Mentoring as social learning value creation in two South African environmental organisations: a social realist analysis
- Authors: Hiestermann, Michelle
- Date: 2022-10-14
- Subjects: Social realism , Social learning , Mentoring , Environmental education South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366248 , vital:65846 , https://doi.org/10.21504/10962/366248
- Description: South Africa is facing overwhelming crises of educational quality, record rates of unemployment (especially amongst youth) and environmental issues and risks, further exacerbated by the Covid-19 pandemic. Environmental education research that addresses these challenges is critical to ensuring that future generations thrive in a warming climate. South Africa needs environmental leaders; we therefore need to understand and explore the possibilities of mentoring young professionals in environmental organisations in South Africa. Several initiatives have been developed to contribute to the mentoring of young professionals in South African environmental organisations. This study drew on a critical realist ontology, social realist meta-theory and domain specific theory on mentoring and evaluation to explore mentoring as a value creating proposition in two environmental organisations in South Africa that were part of the national Groen Sebenza youth employment creation programme which had a strong focus on mentoring. To strengthen conceptual analytical tools on mentoring, I undertook an immanent critique of domain specific mentoring theory to develop a more appropriate foundation for mentoring theory in the environmental sector that was not subject to the historical influence of human capital theory only (which has tended to dominate the field’s literature). I then developed in-depth understanding of mentoring in two case study contexts, namely a non-profit environmental organisation and an environmental consulting company, using qualitative research approaches that included contextual profiling, case study research and mirror data workshops. Analytically, I considered the case data drawing on the value creation evaluation framework of Wenger-Trayner and Wenger-Trayner (2014) which itself was developing as an analytical framework as the study developed. I strengthened the analytical framework with social realist interpretations drawing on Archer (1995). This offered me a way of developing an in-depth understanding of the factors which constrain or enable the value creation possibilities of mentoring, with a view to inform human capacity development initiatives that support mentoring in the environment sector. It was possible to explain the value creation possibilities of mentoring within two case study environmental organisations through considering mentoring as a social learning process of value creation and this overcame some of the shortfalls identified in other early learning theories as well as theories of mentoring. The research revealed how mentoring can provide a value creation social learning trajectory for unemployed youth. A social realist perspective explained how young professionals expanded their primary agency, through full participation in workplace communities of practice, to find their identity as corporate agents in the workplace with their mentors. In this research, Social Realist ontology, theory and methodology was able to achieve what Human Capital Theory could not and provided an account of the interplay of structure, culture and agency over time, through emergent properties and the separation of structure and agency. Thus, it was possible to avoid conflation and the limitation of theory of the present tense, with a deeper, ontologically robust explanation of mentoring as social learning and social change and a social realist orientation to human capacity development. South Africa has a history of oppression, inequality and injustice and requires social processes that are reflexive, critical, emancipatory and transformative. Therefore, this research required theory and approaches that could explain mentoring of unemployed youth, as a common good initiative for a more just and sustainable society. As shown in this study, a Social Realist approach can uncover the underlying generative mechanisms and make the implicit more explicit in research, policy and strategy, offering a robust alternative to the tenets of Human Capital Theory that have driven much mentoring research in South Africa and elsewhere to date. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Hiestermann, Michelle
- Date: 2022-10-14
- Subjects: Social realism , Social learning , Mentoring , Environmental education South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366248 , vital:65846 , https://doi.org/10.21504/10962/366248
- Description: South Africa is facing overwhelming crises of educational quality, record rates of unemployment (especially amongst youth) and environmental issues and risks, further exacerbated by the Covid-19 pandemic. Environmental education research that addresses these challenges is critical to ensuring that future generations thrive in a warming climate. South Africa needs environmental leaders; we therefore need to understand and explore the possibilities of mentoring young professionals in environmental organisations in South Africa. Several initiatives have been developed to contribute to the mentoring of young professionals in South African environmental organisations. This study drew on a critical realist ontology, social realist meta-theory and domain specific theory on mentoring and evaluation to explore mentoring as a value creating proposition in two environmental organisations in South Africa that were part of the national Groen Sebenza youth employment creation programme which had a strong focus on mentoring. To strengthen conceptual analytical tools on mentoring, I undertook an immanent critique of domain specific mentoring theory to develop a more appropriate foundation for mentoring theory in the environmental sector that was not subject to the historical influence of human capital theory only (which has tended to dominate the field’s literature). I then developed in-depth understanding of mentoring in two case study contexts, namely a non-profit environmental organisation and an environmental consulting company, using qualitative research approaches that included contextual profiling, case study research and mirror data workshops. Analytically, I considered the case data drawing on the value creation evaluation framework of Wenger-Trayner and Wenger-Trayner (2014) which itself was developing as an analytical framework as the study developed. I strengthened the analytical framework with social realist interpretations drawing on Archer (1995). This offered me a way of developing an in-depth understanding of the factors which constrain or enable the value creation possibilities of mentoring, with a view to inform human capacity development initiatives that support mentoring in the environment sector. It was possible to explain the value creation possibilities of mentoring within two case study environmental organisations through considering mentoring as a social learning process of value creation and this overcame some of the shortfalls identified in other early learning theories as well as theories of mentoring. The research revealed how mentoring can provide a value creation social learning trajectory for unemployed youth. A social realist perspective explained how young professionals expanded their primary agency, through full participation in workplace communities of practice, to find their identity as corporate agents in the workplace with their mentors. In this research, Social Realist ontology, theory and methodology was able to achieve what Human Capital Theory could not and provided an account of the interplay of structure, culture and agency over time, through emergent properties and the separation of structure and agency. Thus, it was possible to avoid conflation and the limitation of theory of the present tense, with a deeper, ontologically robust explanation of mentoring as social learning and social change and a social realist orientation to human capacity development. South Africa has a history of oppression, inequality and injustice and requires social processes that are reflexive, critical, emancipatory and transformative. Therefore, this research required theory and approaches that could explain mentoring of unemployed youth, as a common good initiative for a more just and sustainable society. As shown in this study, a Social Realist approach can uncover the underlying generative mechanisms and make the implicit more explicit in research, policy and strategy, offering a robust alternative to the tenets of Human Capital Theory that have driven much mentoring research in South Africa and elsewhere to date. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
Negotiating marginalisation: A socio-economic history of the Kalanga of Mangwe, Zimbabwe, 1940-2015
- Authors: Nyathi, Innocent
- Date: 2022-10-14
- Subjects: Marginalisation , Kalanga (African people) Race identity Zimbabwe , Ethnicity Zimbabwe , Zimbabwe Economic conditions , Zimbabwe Social conditions , Kalanga language (Botswana and Zimbabwe)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/408705 , vital:70518 , DOI 10.21504/10962/408705
- Description: The thesis explores the relationship between ethnicity, marginalisation, and survival mechanisms amongst the Kalanga people of Mangwe (southwestern Zimbabwe) from the 1940s up until the turn of the 21st century. The study showed how the Kalanga of Mangwe have used ethnicity as a concept to not only claim access to resources but also develop alternative survival strategies that help them seek to navigate their experiences of marginalisation by both the state and the hegemonic position of the Ndebele who dominate the region politically and linguistically. Using evidence from activities such as cross border migration and the mopane economy, I showed how the Kalanga express their displeasure at being dominated through engagement, as was shown in their attempt to fight for their language, for example in the 1940s through regionalised Kalanga organisations as the Kalanga Language and Cultural Development Society (KLCDS), to disengagement such as migration and illegal informal cross border trade. Using ‘conviviality’ and ‘the everyday’, as well as borrowing from the Race Relations Theory (RRT) of Robert Ezra Park as theoretical underpinnings, I demonstrated how amongst the Kalanga of Mangwe ethnic identity can lead to competition for resources, which in turn leads to marginalisation and discrimination which influences their social, political and economic choices that may in turn reinforce ethnic identity in a cycle like scenario. Everyday economic and social activities amongst the Kalanga of Mangwe that appear mundane and ordinary to an uninterested observer, help shape the everyday discourse of the Kalanga as they navigate marginalisation. , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Nyathi, Innocent
- Date: 2022-10-14
- Subjects: Marginalisation , Kalanga (African people) Race identity Zimbabwe , Ethnicity Zimbabwe , Zimbabwe Economic conditions , Zimbabwe Social conditions , Kalanga language (Botswana and Zimbabwe)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/408705 , vital:70518 , DOI 10.21504/10962/408705
- Description: The thesis explores the relationship between ethnicity, marginalisation, and survival mechanisms amongst the Kalanga people of Mangwe (southwestern Zimbabwe) from the 1940s up until the turn of the 21st century. The study showed how the Kalanga of Mangwe have used ethnicity as a concept to not only claim access to resources but also develop alternative survival strategies that help them seek to navigate their experiences of marginalisation by both the state and the hegemonic position of the Ndebele who dominate the region politically and linguistically. Using evidence from activities such as cross border migration and the mopane economy, I showed how the Kalanga express their displeasure at being dominated through engagement, as was shown in their attempt to fight for their language, for example in the 1940s through regionalised Kalanga organisations as the Kalanga Language and Cultural Development Society (KLCDS), to disengagement such as migration and illegal informal cross border trade. Using ‘conviviality’ and ‘the everyday’, as well as borrowing from the Race Relations Theory (RRT) of Robert Ezra Park as theoretical underpinnings, I demonstrated how amongst the Kalanga of Mangwe ethnic identity can lead to competition for resources, which in turn leads to marginalisation and discrimination which influences their social, political and economic choices that may in turn reinforce ethnic identity in a cycle like scenario. Everyday economic and social activities amongst the Kalanga of Mangwe that appear mundane and ordinary to an uninterested observer, help shape the everyday discourse of the Kalanga as they navigate marginalisation. , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-10-14
Regulation of Oct4 expression during cell stress
- Authors: Samson, William John
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365712 , vital:65778
- Description: Thesis embargoed. Expected release date early 2025. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Samson, William John
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365712 , vital:65778
- Description: Thesis embargoed. Expected release date early 2025. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
Revitalisation and indigenisation of the Science curriculum through drum making, drumming, music and dance
- Authors: Liveve, Angelius Kanyanga
- Date: 2022-10-14
- Subjects: Curriculum change Namibia , Science Study and teaching (Secondary) Namibia , Traditional ecological knowledge Namibia , Drum Performance , Drum making , Pedagogical content knowledge , Social learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405482 , vital:70175 , DOI 10.21504/10962/405482
- Description: The integration of IK is a common phenomenon in many postcolonial states, where it is viewed as a means to redress the injustices of the colonial era. It is believed that the recognition of IK in education represents an acknowledgement of diversity and other ways of knowing. In Namibia, for instance, the National Curriculum for Basic Education encourages the integration of IK in Science teaching. However, this goal is still far from being achieved because the curriculum seems to be silent on how teachers should integrate IK into their teaching. As a result, research shows that many Science teachers in Namibia seem to find it difficult to integrate IK into their science teaching because they were not properly trained to do so during both their pre-service and in-service training. This suggests that there is a dire need to empower science teachers who are implementers of the curriculum on appropriate pedagogical content knowledge on how to integrate IK into their science teaching in particular. It is against this backdrop that this interventionist study sought to explore how to mobilise the indigenous technology of drum making, drumming, music and dance for cultural revitalisation and indigenisation of the science curriculum. The study is underpinned by an interpretivist paradigm and augmented with an indigenous research paradigm. The interpretivist paradigm enabled me to understand the teachers’ perspectives in their contexts. On the other hand, within the indigenous research paradigm, I used the Ubuntu perspective which afforded each of us an opportunity to understand each other’s ways of knowing, doing and being. Within these two complementary paradigms, a qualitative case study approach was employed. The case study was in the form of intervention with six Grade 10 Physics teachers from three senior secondary schools in the Kavango West Region in Namibia. Moreover, a critical friend who was a lecturer at the university and expert community members of the Unongo Cultural Youth Group who are the custodians of the cultural heritage. Data were generated using semi-structured interviews, workshop discussions (audio-recorded), observations (participatory and lesson observations), stimulated recall interviews as well as journal reflections. Vygotsky’s Socio-cultural Theory, Ogunniyi’s Contiguity Argumentation Theory and Mavhunga and Rollnick’s Topic-specific Pedagogical Content Knowledge were used as the theoretical lenses in this study. The data gathered were analysed thematically and then categorised into sub-themes and themes. The findings of the study revealed that tapping into the cultural heritage of community members through giving them a voice has great potential to revitalise and indigenise the science curriculum. It also emerged in this study that storytelling is a potential instructional strategy to make science accessible and relevant to learners. The use of the indigenous technology of drum making, drumming, music and dance contributed to the Physics teachers’ agency and empowered them to co-develop their learning and teaching support materials in the form of exemplar lesson plans that integrated IK. Moreover, their pedagogical content knowledge was enhanced through enacting such exemplar lessons and thereafter reflecting on them. The study thus recommends that those in academia should promote the use of indigenous technologies as hubs for mediating the learning of science concepts. It also recommends that learners should be taken out of their science classrooms into the community to learn IK and wisdom from expert community members, something which could assist them in understanding the science taught at school. This might also benefit teachers in effectively implementing the integration of IK in schools and thereby use learners’ cultural heritage as a starting point to enrich meaningful and authentic learning. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Liveve, Angelius Kanyanga
- Date: 2022-10-14
- Subjects: Curriculum change Namibia , Science Study and teaching (Secondary) Namibia , Traditional ecological knowledge Namibia , Drum Performance , Drum making , Pedagogical content knowledge , Social learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405482 , vital:70175 , DOI 10.21504/10962/405482
- Description: The integration of IK is a common phenomenon in many postcolonial states, where it is viewed as a means to redress the injustices of the colonial era. It is believed that the recognition of IK in education represents an acknowledgement of diversity and other ways of knowing. In Namibia, for instance, the National Curriculum for Basic Education encourages the integration of IK in Science teaching. However, this goal is still far from being achieved because the curriculum seems to be silent on how teachers should integrate IK into their teaching. As a result, research shows that many Science teachers in Namibia seem to find it difficult to integrate IK into their science teaching because they were not properly trained to do so during both their pre-service and in-service training. This suggests that there is a dire need to empower science teachers who are implementers of the curriculum on appropriate pedagogical content knowledge on how to integrate IK into their science teaching in particular. It is against this backdrop that this interventionist study sought to explore how to mobilise the indigenous technology of drum making, drumming, music and dance for cultural revitalisation and indigenisation of the science curriculum. The study is underpinned by an interpretivist paradigm and augmented with an indigenous research paradigm. The interpretivist paradigm enabled me to understand the teachers’ perspectives in their contexts. On the other hand, within the indigenous research paradigm, I used the Ubuntu perspective which afforded each of us an opportunity to understand each other’s ways of knowing, doing and being. Within these two complementary paradigms, a qualitative case study approach was employed. The case study was in the form of intervention with six Grade 10 Physics teachers from three senior secondary schools in the Kavango West Region in Namibia. Moreover, a critical friend who was a lecturer at the university and expert community members of the Unongo Cultural Youth Group who are the custodians of the cultural heritage. Data were generated using semi-structured interviews, workshop discussions (audio-recorded), observations (participatory and lesson observations), stimulated recall interviews as well as journal reflections. Vygotsky’s Socio-cultural Theory, Ogunniyi’s Contiguity Argumentation Theory and Mavhunga and Rollnick’s Topic-specific Pedagogical Content Knowledge were used as the theoretical lenses in this study. The data gathered were analysed thematically and then categorised into sub-themes and themes. The findings of the study revealed that tapping into the cultural heritage of community members through giving them a voice has great potential to revitalise and indigenise the science curriculum. It also emerged in this study that storytelling is a potential instructional strategy to make science accessible and relevant to learners. The use of the indigenous technology of drum making, drumming, music and dance contributed to the Physics teachers’ agency and empowered them to co-develop their learning and teaching support materials in the form of exemplar lesson plans that integrated IK. Moreover, their pedagogical content knowledge was enhanced through enacting such exemplar lessons and thereafter reflecting on them. The study thus recommends that those in academia should promote the use of indigenous technologies as hubs for mediating the learning of science concepts. It also recommends that learners should be taken out of their science classrooms into the community to learn IK and wisdom from expert community members, something which could assist them in understanding the science taught at school. This might also benefit teachers in effectively implementing the integration of IK in schools and thereby use learners’ cultural heritage as a starting point to enrich meaningful and authentic learning. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
