of the Pcs were compared by their differences in structures, including the type of R-group, type of quaternizing agent and type of nanoparticle conjugates. , Thesis (PhD) -- Faculty of Science, Chemistry, 2023
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Date Issued: 2023-03-31

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The role of optimism bias in susceptibility to phishing attacks in a financial services organisation

- Owen, Morné

Authors: Owen, Morné
Date: 2023-03-31
Subjects: Mixed methods research , Phishing , Optimism bias , Information security , Information storage and retrieval systems Financial services industry , Risk perception
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/419257 , vital:71629 , DOI 10.21504/10962/419257
Description: Researchers looking for ways to change the insecure behaviour that results in successful phishing have considered multiple possible reasons for such behaviour. Therefore, the purpose of this study is to understand the role of optimism bias (OB – defined as a cognitive bias), which characterises overly optimistic or unrealistic individuals, in order to ensure secure behaviour. Research is considered that has focused on issues such as personality traits, trust, attitude and information security awareness training (ISAT). We used a mixed methods design to investigate OB behaviour, building on a recontextualised version of the theory of planned behaviour to evaluate the influence that OB has on phishing susceptibility. To model the data, an analysis was performed on 226 survey responses (systematic random sampling method) from the employees of a financial services organisation using partial least squares (PLS) path modelling. To evaluate OB behaviour, we conducted an experiment consisting of three ISAT sessions and three simulated phishing attacks. After each phishing experiment, we conducted interviews to gain a better understanding of why people succumbed to the attacks. It was subsequently found that overly optimistic individuals are inclined to behave insecurely, while factors such as attitude and trust significantly influence the intention to behave securely. Our contribution to practice is to enhance the effectiveness of ISAT by identifying and addressing the OB weakness to deliver a more successful training outcome. Our contribution to theory enriches the Information Systems literature by evaluating the effect of a cognitive bias on phishing susceptibility and, through research, offering a contextual explanation of the resultant behaviour. , Thesis (PhD) -- Faculty of Commerce, Information Systems, 2023 , Navorsers op soek na ‘n antwoord om onveilige gedrag te verander wat lei na uitvissing het verskeie moontlike redes oorweeg vir sulke gedrag. Daarom is die doel van hierdie verhandeling om die rol van optimistiese vooroordeel (OB - gedefinieer as 'n kognitiewe vooroordeel) te verstaan, wat te optimistiese of onrealistiese individue kenmerk om veilige gedrag te verseker. Navorsing was oorweeg wat gefokus het op kwessies soos persoonlikheidseienskappe, vertroue, gesindheid en inligtingsekuriteitsbewustheidsopleiding (ISAT). Die navorser het gemengde metodes gebruik om OB-gedrag te ondersoek. Daar was voortgebou op 'n gerekontekstualiseerde weergawe van die theory of planned behaviour om die invloed wat OB op uitvissing-vatbaarheid het, te evalueer. Om die data te modelleer, is 'n analise gedoen waar 226 opname antwoorde verkry is van 'n finansiële dienste organisasie en is partial least squares (PLS) path modelling gebruik. Om OB-gedrag te evalueer, het ons 'n eksperiment uitgevoer wat bestaan uit drie ISAT-sessies en drie gesimuleerde uitvissing-aanvalle. Na elke uitvissing-eksperiment het ons onderhoude gevoer om 'n beter begrip te kry waarom mense aan die aanvalle geswig het. Te optimistiese individue is geneig om onveilig op te tree, terwyl faktore soos gesindheid en vertroue die voorneme om veilig op te tree, aansienlik beïnvloed het. Die studie se bydrae tot die praktyk is om die doeltreffendheid van ISAT te verbeter deur die OBswakheid te identifiseer en aan te spreek om 'n meer suksesvolle opleidingsuitkoms te lewer. Verder verryk die studie die Inligtingstelsels-literatuur deur die effek van 'n kognitiewe vooroordeel op uitvissing-vatbaarheid te evalueer en deur navorsing bied dit 'n kontekstuele verduideliking van die gevolglike gedrag.
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Date Issued: 2023-03-31

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Délices et négation: une approche de l’écriture féminine à travers quelques romans Africains Francophones

