Examining the influence of non-governmental organizations upon the long term outcomes of the involuntary community resettlement processes: with special reference to the Kariba case, Zambia
- Authors: Sitambuli, Emma
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2125 , http://hdl.handle.net/10962/d1021263
- Description: Researchers have clearly demonstrated that Development‐Induced Displacement and Resettlement (DIDR) usually risks impoverishing people and that annually, millions are displaced as a result. Although the impacts and consequences of resettlement are known, over the next couple of decades, development projects will continue to be needed to meet the different demands of growing economies and populations, of especially developing countries, making relocation sometimes unavoidable. Hence, over the years, many scholars have developed conceptual frameworks to understand and explain the impoverishment risks inherent in the resettlement phenomenon; and how those can be anticipated so as to be positively counteracted through strategic interactions and the implementation of development activities. Generally, the majority of those development activities to improve resettlement outcomes have often been planned, funded, and executed by the government, albeit with mixed levels of success, yet the possibilities of other development institutions such as Non‐Governmental Organizations (NGOs) have not been fully understood. However, a great deal of what is known about NGOs relates to their work in advocacy and activism to pressure governments to, for example, change relocation plans or raise awareness on the negative impacts of development projects on people and environment. Therefore, this thesis examines the influence of NGOs upon the on‐going outcomes of the involuntary community resettlement processes. The empirical basis is ethnographic research, which integrated several resettlement conceptual frameworks and theories about NGOs to collect and analyse data. Fieldwork was carried out in four villages of Simamba i.e. Malata, Kafwakuduli, Nangoba and Hamukonde. Simamba is one of the riverine Gwembe chiefdoms resettled following the construction of the Kariba dam on the Zambezi River bordering Zambia and Zimbabwe. The ethnographic research for this thesis was conducted from 2013 to 2015. In this thesis, I demonstrate that spatial factors influenced the resettlement trajectory using evidence from Simamba’s pre and post resettlement situation. I conclude by arguing that sustained contributions of the NGO type of development can positively influence the long‐term outcomes of involuntary community resettlement processes, and that problems that occurred were largely related to the management of the community development activities by the NGO under study. Therefore, this thesis is relevant to resettlement and development studies in general.
- Full Text:
- Authors: Sitambuli, Emma
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2125 , http://hdl.handle.net/10962/d1021263
- Description: Researchers have clearly demonstrated that Development‐Induced Displacement and Resettlement (DIDR) usually risks impoverishing people and that annually, millions are displaced as a result. Although the impacts and consequences of resettlement are known, over the next couple of decades, development projects will continue to be needed to meet the different demands of growing economies and populations, of especially developing countries, making relocation sometimes unavoidable. Hence, over the years, many scholars have developed conceptual frameworks to understand and explain the impoverishment risks inherent in the resettlement phenomenon; and how those can be anticipated so as to be positively counteracted through strategic interactions and the implementation of development activities. Generally, the majority of those development activities to improve resettlement outcomes have often been planned, funded, and executed by the government, albeit with mixed levels of success, yet the possibilities of other development institutions such as Non‐Governmental Organizations (NGOs) have not been fully understood. However, a great deal of what is known about NGOs relates to their work in advocacy and activism to pressure governments to, for example, change relocation plans or raise awareness on the negative impacts of development projects on people and environment. Therefore, this thesis examines the influence of NGOs upon the on‐going outcomes of the involuntary community resettlement processes. The empirical basis is ethnographic research, which integrated several resettlement conceptual frameworks and theories about NGOs to collect and analyse data. Fieldwork was carried out in four villages of Simamba i.e. Malata, Kafwakuduli, Nangoba and Hamukonde. Simamba is one of the riverine Gwembe chiefdoms resettled following the construction of the Kariba dam on the Zambezi River bordering Zambia and Zimbabwe. The ethnographic research for this thesis was conducted from 2013 to 2015. In this thesis, I demonstrate that spatial factors influenced the resettlement trajectory using evidence from Simamba’s pre and post resettlement situation. I conclude by arguing that sustained contributions of the NGO type of development can positively influence the long‐term outcomes of involuntary community resettlement processes, and that problems that occurred were largely related to the management of the community development activities by the NGO under study. Therefore, this thesis is relevant to resettlement and development studies in general.