Social upgrading or dependency?: Investigating the implications of the inclusion of commercial wine farms within South African Fairtrade certification
- Authors: Bell, Joshua
- Date: 2022-10-14
- Subjects: Competition, Unfair South Africa , Wine industry South Africa Employees , Unfair labor practices South Africa , Fairtrade International , International trade , Economic development Moral and ethical aspects South Africa , Wine industry Moral and ethical aspects South Africa , Work environment South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327155 , vital:61086 , DOI 10.21504/10962/327155
- Description: The South African wine industry is one of the oldest sectors of the country’s economy, beginning in the early years of South African colonialism in the 17th century through the use of slave and slave-like labour. As an industry that has been defined by farm paternalism and dependency, the South African wine industry has had to demonstrate changes from its history of extreme racial and gendered exploitation to an industry that reflects the democratic values of a new South Africa. Ethical certifications are considered one way through which the post-apartheid South African wine industry can demonstrate that it has moved away from its historical practices and is now characterised by practices of decent work and social transformation. An important certificatory label that allows local wine producers entry into global wine production networks is Fairtrade International. While Fairtrade certification is often reserved for small-scale producers, this certification has been extended to large-scale, commercial producers within the South African wine industry despite its history of farm paternalism and dependency. This research asks if this inclusion promotes decent work through social upgrading or if it offers a platform for the continuation of farm dependency under the guise of ‘Fairtrade’. In this study, social upgrading has been defined through a ‘bottom-up’ approach that prioritises workers’ independence as a key means of improvement. Four key pillars are applied as embodying the concept of social upgrading: regular employment with set working hours; legally enforceable worker rights; social protection through collective and individual bargaining power; and non-discriminatory social dialogue that promotes significant socio-economic progression. A key finding of this research is that practices of dependency and paternalism continue on some large-scale commercial farms, despite their Fairtrade certification. Furthermore, the findings suggest that the benefits that farmworkers receive lock farmworkers into their position on the farm with marginally improved conditions and cease if workers depart from the Fairtrade wine farm. This suggests that, at best, this inclusion of commercial farmers within Fairtrade certification appears to create a top-down form of social upgrading that locks farmworkers into their position on the farm with marginally improved conditions and beneath a glass ceiling of development. At worst, this Fairtrade inclusion facilitates a global poverty network through paternalism and dependency under the guise of ‘Fairtrade’. As a result, where meaningful, bottom-up social upgrading may occur on South African wine farms, the study suggests that this is despite the presence of Fairtrade and not a result of it. , Thesis (PhD) -- Faculty of Humanities, Political and Interntional Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Bell, Joshua
- Date: 2022-10-14
- Subjects: Competition, Unfair South Africa , Wine industry South Africa Employees , Unfair labor practices South Africa , Fairtrade International , International trade , Economic development Moral and ethical aspects South Africa , Wine industry Moral and ethical aspects South Africa , Work environment South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327155 , vital:61086 , DOI 10.21504/10962/327155
- Description: The South African wine industry is one of the oldest sectors of the country’s economy, beginning in the early years of South African colonialism in the 17th century through the use of slave and slave-like labour. As an industry that has been defined by farm paternalism and dependency, the South African wine industry has had to demonstrate changes from its history of extreme racial and gendered exploitation to an industry that reflects the democratic values of a new South Africa. Ethical certifications are considered one way through which the post-apartheid South African wine industry can demonstrate that it has moved away from its historical practices and is now characterised by practices of decent work and social transformation. An important certificatory label that allows local wine producers entry into global wine production networks is Fairtrade International. While Fairtrade certification is often reserved for small-scale producers, this certification has been extended to large-scale, commercial producers within the South African wine industry despite its history of farm paternalism and dependency. This research asks if this inclusion promotes decent work through social upgrading or if it offers a platform for the continuation of farm dependency under the guise of ‘Fairtrade’. In this study, social upgrading has been defined through a ‘bottom-up’ approach that prioritises workers’ independence as a key means of improvement. Four key pillars are applied as embodying the concept of social upgrading: regular employment with set working hours; legally enforceable worker rights; social protection through collective and individual bargaining power; and non-discriminatory social dialogue that promotes significant socio-economic progression. A key finding of this research is that practices of dependency and paternalism continue on some large-scale commercial farms, despite their Fairtrade certification. Furthermore, the findings suggest that the benefits that farmworkers receive lock farmworkers into their position on the farm with marginally improved conditions and cease if workers depart from the Fairtrade wine farm. This suggests that, at best, this inclusion of commercial farmers within Fairtrade certification appears to create a top-down form of social upgrading that locks farmworkers into their position on the farm with marginally improved conditions and beneath a glass ceiling of development. At worst, this Fairtrade inclusion facilitates a global poverty network through paternalism and dependency under the guise of ‘Fairtrade’. As a result, where meaningful, bottom-up social upgrading may occur on South African wine farms, the study suggests that this is despite the presence of Fairtrade and not a result of it. , Thesis (PhD) -- Faculty of Humanities, Political and Interntional Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
Socio-historical analysis of organisational change: a case study of Zimbabwe posts (Zimpost), 2010–2020
- Kambarami-Zengeni, Faith Chipo
- Authors: Kambarami-Zengeni, Faith Chipo
- Date: 2022-10-14
- Subjects: Organizational change Zimbabwe , Fordism , Industrial management , Taylor, Frederick Winslow, 1856-1915 , Industrial relations , Postal service Management
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327920 , vital:61170 , DOI 10.21504/10962/327920
- Description: Postal organisations play an important role in the provision of basic communication services. In Zimbabwe, post offices have a large physical distribution network of over 240 post offices country-wide to make communication services accessible to the populace. However, e-substitution has threatened mail business significantly. Postal operators globally are experiencing declining mail volumes in the face of advanced information and communication technologies. The overall goal of this thesis was to undertake a socio-historical analysis of organisational change at ZimPost using Taylorism, Fordism and post-Fordism as broad ideal types to explain how industry evolves in different phases of capitalism. National politics and economics play an integral role in how Taylorism, Fordism and post-Fordism assumed at ZimPost. Studies on these broad organising types have mainly focused on private sector organisations. However, this thesis argues that these analytical paradigms are also valid in public sector organisations, but they will unfold differently given the context in which change is experienced. Using a qualitative approach, the study established that the 1980s and 1990s can best be described as the ‘golden years’ of postal services in Zimbabwe, characterised by mass production and mass consumption of postal products and services. At that time the Posts and Telecommunications Corporation enjoyed a monopoly of postal services in the country. The stable market share, competitive salaries for postal workers, increased unionisation and a fairly stable economy enabled a Fordist regime of accumulation to develop. The cycle broke down when the mode of regulation was weakened by national economic and political changes towards the late 1990s. PTC started to experience a decline in the consumption of postal products. The decline was also attributed to increased competition from smaller private courier operators that could provide specialised services to a market with changing needs. With increased competition, the advancement of information, and communication technologies, mail volumes dwindled. This period can best be described as the crisis of Fordism at ZimPost. In the year 2000, the government unbundled the posts and telecommunications corporation to create four companies including Zimbabwe Posts. This was perceived as one of the most radical organisational changes in the history of postal services in Zimbabwe. More organisational changes took place at ZimPost that can best be described as characteristics of post-Fordism. These changes were attempts by ZimPost to remain relevant in light of the economic, political and technological changes taking place in the country. The postal operator introduced customised products in the form of agency services, supported by increased use of information and communication technologies in the post office. Organisational changes at ZimPost were shaped mainly by the economic and political environment in which they took place. Organisational change is complex, changes do not follow a linear pattern, they are processual. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Kambarami-Zengeni, Faith Chipo
- Date: 2022-10-14
- Subjects: Organizational change Zimbabwe , Fordism , Industrial management , Taylor, Frederick Winslow, 1856-1915 , Industrial relations , Postal service Management
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327920 , vital:61170 , DOI 10.21504/10962/327920
- Description: Postal organisations play an important role in the provision of basic communication services. In Zimbabwe, post offices have a large physical distribution network of over 240 post offices country-wide to make communication services accessible to the populace. However, e-substitution has threatened mail business significantly. Postal operators globally are experiencing declining mail volumes in the face of advanced information and communication technologies. The overall goal of this thesis was to undertake a socio-historical analysis of organisational change at ZimPost using Taylorism, Fordism and post-Fordism as broad ideal types to explain how industry evolves in different phases of capitalism. National politics and economics play an integral role in how Taylorism, Fordism and post-Fordism assumed at ZimPost. Studies on these broad organising types have mainly focused on private sector organisations. However, this thesis argues that these analytical paradigms are also valid in public sector organisations, but they will unfold differently given the context in which change is experienced. Using a qualitative approach, the study established that the 1980s and 1990s can best be described as the ‘golden years’ of postal services in Zimbabwe, characterised by mass production and mass consumption of postal products and services. At that time the Posts and Telecommunications Corporation enjoyed a monopoly of postal services in the country. The stable market share, competitive salaries for postal workers, increased unionisation and a fairly stable economy enabled a Fordist regime of accumulation to develop. The cycle broke down when the mode of regulation was weakened by national economic and political changes towards the late 1990s. PTC started to experience a decline in the consumption of postal products. The decline was also attributed to increased competition from smaller private courier operators that could provide specialised services to a market with changing needs. With increased competition, the advancement of information, and communication technologies, mail volumes dwindled. This period can best be described as the crisis of Fordism at ZimPost. In the year 2000, the government unbundled the posts and telecommunications corporation to create four companies including Zimbabwe Posts. This was perceived as one of the most radical organisational changes in the history of postal services in Zimbabwe. More organisational changes took place at ZimPost that can best be described as characteristics of post-Fordism. These changes were attempts by ZimPost to remain relevant in light of the economic, political and technological changes taking place in the country. The postal operator introduced customised products in the form of agency services, supported by increased use of information and communication technologies in the post office. Organisational changes at ZimPost were shaped mainly by the economic and political environment in which they took place. Organisational change is complex, changes do not follow a linear pattern, they are processual. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2022
- Full Text:
- Date Issued: 2022-10-14
Socio-historical analysis of organisational change: a case study of Zimbabwe Posts (Zimpost), 2010–2020
- Kambarami-Zengeni, Faith Chipo
- Authors: Kambarami-Zengeni, Faith Chipo
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422518 , vital:71954 , DOI 10.21504/10962/422518
- Description: Postal organisations play an important role in the provision of basic communication services. In Zimbabwe, post offices have a large physical distribution network of over 240 post offices country-wide to make communication services accessible to the populace. However, e-substitution has threatened mail business significantly. Postal operators globally are experiencing declining mail volumes in the face of advanced information and communication technologies. The overall goal of this thesis was to undertake a socio-historical analysis of organisational change at ZimPost using Taylorism, Fordism and post-Fordism as broad ideal types to explain how industry evolves in different phases of capitalism. National politics and economics play an integral role in how Taylorism, Fordism and post-Fordism assumed at ZimPost. Studies on these broad organising types have mainly focused on private sector organisations. However, this thesis argues that these analytical paradigms are also valid in public sector organisations, but they will unfold differently given the context in which change is experienced. Using a qualitative approach, the study established that the 1980s and 1990s can best be described as the ‘golden years’ of postal services in Zimbabwe, characterised by mass production and mass consumption of postal products and services. At that time the Posts and Telecommunications Corporation enjoyed a monopoly of postal services in the country. The stable market share, competitive salaries for postal workers, increased unionisation and a fairly stable economy enabled a Fordist regime of accumulation to develop. The cycle broke down when the mode of regulation was weakened by national economic and political changes towards the late 1990s. PTC started to experience a decline in the consumption of postal products. The decline was also attributed to increased competition from smaller private courier operators that could provide specialised services to a market with changing needs. With increased competition, the advancement of information, and communication technologies, mail volumes dwindled. This period can best be described as the crisis of Fordism at ZimPost. In the year 2000, the government unbundled the posts and telecommunications corporation to create four companies including Zimbabwe Posts. This was perceived as one of the most radical organisational changes in the history of postal services in Zimbabwe. More organisational changes took place at ZimPost that can best be described as characteristics of post-Fordism. These changes were attempts by ZimPost to remain relevant in light of the economic, political and technological changes taking place in the country. The postal operator introduced customised products in the form of agency services, supported by increased use of information and communication technologies in the post office. Organisational changes at ZimPost were shaped mainly by the economic and political environment in which they took place. Organisational change is complex, changes do not follow a linear pattern, they are processual. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2023
- Full Text:
- Date Issued: 2022-10-14
- Authors: Kambarami-Zengeni, Faith Chipo
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422518 , vital:71954 , DOI 10.21504/10962/422518
- Description: Postal organisations play an important role in the provision of basic communication services. In Zimbabwe, post offices have a large physical distribution network of over 240 post offices country-wide to make communication services accessible to the populace. However, e-substitution has threatened mail business significantly. Postal operators globally are experiencing declining mail volumes in the face of advanced information and communication technologies. The overall goal of this thesis was to undertake a socio-historical analysis of organisational change at ZimPost using Taylorism, Fordism and post-Fordism as broad ideal types to explain how industry evolves in different phases of capitalism. National politics and economics play an integral role in how Taylorism, Fordism and post-Fordism assumed at ZimPost. Studies on these broad organising types have mainly focused on private sector organisations. However, this thesis argues that these analytical paradigms are also valid in public sector organisations, but they will unfold differently given the context in which change is experienced. Using a qualitative approach, the study established that the 1980s and 1990s can best be described as the ‘golden years’ of postal services in Zimbabwe, characterised by mass production and mass consumption of postal products and services. At that time the Posts and Telecommunications Corporation enjoyed a monopoly of postal services in the country. The stable market share, competitive salaries for postal workers, increased unionisation and a fairly stable economy enabled a Fordist regime of accumulation to develop. The cycle broke down when the mode of regulation was weakened by national economic and political changes towards the late 1990s. PTC started to experience a decline in the consumption of postal products. The decline was also attributed to increased competition from smaller private courier operators that could provide specialised services to a market with changing needs. With increased competition, the advancement of information, and communication technologies, mail volumes dwindled. This period can best be described as the crisis of Fordism at ZimPost. In the year 2000, the government unbundled the posts and telecommunications corporation to create four companies including Zimbabwe Posts. This was perceived as one of the most radical organisational changes in the history of postal services in Zimbabwe. More organisational changes took place at ZimPost that can best be described as characteristics of post-Fordism. These changes were attempts by ZimPost to remain relevant in light of the economic, political and technological changes taking place in the country. The postal operator introduced customised products in the form of agency services, supported by increased use of information and communication technologies in the post office. Organisational changes at ZimPost were shaped mainly by the economic and political environment in which they took place. Organisational change is complex, changes do not follow a linear pattern, they are processual. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2023