- Anjugu, Taimako Ajigo

Authors: Anjugu, Taimako Ajigo
Date: 2023-03-30
Subjects: African fiction (French) History and criticism , Literature Women authors , Women authors, African , Reader-response criticism , Womanism in literature
Language: French
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/409779 , vital:70629 , DOI 10.21504/10962/409779
Description: From the onset, it is worthy to note that, nowadays, just as after the independence of most African countries, several writers from the African continent have been preoccupied with the fate of women. This is because, the African continent was since ancient times characterized by certain traditions and cultures which mainly have contributed to the plight of the women. This goes to emphasise that women in most cases are the victims of misdeeds such as early marriage, forced marriage, prejudices, violence, marginalisation, exploitation, discrimination; in short, vices that lead to devalorisation of African women in Africa. Over time, some contemporary French-speaking African writers have responded to the devaluation and valuation of women in their novels using 21st century objective view. With regard to the theme that we decided to address in this research, it is worth knowing that the preponderant task is based on the socio-critical theory, postulated by Claude Duchet. Meanwhile, recourse is also made to the comparative method by Rens, Bod et al. However, since the author’s message could be understood by the reader through the use of some expressions or terms that speak directly to the themes of the research, and that a reader’s role in reading experience cannot be overemphasised, we have been able to also lean on the Reader-response theory of Louise Michelle Rosenblatt. The three methods were used concurrently especially that the analysis of each text is based on how characters are being depicted leading us to realizing that our findings on how the African woman is devalued in the first part of the research, while in the second part of the thesis, our findings demonstrate that a lot of tributes are showered on the African woman due to her numerous outstanding qualities. In effect, our findings also reinforce a significant shift in the narrative that concerns the contemporary view on womanhood. Hence, moving from a dogmatic overconcentration on her lot to the new era woman whose lot is now redefined via the new wave feminist perspective on the negation of the African woman. This could be said to be in line with Amadiume Ifi’s contributions and pioneering work in feminist discourse towards new ways of thinking about sex and gender, the question of power, and women’s place in history and culture. , Pour commencer, il est nécessaire de se souvenir qu’à l’époque actuelle, comme juste après les indépendances de la plupart des pays africains, bon nombre des écrivains venant du continent africain décident de se préoccuper des méfaits sociaux tels que le mariage précoce et/ou forcé, les préjugés, la violence, la marginalisation, l’exploitation, la discrimination, entre autres. Tous ces vices sont issus de la négation de la femme africaine. Ceci se justifie par le fait que le continent africain était depuis l’antiquité caractérisé par certaines traditions et cultures qui ont contribué principalement aux dégâts ci-dessus soulignés subis par les femmes. En effet, nous estimons que beaucoup de femmes sont victimes de ces méfaits qui sont encore pratiqués dans certaines parties de l’Afrique. Avec le temps, certains écrivains africains francophones contemporains représentent la dévalorisation et la valorisation de la femme dans leurs romans en se servant d’une vision contemporaine, celle du XXIe siècle. En ce qui concerne le thème que nous avons décidé d'aborder dans cette recherche, il faut savoir que la tâche prépondérante repose sur la théorie sociocritique, postulée par Claude Duchet. Parallèlement, on a également recours à la méthode comparative de Bod Rens Et ses coauteurs. Cependant, puisque le message de l’auteur pourrait être compris aussi par le lecteur à travers l’usage de certaines expressions ou termes qui sont directement liés aux thèmes de la recherche, le rôle du lecteur dans l’expérience de lecture ne peut pas être surestimé, nous avons également pu nous appuyer sur la théorie de la réponse du lecteur de Louise Michelle Rosenblatt. Les trois méthodes ont été utilisées simultanément d'autant plus que l'analyse de chaque texte est basée sur la façon dont les personnages sont représentés ; ceci nous a amené à tirer nos conclusions sur la façon dont la femme africaine est dévalorisée dans la première partie de la recherche, tandis que dans la deuxième partie de la thèse, nos résultats démontrent que de nombreux hommages sont rendus à la femme africaine grâce à ses nombreuses qualités exceptionnelles. En effet, nos résultats renforcent également un changement important dans le récit qui concerne la vision contemporaine de la féminité. Par conséquent, passer d’une surconcentration dogmatique sur son sort à la femme de la nouvelle ère dont le sort est maintenant redéfini via la perspective féministe par rapport à la négation de la femme africaine telle a été la démarche. On pourrait dire que cela est au diapason avec les contributions d’Amadiume Ifi et avec son travail dans le discours féministe vers de nouvelles façons de penser le sexe et le genre, la question du pouvoir et la place de la femme dans l’histoire et la culture. , Thesis (PhD) -- Faculty of Humanities, School of Languages and Literatures, 2023
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Date Issued: 2023-03-30

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Izit? Hoe lyk hulle? Kom ons ǂXoa – A South African Khoe-San narrative

- Gabie, Sharon

Authors: Gabie, Sharon
Date: 2023-03-30
Subjects: San (African people) , Khoikhoi (African people) , Identity politics , Self-perception , Convention for a Democratic South Africa , Free, prior, and informed consent (Indigenous rights) , Epistemic injustice
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/409790 , vital:70630 , DOI 10.21504/10962/409790
Description: The foundation of the South African narrative is framed by identity politics; a politics instituted at the intersection of race and class to exclude all people considered non-White concerning the socioeconomic and political landscape of the country. The preamble of the Freedom Charter signed in 1955 declared that the country belongs to all who live in it: Black and White people. The dominant constructivist narratives of addressing the racial dichotomy obliterate the injustice suffered by the Khoe-San people whose identity was overshadowed under the homogeneous term, Coloured people. Following the first democratic elections, at the negotiations of the Convention for a Democratic South Africa (CODESA) in 1996, Khoe-San people were once again excluded and played no significant role in deciding the future of the new South Africa. The epistemic injustice suffered by the Khoe-San people, the loss of land, language, and cultural heritage were glanced over in the new democratic dispensation. In this thesis, I hone into the identity politics and identity formation of the Khoe-San people, after 1994. The self-identifying Khoe-San people became visible to the democratic state through various forms of activism and networking across provinces foregrounding the concept of indigeneity to address issues of exclusion and marginalisation. The phenomenon of indigeneity, bestowed on Khoe-San people by the United Nations Declaration on the Rights of Indigenous People (UNDRIP) created a path for the Khoe-San people to be in conversation with state organs to address their plight of the loss of land linked to identity, language, culture, heritage, and other social ills experienced in their communities. The thesis illustrates the vagueness of Coloured identity under the Apartheid state, and the preconceived narrative that Coloured people were a privileged group; precludes and obliterates the epistemic injustice suffered by Khoe-San people. The transnational conceptualisation and global politics of indigenous peoples; the particularity of indigeneity in relation to First Nation Status, in the South African context, destabilises identity politics and the four-tier racial categorisation system used by the Apartheid state carried through by the national government under democracy. The conceptualisation of this global discourse on indigeneity brought a new consciousness in sections of the Coloured community where self-identifying Khoe-San people question their place in the democratic dispensation. , Thesis (PhD) -- Faculty of Humanities, Anthropology, 2023
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Date Issued: 2023-03-30

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Saul Msane: friend or foe of the people? The life of the late nineteenth to early twentieth centuries South African politician and journalist