- Full Text:
Exorcising the Past: History, Hauntings and Evil in Neo-Gothic Fiction
- Authors: Van der Wielen, Karlien
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2333 , http://hdl.handle.net/10962/d1021257
- Description: This thesis explores the conventions of both historical and Gothic fiction in order to investigate what seems to be a recurrent impulse to exorcise the past in what I define as contemporary Neo-Gothic fiction. It therefore attempts to establish a distinction between Neo-Gothic fiction and other forms of contemporary Gothic fiction by focusing on the treatment of history, the supernatural and the grand narrative of progress in three contemporary Gothic novels: The Little Stranger by Sarah Waters, The Historian by Elizabeth Kostova and The Accursed by Joyce Carol Oates. This thesis argues that the most potent manifestation of history can be found in the representation of the revenant in Neo-Gothic fiction, which exhibits a disruptive and evil ontology that problematises the exorcism of the past. Furthermore, the reactions of ‘modern’ characters to these revenants illustrate the imperative to exorcise the past, and therefore the treatment of history and the past is reflected in the interaction between the ‘modern’ characters and the Gothic revenants. Through this interaction as well as the parody of traditional Gothic and historical fiction conventions, Neo-Gothic fiction constructs a critique of the Enlightenment’s grand narrative of progress. Paradoxically, this constitutes Neo-Gothic fiction’s own attempt to exorcise the past, which it recognises in a simplified and reductive narrative of history propounded through the grand narrative of progress. This thesis therefore pays particular attention to the configuration of revenants as evil and ‘modern’ humans as good, and the disruption of this simple binary that is effected through Neo-Gothic fiction’s subversion of the grand narrative of progress. This focus allows for the theorisation of the revenant through Jacques Derrida’s notion of ‘hauntology’ and Julia Kristeva’s ‘the abject’, the investigation of the treatment of history in Neo-Gothic fiction and the exploration of very recent Gothic texts that have not yet received much critical attention.
- Full Text:
- Authors: Van der Wielen, Karlien
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2333 , http://hdl.handle.net/10962/d1021257
- Description: This thesis explores the conventions of both historical and Gothic fiction in order to investigate what seems to be a recurrent impulse to exorcise the past in what I define as contemporary Neo-Gothic fiction. It therefore attempts to establish a distinction between Neo-Gothic fiction and other forms of contemporary Gothic fiction by focusing on the treatment of history, the supernatural and the grand narrative of progress in three contemporary Gothic novels: The Little Stranger by Sarah Waters, The Historian by Elizabeth Kostova and The Accursed by Joyce Carol Oates. This thesis argues that the most potent manifestation of history can be found in the representation of the revenant in Neo-Gothic fiction, which exhibits a disruptive and evil ontology that problematises the exorcism of the past. Furthermore, the reactions of ‘modern’ characters to these revenants illustrate the imperative to exorcise the past, and therefore the treatment of history and the past is reflected in the interaction between the ‘modern’ characters and the Gothic revenants. Through this interaction as well as the parody of traditional Gothic and historical fiction conventions, Neo-Gothic fiction constructs a critique of the Enlightenment’s grand narrative of progress. Paradoxically, this constitutes Neo-Gothic fiction’s own attempt to exorcise the past, which it recognises in a simplified and reductive narrative of history propounded through the grand narrative of progress. This thesis therefore pays particular attention to the configuration of revenants as evil and ‘modern’ humans as good, and the disruption of this simple binary that is effected through Neo-Gothic fiction’s subversion of the grand narrative of progress. This focus allows for the theorisation of the revenant through Jacques Derrida’s notion of ‘hauntology’ and Julia Kristeva’s ‘the abject’, the investigation of the treatment of history in Neo-Gothic fiction and the exploration of very recent Gothic texts that have not yet received much critical attention.