- Full Text:
- Date Issued: 2022-10-14
Stock structure of Patagonian toothfish Dissostichus eleginoides (Smitt 1898, family Nototheniidae) in the Southwest Atlantic
- Authors: Lee, Brendon
- Date: 2022-10-14
- Subjects: Otoliths , Patagonian toothfish Geographical distribution , Fish tagging , Biogeography , Microstructure , Microchemistry
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365599 , vital:65763 , DOI https://doi.org/10.21504/10962/365599
- Description: The identification of discrete self-sustaining productive units in marine populations is essential for achieving sustainable fisheries objectives. Marine fish populations frequently exhibit dynamic characteristics across their life-histories, displaying variability in spatial structure and mixing patterns, both within and among populations. The incoherent application of management boundaries on biological populations can bias stock assessment results and have important implications on sustainable fisheries management. Patagonian toothfish (Dissostichus eleginoides) is a long-lived, slow-growing, late-maturing, deep-sea, benthopelagic species. It forms the basis of important and highly lucrative industrial and artisanal fisheries across its distribution. Patagonian toothfish have complex life-histories characterised by high dispersal potential during the egg and larval phase, a wide depth range because of their ontogenetic migratory behaviour, and large adult size that is capable of undertaking long-distance active movements (>200 km). These characteristics provide opportunities for high levels of connectivity, and as such, the stock structure is not well understood. We applied an integrated, multidisciplinary approach to provide an improved understanding of the complex stock structure dynamics for Patagonian toothfish on the Patagonian Shelf, specifically in relation to the shelf, slope, and deep-sea plains around the Falkland Islands. Research results were focused on aspects pertaining to (1) geographic variation in phenotypic characters (otolith shape); (2) a description of the spatial-temporal distribution patterns; (3) the active movements of deep-sea adults (tag-recapture study); and (4) the identification of early life-history dispersal through otolith microstructure and microchemical chronologies. Results from the study indicate high regional connectivity during the early life-history stages derived from at least two spawning contingents into spatially discrete nursery areas (cohort groups) on the Falklands Shelf. Fish followed distinct ontogenetic pathways into deeper waters adjacent to the areas wherein juvenile settlement into a demersal habitat occurred. There is little to no evidence of mixing among cohort groups during their ontogenetic migration into deep-sea adult habitats, reflecting a mixed population based on oceanographically defined egg and larval dispersal. The majority of the adult component of the population continue to display high site fidelity. However, between 9 and 25% of the population, consisting predominantly of larger reproductively capable adults undertake long-distance dispersal behaviour, identified as home-range relocations from the adult deep-sea habitats towards three of the known southern spawning grounds in the region. Results are suggestive of a requirement for improved collaborative efforts for regionally-based management approaches with careful consideration of local stock contingents. Future monitoring and research priorities should focus on the identification of reproductive potential, dispersal pathways and settlement patterns of stock contingents to inform the dynamics of mixed stock origins across the Patagonian region. While many aspects regarding the stock structure remain unresolved, results derived from the current studies can be used to inform the development of management measures to ensure the continued recovery and sustainable management of Patagonian toothfish within the region. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Lee, Brendon
- Date: 2022-10-14
- Subjects: Otoliths , Patagonian toothfish Geographical distribution , Fish tagging , Biogeography , Microstructure , Microchemistry
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365599 , vital:65763 , DOI https://doi.org/10.21504/10962/365599
- Description: The identification of discrete self-sustaining productive units in marine populations is essential for achieving sustainable fisheries objectives. Marine fish populations frequently exhibit dynamic characteristics across their life-histories, displaying variability in spatial structure and mixing patterns, both within and among populations. The incoherent application of management boundaries on biological populations can bias stock assessment results and have important implications on sustainable fisheries management. Patagonian toothfish (Dissostichus eleginoides) is a long-lived, slow-growing, late-maturing, deep-sea, benthopelagic species. It forms the basis of important and highly lucrative industrial and artisanal fisheries across its distribution. Patagonian toothfish have complex life-histories characterised by high dispersal potential during the egg and larval phase, a wide depth range because of their ontogenetic migratory behaviour, and large adult size that is capable of undertaking long-distance active movements (>200 km). These characteristics provide opportunities for high levels of connectivity, and as such, the stock structure is not well understood. We applied an integrated, multidisciplinary approach to provide an improved understanding of the complex stock structure dynamics for Patagonian toothfish on the Patagonian Shelf, specifically in relation to the shelf, slope, and deep-sea plains around the Falkland Islands. Research results were focused on aspects pertaining to (1) geographic variation in phenotypic characters (otolith shape); (2) a description of the spatial-temporal distribution patterns; (3) the active movements of deep-sea adults (tag-recapture study); and (4) the identification of early life-history dispersal through otolith microstructure and microchemical chronologies. Results from the study indicate high regional connectivity during the early life-history stages derived from at least two spawning contingents into spatially discrete nursery areas (cohort groups) on the Falklands Shelf. Fish followed distinct ontogenetic pathways into deeper waters adjacent to the areas wherein juvenile settlement into a demersal habitat occurred. There is little to no evidence of mixing among cohort groups during their ontogenetic migration into deep-sea adult habitats, reflecting a mixed population based on oceanographically defined egg and larval dispersal. The majority of the adult component of the population continue to display high site fidelity. However, between 9 and 25% of the population, consisting predominantly of larger reproductively capable adults undertake long-distance dispersal behaviour, identified as home-range relocations from the adult deep-sea habitats towards three of the known southern spawning grounds in the region. Results are suggestive of a requirement for improved collaborative efforts for regionally-based management approaches with careful consideration of local stock contingents. Future monitoring and research priorities should focus on the identification of reproductive potential, dispersal pathways and settlement patterns of stock contingents to inform the dynamics of mixed stock origins across the Patagonian region. While many aspects regarding the stock structure remain unresolved, results derived from the current studies can be used to inform the development of management measures to ensure the continued recovery and sustainable management of Patagonian toothfish within the region. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-10-14
Synthesis, characterization and host-guest complexes of supramolecular assemblies based on calixarenes and cucurbiturils
- Authors: Baa, Ebenezer
- Date: 2022-10-14
- Subjects: Supramolecular chemistry , Calixarenes , Cucurbiturils , Metal-organic frameworks , Macrocyclic compounds , Drug delivery systems
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365621 , vital:65765 , DOI https://doi.org/10.21504/10962/365621
- Description: The field of supramolecular chemistry has grown large and wide in both deepness of understanding, range of topics covered and scope and applications. Supramolecular self-assemblies are facilitated by a wide range of non-covalent intra and inter molecular interactions that range from hydrogen bonding to π-interaction and van der Waals. Macrocyclic compounds such as cucurbiturils and calixarenes have emerged as important classes of compounds with excellent potential of forming supramolecular assemblies. The porous nature of these compounds enables them to form host-guest supramolecular complexes stabilized by diverse range of non-covalent interactions. Furthermore, these compounds contain donor atoms capable of forming bonds with metal ions to yield metal complexes with interesting porous characteristics that deviate from their traditional hydrophobic cavity. The versatile nature of the resulting pores imply that they can accommodate diverse types of guests. This work explores the synthesis and characterization of a host of calixarenes and cucurbiturils. Self-assembly of these macrocycles with various metal ions results to the formation of porous metal organic framework (MOF) complexes. Four new calixarene typed compounds obtained from aromatic aldehydes and twenty-six cucurbituril metal complexes are reported. These macrocylces and their metal complexes also form supramolecular complexes with DMSO, methanol, isoniazid hydrochloride and ciprofloxacin hydrochlorides through either self-assembly, mechanochemistry and exposure to solvent vapors. The bulk materials have been characterized using nuclear magnetic resonance spectroscopy (NMR), Fourier transformed infrared spectroscopy (FTIR), powder and single crystal diffraction techniques and thermal studies thermogravimetric analysis (TGA) and differential thermal calorimetry (DSC). Data obtained from this study reveals that calixarenes can form supramolecular complexes with a frequently used laboratory solvents with BN22 showing appreciable selectivity for DMSO sorption from a solvent mixture. These compounds also form supramolecular complexes with drug molecules such as isoniazid and ciprofloxacin. Furthermore, the data reveals that choice of synthetic route of supramolecular ensembles dictates if the guest drug molecule will occupy the intrinsic or extrinsic pores of cucurbituril complexes. Biological studies on the obtained complexes reveal that the cucurbituril complexes are non-cytotoxic while the calixarenes show antibacterial activity against Escherichia coli and Staphylococcus aureus. Additionally, the study showed that ciprofloxacin can be successfully released from a calixarene host in a simulated body fluid although the host was also found to cross the dialysis membrane. The results of this study are important in that; - they can be exploited and developed in the selective sorption of certain guests and - that they can be used in the development of drug delivery systems that play a dual role of delivery and therapeutic activity. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Baa, Ebenezer
- Date: 2022-10-14
- Subjects: Supramolecular chemistry , Calixarenes , Cucurbiturils , Metal-organic frameworks , Macrocyclic compounds , Drug delivery systems
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365621 , vital:65765 , DOI https://doi.org/10.21504/10962/365621
- Description: The field of supramolecular chemistry has grown large and wide in both deepness of understanding, range of topics covered and scope and applications. Supramolecular self-assemblies are facilitated by a wide range of non-covalent intra and inter molecular interactions that range from hydrogen bonding to π-interaction and van der Waals. Macrocyclic compounds such as cucurbiturils and calixarenes have emerged as important classes of compounds with excellent potential of forming supramolecular assemblies. The porous nature of these compounds enables them to form host-guest supramolecular complexes stabilized by diverse range of non-covalent interactions. Furthermore, these compounds contain donor atoms capable of forming bonds with metal ions to yield metal complexes with interesting porous characteristics that deviate from their traditional hydrophobic cavity. The versatile nature of the resulting pores imply that they can accommodate diverse types of guests. This work explores the synthesis and characterization of a host of calixarenes and cucurbiturils. Self-assembly of these macrocycles with various metal ions results to the formation of porous metal organic framework (MOF) complexes. Four new calixarene typed compounds obtained from aromatic aldehydes and twenty-six cucurbituril metal complexes are reported. These macrocylces and their metal complexes also form supramolecular complexes with DMSO, methanol, isoniazid hydrochloride and ciprofloxacin hydrochlorides through either self-assembly, mechanochemistry and exposure to solvent vapors. The bulk materials have been characterized using nuclear magnetic resonance spectroscopy (NMR), Fourier transformed infrared spectroscopy (FTIR), powder and single crystal diffraction techniques and thermal studies thermogravimetric analysis (TGA) and differential thermal calorimetry (DSC). Data obtained from this study reveals that calixarenes can form supramolecular complexes with a frequently used laboratory solvents with BN22 showing appreciable selectivity for DMSO sorption from a solvent mixture. These compounds also form supramolecular complexes with drug molecules such as isoniazid and ciprofloxacin. Furthermore, the data reveals that choice of synthetic route of supramolecular ensembles dictates if the guest drug molecule will occupy the intrinsic or extrinsic pores of cucurbituril complexes. Biological studies on the obtained complexes reveal that the cucurbituril complexes are non-cytotoxic while the calixarenes show antibacterial activity against Escherichia coli and Staphylococcus aureus. Additionally, the study showed that ciprofloxacin can be successfully released from a calixarene host in a simulated body fluid although the host was also found to cross the dialysis membrane. The results of this study are important in that; - they can be exploited and developed in the selective sorption of certain guests and - that they can be used in the development of drug delivery systems that play a dual role of delivery and therapeutic activity. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-10-14
Synthesis, In-Silico molecular modelling and biological studies of 1,4-Dihydroxyanthraquinone and its derivatives
- Authors: Kisula, Lydia Mboje
- Date: 2022-10-14
- Subjects: Computer simulation , Molecules Models , Dihydroxyanthraquinone , Trypanosomiasis , Leishmaniasis , Docking
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365828 , vital:65793 , DOI https://doi.org/10.21504/10962/365828
- Description: This current study of investigation reports on the synthesis of 1,4-dihydroxyanthraquinone and its derivatives on explorations of their medicinal potential. The study initially aimed to synthesize an analogue of a natural anthraquinone, 1,3,6-trihydroxy-7-((S)-1- hydroxyethyl)anthracene-9,10-dione 5 using Friedel-Crafts acylation of phthalic anhydride and a benzene derivative. Synthetic transformation of anacardic acid 63, obtained as a by- product of the cashew industry successfully afforded 4-ethoxyisobenzofuran-1,3-dione 89. However, when attempted to couple 4-ethoxyisobenzofuran-1,3-dione 89 with 2- hydroxyacetophenone 91 in a Friedel-Crafts acylation manner to form 2-acetyl-1,8- dihydroxyanthracene-9,10-dione 87 the reaction did not work efficiently. A simple derivative of benzene which is; benzene-1,4-diol 102 was reacted instead with 3-ethoxyphthalic acid 71 and isobenzofuran-1,3-dione 96 to form 1,4,5-trihydroxy anthraquinone 72 and 1,4- dihydroxyanthraquinone 42, respectively. A modified Marschalk reaction was then used to introduce the hydroxyl alkyl group to 1,4-dihydroxy anthraquinone 42, which allowed further elaboration of the hydroxyl-substituent in moderate to good yields (22-80%). A molecular docking study was performed using Schrödinger software to predict the binding affinity of the test compounds to the target protein trypanothione reductase (PDB ID: 6BU7). An in-vitro screening of 1,4-dihydroxyanthraquinone derivatives and some selected precursors for antitrypanosomal, antiplasmodial, antibacterial, and cytotoxicity activities produced encouraging results. Derivatives of anacardic acid and cardanol from CNSL were found to have moderate activity against trypanosomes with no activity against Plasmodium falciparum. Almost 63% of synthesized 1,4-dihydroxyanthraquinone derivatives displayed activity against trypanosomes. The in-vitro evaluation and the in silico molecular docking studies revealed that 1,4-dihydroxyanthraquinone derivatives can be potential drug-like candidates active against T.brucei parasites (IC50 = 0.70-1.20 μM). Only four 1,4- iv dihydroxyanthraquinone derivatives with thiosemicarbazone, chloride, pyrrole, and diethanolamine functionality displayed activity against Plasmodium falciparum (IC50 = 3.17- 14.36 μM). In-vitro evaluated of test compounds against antibacterial screen and cytotoxicity effects significantly showed that 2-hydroxy-6-pentadecylbenzoic acid 63a and 2-((2- chlorophenyl)(piperazin-1-yl) methyl)-1,4-dihydroxyanthracene-9,10-dione 78 have potency against Staphylococcus aureus and reduced the viability of the cells below 20% at an initial concentration of 50 μg/mL. Only 1,4-dihydroxyanthraquinone derivatives with thiosemicarbazone 76, piperazine 78, and diethanolamine 80 motifs were active against HeLa cells and reduced the viability of cells below 20% at a concentration of 50 μg/mL. In conclusion, this current reported study has generated useful knowlege on the applicability of the agro-waste CNSL as an agent active against trypanosomiasis but also as a low-cost starting material to synthesize hydroxy anthraquinones. The study has further given an overview to the understanding of the medicinal value 1,4-dihydroxyanthraquinone derivatives as promising candidates towards developing drugs suitable for treating neglected tropical diseases particularly trypanosomiasis. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Kisula, Lydia Mboje
- Date: 2022-10-14
- Subjects: Computer simulation , Molecules Models , Dihydroxyanthraquinone , Trypanosomiasis , Leishmaniasis , Docking
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365828 , vital:65793 , DOI https://doi.org/10.21504/10962/365828
- Description: This current study of investigation reports on the synthesis of 1,4-dihydroxyanthraquinone and its derivatives on explorations of their medicinal potential. The study initially aimed to synthesize an analogue of a natural anthraquinone, 1,3,6-trihydroxy-7-((S)-1- hydroxyethyl)anthracene-9,10-dione 5 using Friedel-Crafts acylation of phthalic anhydride and a benzene derivative. Synthetic transformation of anacardic acid 63, obtained as a by- product of the cashew industry successfully afforded 4-ethoxyisobenzofuran-1,3-dione 89. However, when attempted to couple 4-ethoxyisobenzofuran-1,3-dione 89 with 2- hydroxyacetophenone 91 in a Friedel-Crafts acylation manner to form 2-acetyl-1,8- dihydroxyanthracene-9,10-dione 87 the reaction did not work efficiently. A simple derivative of benzene which is; benzene-1,4-diol 102 was reacted instead with 3-ethoxyphthalic acid 71 and isobenzofuran-1,3-dione 96 to form 1,4,5-trihydroxy anthraquinone 72 and 1,4- dihydroxyanthraquinone 42, respectively. A modified Marschalk reaction was then used to introduce the hydroxyl alkyl group to 1,4-dihydroxy anthraquinone 42, which allowed further elaboration of the hydroxyl-substituent in moderate to good yields (22-80%). A molecular docking study was performed using Schrödinger software to predict the binding affinity of the test compounds to the target protein trypanothione reductase (PDB ID: 6BU7). An in-vitro screening of 1,4-dihydroxyanthraquinone derivatives and some selected precursors for antitrypanosomal, antiplasmodial, antibacterial, and cytotoxicity activities produced encouraging results. Derivatives of anacardic acid and cardanol from CNSL were found to have moderate activity against trypanosomes with no activity against Plasmodium falciparum. Almost 63% of synthesized 1,4-dihydroxyanthraquinone derivatives displayed activity against trypanosomes. The in-vitro evaluation and the in silico molecular docking studies revealed that 1,4-dihydroxyanthraquinone derivatives can be potential drug-like candidates active against T.brucei parasites (IC50 = 0.70-1.20 μM). Only four 1,4- iv dihydroxyanthraquinone derivatives with thiosemicarbazone, chloride, pyrrole, and diethanolamine functionality displayed activity against Plasmodium falciparum (IC50 = 3.17- 14.36 μM). In-vitro evaluated of test compounds against antibacterial screen and cytotoxicity effects significantly showed that 2-hydroxy-6-pentadecylbenzoic acid 63a and 2-((2- chlorophenyl)(piperazin-1-yl) methyl)-1,4-dihydroxyanthracene-9,10-dione 78 have potency against Staphylococcus aureus and reduced the viability of the cells below 20% at an initial concentration of 50 μg/mL. Only 1,4-dihydroxyanthraquinone derivatives with thiosemicarbazone 76, piperazine 78, and diethanolamine 80 motifs were active against HeLa cells and reduced the viability of cells below 20% at a concentration of 50 μg/mL. In conclusion, this current reported study has generated useful knowlege on the applicability of the agro-waste CNSL as an agent active against trypanosomiasis but also as a low-cost starting material to synthesize hydroxy anthraquinones. The study has further given an overview to the understanding of the medicinal value 1,4-dihydroxyanthraquinone derivatives as promising candidates towards developing drugs suitable for treating neglected tropical diseases particularly trypanosomiasis. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-10-14