- Mokoatsi, Thapelo

Authors: Mokoatsi, Thapelo
Date: 2023-03-30
Subjects: Saul Msane , Elite (Social sciences) , African National Congress , Politicians South Africa Biography , Political dispute , Abantu-Batho , Enemy of the people
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/409799 , vital:70631 , DOI 10.21504/10962/409802
Description: Saul Msane was a prominent founding member of the ANC and an active journalist and editor of the ANC newspaper Abantu-Batho. His career generated controversy. Towards the end of his life, he had a feud with his colleagues in the African National Congress (henceforth Congress) that led to him being labelled isitha sabantu, “the enemy of the people” for his refusal to support the Shilling strike of 1918, an accusation which was retracted a year after his death in 1919. The label of isitha sabantu levelled against Msane, had the effect of ending his political prominence in the Transvaal, forcing him to relocate to kwaNongoma where he died shortly thereafter. Msane’s years in the Congress amounted to about seven years, between 1912, the founding of the Congress, and the demise of his career in 1919. Msane’s seven years in Congress were characterised by controversies, clashes, and conflicts owing to his perceived elitism. In Congress historiography Msane is an obscure and elusive figure, he lives here and there in a footnote, as a supporting statement or a mentioned in mere passing. His marginalisation reveals some of the gaps within the history of Congress and invites us to write about those who did not emerge from the history of Congress necessarily as heroes. This thesis sets out to write a biography of Msane and document his political career beyond that one moment in which he came to be “isitha sabantu”. While Msane’s Congress career was comparably short and filled with tensions, an archive of his life exists. This study is an exploration of that archive to reconstruct the biography of a once prominent leader who dies in political exile from the Congress movement. This thesis sets out to do two key things in relation to reconstructing Msane’s life: Firstly, it reconstructs the longer biography of Msane’s political life by drawing on the existing archives, and thus filling in the South African historical record in that regard. Secondly, at the broader conceptual and historiographical level, it argues that the controversies surrounding Msane’s persona and character illustrate that conceptions of elitism and the nature of being ‘elite’ were key to the politics of Congress at the time. , U-Saul Msane wayengomunye wabasunguli beqembu lika-African National Congress (uKhongolose) futhi eyIntatheli nomhleli wephephandaba i-Abantu-Batho. Umsebenzi ayewenza waba nezingqinamba eziningi ngokwezepolitiki. Ngasekugcineni kwempilo yakhe waba nokungazwani nabaholi ayesebenza nabo kuKhongolose okwadala ukuba abizwe ngesitha sabantu ngenxa yokuba engavumelananga nesiteleka sango-1918 lapho abasebenzi babelwela ukukhushulelwa amaholo. Leligama lokubizwa ngesitha sabantu lahoxiswa ngo 1919 sekudlule unyaka engasekho emhlabeni. Lokubizwa ngesitha sabantu kwalilimaza igama lakhe kwezepolitiki e-Transvaal waze wathutha wayohlala kwaNongoma nokuyilapho ashonela khona. Iminyaka uMsane ayisebenzele uKhongolose yaba isikhombisa, kusukela ekusungulweni kwayo ngo 1912 kuze kufike ekulimaleni komsebenzi wakhe wezepolitiki ngo 1919. Kuleminyaka eyisikhombisa umsebenzi wakhe kuKhongolose wawubhekene nokugxekwa okukhulu nokubukeka njengomuntu onokuzenza ngcono kunabanye abantu. Emlandweni kaKhongolose uMsane akavezwa ngendlela emfanele, kukhulunywa ngaye kudlulwa nje. Lokunganakwa kukaMsane emlandweni kaKhongolose kusiphoqa ukuba sibhale ngabaholi abangaqakanjiswa. Lolucwaningo luveza umlando kaMsane ngokujulile ngaphezu kwangalesikhathi abizwa khona ngesitha sabantu. Noma umsebenzi kaMsane kuKhongolose wabamfushane kunabanye futhi ugcwele izinto kodwa noko ingobo yawo ikhona. Lolucwaningo lucubungula lengobo ukuhlaziya nokubhala kabusha umlando wengqalabutho eyagcina ishonela ngaphandle kombutho kaKhongolose. Loluphando lifisa ukwenza izinto ezimbili: Okokuqala, ibhala kabusha umlando omude wezepolitiki kaMsane kusetshenziswa ulwazi olukhona. Loku kuzosiza ukunothisa umlando wezepolitiki wezwe laseNingizimu Afrika. Okwesibili, ezingeni lobunzululwazi, lolucwaningo luveza ukuthi izinkinga uMsane ahlangabezana nazo zazisukele endleleni okwakubukwa ngayo indaba yokucwasana ngazinga empilo abantu, kwakuyinto ejulile kuKhongolose ukubukeka kwabanye sengathi bazenza ngcono. , Thesis (PhD) -- Faculty of Humanities, History, 2023
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Date Issued: 2023-03-30

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A Pedagogy of Love: reflections on 25 years of informal vocational education and training practices in the commercial fishing industry in South Africa