- Full Text:
Exploration, monetization, disillusion: a history of upstream oil development in the onshore Algoa basin
- Authors: James, Jonathan Scott
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3870 , vital:20551
- Description: The onshore Algoa basin has, since the mid-1960s, been an area of interest for oil and gas exploration. Despite the general lack of knowledge and publicly available information on the topic, a large amount of geological and geophysical data has been collected on the region owing to the oil and gas exploration. The intended aim of this thesis is to compile and construct a historical narrative of the oil and gas exploration that took place within the onshore Algoa basin, and to then contextualize that localized narrative within the greater macro-narrative of the global oil and gas industry. This thesis is primarily concerned with the time period beginning in the early 1960s up to mid-2014, however reference is also made to events pre-1960. For the purposes of compartmentalizing the various areas of research covered, the thesis has been divided into three broad areas of interest: the geology of the onshore Algoa basin, the global oil market and its impact on exploration therein, and the attempts to monetize the leases that came to be purchased post-exploration. The narrative on the geology of the onshore Algoa basin is aimed at providing a summarized account of the most important details pertaining to the search for petroleum systems in simplified, yet accurate, language. The aspects of the geology which command the most attention are those which are necessary in functioning petroleum systems such as suitable permeabilities, porosities, reservoir rocks, trapping mechanisms and cap rocks. The global oil and gas market is also used to contextualize the search for oil and gas within the onshore Algoa basin and is explained against the backdrop of the global oil trade and the sanctions imposed on the apartheid state. Furthermore, the analysis of the attempts to monetize leases within the onshore Algoa basin will provide a financial reference point to the shortcomings of the exploration and monetization efforts. The purpose of this thesis is to construct a historical narrative of the onshore Algoa basin which not only gives an accurate portrayal of the exploration efforts that have taken place thus far, but to also provide a enough detail of those exploration efforts to indicate the future of the onshore Algoa basin as an exploration play.
- Full Text:
- Authors: James, Jonathan Scott
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3870 , vital:20551
- Description: The onshore Algoa basin has, since the mid-1960s, been an area of interest for oil and gas exploration. Despite the general lack of knowledge and publicly available information on the topic, a large amount of geological and geophysical data has been collected on the region owing to the oil and gas exploration. The intended aim of this thesis is to compile and construct a historical narrative of the oil and gas exploration that took place within the onshore Algoa basin, and to then contextualize that localized narrative within the greater macro-narrative of the global oil and gas industry. This thesis is primarily concerned with the time period beginning in the early 1960s up to mid-2014, however reference is also made to events pre-1960. For the purposes of compartmentalizing the various areas of research covered, the thesis has been divided into three broad areas of interest: the geology of the onshore Algoa basin, the global oil market and its impact on exploration therein, and the attempts to monetize the leases that came to be purchased post-exploration. The narrative on the geology of the onshore Algoa basin is aimed at providing a summarized account of the most important details pertaining to the search for petroleum systems in simplified, yet accurate, language. The aspects of the geology which command the most attention are those which are necessary in functioning petroleum systems such as suitable permeabilities, porosities, reservoir rocks, trapping mechanisms and cap rocks. The global oil and gas market is also used to contextualize the search for oil and gas within the onshore Algoa basin and is explained against the backdrop of the global oil trade and the sanctions imposed on the apartheid state. Furthermore, the analysis of the attempts to monetize leases within the onshore Algoa basin will provide a financial reference point to the shortcomings of the exploration and monetization efforts. The purpose of this thesis is to construct a historical narrative of the onshore Algoa basin which not only gives an accurate portrayal of the exploration efforts that have taken place thus far, but to also provide a enough detail of those exploration efforts to indicate the future of the onshore Algoa basin as an exploration play.