The impacts of anthropogenic fires in West African savanna woodlands and parklands: the case of the Guinea savanna, Ghana
- Authors: Amoako, Esther Ekua Amfoa
- Date: 2022-10-14
- Subjects: Firemaking Ghana , Agroforestry Ghana , Parks Fire management Ghana , Nature Effect of human beings on Ghana , Land use Ghana , Savanna ecology Ghana , Traditional ecological knowledge Ghana
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365610 , vital:65764 , DOI https://doi.org/10.21504/10962/365610
- Description: Fire is recognised as an important factor influencing the structure and function of tropical savannas. Despite the extensive studies conducted on the effects of fire on global savannas, there are relatively few studies focusing on fire-assisted land use practices in the agroforestry parkland of the Sudano-Guinean savannas of West Africa. The region experiences recurrent fires in the dry season which begins from November to April. The fires are anthropogenic and are mainly caused through rural livelihoods and cultural practices such as farming - to remove debris from crop fields and to improve soil fertility and hunting to flush out animals, among other reasons. This study therefore sought to: 1. contribute to the understanding of fire-assisted traditional land use practices, people’s knowledge and perceptions of fire use and fire regime: 2. analyse the effects of fire on vegetation, and 3. determine the effects of fire on soils in the Guinea savanna woodlands and parklands of Ghana. Study sites (burnt and unburnt land use types) were selected based on five-year daily fire counts (2013-2017) data, obtained from the Earth Observation Research and Innovation Centre (EORIC), Ghana in collaboration with the Council for Scientific and Industrial Research (CSIR) Meraka Institute, South Africa. Fire densities were calculated for the 18 districts in the Guinea savanna (Northern Region of Ghana). The districts were stratified into low, medium and high fire frequency areas. The East Gonja district recorded the highest fire density (1.0 fires km-2) while Tamale recorded the lowest fire density (0.3 fires km-2). Of the eighteen districts, six districts were purposively selected and ten communities sampled. Firstly, I investigated the frequency of fire use and control, perceptions of fire regime for selected livelihood and socio-cultural activities in the six districts. The majority of respondents (83%) across the study districts indicated that they used fire once a year for at least one of the following activities: land preparation, weed/grass/pest control, burning stubble after harvest, bush clearing around homesteads, firebreaks, charcoal burning and hunting. The study showed the highest frequency of fire use in the dry season was for land preparation for cropping. However, less than a fifth of the respondents (17%) indicated that they did not use fire for any of the above activities. The results of a multiple regression predicted fire activities in the dry season from gender, age, level of education, occupation and household size. Secondly, the study examined how fire influenced the population structure and abundance of two economically important woody species Vitellaria paradoxa C. F. Gaertn. (Shea tree) and Anogeissus leiocarpa (DC.) Guill. & Perr. (African Birch) in burnt and unburnt land-use types. Stand basal area, mean densities of juveniles and adult trees and Simpson’s index of dominance were determined. Eight diameter size classes of each species were analysed by comparing their observed distributions to a three-parameter Weibull distribution across the land use types. A total of 3,366 individuals of A. leiocarpa (n = 1,846) and V. paradoxa (n = 1,520) were enumerated. The highest total basal area of Anogeissus leiocarpa (16.9 m2/ha) was estimated in sacred groves whereas Vitellaria. paradoxa (20.6 m2 /ha) was found in unburnt woodland. The highest mean densities of A. leiocarpa (22.7±29.7 stems/ha) and V. paradoxa (15.3±2.2 stems/ha) were found in sacred in groves. Anogeissus leiocarpa was, however, absent in fallows and burnt crop fields. A somewhat inverse J-shaped distribution was found in sacred groves for both species. Thirdly, the study compared species composition in early burnt, late burnt and unburnt plots in a protected area where fire was regulated. Vitellaria paradoxa C. F. Gaertn., Terminalia avicennioides Guill. & Perr., Combretum adenogonium Steud. ex A. Rich. and Combretum molle R. Br. Ex. G. Don. were the most common and abundant in all treatments. Late burnt and unburnt plots recorded the lowest diversity amongst the three treatments. Unburnt plots had higher tree density than burnt plots. A Detrended Canonical Analysis showed a changing trend, indicating a moderately strong positive association between burning time and species composition. The first and second axes contributed 53% and 12% variation, respectively. Most of the species found in axis one had fairly strong positive association to early and late burnt treatment than unburnt treatments. Finally, the effects of fire on soil properties in burnt and unburnt crop fields and woodland in the ten communities were also investigated. A total of 151 composite samples in selected burnt and unburnt land use types (burnt crop field n=20; unburnt crop field n=27; burnt woodland n=53, unburnt woodland n=51) were analysed. The variables analysed were pH, soil organic carbon (SOC), total nitrogen (TN), available phosphorous (P), Exchangeable bases - potassium (K), magnesium (Mg), calcium (Ca), cation exchange and soil texture. Total N, SOC, pH and Ca differed significantly across the burnt and unburnt land-use types. A principal component analysis showed a stronger association and more positive gradient in woodlands than in crop fields. Total N showed a positive association with SOC, whereas silt showed a negative association to sand and clay. Traditional knowledge and perceptions of users of savanna agroforestry parklands can inform the formulation of local by-laws for community fire management as well as national policy regulation on fire use in the savanna through the interlinked analysis of social and ecological systems as have been elucidated in this study. The results on vegetation assessment revealed that fire practices and land uses influenced size class distribution of the two study species as well as the densities of woody species in traditional crop fields and the National Park. The unstable populations observed in most land uses and the absence of A. leiocarpa in crop fields and fallows call for education and policy actions on the use of fire in parklands of West Africa. Furthermore, fires positively influenced some soil properties in both woodlands and crop fields confirming one of the emphasised reasons why rural subsistence farmers use fire. As an environmental management decision and land use policy intervention, early dry season burning could be an option to curbing the indiscriminate and unplanned fire use. Also, the protection of trees on farm lands could check the unstable population structure of economically important woody species leading to the different structures that deviated from the recommended reverse J-shaped distribution curve observed in these agroforestry parklands. The management of socio-ecological systems such as the agroforestry parklands of West Africa require a holistic understanding of the complexity of the different resource systems, units and actors involved for sustainable management of these natural resources. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Amoako, Esther Ekua Amfoa
- Date: 2022-10-14
- Subjects: Firemaking Ghana , Agroforestry Ghana , Parks Fire management Ghana , Nature Effect of human beings on Ghana , Land use Ghana , Savanna ecology Ghana , Traditional ecological knowledge Ghana
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365610 , vital:65764 , DOI https://doi.org/10.21504/10962/365610
- Description: Fire is recognised as an important factor influencing the structure and function of tropical savannas. Despite the extensive studies conducted on the effects of fire on global savannas, there are relatively few studies focusing on fire-assisted land use practices in the agroforestry parkland of the Sudano-Guinean savannas of West Africa. The region experiences recurrent fires in the dry season which begins from November to April. The fires are anthropogenic and are mainly caused through rural livelihoods and cultural practices such as farming - to remove debris from crop fields and to improve soil fertility and hunting to flush out animals, among other reasons. This study therefore sought to: 1. contribute to the understanding of fire-assisted traditional land use practices, people’s knowledge and perceptions of fire use and fire regime: 2. analyse the effects of fire on vegetation, and 3. determine the effects of fire on soils in the Guinea savanna woodlands and parklands of Ghana. Study sites (burnt and unburnt land use types) were selected based on five-year daily fire counts (2013-2017) data, obtained from the Earth Observation Research and Innovation Centre (EORIC), Ghana in collaboration with the Council for Scientific and Industrial Research (CSIR) Meraka Institute, South Africa. Fire densities were calculated for the 18 districts in the Guinea savanna (Northern Region of Ghana). The districts were stratified into low, medium and high fire frequency areas. The East Gonja district recorded the highest fire density (1.0 fires km-2) while Tamale recorded the lowest fire density (0.3 fires km-2). Of the eighteen districts, six districts were purposively selected and ten communities sampled. Firstly, I investigated the frequency of fire use and control, perceptions of fire regime for selected livelihood and socio-cultural activities in the six districts. The majority of respondents (83%) across the study districts indicated that they used fire once a year for at least one of the following activities: land preparation, weed/grass/pest control, burning stubble after harvest, bush clearing around homesteads, firebreaks, charcoal burning and hunting. The study showed the highest frequency of fire use in the dry season was for land preparation for cropping. However, less than a fifth of the respondents (17%) indicated that they did not use fire for any of the above activities. The results of a multiple regression predicted fire activities in the dry season from gender, age, level of education, occupation and household size. Secondly, the study examined how fire influenced the population structure and abundance of two economically important woody species Vitellaria paradoxa C. F. Gaertn. (Shea tree) and Anogeissus leiocarpa (DC.) Guill. & Perr. (African Birch) in burnt and unburnt land-use types. Stand basal area, mean densities of juveniles and adult trees and Simpson’s index of dominance were determined. Eight diameter size classes of each species were analysed by comparing their observed distributions to a three-parameter Weibull distribution across the land use types. A total of 3,366 individuals of A. leiocarpa (n = 1,846) and V. paradoxa (n = 1,520) were enumerated. The highest total basal area of Anogeissus leiocarpa (16.9 m2/ha) was estimated in sacred groves whereas Vitellaria. paradoxa (20.6 m2 /ha) was found in unburnt woodland. The highest mean densities of A. leiocarpa (22.7±29.7 stems/ha) and V. paradoxa (15.3±2.2 stems/ha) were found in sacred in groves. Anogeissus leiocarpa was, however, absent in fallows and burnt crop fields. A somewhat inverse J-shaped distribution was found in sacred groves for both species. Thirdly, the study compared species composition in early burnt, late burnt and unburnt plots in a protected area where fire was regulated. Vitellaria paradoxa C. F. Gaertn., Terminalia avicennioides Guill. & Perr., Combretum adenogonium Steud. ex A. Rich. and Combretum molle R. Br. Ex. G. Don. were the most common and abundant in all treatments. Late burnt and unburnt plots recorded the lowest diversity amongst the three treatments. Unburnt plots had higher tree density than burnt plots. A Detrended Canonical Analysis showed a changing trend, indicating a moderately strong positive association between burning time and species composition. The first and second axes contributed 53% and 12% variation, respectively. Most of the species found in axis one had fairly strong positive association to early and late burnt treatment than unburnt treatments. Finally, the effects of fire on soil properties in burnt and unburnt crop fields and woodland in the ten communities were also investigated. A total of 151 composite samples in selected burnt and unburnt land use types (burnt crop field n=20; unburnt crop field n=27; burnt woodland n=53, unburnt woodland n=51) were analysed. The variables analysed were pH, soil organic carbon (SOC), total nitrogen (TN), available phosphorous (P), Exchangeable bases - potassium (K), magnesium (Mg), calcium (Ca), cation exchange and soil texture. Total N, SOC, pH and Ca differed significantly across the burnt and unburnt land-use types. A principal component analysis showed a stronger association and more positive gradient in woodlands than in crop fields. Total N showed a positive association with SOC, whereas silt showed a negative association to sand and clay. Traditional knowledge and perceptions of users of savanna agroforestry parklands can inform the formulation of local by-laws for community fire management as well as national policy regulation on fire use in the savanna through the interlinked analysis of social and ecological systems as have been elucidated in this study. The results on vegetation assessment revealed that fire practices and land uses influenced size class distribution of the two study species as well as the densities of woody species in traditional crop fields and the National Park. The unstable populations observed in most land uses and the absence of A. leiocarpa in crop fields and fallows call for education and policy actions on the use of fire in parklands of West Africa. Furthermore, fires positively influenced some soil properties in both woodlands and crop fields confirming one of the emphasised reasons why rural subsistence farmers use fire. As an environmental management decision and land use policy intervention, early dry season burning could be an option to curbing the indiscriminate and unplanned fire use. Also, the protection of trees on farm lands could check the unstable population structure of economically important woody species leading to the different structures that deviated from the recommended reverse J-shaped distribution curve observed in these agroforestry parklands. The management of socio-ecological systems such as the agroforestry parklands of West Africa require a holistic understanding of the complexity of the different resource systems, units and actors involved for sustainable management of these natural resources. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2022
- Full Text:
- Date Issued: 2022-10-14
The incorporation of GeoGebra as a visualisation tool to teach calculus in teacher education institutions: the Zambian case
- Authors: Kangwa, Lemmy
- Date: 2022-10-14
- Subjects: GeoGebra , Calculus Study and teaching (Secondary) Zambia , Visual learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405470 , vital:70174 , DOI
- Description: This qualitative case study investigated teacher educators’ (lecturers) use of the dynamic mathematics software, GeoGebra, to teach calculus in three teacher education institutions (TEIs) in Zambia. Visualisation, a key characteristic of GeoGebra, is increasingly gaining recognition of playing a critical role in mathematics teaching and learning, especially in problem solving tasks. It is considered a powerful didactical tool for students to construct mental and physical representations that can enhance conceptual understanding of mathematics. GeoGebra is a visualisation tool that can be used for problem-oriented teaching and foster mathematical experiments and discoveries. GeoGebra’s inherent visualisation characteristics align well with the teaching of calculus, the mathematical domain of this study. The study (whose research methodology was underpinned by the interpretive paradigm) was undertaken with a broader goal of designing and implementing GeoGebra applets and instructional materials on various calculus topics. The study is located within the “Teaching and Learning Mathematics with GeoGebra (TLMG) project” – a project that involves mathematics teachers and lecturers in Zambia. The case in this study is the six mathematics lecturers who co-designed and used GeoGebra applets to teach derivatives and integrals to pre-service mathematics teachers in TEIs. The unit of analysis therefore is the six lecturers’ use of GeoGebra as a visualisation tool to teach calculus to enhance conceptual understanding, their perceptions and experiences of using GeoGebra and the enabling and constraining factors of using GeoGebra to teach and learn mathematics. The data for the study were video recordings of observations and interviews of lecturers. The data was analysed thematically and was guided and informed by an analytical framework adopted from the theory of constructivism – the umbrella theoretical framework of this study – and the models of Technological Pedagogical Content Knowledge (TPACK), and the Technology Acceptance Model (TAM). A detailed analysis of the lecturers’ interactions with the applets enabled me to gain insights into the participants’ experiences and perceptions of GeoGebra applets in the teaching and learning process. The findings of the study revealed that the visualisation characteristics of GeoGebra generally enhanced the conceptual understanding of calculus. It also revealed that adequate training, coupled with sufficient knowledge of the subject matter in calculus, were necessary for lecturers to use GeoGebra effectively, and that the lack of resources and expertise were major hindrances in the use of GeoGebra to teach mathematics in TEIs. It also revealed that there is a need to equip GeoGebra with other features that would make it more versatile, and suggested a teaching approach that would complement the use of conventional methods and GeoGebra to provide a link between abstract and concrete concepts of calculus. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Kangwa, Lemmy
- Date: 2022-10-14
- Subjects: GeoGebra , Calculus Study and teaching (Secondary) Zambia , Visual learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405470 , vital:70174 , DOI