- Ferguson, Robin Anne

Authors: Ferguson, Robin Anne
Date: 2023-03-29
Subjects: Uncatalogued
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/366189 , vital:65841 , DOI https://doi.org/10.21504/10962/366189
Description: This thesis is a reflection of informal vocational education and training (IVET) practices conducted by the Researcher in the commercial fishing industry between 1995-2021. Fourteen interventions took place during this time which involved several hundred sea-going employees who are disadvantaged by low levels of literacies and low/no Internet Computer Technology connectivity. The Production Programme was chosen as the focus of study and draws upon the influence of the other thirteen programmes. The purpose of the Production Programme was to teach technical fish processing skills to the production management teams and factory hands who work in the factories on board the vessels. The programme ran for five years and evolved through three distinct generations. At the heart of this work lies the question: ‘What made these programmes successful?’ This is an intra-programmatic study and seeks to identify the pedagogical practices which promoted or confounded the efficacy of the Production Programme; and based upon this understanding how such programmes could be improved, transferred, and taken to scale. These questions are both descriptive and explorative in nature. IVET is regarded as training which takes place outside of the formal South African National Qualifications Framework. This work is relevant because approximately 80% of sea-going staff neither finish school, nor get the opportunity of Post School Education and Training by going to a university, a technical institution, or a community college. This statistic is reflected in the general population (Department of Higher Education and Training [DHET], 2022). There is a fine line between being employed and unemployed for people working at this level in the formal economy which makes this project relevant to youth or persons who are ‘not in employment, education or training’ too. This means that for most South African adults IVET presents a significant opportunity for post-school education. Therefore, it is important to answer the questions raised above to rapidly improve inclusion of the majority of South Africans into meaningful education which improves livelihoods. The Theory of Practice Architectures (TPA), from the collection of social-material practice theories, is the conceptual framework for this thesis. The smallest unit of analysis of TPA are practices which may be ‘sayings/thinkings’, ‘doings’, or ‘relatings’. These practices bundle together into practice arrangements and form practice architectures. The reason that TPA was chosen was that practices were the only data available as we (learners, managers, facilitators, and me) knew what we had said/thought or done, and we were aware of the relationships between us over the years as the fourteen interventions played out. Under conventional research circumstances data would be collected in real time, however in this project, most of the data is historical. In addition to the fundamental building blocks of TPA, the theory is embedded in a Theory of Education. There have also been contemporary enhancements to the TPA which were significant to this study, for example, the Ecologies of Practices, a Trellis of Practices which Support Professional Learning, Middle Leadership, Travelling Practices, and moves towards transformative or transgressive education using the TPA in IVET. This is empirical, qualitative research and an ethnographic case study was chosen as the research design which is a methodology particularly suited to answering both descriptive and explorative questions. Nine methods for data collection were used, namely an historical reflective narrative; two focused-group interviews; three individual interviews; four Whatsapp videos; one WhatsApp voice note; two mobisodes; ten questionnaires; 29 documents; and 16 photographs. Because this data was collected under Covid-19 pandemic conditions, two conceptions were employed to guide the generation of data under these uncertain and constrained conditions. These were firstly, the ‘methodology of chance’ which allowed for a ‘methodological agility’; and secondly, the idea of ‘information power’ which is helpful in deciding on how much data is enough. In order to be explicit concerning a key research activity, the approach and method used to review the literature is explicated. Key practices were identified in the data set and described; and then the data was analysed using heuristics provided by TPA theorists. Seven Tables of Invention were used to synthesise the data arising from these practices. An eighth Table of Invention was used to synthesise all the practices and practice arrangements characterised; and to indicate how these evolved over time and space. The data description and analysis is supported by eight Analytic Memos, a comprehensive Data Code Table and a hyperlink to a data repository which provides access to oral and video material. The findings distinguished five key practices and practice arrangements which were: Practices of the Creation of Courseware; Practices of Teaching and Learning; Practices of Assessment; Practices of Love; Practices of Management. The thesis title is reflective of the impact which love has upon the pedagogical process of IVET. Based upon the analysis and synthesis of the corpus of data, practices which either promoted or confounded the Production Programme became visible; it is these insights which inform future improvements to similar programmes. Emanating from these findings, two overarching practice architectures (PA) were identified which restrained the Production Programme in the same manner that the banks of a river restrain a river, and yet simultaneously, are changed by the river over time. These are the PA of Methodology and Methods and the PA of Maturing Ecologies of Practices. The inferences drawn from the data were achieved through the use of deductive, inductive, and abductive reasoning. My claim to new knowledge is a lamination of a practical contribution on one side of the coin, and a theoretical contribution on the other side of the coin. The PA of Methodology and Methods provides a practical mechanism to create, deliver and assess IVET. This is done by explicating the three practice architectures which constitute the overarching PA of Methodology and Methods which are, the PA of Informality; the PA of Range, and the PA of Relationality. An IVET programme constitutes Ecologies of Practices. The theoretical conception of the overarching PA of Maturing Ecologies of Practices provides a conceptual tool which enables the transferring and scaling of IVET programmes. It does this by providing theoretical indicators to establish the ‘state’ of an IVET programme as it matures over time from a pioneer state to a settler state. An IVET educator can then work towards creating a PA which is conducive for a mature ecologies of practices to form; and the programme can then be transferred and/or taken to scale, if this is desirable in the particular context. The power of my claim to new knowledge does not lie on one side or the other of the coin, but in the lamination of the practical and theoretical contributions put to use in the service of IVET. This thesis concludes with a number of theoretical and practical recommendations which are loosely grouped according to ‘sayings/thinkings’, ‘doings’ and ‘relatings’ in deference to the value of TPA to this thesis. An urgency is conveyed in these recommendations as there is an immediate need to improve the livelihoods of ordinary South Africans. One of the ways of doing this is through informal ‘education for living well’ which contributes to a ‘world worth living in’. , Thesis (PhD) -- Faculty of Education, Education, 2023
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Exploring aspects of Community of Inquiry (CoI) in Afrophilia learning processes for transformative education using an Afrophilic ‘Philosophy for Children’ approach: a case of Sebakwe resettlement primary schools in the Midlands Province of Zimbabwe