- Full Text:
Exploring functionings and conversion factors in biodiversity teacher professional learning communities
- Tshiningayamwe, Sirkka Alina Nambashun
- Authors: Tshiningayamwe, Sirkka Alina Nambashun
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2080 , http://hdl.handle.net/10962/d1021313
- Description: The study explores the conversion factors, functionings (valued beings and doings), agency and structures in Professional Learning Communities (PLCs) for Life Sciences teachers’ biodiversity knowledge. The teachers’ valued beings and doings as well as conversion factors associated with these beings and doings were discussed within the conceptual framework of the capability approach using three PLCs in South Africa. Two PLCs were in the Eastern Cape Province (Grahamstown and Idutywa district), and one PLC was in the Western Cape (Cape Town) province. The PLCs involved in this study were course initiated and were positioned in the Fundisa for Change national teacher education programme. Fundisa for Change is a partnership programme that aims to enhance transformative environmental learning through teacher education. To illuminate constrained capabilities and how and to what extent the Life Sciences teachers’ empirical actions are related to these, the concepts of the capability approach were underlaboured with critical realism’s causal view of human action. A critical realist theory of causation was useful in explaining how the teachers’ valued beings and doings, conversion factors and capability sets can be partly accounted for via an understanding of underlying mechanisms that are generative of events and empirical experience. The study used a qualitative case study research methodology. Interviews, questionnaires, observations (of PLC activities), document reviews (of teachers’ portfolios of evidence, Fundisa for Change implementation plan, evaluation forms and resources materials, and policy documents) and reflection tools were used to collect data. Using the critical realism modes of inference (induction, abduction and retroduction), the data was analysed in two phases. Phase one analysis was primarily inductive and used thick descriptions (mainly in the form of quotes) to present and discuss the teachers’ valued beings and doings and associated conversion factors in the PLCs. This phase of analysis was abductive. The study reported four main functionings valued by teachers: subject content knowledge, teaching practices, assessment practices, and use of teaching and learning support materials. These valued functionings were discussed in light of the beings and doings in the PLCs and the underlying mechanisms related to teachers’ biodiversity teaching. Conversion factors that were associated with the teachers’ valued beings and doings in the PLCs were discussed in line with capability approach’s environmental, social and personal conversion factors. The study found that most of the conversion factors within the PLCs and the Fundisa for Change professional development programme (good facilitation, collaborative learning space, site where PLC activities happened, individual teachers’ capabilities, teaching and learning support materials and policy documents) were enablers to the teachers’ capabilities for biodiversity teaching, and thus enhanced teachers’ knowledge for biodiversity teaching. The study further found that teachers realised some of their achieved functionings in their actual teaching of biodiversity content in the Life Sciences curriculum, and that factors such as lack of resources, large class sizes, learners’ abilities and lack of interest among some teachers were amongst the factors that constrained teachers’ realisation of their achieved functionings in the PLCs. The study therefore revealed that if professional development programmes take account of underlying mechanisms and respond to teachers’ capabilities i.e. their valued functionings for biodiversity teaching in the Life Sciences curriculum, the professional development programmes can be an important conversion factor that enables the expansion of teachers’ capabilities (especially their biodiversity knowledge, pedagogical and assessment practice but also other capabilities) in ways that have the potential to reshape teachers’ classroom practices related to the teaching of biodiversity.
- Full Text:
- Authors: Tshiningayamwe, Sirkka Alina Nambashun
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2080 , http://hdl.handle.net/10962/d1021313
- Description: The study explores the conversion factors, functionings (valued beings and doings), agency and structures in Professional Learning Communities (PLCs) for Life Sciences teachers’ biodiversity knowledge. The teachers’ valued beings and doings as well as conversion factors associated with these beings and doings were discussed within the conceptual framework of the capability approach using three PLCs in South Africa. Two PLCs were in the Eastern Cape Province (Grahamstown and Idutywa district), and one PLC was in the Western Cape (Cape Town) province. The PLCs involved in this study were course initiated and were positioned in the Fundisa for Change national teacher education programme. Fundisa for Change is a partnership programme that aims to enhance transformative environmental learning through teacher education. To illuminate constrained capabilities and how and to what extent the Life Sciences teachers’ empirical actions are