- Description: This qualitative case study investigated teacher educators’ (lecturers) use of the dynamic mathematics software, GeoGebra, to teach calculus in three teacher education institutions (TEIs) in Zambia. Visualisation, a key characteristic of GeoGebra, is increasingly gaining recognition of playing a critical role in mathematics teaching and learning, especially in problem solving tasks. It is considered a powerful didactical tool for students to construct mental and physical representations that can enhance conceptual understanding of mathematics. GeoGebra is a visualisation tool that can be used for problem-oriented teaching and foster mathematical experiments and discoveries. GeoGebra’s inherent visualisation characteristics align well with the teaching of calculus, the mathematical domain of this study. The study (whose research methodology was underpinned by the interpretive paradigm) was undertaken with a broader goal of designing and implementing GeoGebra applets and instructional materials on various calculus topics. The study is located within the “Teaching and Learning Mathematics with GeoGebra (TLMG) project” – a project that involves mathematics teachers and lecturers in Zambia. The case in this study is the six mathematics lecturers who co-designed and used GeoGebra applets to teach derivatives and integrals to pre-service mathematics teachers in TEIs. The unit of analysis therefore is the six lecturers’ use of GeoGebra as a visualisation tool to teach calculus to enhance conceptual understanding, their perceptions and experiences of using GeoGebra and the enabling and constraining factors of using GeoGebra to teach and learn mathematics. The data for the study were video recordings of observations and interviews of lecturers. The data was analysed thematically and was guided and informed by an analytical framework adopted from the theory of constructivism – the umbrella theoretical framework of this study – and the models of Technological Pedagogical Content Knowledge (TPACK), and the Technology Acceptance Model (TAM). A detailed analysis of the lecturers’ interactions with the applets enabled me to gain insights into the participants’ experiences and perceptions of GeoGebra applets in the teaching and learning process. The findings of the study revealed that the visualisation characteristics of GeoGebra generally enhanced the conceptual understanding of calculus. It also revealed that adequate training, coupled with sufficient knowledge of the subject matter in calculus, were necessary for lecturers to use GeoGebra effectively, and that the lack of resources and expertise were major hindrances in the use of GeoGebra to teach mathematics in TEIs. It also revealed that there is a need to equip GeoGebra with other features that would make it more versatile, and suggested a teaching approach that would complement the use of conventional methods and GeoGebra to provide a link between abstract and concrete concepts of calculus. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
The nexus between Community Engagement and Academic Language Development
- Authors: Thondhlana, Mazvita Mollin
- Date: 2022-10-14
- Subjects: Community engagement , Service learning Study and teaching (Higher) South Africa , Education, Higher Social aspects South Africa , Community and college South Africa , Academic writing Study and teaching (Higher) South Africa , Information literacy Study and teaching (Higher) South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405509 , vital:70177 , DOI 10.21504/10962/405509
- Description: Community engagement (CE) is now widely considered a core function of higher education worldwide. In South African higher education institutions (HEIs), there is an increasing focus on CE as a means of transforming the role of the university in society, though the forms and shapes of CE vary by institution. CE is positioned as part of the means of addressing the challenges within the South African education system, such as ensuring equity in academic access in the face of diversity and making sure higher education institutions are responsive to the needs of society. Community Engagement is increasingly being afforded the same status as teaching and learning and research in higher education. The idea that higher education should function as a public good is central to this. This study reflects on how CE can be expansively viewed as places of learning for students to achieve epistemic access with epistemic justice, particularly in increasing diverse and changing contexts. Despite the growing research on CE in HEIs, there is comparatively limited focus on the intersection between CE and language use and potential linkages with identity and epistemic access and success. Given that one of the major challenges in South African HEIs relate to difficulties experienced by students whose home language is not English, the experiences of students learning within CE contexts within those institutions warrants investigation. The main aim of this study was to explore second language English speaking students’ experiences of language in the Engaged Citizen Programme, a Community Engagement programme at Rhodes University aimed at offering students the opportunity of enhanced learning, giving students the opportunity to evaluate the theories and ideas taught in the university against the realities of the South African context. The programme is also intended to offer students the opportunity to learn with and from communities and thereby enable personal growth (ECP Handbook: 2020; p.3). Using an in-depth phenomenological approach, this study explored diverse students’ experiences of language use in both community engaged programmes and in the classroom as a basis for understanding the role language plays in such spaces and the impact of these programmes on epistemic access, justice and success for students in HEIs. The study explored the role that CE plays for second language English students as they navigate complex questions of identity and belonging in HEIs. In CE activities, such as the Engaged Citizen Programme, unlike traditional classroom learning, English is often not the medium of instruction, as learning takes place in community sites, where multiple other languages are spoken. In the traditional classrooms, English is the dominant medium of instruction which can bring challenges for students whose home language is not English. Students are faced with various challenges including failure to communicate effectively and understand content knowledge. Significantly this study found that this often related to a sense of self-worth and belonging and constrained their participation and engagement in class. It was evident from the students’ reflections on their experiences in the Engaged Citizen Programme that CE provided a more flexible space generally more comfortable to these participants; a space that promotes engaged learning without rigid rules. The students’ reflections affirmed the contribution of CE in promoting engagement of students outside the formal classes and enhancing the ways in which they use language freely. It was also evident from the students’ reflections that CE provided a space in which students can identify who they are and have a sense of belonging. In the context of diversity, the majority of the students said they come to the university feeling a level of under preparedness and cannot identity with dominant groups. The reflections from the students’ experiences therefore offer some insights into ways in which we can actively promote CE in supporting student access and addressing issues of epistemic justice in higher education. The findings suggest that many of the benefits of CE, such as higher levels of interaction and significant amounts of translanguaging, need to be brought into the formal classroom spaces because they enhanced student engagement. While CE was also seen to be challenging and there were calls for more support, the essence of the experience was as a space of personal development and awareness of social responsibility. The explicit normative value of CE was in contrast to the absence of such considerations in the formal HE curriculum and the student experiences suggest that much could be learned from this. The use of English, both on campus and in CE activities, was found to be value-laden and politically charged. The participants, black students who spoke English as an additional language, all related experiences of English being positioned as a ‘superior’ language. The students who were highly fluent in English experienced being positioned as ‘showing off’ and seen to have ‘forgotten their roots’. Students who were not highly fluent in English, on the other hand, often constrained their participation in class because they experienced concern that their mispronunciations and accents may be mocked. The essence of the experience of language use in both formal classroom settings and in CE activities is that this is tightly bound to identity and is ideologically fraught. This requires more explicit conversation in all learning spaces. , Kubatirana pamwe nenharaunda (KPN) (CE) iko zvino kwave kutariswa zvakanyanya sembiru yebasa redzidzo yepamusoro pasirese. MuSouth Africa muzvikoro zvedzidzo yepamusoro (ZZY) (HEIs), kune kuwedzera kwekupa nguva kuKPN kunyangwe mamiriro uye maumbirwo eKPN achisiyana zvichienderana nechikoro chacho. Nematambudziko ari mukati memunezvedzidzo muSouth Africa uye nekumwewo, sekuenzanisira mukuwanikwa kwedzidzo mukusiyana kwevanhu nemaitiro uye kuona kuti zvikoro zvepamusoro zvinoteerera zvinodiwa munharaunda, KPN yaakupihwa kukosha kumwechete nekudzidzisa nekudzidza uyewonetsvagiridzo mudzidzo yepamusoro nechinangwa chekushandura nzira idzo ruzivo rwunoshandurwa mukushanda kwedzidzo yepamusoro sechinhu chakanakira munhu wese (ona Bhagwan: 2017). Shanduko yemaonero ekugadzirwa kwezivo nebasa remayunivhesiti mumagariro, kubva kunzira dzakare dzekuzvionera pamusoro kuenda kumayunivhesiti anobatikana nenharaunda zvinoonekwa senzira chaiyo yekuzadzisa chinangwa chekuti mayunivhesiti ave anodavira kune zvakapoteredza, aine mutoro nazvo uye achiunza shanduko. Pamwongo wemakakatanwa anechekuita neKPN panenyaya yekuti KPN inogona kutariswa zvakanyanya sevanze dzekudzidza dzevadzidzi uye kuwana kupinda munezveruzivo nezvekururamisira, kunyanya mukuwedzera kwokusiyana nekushanduka kwemamiriro ezvinhu. Zvakadaro, kunyangwe paine kukura mukufarirwa kweKPN muZZY, kune kushomeka kwekutarisa panosangana KPN nekushandiswa kwemutauro uye hukama nezvekuti unozviti uri ani uye kuwana kupinda munezvezivo nekubudirira. Muchiitiko chekudzidza kuburikidza nezviitwa zveKPN, zvichisiyana nekudzidza muimba yekudzidzira (kirasi) kwagara kuripo muZZY, Chirungu hachisiriicho nzira yekuraira nayo, sezvo kudzidza kuchiitika munzvimbo dzirimunharaunda. Mumakirasi ekudzidza kwagara kuripo, Chirungu ndomutauro unonyanyoshandiswa pakurairidza izvo zvinogona kuita kuti vadzidzi vanotaura mutauro usiri Chirungu kumba vatarisane nematambudziko anosanganisira kukundikana kutaura zvavarikuda, kuvenehukama nezvirikuitika chaizvo uye kunzwisisa ruzivo rwezvinodzidzwa zvinogona kukanganisa kutora chikamu kwavo nokubatirana kwavo nezvinengezvichiitika mukirasi. Nokuda kwokuti rimwe rematambudziko makuru muZZY zvemuSouth Africa rinechekuita nezvinetso zvinosangana nevadzidzi vane mutauro wekumba usiri Chirungu, panefaniro yekuoongorora zvinosanganikwa nazvo nevadzidzi mukati meKPN. Wongororo iyi idavidzo kumukaha uwu. Chinangwa chikuru chewongororo iyi chachiri chekuongorora zvinosanganikwa nazvo nevadzidzi vanotaura Chirungu semutauro wechipiri muEngaged Citizen Programme, chirongwa cheCommunity Engagement chine chinangwa chekupa vadzidzi mukana wekusimudzira madzidziro, kupa vadzidzi mukana wekuyera/kuongorora pfungwa dzirimukudzidza nemaonero munezvinodzidziswa muyunivhesiti zvichiyenzaniswa nezviri kuitika muSouth Africa pamwe nekupa vadzidzi mukana wekudzidza kubva kune nepamwe nenharaunda zvichitungamirira kukukura semunhu mumwe nemumwe (ECP Handbook: 2020; p.3) paRhodes University, inovayunivhesiti inoshandisaChirungu pakurairidza. Ichishandisa nemaitiro akadzama nzira yekuongorora inonzi phenomenological approach wongororo iyi yakatarisa zvinosanganikwa nazvo zvevadzidzi vakasiyana-siyana mukushandiswa kwemutauro muzvirongwa zvokubatirana pamwe nenharaunda uye mukirasi sehwaro hwekunzwisisa zvibereko zvezvirongwa izvi pakuwanikwa kwezvezivo, kururamisira uye kubudirira kwevadzidzi muZZY. Wongororo iyi yangayakanangawo zvakare kuongorora basa rinoitwa neKPN kuvadzidzi avo mutauro wechipiri urichiRungu pavanenge vachiedza kupindura mibvunzo yakaoma inechekuita nezvekuti ndivanaani uye nekuva kwavo chikamu chemuZZY. Zvakava pachena kubva mukufungisisa kwevadzidzi pamusoro pekuvevangavarimuchirongwa Engaged Citizen Programme kuti KPN kwakavapa nzvimbo yakasununguka uye yakagadzikana, inosimudzira kudzidza kunobata pasina mitemo yakaoma/isingashandurwi. Kufungisisa kwevadzidzi kwakasimbisa zvinounzwa neKPN mukusimudzira kuvanechekuita kwevadzidzi munezvinoitika kunze kwemakirasi nekusimudzira nzira dzavanoshandisa mutauro nadzo vakasununguka. Zvaivawo pachena kubva mukufungisisa kwevadzidzi kuti CE yakapa nzvimbo yekuti vadzidzi vazive kuti ndivanaani uye kuti vanzwe kuti ndevepi. Mumamiriro ekusiyana kwezvinhu, vazhinji vevadzidzi vakati vanouya kuyunivhesiti vachinzwa vaine chiyero chekugadzirira chepasi uye vasingagoni kufambidzana nevemapoka aripamusoro/anemukundo. Zvakabuda mukufungisisa kwevadzidzi pamusoro pezvavakapinda mazviri/zvavakasangana nazvo zvinopa mamwe manzwisisiro atingashandisa enzira dzatingashingairira nadzo kusimudzira CE mukutsigira vadzidzi kuwana kupinda nekugadzirisa nyaya dzekururamisira munezvezivo mudzidzo yepamusoro. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Thondhlana, Mazvita Mollin
- Date: 2022-10-14
- Subjects: Community engagement , Service learning Study and teaching (Higher) South Africa , Education, Higher Social aspects South Africa , Community and college South Africa , Academic writing Study and teaching (Higher) South Africa , Information literacy Study and teaching (Higher) South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405509 , vital:70177 , DOI 10.21504/10962/405509
- Description: Community engagement (CE) is now widely considered a core function of higher education worldwide. In South African higher education institutions (HEIs), there is an increasing focus on CE as a means of transforming the role of the university in society, though the forms and shapes of CE vary by institution. CE is positioned as part of the means of addressing the challenges within the South African education system, such as ensuring equity in academic access in the face of diversity and making sure higher education institutions are responsive to the needs of society. Community Engagement is increasingly being afforded the same status as teaching and learning and research in higher education. The idea that higher education should function as a public good is central to this. This study reflects on how CE can be expansively viewed as places of learning for students to achieve epistemic access with epistemic justice, particularly in increasing diverse and changing contexts. Despite the growing research on CE in HEIs, there is comparatively limited focus on the intersection between CE and language use and potential linkages with identity and epistemic access and success. Given that one of the major challenges in South African HEIs relate to difficulties experienced by students whose home language is not English, the experiences of students learning within CE contexts within those institutions warrants investigation. The main aim of this study was to explore second language English speaking students’ experiences of language in the Engaged Citizen Programme, a Community Engagement programme at Rhodes University aimed at offering students the opportunity of enhanced learning, giving students the opportunity to evaluate the theories and ideas taught in the university against the realities of the South African context. The programme is also intended to offer students the opportunity to learn with and from communities and thereby enable personal growth (ECP Handbook: 2020; p.3). Using an in-depth phenomenological approach, this study explored diverse students’ experiences of language use in both community engaged programmes and in the classroom as a basis for understanding the role language plays in such spaces and the impact of these programmes on epistemic access, justice and success for students in HEIs. The study explored the role that CE plays for second language English students as they navigate complex questions of identity and belonging in HEIs. In CE activities, such as the Engaged Citizen Programme, unlike traditional classroom learning, English is often not the medium of instruction, as learning takes place in community sites, where multiple other languages are spoken. In the traditional classrooms, English is the dominant medium of instruction which can bring challenges for students whose home language is not English. Students are faced with various challenges including failure to communicate effectively and understand content knowledge. Significantly this study found that this often related to a sense of self-worth and belonging and constrained their participation and engagement in class. It was evident from the students’ reflections on their experiences in the Engaged Citizen Programme that CE provided a more flexible space generally more comfortable to these participants; a space that promotes engaged learning without rigid rules. The students’ reflections affirmed the contribution of CE in promoting engagement of students outside the formal classes and enhancing the ways in which they use language freely. It was also evident from the students’ reflections that CE provided a space in which students can identify who they are and have a sense of belonging. In the context of diversity, the majority of the students said they come to the university feeling a level of under preparedness and cannot identity with dominant groups. The reflections from the students’ experiences therefore offer some insights into ways in which we can actively promote CE in supporting student access and addressing issues of epistemic justice in higher education. The findings suggest that many of the benefits of CE, such as higher levels of interaction and significant amounts of translanguaging, need to be brought into the formal classroom spaces because they enhanced student engagement. While CE was also seen to be challenging and there were calls for more support, the essence of the experience was as a space of personal development and awareness of social responsibility. The explicit normative value of CE was in contrast to the absence of such considerations in the formal HE curriculum and the student experiences suggest that much could be learned from this. The use of English, both on campus and in CE activities, was found to be value-laden and politically charged. The participants, black students who spoke English as an additional language, all related experiences of English being positioned as a ‘superior’ language. The students who were highly fluent in English experienced being positioned as ‘showing off’ and seen to have ‘forgotten their roots’. Students who were not highly fluent in English, on the other hand, often constrained their participation in class because they experienced concern that their mispronunciations and accents may be mocked. The essence of the experience of language use in both formal classroom settings and in CE activities is that this is tightly bound to identity and is ideologically fraught. This requires more explicit conversation in all learning spaces. , Kubatirana pamwe nenharaunda (KPN) (CE) iko zvino kwave kutariswa zvakanyanya sembiru yebasa redzidzo yepamusoro pasirese. MuSouth Africa muzvikoro zvedzidzo yepamusoro (ZZY) (HEIs), kune kuwedzera kwekupa nguva kuKPN kunyangwe mamiriro uye maumbirwo eKPN achisiyana zvichienderana nechikoro chacho. Nematambudziko ari mukati memunezvedzidzo muSouth Africa uye nekumwewo, sekuenzanisira mukuwanikwa kwedzidzo mukusiyana kwevanhu nemaitiro uye kuona kuti zvikoro zvepamusoro zvinoteerera zvinodiwa munharaunda, KPN yaakupihwa kukosha kumwechete nekudzidzisa nekudzidza uyewonetsvagiridzo mudzidzo yepamusoro nechinangwa chekushandura nzira idzo ruzivo rwunoshandurwa mukushanda kwedzidzo yepamusoro sechinhu chakanakira munhu wese (ona Bhagwan: 2017). Shanduko yemaonero ekugadzirwa kwezivo nebasa remayunivhesiti mumagariro, kubva kunzira dzakare dzekuzvionera pamusoro kuenda kumayunivhesiti anobatikana nenharaunda zvinoonekwa senzira chaiyo yekuzadzisa chinangwa chekuti mayunivhesiti ave anodavira kune zvakapoteredza, aine mutoro nazvo uye achiunza shanduko. Pamwongo wemakakatanwa anechekuita neKPN panenyaya yekuti KPN inogona kutariswa zvakanyanya sevanze dzekudzidza dzevadzidzi uye kuwana kupinda munezveruzivo nezvekururamisira, kunyanya mukuwedzera kwokusiyana nekushanduka kwemamiriro ezvinhu. Zvakadaro, kunyangwe paine kukura mukufarirwa kweKPN muZZY, kune kushomeka kwekutarisa panosangana KPN nekushandiswa kwemutauro uye hukama nezvekuti unozviti uri ani uye kuwana kupinda munezvezivo nekubudirira. Muchiitiko chekudzidza kuburikidza nezviitwa zveKPN, zvichisiyana nekudzidza muimba yekudzidzira (kirasi) kwagara kuripo muZZY, Chirungu hachisiriicho nzira yekuraira nayo, sezvo kudzidza kuchiitika munzvimbo dzirimunharaunda. Mumakirasi ekudzidza kwagara kuripo, Chirungu ndomutauro unonyanyoshandiswa pakurairidza izvo zvinogona kuita kuti vadzidzi vanotaura mutauro usiri Chirungu kumba vatarisane nematambudziko anosanganisira kukundikana kutaura zvavarikuda, kuvenehukama nezvirikuitika chaizvo uye kunzwisisa ruzivo rwezvinodzidzwa zvinogona kukanganisa kutora chikamu kwavo nokubatirana kwavo nezvinengezvichiitika mukirasi. Nokuda kwokuti rimwe rematambudziko makuru muZZY zvemuSouth Africa rinechekuita nezvinetso zvinosangana nevadzidzi vane mutauro wekumba usiri Chirungu, panefaniro yekuoongorora zvinosanganikwa nazvo nevadzidzi mukati meKPN. Wongororo iyi idavidzo kumukaha uwu. Chinangwa chikuru chewongororo iyi chachiri chekuongorora zvinosanganikwa nazvo nevadzidzi vanotaura Chirungu semutauro wechipiri muEngaged Citizen Programme, chirongwa cheCommunity Engagement chine chinangwa chekupa vadzidzi mukana wekusimudzira madzidziro, kupa vadzidzi mukana wekuyera/kuongorora pfungwa dzirimukudzidza nemaonero munezvinodzidziswa muyunivhesiti zvichiyenzaniswa nezviri kuitika muSouth Africa pamwe nekupa vadzidzi mukana wekudzidza kubva kune nepamwe nenharaunda zvichitungamirira kukukura semunhu mumwe nemumwe (ECP Handbook: 2020; p.3) paRhodes University, inovayunivhesiti inoshandisaChirungu pakurairidza. Ichishandisa nemaitiro akadzama nzira yekuongorora inonzi phenomenological approach wongororo iyi yakatarisa zvinosanganikwa nazvo zvevadzidzi vakasiyana-siyana mukushandiswa kwemutauro muzvirongwa zvokubatirana pamwe nenharaunda uye mukirasi sehwaro hwekunzwisisa zvibereko zvezvirongwa izvi pakuwanikwa kwezvezivo, kururamisira uye kubudirira kwevadzidzi muZZY. Wongororo iyi yangayakanangawo zvakare kuongorora basa rinoitwa neKPN kuvadzidzi avo mutauro wechipiri urichiRungu pavanenge vachiedza kupindura mibvunzo yakaoma inechekuita nezvekuti ndivanaani uye nekuva kwavo chikamu chemuZZY. Zvakava pachena kubva mukufungisisa kwevadzidzi pamusoro pekuvevangavarimuchirongwa Engaged Citizen Programme kuti KPN kwakavapa nzvimbo yakasununguka uye yakagadzikana, inosimudzira kudzidza kunobata pasina mitemo yakaoma/isingashandurwi. Kufungisisa kwevadzidzi kwakasimbisa zvinounzwa neKPN mukusimudzira kuvanechekuita kwevadzidzi munezvinoitika kunze kwemakirasi nekusimudzira nzira dzavanoshandisa mutauro nadzo vakasununguka. Zvaivawo pachena kubva mukufungisisa kwevadzidzi kuti CE yakapa nzvimbo yekuti vadzidzi vazive kuti ndivanaani uye kuti vanzwe kuti ndevepi. Mumamiriro ekusiyana kwezvinhu, vazhinji vevadzidzi vakati vanouya kuyunivhesiti vachinzwa vaine chiyero chekugadzirira chepasi uye vasingagoni kufambidzana nevemapoka aripamusoro/anemukundo. Zvakabuda mukufungisisa kwevadzidzi pamusoro pezvavakapinda mazviri/zvavakasangana nazvo zvinopa mamwe manzwisisiro atingashandisa enzira dzatingashingairira nadzo kusimudzira CE mukutsigira vadzidzi kuwana kupinda nekugadzirisa nyaya dzekururamisira munezvezivo mudzidzo yepamusoro. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2022