- Bhurekeni, John

Authors: Bhurekeni, John
Date: 2023-03-29
Subjects: Culturally relevant pedagogy Zimbabwe , Curriculum change Zimbabwe , Philosophy Study and teaching (Elementary) Zimbabwe , Critical thinking , Decolonization Zimbabwe , Technology Political aspects , Representation (Philosophy)
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/366178 , vital:65840 , DOI https://doi.org/10.21504/10962/366178
Description: This study focused on investigating and developing an Afrophilic orientation to a sociocultural approach to philosophy for children. The main aim was to foster a critical and generative approach to considering the heritage-based curriculum foundations of Zimbabwean primary schools, focusing on Sebakwe resettlement primary schools (the case study area). Afrophilia foundations in the study are regarded as “the discourses that are the medium of philosophical reflexion” (Rettova, 2004, p. 4) in each African society. As articulated in the study, such discourses include African proverbs, poems, stories, music, and folktales which are useful in the initiation of philosophical engagements with children in a community of inquiry approach. A community of inquiry is a framework that reflects a collaborative-dialogical approach to teaching and learning. Curriculum reviews in postcolonial Zimbabwe have revealed an unconscious misalignment of the Zimbabwean education system's philosophical underpinnings because it has continued to align itself with imperial British colonial philosophy, which contradicts the country's developmental needs (Presidential Commission of Inquiry into Education and Training [CIET], 1999, Zimbabwe Ministry of Primary and Secondary Education [MoPSE], 2014). The philosophical misalignment is an extension of the colonial history of Zimbabwe showing that vestiges of colonial rule still shape the education sector. This leaves the education system focusing mainly on abstracted concepts with continued marginalisation of local cultures, discourses, and knowledge. Consequently, it leaves Zimbabwe together with other postcolonial education systems with the task of dealing with the phenomenon of colonial continuity. One implication of these colonial continuities, is learner disinterest in learning, which affects the educational process negatively, affecting the learning of critical reflexive thinking, an issue which I have observed in the Sebakwe resettlement schools involved in this study where I have been teaching for 15 years. To address, this, the study sought to answer the following questions: What historical and contemporary barriers are affecting the promotion of a culture of learning in Zimbabwean resettlement primary schools, particularly as they relate to learners' underdevelopment of critical reflexive thinking skills? In addition, How can the Philosophy for Children Afrophilia curriculum intervention promote a culture of learning in Sebakwe resettlement primary schools that is oriented toward the development of critical reflexive thinking skills in children? In approaching the research questions, I applied postcolonial and decolonisation theory, sociocultural learning theory and curriculum theory aimed at transformative change, that is oriented towards achieving a more contextually oriented approach to teaching and learning, and a paradigm of ‘learning as connection’ (Lotz-Sisitka & Lupele, 2017; Shumba, 2017). This has been identified as a ‘missing’ discourse in mainstream educational quality discourses in southern Africa (Lotz-Sisitka & Lupele, 2017). Furthermore, to create space for curriculum development using multi-actor groups in a community of inquiry, I used decolonial research methodologies in the data generation process. The study is constituted as an interventionist case study, and I applied a four-stage process comprising document analysis, workshops, participant observations involving children between 8-11 years, and reflective interviews with parents, educators and children as instruments for data gathering. I also used process-based analytical tools developed in Philosophy of Children research to analyse the processes of critical reflexive thinking development that emerged from the Philosophy for Children pedagogy involving ten lessons which I facilitated, and videorecorded. Moreover, I used postcolonial and decolonial discourse analysis to provide the broader analytical insights that informed the interpretations of the lesson analysis data from the perspective of the research problem that I address across the research project. This PhD is produced as a PhD by publication, which involves publishing of papers, and orientation to, and interpretation of the papers. The main findings of this study are reported in articles that I prepared for publication, three of which have already been published (see Appendices A1, A4 and A5), and four which have been submitted for publication (A2, A3, A6, A7) with some already at an advanced stage of finalisation via review. The conceptual paper (A1) that served as the foundation for the publication journey revealed that, in addition to the weight of cultural technologies of domination, the curriculum is shaped by the paradox of a superficial interpretation of unhu/ubuntu educational philosophy. As a result, the curriculum becomes disconnected from the learners' real-world experiences. The second paper (A2), which focuses on why Zimbabwe needs the Philosophy for Children approach with a sociocultural medley, unveils Zimbabwe's complex decolonial curriculum reforms and their many contradictions and paradoxes. However, it also emerged that the approach used in this study empowers teachers, is relevant to the emerging constellation of practices in the Sebakwe resettlement, and influences power sharing beyond teacher-child relationships. The third paper (A3), based on children’s philosophy for children practice, defends the study’s decision to bring children’s heritage and cultural lens to bear on curriculum and pedagogical praxis. In essence, the article explores a synergy between philosophy for children and the Zimbabwean heritage-based educational curriculum, serving to enrich both. The fourth paper (A4) makes the case that philosophy for children could be a viable pedagogy for transformative education, and it provides evidence-based implementation of a context-based philosophy for children. According to this paper, the approach is effective in strengthening strong community relationships, instilling pride in local heritage, and advancing curriculum transformation. The fifth paper (A5) focusses on the approach's implications for teachers' roles, practices, and competencies. Six dimensions of teacher roles, practices, and competences surfaced, including the role of the teacher as a decoloniser and pedagogical innovator, among others. The sixth paper (A6), influenced by the previous papers' findings, focused on decolonisation and improving learning opportunities for children in the Sebakwe area using the philosophy for children approach. This paper's data depicts a ‘third space’ in which learners consolidate their cultural capital and curriculum content into their own meaning construction. The implication is that schools become neutral sites that improve learners' interdependence and inclusivity while also taking contextual realities into account. The findings of the seventh and final paper (A7) presented in this write-up advance the idea that a Philosophy for Children approach with a sociocultural medley influences an ethics of care by demonstrating how Afrophilia experiences influence a new path to wildlife conservation and sustainability. The study highlights that integrating Philosophy for Children and Afrophilia foundations of knowledge into the school curriculum promotes critical reflexive thinking skills, helps to address real-life problems and adds relevance to the curriculum. The study further shows that the integration of philosophy for children in the advancement of curriculum transformation in Zimbabwe is a successful formative interventionist approach in the resettlement schools that are characterised by a critical shortage of teaching and learning resources. In essence, the research opens an understanding that curriculum transformation and decolonisation are context-based and multi-actor processes, as showcased in the experiences of parents, teachers, education inspectors, and children in this study. Furthermore, this study posits that situating curriculum decolonization and transformation within unhu/ubuntu dialectical rationality and advancing diversity in reasoning necessitates deeper engagement with heritage-based curriculum and provides teachers with appropriate agency to modify and adapt their pedagogies in alignment with the learners' life world. According to the study, this emerged as a rational possible solution to the problem of curriculum decontextualisation. Curriculum decontextualisation as highlighted in the study via the problem of colonial continuity mentioned above, appears to be further influenced by the emphasis on examination assessment scores which seem to widen the gap between the adult and child worlds, as well as the gap between contextual realities and [curriculum] examination content. Overall, the study offers an approach that can deepen an unhu/ubuntu foundation for the heritage-based curriculum reform in Zimbabwe, and strengthen the learning of children in the resettlement schools, where the case was explored. Implications for further research are elaborated, as are possible implications for policy and practice. , Thesis (PhD) -- Faculty of Education, Education, 2023
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Date Issued: 2023-03-29

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Integrating music and mathematics for connecting across multiple constructs of fractional understanding: an RME task design journey