related to these, the concepts of the capability approach were underlaboured with critical realism’s causal view of human action. A critical realist theory of causation was useful in explaining how the teachers’ valued beings and doings, conversion factors and capability sets can be partly accounted for via an understanding of underlying mechanisms that are generative of events and empirical experience. The study used a qualitative case study research methodology. Interviews, questionnaires, observations (of PLC activities), document reviews (of teachers’ portfolios of evidence, Fundisa for Change implementation plan, evaluation forms and resources materials, and policy documents) and reflection tools were used to collect data. Using the critical realism modes of inference (induction, abduction and retroduction), the data was analysed in two phases. Phase one analysis was primarily inductive and used thick descriptions (mainly in the form of quotes) to present and discuss the teachers’ valued beings and doings and associated conversion factors in the PLCs. This phase of analysis was abductive. The study reported four main functionings valued by teachers: subject content knowledge, teaching practices, assessment practices, and use of teaching and learning support materials. These valued functionings were discussed in light of the beings and doings in the PLCs and the underlying mechanisms related to teachers’ biodiversity teaching. Conversion factors that were associated with the teachers’ valued beings and doings in the PLCs were discussed in line with capability approach’s environmental, social and personal conversion factors. The study found that most of the conversion factors within the PLCs and the Fundisa for Change professional development programme (good facilitation, collaborative learning space, site where PLC activities happened, individual teachers’ capabilities, teaching and learning support materials and policy documents) were enablers to the teachers’ capabilities for biodiversity teaching, and thus enhanced teachers’ knowledge for biodiversity teaching. The study further found that teachers realised some of their achieved functionings in their actual teaching of biodiversity content in the Life Sciences curriculum, and that factors such as lack of resources, large class sizes, learners’ abilities and lack of interest among some teachers were amongst the factors that constrained teachers’ realisation of their achieved functionings in the PLCs. The study therefore revealed that if professional development programmes take account of underlying mechanisms and respond to teachers’ capabilities i.e. their valued functionings for biodiversity teaching in the Life Sciences curriculum, the professional development programmes can be an important conversion factor that enables the expansion of teachers’ capabilities (especially their biodiversity knowledge, pedagogical and assessment practice but also other capabilities) in ways that have the potential to reshape teachers’ classroom practices related to the teaching of biodiversity.
- Full Text:
Exploring how grade 12 Physical Sciences learners make sense of the concepts of work and energy
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1363 , vital:20050
- Description: Physical Sciences is one of the subjects in which students perform most poorly in the National Senior Certificate examinations. For example, in the Eastern Cape in 2013, a mere 29.9% of the candidates who sat for the Physical Sciences National Senior Certificate examination managed to achieve a mark of 40% or above (Department of Basic Education, 2014). According to the Chief Markers’ reports (ibid), questions on the topic of Work, Energy and Power are amongst the most poorly answered in the National Senior Certificate examinations. This fact triggered my interest to explore how grade 12 Physical Sciences learners make sense of the concepts of Work and Energy with particular emphasis on the work-energy theorem and its application in problem solving. I carried out the study in a village school in the Queenstown district. The study adopted an interpretive paradigm in which the case study approach was used. Data were generated using a diagnostic test, focus group interviews, video-recorded lessons, analysis of learner journals and a summative test. Analysis of the qualitative data involved identifying themes from the data and using analytical statements that answered the research questions. The study was informed by Vygotsky’s (1978) social constructivism theory, and in particular, the notions of the mediation of learning and the Zone of Proximal Development (ZPD). Learners were given tasks on the work-energy theorem and related concepts and these were designed in such a way that they were situated in the learners’ ZPD, since this is where most powerful learning takes place (Thompson, 2013). The findings of the study revealed that grade 12 Physical Sciences learners do not have sufficient prior knowledge on concepts related to the work-energy theory to successfully make sense of the work-energy theorem. The other finding is that learners construct knowledge of the work-energy theorem and its application collaboratively through group work. In the group discussions learners used isiXhosa and this enhanced their sense making. A number of challenges that make it difficult for learners to solve problems using the work-energy theorem were identified.