- Full Text:
- Date Issued: 2022-10-14
The nexus between territorial border controls, informal cross border trading and economic security in Zimbabwe: the case of Beitbridge Border Post
- Authors: Nare, Hilary
- Date: 2022-10-14
- Subjects: Informal sector (Economics) Zimbabwe , South Africa Commerce Zimbabwe , Border security Zimbabwe , Economic security Zimbabwe , Beitbridge (Zimbabwe) , Zimbabwe Politics and government , Zimbabwe Economic conditions
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365977 , vital:65807 , DOI https://doi.org/10.21504/10962/365977
- Description: Informal cross border trade is central to the lives of many Zimbabweans, with informal trade across the Zimbabwean-South African border being of particular importance. This entails travelling through the Beitbridge border post on the Zimbabwean side, with Zimbabwean informal traders purchasing items in South Africa for resale in Zimbabwe. In doing so, they contribute not only to their own economic security but likely to the economic security of other Zimbabweans deeply affected by the ongoing crisis in the country. Often times, when examining the lives of Zimbabwe’s informal traders, the border post is not subjected to sustained focus and analysis. Yet, border posts (like the Beitbridge border post) are complex social institutions which configure the lives and livelihoods of cross border traders in multiple ways, and which informal traders often have to negotiate their way through. In this context, this thesis provides a critical analysis of border control management at the Beitbridge border post with particular reference to the activities of Zimbabwean informal cross border traders. The Beitbridge border post, like all border posts, has multiple functions. As a territorial border post, it seeks to maintain the national sovereignty of the Zimbabwean nation- state, and it monitors and controls the movement of people and goods in both directions. Currently, it is doing so at a time when the vast majority of Zimbabweans are suffering from varying levels of economic insecurity. The extent to which these functions are performed, and the manner in which they are performed, depends fundamentally on what takes place at the Beitbridge border post. This refers to the performance of both human subjects (border control officers of various kinds) and inanimate objects (such as scanners and cameras), both of which enact agency. Combined with these is the agency of cross border traders, who are compelled to navigate their way in and through these dimensions of the border control system. The thesis examines this by drawing heavily upon Actor-Network Theory. It is based on research undertaken at Beitbridge border post, involving 50 interviews with primarily current and former border control officers as well as informal cross border traders. Findings of this study show that deficiencies in border control management and border porosity at Beitbridge have led to a flourishing of informal cross border trade and, in turn, contributed to economic security in Zimbabwe, including during the time of Covid-19. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Nare, Hilary
- Date: 2022-10-14
- Subjects: Informal sector (Economics) Zimbabwe , South Africa Commerce Zimbabwe , Border security Zimbabwe , Economic security Zimbabwe , Beitbridge (Zimbabwe) , Zimbabwe Politics and government , Zimbabwe Economic conditions
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365977 , vital:65807 , DOI https://doi.org/10.21504/10962/365977
- Description: Informal cross border trade is central to the lives of many Zimbabweans, with informal trade across the Zimbabwean-South African border being of particular importance. This entails travelling through the Beitbridge border post on the Zimbabwean side, with Zimbabwean informal traders purchasing items in South Africa for resale in Zimbabwe. In doing so, they contribute not only to their own economic security but likely to the economic security of other Zimbabweans deeply affected by the ongoing crisis in the country. Often times, when examining the lives of Zimbabwe’s informal traders, the border post is not subjected to sustained focus and analysis. Yet, border posts (like the Beitbridge border post) are complex social institutions which configure the lives and livelihoods of cross border traders in multiple ways, and which informal traders often have to negotiate their way through. In this context, this thesis provides a critical analysis of border control management at the Beitbridge border post with particular reference to the activities of Zimbabwean informal cross border traders. The Beitbridge border post, like all border posts, has multiple functions. As a territorial border post, it seeks to maintain the national sovereignty of the Zimbabwean nation- state, and it monitors and controls the movement of people and goods in both directions. Currently, it is doing so at a time when the vast majority of Zimbabweans are suffering from varying levels of economic insecurity. The extent to which these functions are performed, and the manner in which they are performed, depends fundamentally on what takes place at the Beitbridge border post. This refers to the performance of both human subjects (border control officers of various kinds) and inanimate objects (such as scanners and cameras), both of which enact agency. Combined with these is the agency of cross border traders, who are compelled to navigate their way in and through these dimensions of the border control system. The thesis examines this by drawing heavily upon Actor-Network Theory. It is based on research undertaken at Beitbridge border post, involving 50 interviews with primarily current and former border control officers as well as informal cross border traders. Findings of this study show that deficiencies in border control management and border porosity at Beitbridge have led to a flourishing of informal cross border trade and, in turn, contributed to economic security in Zimbabwe, including during the time of Covid-19. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2022
- Full Text:
- Date Issued: 2022-10-14
The role of visualisation in redefining the pedagogy of fractions in mathematics classrooms among senior primary school teachers
- Authors: Ausiku, Charity Makwiliro
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) Namibia , Fractions Study and teaching (Elementary) Namibia , Visualization , Visual learning , Dual-coding hypothesis , Constructivism (Education) Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405456 , vital:70173 , DOI 10.21504/10962/405456
- Description: This mixed methods study explored the impact of the use of a visualisation approach on the pedagogy of eight teacher participants who were involved in the Rundu Campus Fraction Project (RCFP). The aim of this study was to determine the extent to which participants incorporated visualisation processes in the pedagogy of fractions, in view of their exposure to visualisation activities in the RCFP. Since fractions are difficult to teach and learn, visualisation was considered as an alternative approach to the pedagogy of fractions because it presents learners with opportunities to improve their proportional and spatial reasoning. This study was founded on the premise that the incorporation of both verbal and nonverbal cues can enhance the teaching and learning of fractions rather than the use of a single cue. Hence, the two theories underpinning this study are the Dual Coding Theory and the Constructivist Theory. While the Dual Coding Theory advocates for the use of verbal and nonverbal codes, the Constructivist theory states that meaningful learning occurs when learners are presented with opportunities to construct their own knowledge. Thus, the two codes are intertwined. In other words, the active construction of knowledge among learners is aided by using constructivist teaching approaches through the incorporation of both verbal and nonverbal codes. Although this study was predominantly qualitative, quantitative methods were also used in the data collection process. A questionnaire was administered to identify teacher participants for this study, based on their teaching orientations. Their views on best practices in mathematics classrooms in general and the incorporation of visualisation processes in particular, were instrumental in the selection of participants for this study. In addition, observations and semi-structured interviews were also used as research methods. Twenty-five lesson samples were video recorded, transcribed and analysed using both qualitative and quantitative methods. Moreover, each of the eight participants was exposed to a set of pre- and post-observation interviews during which they were expected to express their views on the selection, incorporation and impact of visualisation processes on the teaching of fractions. Data sets from all three instruments were analysed using both quantitative and qualitative methods. The findings indicate that the RCFP had an impact on the teaching strategies employed by the participants as they all incorporated visualisation processes into their teaching to some extent. In some lessons, the visual code was effectively blended into the verbal code while in others, the purpose of and connection between the two codes was not evident. Hence, although all the participants embraced the incorporation of visualisation in the pedagogy of mathematics, some of them struggled to find its rightful position in the teaching of fractions. The findings suggest that despite the participants’ eagerness to use visualisation in their fraction lessons, some of them did not have adequate knowledge to successfully merge it with the conventional verbal code. Thus, for the integration of visuals to be impactful, it should be carefully merged in the teaching of fractions by taking into account various factors. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ausiku, Charity Makwiliro
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) Namibia , Fractions Study and teaching (Elementary) Namibia , Visualization , Visual learning , Dual-coding hypothesis , Constructivism (Education) Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405456 , vital:70173 , DOI 10.21504/10962/405456
- Description: This mixed methods study explored the impact of the use of a visualisation approach on the pedagogy of eight teacher participants who were involved in the Rundu Campus Fraction Project (RCFP). The aim of this study was to determine the extent to which participants incorporated visualisation processes in the pedagogy of fractions, in view of their exposure to visualisation activities in the RCFP. Since fractions are difficult to teach and learn, visualisation was considered as an alternative approach to the pedagogy of fractions because it presents learners with opportunities to improve their proportional and spatial reasoning. This study was founded on the premise that the incorporation of both verbal and nonverbal cues can enhance the teaching and learning of fractions rather than the use of a single cue. Hence, the two theories underpinning this study are the Dual Coding Theory and the Constructivist Theory. While the Dual Coding Theory advocates for the use of verbal and nonverbal codes, the Constructivist theory states that meaningful learning occurs when learners are presented with opportunities to construct their own knowledge. Thus, the two codes are intertwined. In other words, the active construction of knowledge among learners is aided by using constructivist teaching approaches through the incorporation of both verbal and nonverbal codes. Although this study was predominantly qualitative, quantitative methods were also used in the data collection process. A questionnaire was administered to identify teacher participants for this study, based on their teaching orientations. Their views on best practices in mathematics classrooms in general and the incorporation of visualisation processes in particular, were instrumental in the selection of participants for this study. In addition, observations and semi-structured interviews were also used as research methods. Twenty-five lesson samples were video recorded, transcribed and analysed using both qualitative and quantitative methods. Moreover, each of the eight participants was exposed to a set of pre- and post-observation interviews during which they were expected to express their views on the selection, incorporation and impact of visualisation processes on the teaching of fractions. Data sets from all three instruments were analysed using both quantitative and qualitative methods. The findings indicate that the RCFP had an impact on the teaching strategies employed by the participants as they all incorporated visualisation processes into their teaching to some extent. In some lessons, the visual code was effectively blended into the verbal code while in others, the purpose of and connection between the two codes was not evident. Hence, although all the participants embraced the incorporation of visualisation in the pedagogy of mathematics, some of them struggled to find its rightful position in the teaching of fractions. The findings suggest that despite the participants’ eagerness to use visualisation in their fraction lessons, some of them did not have adequate knowledge to successfully merge it with the conventional verbal code. Thus, for the integration of visuals to be impactful, it should be carefully merged in the teaching of fractions by taking into account various factors. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
The uptake of educational technology in South African Higher Education: a study of the context that conditioned emergency remote teaching in the pandemic
- Ngcobo, Nomathemba Faustinah
- Authors: Ngcobo, Nomathemba Faustinah
- Date: 2022-10-14
- Subjects: Educational technology South Africa , Education, Higher South Africa , Academic development , COVID-19 Pandemic, 2020- South Africa , Distance education Computer-assisted instruction , Web-based instruction South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405495 , vital:70176 , DOI 10.21504/10962/405495
- Description: The study explores the enablements and constraints in the uptake of educational technologies in the South African higher education system. This is a multiple institutional study which considers the differentiated nature of higher education institutions in South Africa and reflects on the implications of this for the use of educational technology (EdTech). EdTech is seen as an important aspect of 21st century education. As an established practice in many universities it has made a significant impact on teaching and learning practices. However, EdTech is often presented as a panacea to educational problems and implemented without consideration of the contexts in which it is used. Data was collected from the educational technology units of 22 of the 26 public higher education institutions and the main sources of this data were an online survey questionnaire related to the uptake of educational technologies and semi-structured interviews. For the research analysis, Archer’s analytical dualism and morphogenetic cycle provided a framework with the understanding that a social phenomenon such as EdTech emerges from a complex interplay of multiple mechanisms rather than through simple unidirectional causality. The framework directed me to analyse structure, culture and agency as separate entities allowing an understanding of the complex and rapidly growing phenomenon of EdTech. Analytical dualism provides guiding principles on how agential actions, structural resources, and cultural practices emerge and allows an understanding of how agents experience and respond to structures and cultures in social fields, for example, the uptake of EdTech for teaching and learning. The morphogenetic cycle reveals the historical nature the EdTech uptake with events happening over a period of time so that past events, which possess structural and cultural mechanisms, condition agency in socio-cultural interaction. The study identified several mechanisms enabling and constraining the uptake of EdTech, and while the findings are not exhaustive, they do indicate important enablements and constraints which the sector would do well to consider as it enters a post-pandemic phase. The data was collected prior to the pandemic and thus provides an understanding of what allowed for the uptake of EdTech when face-to-face teaching and learning was the norm. While the pandemic resulted in a rapid pivot to Emergency Remote Teaching (ERT), and fundamentally changed the face of EdTech in the South African higher education sector and around the world, the findings of this study remain pertinent. Archer argues that when a new person or structure is introduced, it occurs within a pre-existing context and so what emerges should not be seen to be simply caused by that new person or structure. Rather, its emergent properties are exercised within the conditioning effects of the pre-existing structures, cultures and agents. The Covid-19 virus brought about significant effects around the world, but it would be a mistake for us to assume that the effects were the same across different national higher education systems or even across different universities within a country. For us to understand both what occurred during the pivot to ERT and to consider the implications of this for the future of EdTech, it is imperative that we understand the pre-existing conditions in which ERT was implemented. This thesis offers a rich picture of these pre-existing conditions. Key findings include the extreme extent to which universities differed in their resourcing and uptake of EdTech prior to the pandemic. In some universities, there were well-resourced EdTech centres while in others, the implementation of EdTech was seen to be the responsibility of the IT department. Even where EdTech staff were employed, the nature of this employment varied greatly. In some cases, such staff were seen as educational experts who were hired as academics and often worked within academic development centres. In other cases, such staff were employed as administrative support staff. Another difference pertained to whether they were employed on contract (often funded through project funding) or on a permanent basis. These differences in employment and the positioning of the EdTech staff were seen to greatly condition the levels of credibility they enjoyed and the kinds of work they could undertake. If they were employed as support staff, they were more likely to be seen to be responsible for providing academics with end-user technical assistance. If they were employed as academics, they were more likely to be seen to be responsible for providing pedagogical and curriculum development support in using EdTech for teaching and learning. Another set of findings related to the extent to which EdTech was seen to be valued within each university, such as by being included in promotions criteria, mentioned in institutional strategies, and supported by university management. Where this was not the case, this constrained the uptake of EdTech. In all cases, the EdTech staff reported working almost exclusively