- Lovemore, Tarryn Shirley

Authors: Lovemore, Tarryn Shirley
Date: 2023-03-29
Subjects: Communities of practice , Interdisciplinary approach in education , Fractions , Mathematics Study and teaching , Music in mathematics education , Number line
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/366200 , vital:65842 , DOI https://doi.org/10.21504/10962/366200
Description: Two South African curricular aims: appreciating creativity in mathematics and developing conceptual understanding, motivated this study. Negative views towards mathematics and challenges in teaching and learning fractions at primary school level are reported in literature, with the part-whole construct of fractions often the sole teaching focus. Despite challenges in curriculum integration (high demands on teachers and diluting disciplines), benefits, such as motivation and creative thinking, are noted. I recognised music-mathematics integration as an opportune context for designing tasks to support learners in moving flexibly between the fraction as ratio, fraction as measure and part-whole constructs. Guided by Realistic Mathematics Education principles, I embarked on a participatory dual-design experiment in task design, grappling within three micro-Communities of Practice (micro-CoPs) and across two planes: the Design-Theorising Plane and the Grounded-Practice Plane. In the Design-Theorising Plane, I worked with my two doctoral supervisors, grappling with design obstacles and finding resolutions. COVID-19 restrictions shifted our meetings to online platforms, allowing documentation and analysis of the task design process through recording functions. In the Grounded-Practice Plane, I worked within two separate micro-CoPs, both at independent schools (eight and two participating teachers respectively). Data on the teachers’ interrogation and implementation of the designed tasks were obtained via formal and informal interviews. Their reflections informed ongoing adaptations to the task design. Data were analysed in a matrix I designed and via NVivo coding. Findings include both the product of the task design journey (eight music-mathematics lessons, resources, and representations) and the process (ten groupings of Obstacle-Resolution Cycles). Three key questions (relating to music-mathematics fidelity; to task simplification for implementation; and to appropriate music-mathematics representation) were used in addressing each Obstacle-Resolution Cycle. Designing tasks to teach the part-whole construct of fractions was relatively straightforward, but designing tasks to teach the fraction as ratio and fraction as measure constructs was more challenging. These constructs could not be conflated by superimposing the music and mathematical linear representations. Aligning them, however, allowed for moving flexibly between the constructs. The teachers reported that the integrated music-mathematics tasks and supporting resources enhanced their learners’ fractional problem-solving abilities, simultaneously promoting more positive learner dispositions towards mathematics. , Thesis (PhD) -- Faculty of Education, Education, 2023
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Date Issued: 2023-03-29

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Leveraging a peer-learning community and expert community members in the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions

- Simasiku, Fredrick Simataa

Authors: Simasiku, Fredrick Simataa
Date: 2023-03-29
Subjects: Chemical kinetics Study and teaching (Secondary) Namibia , Ethnoscience Namibia , Scientific knowledge , Peer teaching Namibia , Pedagogical content knowledge , Culturally relevant pedagogy Namibia
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/366211 , vital:65843 , DOI https://doi.org/10.21504/10962/366211
Description: The integration of indigenous knowledge (IK) in science teaching in Namibia is part of the transformation agenda that hopes to revitalise and make science accessible and relevant to learners’ everyday life experiences. However, there seems to be contradictions between the intended curriculum, the enacted curriculum and the attained curriculum. This disjuncture is exacerbated in part by the fact that science teachers seem to be struggling to be cultural knowledge brokers. It is against this backdrop that this formative interventionist study sought to leverage a peer-learning community and expert community members in the integration of IK into the learning and teaching of Grade 10 Chemistry on the rate of reactions. To achieve this, we mobilised the indigenous technologies of preserving and pounding Mahangu and making Oshikundu to mediate learning of the rate of reactions. The study was guided by the broad overarching research question: How does a peer-learning community and expert community members leverage the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions? In this study, I used two complementary paradigms, viz. the transformative research paradigm and the indigenous research paradigm. Within these paradigms, I employed a qualitative case study research design using the community of practice and participatory action research as research approaches. Five Grade 10 Chemistry teachers from three schools in the Ohangwena region were involved in this study. Data were generated through semi-structured interviews, co-analysis of curriculum documents, workshop presentations and discussions, practical demonstrations, participatory observation, lesson observation, stimulated recall interviews, and participants’ reflections. Vygotsky’s sociocultural theory and Shulman’s Pedagogical Content Knowledge (PCK) were employed as theoretical frameworks in this study. Additionally, within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge components were used as an analytical framework. I used an inductive-deductive approach to data analysis to come up with sub-themes and themes. The main finding of this study revealed that leveraging a peer-learning community and the expert community members (ECMs) empowered the Chemistry teachers involved in this study to be cultural knowledge brokers and their understanding of how to integrate IK in their teaching improved. Both their subject matter knowledge and pedagogical content knowledge improved through co-developing and enacting exemplar lessons that integrated IK from the expert community members as well as from their own environments. A main insight of this study is that Chemistry teachers should seek opportunities to create peer-learning communities that engage with expert community members who are the custodians of the cultural heritage. The study also shows that this approach will support them to become better cultural knowledge brokers and help their learners bridge the divide between school science and what they have learnt in their homes or community. , Thesis (PhD) -- Faculty of Education, Education, 2023
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Date Issued: 2023-03-29

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Making the personal political: understanding the impacts of participation in an anti-rape protest for women who have experienced sexual violence

- Barker, Kim Elise

Authors: Barker, Kim Elise
Date: 2023-03-29
Subjects: Uncatalogued
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/422590 , vital:71960 , DOI 10.21504/10962/422590
Description: South Africa is recognised as a country with unusually high levels of rape and sexual violence. The majority of those who experience sexual violence do not acknowledge, disclose or report it, and do not access support. Many factors have been identified which can inhibit acknowledgement and disclosure. While silence is to be honoured as a chosen response, unwanted silencing is of concern. The annual Silent Protest at Rhodes University is a day-long anti-rape protest which draws attention to the attitudes and practices which silence victim-survivors, and enacts solidarity with victim-survivors of sexual violence. I conducted a three year “critically engaged, activist ethnography” with the community of Silent Protestors and organisers. My focus was on the stories that victim-survivors told about the impacts of participating in the protest. Changes in the research context allowed for a participatory action research cycle to be incorporated into the methodology. This offered an opportunity to implement and evaluate some changes suggested by my research contributors. My contributor’s narratives highlighted the ways in which as a society we position those who have been subjected to sexual violence in ways that are limited and limiting and which diminish victim-survivors’ sense of agency and value. This malignant positioning restricts the choices available to victim-survivors. The anticipation of being positioned in negative ways can inhibit victim-survivors from disclosing a violation and accessing care and justice. Participation in the Silent Protest seems to stand against some of the factors which inhibit acknowledgement and disclosure. Through their participation many women took up opportunities to share their story with at least one other person and to receive and offer care. Most described participation as having been beneficial and having helped them move towards living well again. The ways in which the Silent Protest positioned victim-survivors and the choices they were offered in relation to that positioning seemed to open up opportunities for thinking, feeling and acting in ways that they preferred. This suggests that interventions which mobilise both political resistance and mutual care hold promise for developing more accessible and effective services to those affected by sexual violence. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
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Date Issued: 2023-03-29

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The link between behavioural plasticity and aerobic scope 1 phenotypes in predicting the survival of Chrysoblephus laticeps 2 under climate variability

- Bailey, Lauren Ashleigh

Authors: Bailey, Lauren Ashleigh
Date: 2023-03-29
Subjects: Uncatalogued
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/422606 , vital:71961 , DOI 10.21504/10962/422606
Description: Thermal variability in the marine environment is likely to have a considerable effect on fishes as it impacts physiological performance and vital (i.e metabolism, foraging and swimming style) and non-vital (i.e. reproductive fitness) energetic processes. When fish are subjected to thermal stress, they may primarily respond by changing their behaviour. Species that have broad phenotypic behavioural plasticity (i.e. defined as the ability to adjust behavioural activity in presiding environmental conditions in order to remain within their optimal thermal range) may have a competitive advantage. Fish behavioural plasticity may take many forms. Some species may seek out thermal refugia by changing their phenology or distribution, while others alter the timing of their seasonal and spawning migrations in response to a changing environment. Although fishes can use behavioural changes to cope with climate change impacts, there does appear to be variability in the behavioural responses within species. However, if alterations in behaviour are insufficient to ensure that the individual remains within their optimal thermal range, physiological acclimation (i.e. defined as the process in which an organism adjusts to prevailing conditions by broadening their thermal performance curve so that their performance is maximized in the new thermal environment) may be required. Therefore, there is a critical link between the behaviour and thermal physiology of fishes, particularly in a world where they are facing increasing thermal stress. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
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Date Issued: 2023-03-29

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Participation dynamics in the management of protected areas: the case of Dwesa-Cwebe Nature Reserve and its adjacent communities, Eastern Cape Province, South Africa

- Nyamahono, James Donald https://orcid.org/0000-0002-1391-9126

Authors: Nyamahono, James Donald https://orcid.org/0000-0002-1391-9126
Date: 2023-03
Subjects: Protected areas , Natural resources conservation areas -- South Africa , National protected areas systems
Language: English
Type: Doctoral theses , text
Identifier: http://hdl.handle.net/10353/27358 , vital:66947
Description: In many parts of the developing world, participation in the management of ‘protected areas’ is among the most tangible indices of how the rural population encounters formal conservation policies, strategies and ideologies. However, some scholars have argued that the sharing of the burdens and benefits of participation is devoid of equity. While some analysts have emphasised the imperative of multi-stakeholder participation in nature conservation, citing this as a crucial socio-ecological investment, others have highlighted the inherent contradictions in the process, describing it as an avenue for manipulation, tokenism and exploitation. This study is located in this debate and focuses on narratives around the participation of different stakeholders in the management of Dwesa-Cwebe Nature Reserve and its adjacent communities in the rural Wild-Coast, Eastern Cape, South Africa. The researcher notes that research on the degrees and participation dynamics among various role players involved in the management of protected areas in South Africa, Dwesa-Cwebe Nature Reserve in particular is limited. Against this background, this study contributes to ongoing discussions on protected area management in South Africa but seeks to expand this discussion by interrogating the nature and degrees of participation within the Dwesa-Cwebe Nature Reserve - to deepen intellectual understanding on the significant role played by protected areas in engendering participatory democracy, equity, justice as well as meeting the needs of marginalised communities. Primary data for the thesis were collected using in-depth and key-informant interviews with officials from government institutions and parastatals, politicians and traditional authority figures. Focus group discussions were held with ‘youth’ participants as well as ‘elders’ in the Reserve’s adjacent communities. An analysis of policy and other government documents sought to outline the institutional attributes of protected areas management in South Africa and the underpinning ideas. A thematic analysis of the corpus of empirical information helped to show how these institutional attributes inhere in Dwesa-Cwebe Nature Reserve as well as the epistemic challenge these attributes pose vis-à-vis indigenous ecological ideas and practices in the adjacent ‘indigenous’ communities. The study revealed that participation is perceived differently by various stakeholders due to multiple, mutually contradictory impulses. While institutional stakeholders attached great importance to the structural role of institutional frameworks, hence the vigorous reliance on formal conservation strategies, narratives from community members drew attention to ‘equity deficits’. The study also found that while the selected Reserve may have fostered cooperation between government and the adjacent communities, conflict and distrust ran deep between these stakeholders. From these and other findings, the study concluded that ecological participation in the study area was characterised by clusters of stakeholders who regard one another as ‘epistemic outsiders’ and related to one another as such, with practical consequences – especially for the long-term sustainability of the Reserve. In the main, the thesis rests on the argument that in the face of epistemic differences, dominance and marginalisation could become a defining feature of protected area management that cannot be readily resolved through the mere process of participation. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2023
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Date Issued: 2023-03

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Molecular characterization of integrons and their associated gene cassettes in multidrug-resistant enterobacteriaceae isolates from environmental sources and the exploration of antibiotic combination against some resistant strains