with academics who sought to develop their EdTech capability on a voluntary basis because it aligned to what Archer terms their ‘personal projects’. At times a departmental champion, especially in the form of the Head of Department as a social actor, led to EdTech uptake spreading across the academic body. There was evidence of some resistance to the use of EdTech and a great deal of anxiety among some academics. This was seen to be implicated in concerns that at times EdTech was seen to be a ‘dumping ground’ and the Learning Management System positioned simply as a repository of materials. Many academics reported being pushed by their students to integrate more technology in their teaching. Many students seem to be adept at using technology and can see its potential pedagogical benefits and so placed pressure for this to be increased. There were however concerns that the notion of ‘Digital Natives’, that is millennial students who were born into a technological era, was only a partial picture of the student body. The ‘Digital Divide’ meant that there was highly uneven access to hardware, data, bandwidth, and technological literacies among the student body. For many students, their only access to technology was while they were physically on campus, a finding that was to have extreme implications for the pivot to ERT. This research will be valuable to the field of educational technology and enhance the understanding of what is needed to enable the uptake of educational technologies in higher education teaching and learning in pedagogically sound ways. As the sector responds to the pandemic and reflects on lessons learned during this time, it will be important to look to the conditions outlined in this study as they continue to enable and constrain the uptake of educational technology. , Ucwaningo olwethulwe yindlela elandela imigomo ka-Bhaskar kanye no-Archer yesayensi yezenhlalo ehlola ukuze inikeze incazelo yokuvumeleka nezithiyo ekuthathweni kwezifundo ezisekwe ubuchwepheshe besimanje. Lolu ucwaningo lwezikhungo eziningi zemfundo ephakeme, futhi inhloso yalo enkulu bekuwukuhlonza ukuthi kwavela kanjani izindlela ezehlukene ukuze kuvunyelwe futhi kuvinjwe ukusetshenziswa kobuchwepheshe bezemfundo ezikhungweni zemfundo ephakeme ezehlukene eNingizimu Afrika. Izifundo ezisekwe ubuchwepheshe besimanje (EdTechs) ibonwa njengezici ezibalulekile zemfundo yekhulu lamashumi amabili nanye (21st century), futhi njengomkhuba osunguliwe emanyuvesi ibe nomthelela omkhulu ekufundiseni nasekufundeni. Kodwa-ke, i-EdTechs ivame ukwethulwa njengekhambi ezinkingeni zemfundo futhi yacwaningwa ngaphandle kokucabangela izimo lapho isetshenziswa khona. Ngenxa yalokho, kwaba nesidingo sokuqonda kangcono ukuthi ukutholwa kwayo kwehlukaniswa kanjani phakathi nohlelo lwemfundo ephakeme olungalingani emaNyuvesi ahlukene. Ubufakazi buqoqwe ezingxenyeni zobuchwepheshe bezemfundo zezikhungo zemfundo ephakeme zikahulumeni ezingamashumi amabili nambili (22) kwezingamashumi amabili nesithupha (26) futhi imithombo eyinhloko yalobufakazi kwakuwuhlu lwemibuzo lwenhlolovo oluku-inthanethi oluhlobene nokusetshenziswa kobuchwepheshe bezemfundo kwase kulandela kanye nezingxoxiswano ezihlelwe kancane. Ukuze kuhlaziywe ucwaningo, i-analytical dualism ngokuka-Archer kanye nomjikelezo we-morphogenetic (uzalo kabusha) unikeze uhlaka lokuhlaziywa kokutholwa kobuchwepheshe bezemfundo njengokusebenzelana okuqhubekayo phakathi kwezifundiswa nabasebenzi bomnyango bobuchwepheshe besimanje (EdTech staff). Ekuhlaziyeni, ngixoxa ngokuthi uhlaka lungiqondise kanjani ukuba ngihlaziye isakhiwo, isiko kanye nokwenza kwabantu njengezinhlangano ezihlukene nokuthi kungani lolu hlaka lufaneleka ukuze siqonde lesi simo esiyinkimbinkimbi nesikhula ngokushesha sezemfundo zobuchwepheshe besimanje. Ubumbaxambili bokuhlaziya buhlinzeka ngohlaka oluvumela abacwaningi ezimweni zomphakathi ukuthi babone futhi bahlaziye izindlela ezikhiqizayo neziyisisekelo, okuhlanganisa izindlela zokwenza ngokusebenzisa ukuxhumana komphakathi. Iphinde inikeze izimiso eziqondisayo zokuthi ezinye izenzo zokwenza komuntu kanye nemikhuba yamasiko zivela kanjani kanye nokuqonda ukuthi abenzi nabasebenzi bezemfundo, nokuthi abhekana kanjani futhi asabela kanjani ezakhiweni namasiko emikhakheni yezenhlalo, isibonelo, ukutholwa kwe-EdTechs ekufundiseni nokufunda. Ngaphezu kwalokho, umjikelezo we-morphogenetic wembula ubunjalo bomlando ukuthathwa kwe-EdTechs nezenzakalo ezenzeka esikhathini esithile ukuze izehlakalo ezidlule ezinezindlela zesakhiwo nezamasiko zibekezelele izenzo zezifundiswa njenge-ejensi ezovela ekusebenzelaneni kwezenhlalo namasiko. Izakhiwo ezivelayo zesakhiwo, isiko kanye nezabenzi zibonwa njengezindlela ezibalulekile ezivumela futhi zibambe iqhaza ekuthathweni kobuchwepheshe bezemfundo ekufundiseni nokufunda yizifundiswa. Ngakho-ke, ucwaningo luveza ukuthi kungani ukuthathwa kunezindlela ezivumelayo neziphoqayo futhi ukuxhumana phakathi kwesakhiwo, isiko kanye nomenzi kudala ukucabangela kwesimo okungaba okuncomayo noma okuphikisanayo ngokwemvelo. Imvume yokulandelana kwesimo yencazelo yokuthi kungani kunokuhlangenwe nakho okuhlukile ekuthathweni kwalawa ma-EdTech avela ezikhungweni ezehlukene esimweni semfundo ephakeme yaseNingizimu Afrika. Lolu cwaningo luzobaluleka emkhakheni wezobuchwepheshe bezemfundo futhi luthuthukise ukuqonda kwalokho okudingekayo ukuze kusetshenziswe ubuchwepheshe bezemfundo ekufundiseni nasekufundeni imfundo ephakeme. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ngcobo, Nomathemba Faustinah
- Date: 2022-10-14
- Subjects: Educational technology South Africa , Education, Higher South Africa , Academic development , COVID-19 Pandemic, 2020- South Africa , Distance education Computer-assisted instruction , Web-based instruction South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405495 , vital:70176 , DOI 10.21504/10962/405495
- Description: The study explores the enablements and constraints in the uptake of educational technologies in the South African higher education system. This is a multiple institutional study which considers the differentiated nature of higher education institutions in South Africa and reflects on the implications of this for the use of educational technology (EdTech). EdTech is seen as an important aspect of 21st century education. As an established practice in many universities it has made a significant impact on teaching and learning practices. However, EdTech is often presented as a panacea to educational problems and implemented without consideration of the contexts in which it is used. Data was collected from the educational technology units of 22 of the 26 public higher education institutions and the main sources of this data were an online survey questionnaire related to the uptake of educational technologies and semi-structured interviews. For the research analysis, Archer’s analytical dualism and morphogenetic cycle provided a framework with the understanding that a social phenomenon such as EdTech emerges from a complex interplay of multiple mechanisms rather than through simple unidirectional causality. The framework directed me to analyse structure, culture and agency as separate entities allowing an understanding of the complex and rapidly growing phenomenon of EdTech. Analytical dualism provides guiding principles on how agential actions, structural resources, and cultural practices emerge and allows an understanding of how agents experience and respond to structures and cultures in social fields, for example, the uptake of EdTech for teaching and learning. The morphogenetic cycle reveals the historical nature the EdTech uptake with events happening over a period of time so that past events, which possess structural and cultural mechanisms, condition agency in socio-cultural interaction. The study identified several mechanisms enabling and constraining the uptake of EdTech, and while the findings are not exhaustive, they do indicate important enablements and constraints which the sector would do well to consider as it enters a post-pandemic phase. The data was collected prior to the pandemic and thus provides an understanding of what allowed for the uptake of EdTech when face-to-face teaching and learning was the norm. While the pandemic resulted in a rapid pivot to Emergency Remote Teaching (ERT), and fundamentally changed the face of EdTech in the South African higher education sector and around the world, the findings of this study remain pertinent. Archer argues that when a new person or structure is introduced, it occurs within a pre-existing context and so what emerges should not be seen to be simply caused by that new person or structure. Rather, its emergent properties are exercised within the conditioning effects of the pre-existing structures, cultures and agents. The Covid-19 virus brought about significant effects around the world, but it would be a mistake for us to assume that the effects were the same across different national higher education systems or even across different universities within a country. For us to understand both what occurred during the pivot to ERT and to consider the implications of this for the future of EdTech, it is imperative that we understand the pre-existing conditions in which ERT was implemented. This thesis offers a rich picture of these pre-existing conditions. Key findings include the extreme extent to which universities differed in their resourcing and uptake of EdTech prior to the pandemic. In some universities, there were well-resourced EdTech centres while in others, the implementation of EdTech was seen to be the responsibility of the IT department. Even where EdTech staff were employed, the nature of this employment varied greatly. In some cases, such staff were seen as educational experts who were hired as academics and often worked within academic development centres. In other cases, such staff were employed as administrative support staff. Another difference pertained to whether they were employed on contract (often funded through project funding) or on a permanent basis. These differences in employment and the positioning of the EdTech staff were seen to greatly condition the levels of credibility they enjoyed and the kinds of work they could undertake. If they were employed as support staff, they were more likely to be seen to be responsible for providing academics with end-user technical assistance. If they were employed as academics, they were more likely to be seen to be responsible for providing pedagogical and curriculum development support in using EdTech for teaching and learning. Another set of findings related to the extent to which EdTech was seen to be valued within each university, such as by being included in promotions criteria, mentioned in institutional strategies, and supported by university management. Where this was not the case, this constrained the uptake of EdTech. In all cases, the EdTech staff reported working almost exclusively with academics who sought to develop their EdTech capability on a voluntary basis because it aligned to what Archer terms their ‘personal projects’. At times a departmental champion, especially in the form of the Head of Department as a social actor, led to EdTech uptake spreading across the academic body. There was evidence of some resistance to the use of EdTech and a great deal of anxiety among some academics. This was seen to be implicated in concerns that at times EdTech was seen to be a ‘dumping ground’ and the Learning Management System positioned simply as a repository of materials. Many academics reported being pushed by their students to integrate more technology in their teaching. Many students seem to be adept at using technology and can see its potential pedagogical benefits and so placed pressure for this to be increased. There were however concerns that the notion of ‘Digital Natives’, that is millennial students who were born into a technological era, was only a partial picture of the student body. The ‘Digital Divide’ meant that there was highly uneven access to hardware, data, bandwidth, and technological literacies among the student body. For many students, their only access to technology was while they were physically on campus, a finding that was to have extreme implications for the pivot to ERT. This research will be valuable to the field of educational technology and enhance the understanding of what is needed to enable the uptake of educational technologies in higher education teaching and learning in pedagogically sound ways. As the sector responds to the pandemic and reflects on lessons learned during this time, it will be important to look to the conditions outlined in this study as they continue to enable and constrain the uptake of educational technology. , Ucwaningo olwethulwe yindlela elandela imigomo ka-Bhaskar kanye no-Archer yesayensi yezenhlalo ehlola ukuze inikeze incazelo yokuvumeleka nezithiyo ekuthathweni kwezifundo ezisekwe ubuchwepheshe besimanje. Lolu ucwaningo lwezikhungo eziningi zemfundo ephakeme, futhi inhloso yalo enkulu bekuwukuhlonza ukuthi kwavela kanjani izindlela ezehlukene ukuze kuvunyelwe futhi kuvinjwe ukusetshenziswa kobuchwepheshe bezemfundo ezikhungweni zemfundo ephakeme ezehlukene eNingizimu Afrika. Izifundo ezisekwe ubuchwepheshe besimanje (EdTechs) ibonwa njengezici ezibalulekile zemfundo yekhulu lamashumi amabili nanye (21st century), futhi njengomkhuba osunguliwe emanyuvesi ibe nomthelela omkhulu ekufundiseni nasekufundeni. Kodwa-ke, i-EdTechs ivame ukwethulwa njengekhambi ezinkingeni zemfundo futhi yacwaningwa ngaphandle kokucabangela izimo lapho isetshenziswa khona. Ngenxa yalokho, kwaba nesidingo sokuqonda kangcono ukuthi ukutholwa kwayo kwehlukaniswa kanjani phakathi nohlelo lwemfundo ephakeme olungalingani emaNyuvesi ahlukene. Ubufakazi buqoqwe ezingxenyeni zobuchwepheshe bezemfundo zezikhungo zemfundo ephakeme zikahulumeni ezingamashumi amabili nambili (22) kwezingamashumi amabili nesithupha (26) futhi imithombo eyinhloko yalobufakazi kwakuwuhlu lwemibuzo lwenhlolovo oluku-inthanethi oluhlobene nokusetshenziswa kobuchwepheshe bezemfundo kwase kulandela kanye nezingxoxiswano ezihlelwe kancane. Ukuze kuhlaziywe ucwaningo, i-analytical dualism ngokuka-Archer kanye nomjikelezo we-morphogenetic (uzalo kabusha) unikeze uhlaka lokuhlaziywa kokutholwa kobuchwepheshe bezemfundo njengokusebenzelana okuqhubekayo phakathi kwezifundiswa nabasebenzi bomnyango bobuchwepheshe besimanje (EdTech staff). Ekuhlaziyeni, ngixoxa ngokuthi uhlaka lungiqondise kanjani ukuba ngihlaziye isakhiwo, isiko kanye nokwenza kwabantu njengezinhlangano ezihlukene nokuthi kungani lolu hlaka lufaneleka ukuze siqonde lesi simo esiyinkimbinkimbi nesikhula ngokushesha sezemfundo zobuchwepheshe besimanje. Ubumbaxambili bokuhlaziya buhlinzeka ngohlaka oluvumela abacwaningi ezimweni zomphakathi ukuthi babone futhi bahlaziye izindlela ezikhiqizayo neziyisisekelo, okuhlanganisa izindlela zokwenza ngokusebenzisa ukuxhumana komphakathi. Iphinde inikeze izimiso eziqondisayo zokuthi ezinye izenzo zokwenza komuntu kanye nemikhuba yamasiko zivela kanjani kanye nokuqonda ukuthi abenzi nabasebenzi bezemfundo, nokuthi abhekana kanjani futhi asabela kanjani ezakhiweni namasiko emikhakheni yezenhlalo, isibonelo, ukutholwa kwe-EdTechs ekufundiseni nokufunda. Ngaphezu kwalokho, umjikelezo we-morphogenetic wembula ubunjalo bomlando ukuthathwa kwe-EdTechs nezenzakalo ezenzeka esikhathini esithile ukuze izehlakalo ezidlule ezinezindlela zesakhiwo nezamasiko zibekezelele izenzo zezifundiswa njenge-ejensi ezovela ekusebenzelaneni kwezenhlalo namasiko. Izakhiwo ezivelayo zesakhiwo, isiko kanye nezabenzi zibonwa njengezindlela ezibalulekile ezivumela futhi zibambe iqhaza ekuthathweni kobuchwepheshe bezemfundo ekufundiseni nokufunda yizifundiswa. Ngakho-ke, ucwaningo luveza ukuthi kungani ukuthathwa kunezindlela ezivumelayo neziphoqayo futhi ukuxhumana phakathi kwesakhiwo, isiko kanye nomenzi kudala ukucabangela kwesimo okungaba okuncomayo noma okuphikisanayo ngokwemvelo. Imvume yokulandelana kwesimo yencazelo yokuthi kungani kunokuhlangenwe nakho okuhlukile ekuthathweni kwalawa ma-EdTech avela ezikhungweni ezehlukene esimweni semfundo ephakeme yaseNingizimu Afrika. Lolu cwaningo luzobaluleka emkhakheni wezobuchwepheshe bezemfundo futhi luthuthukise ukuqonda kwalokho okudingekayo ukuze kusetshenziswe ubuchwepheshe bezemfundo ekufundiseni nasekufundeni imfundo ephakeme. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2022
- Full Text:
- Date Issued: 2022-10-14
Understanding resource partitioning in three species of Gobiidae living in the warm-temperate Sundays Estuary
- Authors: Ndaleni, Phumza Malibongwe
- Date: 2022-10-14
- Subjects: Gobiidae South Africa Sundays Estuary (Eastern Cape) , Gobiidae Reproduction , Gobiidae Food , Gobiidae Geographical distribution , Gobiidae Morphology , Resource partitioning (Ecology)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365655 , vital:65773 , DOI https://doi.org/10.21504/10962/365655
- Description: Estuaries represent a transition zone where saline water combines with freshwater, and this results in temporal and spatial variability in both biotic and abiotic parameters. Because the environmental gradient changes so rapidly in areas and the estuarine environment is harsh, fish need to either be able to specialise to one particular suite of abiotic contexts or have the physiological mechanisms to allow them to move throughout the gradient of the estuary. Apart from this, other factors such as climate change, habitat degradation, over exploitation of resources and the introduction of alien species also negatively influence fish species living in estuaries. These anthropogenic stressors can cause species exclusion in areas which were previously suitable for species with particular suites of traits. Measuring resource partitioning within functional groups not only helps in determining the functional structure of communities but also explains how organisms use resources in a community. Resource partitioning studies provide a useful conceptual framework to understand species interactions in a community and identify major resource dimensions along which species segregate. This study aimed to describe resource partitioning among the Gobiidae species, as the family is well represented in South African estuaries (24 species), is highly abundant and has several species which co-exist in individual estuaries. To accomplish this, different forms of resource partitioning that promote the coexistence of the three most abundant species found in warm-temperate South African estuaries; the Knysna sand goby Psammogobius knysnaensis (Smith, 1935), Prison goby Caffrogobius gilchristi (Boulenger, 1898) and River goby Glossogobius callidus (Smith, 1937) were investigated in the Sundays Estuary. This was accomplished by determining the reproductive biology, interspecific differences in feeding morphology, feeding ecology and habitat partitioning among the three species. The distribution and abundance of potential prey in the estuary (mesozooplankton and macrozoobenthic communities) were investigated, with both mesozooplankton and macrozoobenthic communities grouping into three distinct communities along the environmental gradient. Feeding morphological traits responsible for prey location, chasing, capture, mastication, ingestion and digestion were investigated. Little morphological overlap was observed between P. knysnaensis and C. gilchristi, indicating little dietary overlap between these two species. In contrast, the feeding morphology of Glossogobius callidus overlapped with both P. knysnaensis and C. gilchristi, indicating the potential to compete with both species for food. The trophic ecology of the three species was investigated using stomach content analysis, whereby prey abundance, frequency of occurrence and percentage of volume were determined. For P. knysnaensis, the incorporation of cyclopoids and ostracods decreased with fish size and that of bivalves and amphipods increased. Caffrogobius gilchristi was found to be a specialist feeder on cyclopoids but as the species increased in size the incorporation of amphipods, mysids, brachyurans and gastropods increased. Glossogobius callidus was found to be a generalist feeder, feeding on cyclopoids, amphipods and chironomids. The incorporation of cyclopoids decreased with fish size and the consumption of large sized amphipods and chironomids increased with fish size. To assess their reproductive biology, gonadosomatic index (GSI) was used to study the breeding season. In all three species, reproduction peaked in spring and summer, and this is associated with peak phytoplankton and zooplankton biomass in estuaries. Length at 50% maturity and fecundity were also determined. The three species predominated in different locations in the estuary, which explains why they were able to use similar resources and reproduce at the same time. Psammogobius knysnaensis was abundant in the sandy mouth region, with sediment type and prey (bivalves and mysids) availability affecting its distribution. Caffrogobius gilchristi was abundant in the muddy lower reaches of the estuary, with its distribution influenced by sediment composition and temperature. Glossogobius callidus was abundant in the turbid upper reaches, with its distribution influenced by prey (amphipods) availability and turbidity. Different habitat preferences and diet among the specific size ranges enabled coexistence among the species. This explains the high abundances and coexistence of gobies in South African estuaries. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ndaleni, Phumza Malibongwe