- Fadare, Folake Temitope https://orcid.org/0000-0001-5779-9798

Authors: Fadare, Folake Temitope https://orcid.org/0000-0001-5779-9798
Date: 2023
Subjects: Enterobacteriaceae , Molecular microbiology , Enterobacteria
Language: English
Type: Doctoral theses , text
Identifier: http://hdl.handle.net/10353/27809 , vital:69942
Description: Globally, the increasing rate of antimicrobial resistance against our currently available drugs has been a serious public concern. Due to the selective nature of antibiotics, bacteria are expected to develop resistance against them over time, but the current scourge of antimicrobial resistance is aggravated by factors other than the expected evolutionary trend. The use and overuse of antibiotics in clinical and agricultural contexts have led to the fast rise of multidrug-resistant MDR microorganisms. A scenario that necessitates an upsurge in the clinical failures observed with our current drug arsenals is expected to rise if left unchecked. One of the significant drivers implicated in the spread of antimicrobial resistance genes is the integrons. These are mobile genetic elements found on pathogenicity islands, transposons, and plasmids, easing their distribution among various bacteria. They are considered efficient gene expression systems that naturally capture, integrate gene cassettes GCs and immediately express the captured antimicrobial resistance genes on the GCs due to the inherent promoters on their structures. Integrons have been known to confer resistance against most classes of antibiotics. These include all known β-lactams, chloramphenicol, trimethoprim, erythromycin, aminoglycosides, quinolones, streptothricin, lincomycin, rifampicin, fosfomycin, and antiseptics of the quaternary ammonium compound family. They have been detected in bacterial populations under direct or indirect antibiotic pressure in clinical, agricultural, and environmental contexts. The emergence of MDR in Enterobacteriaceae is a critical public health issue that has attracted the World Health Organization WHO, which classified them as one of the critical priority pathogens urgently requiring new antibiotics. The resistance phenomenon has proven most of the current antibiotics ineffective, further compounded by the slow pace of the discovery of new antibiotics, necessitating the hunt for new, practical remedies. One of such is the exploration of synergy among existing antibiotics. Two medications combined have a higher impact, thereby allowing current antibiotics to be salvaged for use in treating MDR bacteria, even if the bacteria are resistant against one or both antibiotics separately. Hence, this research focused on the occurrence and prevalence of multidrug resistance and the characterization of integrons and their associated gene cassettes in members of Enterobacteriaceae, including Klebsiella pneumoniae, Klebsiella oxytoca, Enterobacter cloacae, Escherichia coli, and Citrobacter spp. recovered from animal droppings, rivers, and effluents of hospital and wastewater treatment plants in Eastern Cape Province, South Africa. The inhibitory effect of combining two drugs belonging to different antibiotic classes to obtain a possible potentiating effect against some multidrug-resistant Enterobacteriaceae isolates harbouring integrons were examined and studied. The isolates were identified using the conventional molecular Polymerase Chain Reaction with specific primers. The antimicrobial resistance profile and the production of Extended-spectrum and metallo β-lactamase were detected using disk diffusion technique DDT, double-disk synergy test DDST, and ethylenediaminetetraacetic acid EDTA tests, respectively. The PCR-based screening method, DNA sequencing analyses, and restriction fragment length polymorphism RFLP were used to characterize the integrons and their associated GCs. Furthermore, Enterobacterial Repetitive Intergenic Consensus ERIC PCR determined the genotypic relationships between some specific species. The various antibiotics' minimum inhibitory concentration MIC was determined using the broth microdilution, while the checkerboard method was used to determine the fractional inhibitory concentration indices FICIs. The time-kill assays TKAs were further used to confirm the synergism observed from the checkerboard assays. Most of the isolates were resistant against most antibiotics tested and were considered MDR. The least resistance was observed against imipenem, a carbapenem, one of the drugs of last resort. Also present were the ESBL and MBL producers, with a few isolates co-producing the enzymes. A high prevalence of integrons was observed in the isolates, with class 1 integrons being the most frequently detected. Some isolates co-harboured the intI1 and intI2 genes and were classified as class1 plus 2 integrons. Although Citrobacter spp. had the least number of isolates among the Enterobacteriaceae studied, it harboured the most diverse gene cassette arrays. The various gene cassette arrays were identified as follows: For Klebsiella spp. Aac 6 Ib, aadA1 dfrA1, and dfrA1 sat2; for Citrobacter spp., dfrA5 aac3 Ib, aac6 ib, aadA1dfrA1 aadA1, aadA1-dfrA1, aadA5 dfrA17, and dfrA21-aac3-Ib; for E. coli dfrA21- aac-3-Ib, dfrA5-aac-3-Ib, aadA1 dfrA1, and aadA5 dfrA17 and for E. cloacae aadA1 dfrA1, dfrA7 dfrA21 dfrA5 aac 3 Ib, and dfrA1 sat2. The GC array dfrA1 sat2 was the only array detected in class 2 integrons which are analogous to that found in Tn7, dfrA1-sat2-aadA1, with the deletion of the last GC aadA1. These detected GCs confer resistance against aminoglycosides, including streptomycin and spectinomycin, and trimethoprim, further increasing the resistance spectrum of the bacterial species harbouring them. The detection of integrons and their associated GC and the presence of these β-lactamases is also associated with coresistance against other classes of antibiotics by bacterial species harbouring them, further limiting treatment options. The checkerboard assays combining antibiotics against these drug-resistant integron harbouring Enterobacteriaceae revealed that 26.3 percent 10 over 38 of the interactions were categorized as synergistic, while 73.7 percent 28 over 38 were indifferent. None of the combinations was antagonistic. The TKAs revealed all the synergistic interactions as bactericidal. Therefore, the combinations of gentamicin with tetracycline, ciprofloxacin, and ceftazidime against Multidrug-resistant MDR Klebsiella pneumoniae; tetracycline-ceftazidime combination against MDR Escherichia coli, colistin combinations with ceftazidime and gentamicin, and tetracycline-gentamicin combinations against MDR Citrobacter freundii may be future therapeutic alternatives. , Thesis (MSci) -- Faculty of Science and Agriculture, 2023
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Date Issued: 2023

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The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal

- Nzuza, Zakhele Dennis

Authors: Nzuza, Zakhele Dennis
Date: 2023
Subjects: Inclusive education
Language: English
Type: Doctoral theses , text
Identifier: http://hdl.handle.net/10353/26219 , vital:64974
Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
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Date Issued: 2023

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The Training of pre-service science teachers in the integration of Information and Communication Technology integration in Science teaching: A case of two colleges of education in The Volta Region of Ghana

- Ofori, Mac-Jones

Authors: Ofori, Mac-Jones
Date: 2023
Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
Language: English
Type: Doctoral theses , text
Identifier: http://hdl.handle.net/10353/27898 , vital:70467
Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
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Date Issued: 2023

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