- Date: 2022-10-14
- Subjects: Gobiidae South Africa Sundays Estuary (Eastern Cape) , Gobiidae Reproduction , Gobiidae Food , Gobiidae Geographical distribution , Gobiidae Morphology , Resource partitioning (Ecology)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365655 , vital:65773 , DOI https://doi.org/10.21504/10962/365655
- Description: Estuaries represent a transition zone where saline water combines with freshwater, and this results in temporal and spatial variability in both biotic and abiotic parameters. Because the environmental gradient changes so rapidly in areas and the estuarine environment is harsh, fish need to either be able to specialise to one particular suite of abiotic contexts or have the physiological mechanisms to allow them to move throughout the gradient of the estuary. Apart from this, other factors such as climate change, habitat degradation, over exploitation of resources and the introduction of alien species also negatively influence fish species living in estuaries. These anthropogenic stressors can cause species exclusion in areas which were previously suitable for species with particular suites of traits. Measuring resource partitioning within functional groups not only helps in determining the functional structure of communities but also explains how organisms use resources in a community. Resource partitioning studies provide a useful conceptual framework to understand species interactions in a community and identify major resource dimensions along which species segregate. This study aimed to describe resource partitioning among the Gobiidae species, as the family is well represented in South African estuaries (24 species), is highly abundant and has several species which co-exist in individual estuaries. To accomplish this, different forms of resource partitioning that promote the coexistence of the three most abundant species found in warm-temperate South African estuaries; the Knysna sand goby Psammogobius knysnaensis (Smith, 1935), Prison goby Caffrogobius gilchristi (Boulenger, 1898) and River goby Glossogobius callidus (Smith, 1937) were investigated in the Sundays Estuary. This was accomplished by determining the reproductive biology, interspecific differences in feeding morphology, feeding ecology and habitat partitioning among the three species. The distribution and abundance of potential prey in the estuary (mesozooplankton and macrozoobenthic communities) were investigated, with both mesozooplankton and macrozoobenthic communities grouping into three distinct communities along the environmental gradient. Feeding morphological traits responsible for prey location, chasing, capture, mastication, ingestion and digestion were investigated. Little morphological overlap was observed between P. knysnaensis and C. gilchristi, indicating little dietary overlap between these two species. In contrast, the feeding morphology of Glossogobius callidus overlapped with both P. knysnaensis and C. gilchristi, indicating the potential to compete with both species for food. The trophic ecology of the three species was investigated using stomach content analysis, whereby prey abundance, frequency of occurrence and percentage of volume were determined. For P. knysnaensis, the incorporation of cyclopoids and ostracods decreased with fish size and that of bivalves and amphipods increased. Caffrogobius gilchristi was found to be a specialist feeder on cyclopoids but as the species increased in size the incorporation of amphipods, mysids, brachyurans and gastropods increased. Glossogobius callidus was found to be a generalist feeder, feeding on cyclopoids, amphipods and chironomids. The incorporation of cyclopoids decreased with fish size and the consumption of large sized amphipods and chironomids increased with fish size. To assess their reproductive biology, gonadosomatic index (GSI) was used to study the breeding season. In all three species, reproduction peaked in spring and summer, and this is associated with peak phytoplankton and zooplankton biomass in estuaries. Length at 50% maturity and fecundity were also determined. The three species predominated in different locations in the estuary, which explains why they were able to use similar resources and reproduce at the same time. Psammogobius knysnaensis was abundant in the sandy mouth region, with sediment type and prey (bivalves and mysids) availability affecting its distribution. Caffrogobius gilchristi was abundant in the muddy lower reaches of the estuary, with its distribution influenced by sediment composition and temperature. Glossogobius callidus was abundant in the turbid upper reaches, with its distribution influenced by prey (amphipods) availability and turbidity. Different habitat preferences and diet among the specific size ranges enabled coexistence among the species. This explains the high abundances and coexistence of gobies in South African estuaries. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-10-14
Youth, political violence and ZANU-PF politics in Zimbabwe, c.1950-2018
- Authors: Munyarari, Tinashe
- Date: 2022-10-14
- Subjects: Youth protest movements Zimbabwe , Political violence Zimbabwe , ZANU-PF (Organization : Zimbabwe) , Agent (Philosophy) , Zimbabwe Politics and government , Zimbabwe History
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365966 , vital:65806 , DOI https://doi.org/10.21504/10962/365966
- Description: This study is a socio-political aspect of Zimbabwean history. It examines the development of youth political violence starting from the late 1950s when violent forms of African political mobilisation emerged to 2018 when the first election without Robert Mugabe was held. It explores how early nationalist parties such as the Salisbury City Youth League (SCYL), Southern Rhodesia African National Congress (SRANC), National Democratic Party (NDP), Zimbabwe African People’s Union (ZAPU) and later the Zimbabwe African National Union (ZANU) mobilised and socialised youths into political violence to understand the roots of the violent political culture in Zimbabwe. This study shows that youths were an important part of the strategies of these political parties in countering the violence of the colonial state as well as mobilising mass support for the movements during the liberation struggle. It reveals that war collaborators (mujibhas and chimbwidos) were central role players in instigating political violence against innocent and defenceless people during the war. In the 1980s and 1990s, the Youth brigades and the ZANU-PF Youth League became a key constituent for state-socialist developmental goals but they were at times manipulated as a resource for political violence when Mugabe’s power was challenged. The study shows that more grotesque violence occurred in the 2000s era when the National Youth Service (NYS) was introduced and state-sanctioned vigilante groups like Chipangano in Mbare emerged in response to the rise of the Movement for Democratic Change (MDC) and diminishing of consensual power. This study argues that youth were not mere victims and perpetrators of political violence, but they were a collection of various interest sub-groups with diverse agendas and a sense of agency. Some joined violent groups for their social mobility, power, impunity and economic opportunities availed to the group members. Data for this study was drawn from Mbare and Highfields (in Harare Province) and Uzumba-Maramba-Pfungwe (in Mashonaland East Province). , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Munyarari, Tinashe
- Date: 2022-10-14
- Subjects: Youth protest movements Zimbabwe , Political violence Zimbabwe , ZANU-PF (Organization : Zimbabwe) , Agent (Philosophy) , Zimbabwe Politics and government , Zimbabwe History
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365966 , vital:65806 , DOI https://doi.org/10.21504/10962/365966
- Description: This study is a socio-political aspect of Zimbabwean history. It examines the development of youth political violence starting from the late 1950s when violent forms of African political mobilisation emerged to 2018 when the first election without Robert Mugabe was held. It explores how early nationalist parties such as the Salisbury City Youth League (SCYL), Southern Rhodesia African National Congress (SRANC), National Democratic Party (NDP), Zimbabwe African People’s Union (ZAPU) and later the Zimbabwe African National Union (ZANU) mobilised and socialised youths into political violence to understand the roots of the violent political culture in Zimbabwe. This study shows that youths were an important part of the strategies of these political parties in countering the violence of the colonial state as well as mobilising mass support for the movements during the liberation struggle. It reveals that war collaborators (mujibhas and chimbwidos) were central role players in instigating political violence against innocent and defenceless people during the war. In the 1980s and 1990s, the Youth brigades and the ZANU-PF Youth League became a key constituent for state-socialist developmental goals but they were at times manipulated as a resource for political violence when Mugabe’s power was challenged. The study shows that more grotesque violence occurred in the 2000s era when the National Youth Service (NYS) was introduced and state-sanctioned vigilante groups like Chipangano in Mbare emerged in response to the rise of the Movement for Democratic Change (MDC) and diminishing of consensual power. This study argues that youth were not mere victims and perpetrators of political violence, but they were a collection of various interest sub-groups with diverse agendas and a sense of agency. Some joined violent groups for their social mobility, power, impunity and economic opportunities availed to the group members. Data for this study was drawn from Mbare and Highfields (in Harare Province) and Uzumba-Maramba-Pfungwe (in Mashonaland East Province). , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-10-14
An examination of activism and ‘political listening’ during the year of student protest at the University of Cape Town from 9 March 2015 to 9 March 2016
- Mufamadi, Azwihangwisi Eugene
- Authors: Mufamadi, Azwihangwisi Eugene
- Date: 2022-10-04
- Subjects: Student movements South Africa Cape Town , Democracy South Africa , Listening Political aspects , Journalistic ethics , Journalism Political aspects , Communication in social action South Africa Cape Town , University of Cape Town , Cape Times Ltd.
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327144 , vital:61085 , DOI 10.21504/10962/327144
- Description: This study sets out to examine democratic participation in South Africa and the role that ‘political listening’ could play in making participation more equitable. It considers protest action on a South African university campus, which at times not only resulted in significant and swift concessions from the university leadership but also sparked national political action which got an equally swift response from the South African government. It considers the social movement, the RhodesMustFall movement (RMF), as one way in which students can organise themselves to get a better hearing from the University of Cape Town (UCT) management in their attempt to make a meaningful contribution to the university’s micro democracy. This study examines whether the interaction between the UCT management and RMF could be considered ‘political listening’, and the possible role of the Cape Times newspaper within this context of participation. Using data gathered through interviews, written communications, observation and newspaper articles, the study shows that in all of the interactions between RMF and the UCT management, both groups were seldom willing to forego their power to engage in genuine listening. Instead, the two parties guessed at what power the other party might have and acted to reduce that power. It is in this context of guessing at and figuring what power the other party has that listening occurs. Furthermore, the study shows that during the RMF protest, the UCT management viewed their responsibility for the institution mainly through the lens of Private Property Law which framed protest as something to be dealt with by restoring law and order. The study also details the role of the Cape Times newspaper in the interactions between RMF and the UCT management and considers if this role could be political listening. The study is exploratory and demonstrates how political listening could work more optimally in real-life instances. , Thesis (PhD) -- Faculty of Humanities, Journalism and Media Studies, 2022
- Full Text:
- Date Issued: 2022-10-04
- Authors: Mufamadi, Azwihangwisi Eugene
- Date: 2022-10-04
- Subjects: Student movements South Africa Cape Town , Democracy South Africa , Listening Political aspects , Journalistic ethics , Journalism Political aspects , Communication in social action South Africa Cape Town , University of Cape Town , Cape Times Ltd.
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327144 , vital:61085 , DOI 10.21504/10962/327144
- Description: This study sets out to examine democratic participation in South Africa and the role that ‘political listening’ could play in making participation more equitable. It considers protest action on a South African university campus, which at times not only resulted in significant and swift concessions from the university leadership but also sparked national political action which got an equally swift response from the South African government. It considers the social movement, the RhodesMustFall movement (RMF), as one way in which students can organise themselves to get a better hearing from the University of Cape Town (UCT) management in their attempt to make a meaningful contribution to the university’s micro democracy. This study examines whether the interaction between the UCT management and RMF could be considered ‘political listening’, and the possible role of the Cape Times newspaper within this context of participation. Using data gathered through interviews, written communications, observation and newspaper articles, the study shows that in all of the interactions between RMF and the UCT management, both groups were seldom willing to forego their power to engage in genuine listening. Instead, the two parties guessed at what power the other party might have and acted to reduce that power. It is in this context of guessing at and figuring what power the other party has that listening occurs. Furthermore, the study shows that during the RMF protest, the UCT management viewed their responsibility for the institution mainly through the lens of Private Property Law which framed protest as something to be dealt with by restoring law and order. The study also details the role of the Cape Times newspaper in the interactions between RMF and the UCT management and considers if this role could be political listening. The study is exploratory and demonstrates how political listening could work more optimally in real-life instances. , Thesis (PhD) -- Faculty of Humanities, Journalism and Media Studies, 2022
- Full Text:
- Date Issued: 2022-10-04
Exploring the value of an educational partnership within a multilingual pre-school setting
- Authors: Maritz, Anneliese
- Date: 2022-10-04
- Subjects: Early childhood education Parent participation South Africa Eastern Cape , Early childhood teachers Training of , Home and school South Africa Eastern Cape , Parent-teacher relationships South Africa Eastern Cape , Communication and education South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327111 , vital:61082 , DOI 10.21504/10962/327111
- Description: This modest research project was situated in a multilingual Early Childhood Development (ECD) setting in the Eastern Cape (EC) province of South Africa. In the context of high levels of poverty and unemployment in the EC, issues such as under-funding, the nature of the training of practitioners, translating the importance of learning through play into practice, difficulties dealing with diverse cultural practices and the use of multiple languages, all impact ECD provision. Research has shown that parental involvement and creating parent-school partnerships can assist children to progress at school. The overall objectives of this project were to explore how a team in an ECD centre might communicate more effectively with parents and how early stimulation practices in home and school might benefit the child’s development. The theoretical framework draws upon Vygotsky’s (1978) socio-cultural historical theory, Bernstein’s (1971) elaborated and restricted language codes and Bourdieu’s (1977) concepts of social reproduction. A research project in the Netherlands Thuis in School, used an education partnership approach (Iliás et al., 2019). They developed a manual that was adapted for our local context by drawing from the theories mentioned, and to counter the dominant approaches where parenting programs have often been offered from a deficit, narrow perspective. Action Research guided the interventionist approach to workshop sessions, to enable mutual capacity-building of parents and practitioners. To ensure informed consent, participants’ first languages were used. High risk factors related to photographs and videos of participating parents and minor children were successfully addressed. Pre- and post-interviews and workshop data were analysed using template analysis, within a constructivist paradigm. Findings include vignettes to introduce the contexts and parents' ideas prior to the sessions. Then, sessions are summarised as action cycles, with key participants' responses. Finally, post-session evaluations highlight the topics the parents found most meaningful; and parents’ and practitioner accounts of changes in practices. This research illustrates ways that educational partnership elements can influence practice and policy, to improve home and school environments for the benefit of children. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
- Authors: Maritz, Anneliese
- Date: 2022-10-04
- Subjects: Early childhood education Parent participation South Africa Eastern Cape , Early childhood teachers Training of , Home and school South Africa Eastern Cape , Parent-teacher relationships South Africa Eastern Cape , Communication and education South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327111 , vital:61082 , DOI 10.21504/10962/327111
- Description: This modest research project was situated in a multilingual Early Childhood Development (ECD) setting in the Eastern Cape (EC) province of South Africa. In the context of high levels of poverty and unemployment in the EC, issues such as under-funding, the nature of the training of practitioners, translating the importance of learning through play into practice, difficulties dealing with diverse cultural practices and the use of multiple languages, all impact ECD provision. Research has shown that parental involvement and creating parent-school partnerships can assist children to progress at school. The overall objectives of this project were to explore how a team in an ECD centre might communicate more effectively with parents and how early stimulation practices in home and school might benefit the child’s development. The theoretical framework draws upon Vygotsky’s (1978) socio-cultural historical theory, Bernstein’s (1971) elaborated and restricted language codes and Bourdieu’s (1977) concepts of social reproduction. A research project in the Netherlands Thuis in School, used an education partnership approach (Iliás et al., 2019). They developed a manual that was adapted for our local context by drawing from the theories mentioned, and to counter the dominant approaches where parenting programs have often been offered from a deficit, narrow perspective. Action Research guided the interventionist approach to workshop sessions, to enable mutual capacity-building of parents and practitioners. To ensure informed consent, participants’ first languages were used. High risk factors related to photographs and videos of participating parents and minor children were successfully addressed. Pre- and post-interviews and workshop data were analysed using template analysis, within a constructivist paradigm. Findings include vignettes to introduce the contexts and parents' ideas prior to the sessions. Then, sessions are summarised as action cycles, with key participants' responses. Finally, post-session evaluations highlight the topics the parents found most meaningful; and parents’ and practitioner accounts of changes in practices. This research illustrates ways that educational partnership elements can influence practice and policy, to improve home and school environments for the benefit of children. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
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- Date Issued: 2022-10-04