- Full Text:
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1363 , vital:20050
- Description: Physical Sciences is one of the subjects in which students perform most poorly in the National Senior Certificate examinations. For example, in the Eastern Cape in 2013, a mere 29.9% of the candidates who sat for the Physical Sciences National Senior Certificate examination managed to achieve a mark of 40% or above (Department of Basic Education, 2014). According to the Chief Markers’ reports (ibid), questions on the topic of Work, Energy and Power are amongst the most poorly answered in the National Senior Certificate examinations. This fact triggered my interest to explore how grade 12 Physical Sciences learners make sense of the concepts of Work and Energy with particular emphasis on the work-energy theorem and its application in problem solving. I carried out the study in a village school in the Queenstown district. The study adopted an interpretive paradigm in which the case study approach was used. Data were generated using a diagnostic test, focus group interviews, video-recorded lessons, analysis of learner journals and a summative test. Analysis of the qualitative data involved identifying themes from the data and using analytical statements that answered the research questions. The study was informed by Vygotsky’s (1978) social constructivism theory, and in particular, the notions of the mediation of learning and the Zone of Proximal Development (ZPD). Learners were given tasks on the work-energy theorem and related concepts and these were designed in such a way that they were situated in the learners’ ZPD, since this is where most powerful learning takes place (Thompson, 2013). The findings of the study revealed that grade 12 Physical Sciences learners do not have sufficient prior knowledge on concepts related to the work-energy theory to successfully make sense of the work-energy theorem. The other finding is that learners construct knowledge of the work-energy theorem and its application collaboratively through group work. In the group discussions learners used isiXhosa and this enhanced their sense making. A number of challenges that make it difficult for learners to solve problems using the work-energy theorem were identified.
- Full Text:
Exploring perceptions on aesthetics and emotional labour experienced by women working in two different clothing retail shops in Port Elizabeth and Grahamstown
- Authors: Dalikeni, Tawonga
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/3750 , vital:20541
- Description: The retail industry is the fastest growing sector in the economy contributing trillions towards the global revenue. In a post-apartheid South African economy that is experiencing increased buying power, the clothing retail sector to be specific is consequently flourishing. However, the economy is faced by structural adjustments; an accompanying concern is how foreign direct investments and pressures of globalization impact the operation of clothing retail shops. The main focus of this thesis based on the qualitative research methodology is emotional and aesthetic labour being experienced by women working in two clothing retail shops in Port Elizabeth and Grahamstown. Empirical data shows that emotional labour is a dominant form of labour in the clothing retail shops under investigation. The women working as sales assistants are trained to exude a certain emotional aura when dealing with customers to build a relationship that will encourage the customer to purchase from the shop. Aesthetic labour on the other hand is an important public relations strategy used as sales assistants dress in a way that represents their company brand. Edgars employees dress elegantly because they focus more on formal dressing whilst Mr Price employees dress more casually because they focus on casual and relaxed fashion. Besides these external attributes, the study showed that certain aspects of the job are fairly similar. With codes of happiness and strings of dissatisfaction towards their job requirements, the women’s social lives suffer the atrocities of their long working hours and limited off-duty days.
- Full Text:
- Authors: Dalikeni, Tawonga
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/3750 , vital:20541
- Description: The retail industry is the fastest growing sector in the economy contributing trillions towards the global revenue. In a post-apartheid South African economy that is experiencing increased buying power, the clothing retail sector to be specific is consequently flourishing. However, the economy is faced by structural adjustments; an accompanying concern is how foreign direct investments and pressures of globalization impact the operation of clothing retail shops. The main focus of this thesis based on the qualitative research methodology is emotional and aesthetic labour being experienced by women working in two clothing retail shops in Port Elizabeth and Grahamstown. Empirical data shows that emotional labour is a dominant form of labour in the clothing retail shops under investigation. The women working as sales assistants are trained to exude a certain emotional aura when dealing with customers to build a relationship that will encourage the customer to purchase from the shop. Aesthetic labour on the other hand is an important public relations strategy used as sales assistants dress in a way that represents their company brand. Edgars employees dress elegantly because they focus more on formal dressing whilst Mr Price employees dress more casually because they focus on casual and relaxed fashion. Besides these external attributes, the study showed that certain aspects of the job are fairly similar. With codes of happiness and strings of dissatisfaction towards their job requirements, the women’s social lives suffer the atrocities of their long working hours and limited off-duty days.
- Full Text:
Exploring teacher leadership: A case study at a senior secondary school in the Ohangwena region, Namibia
- Authors: Hamatwi, Isak
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1275 , vital:20042
- Description: Leadership has been for long thought to centre on the actions of a positional head of the organisation crafting the vision and influencing followers’ behaviour based on his/her charisma and legal authority in a quest to achieve the set goals (Christie, 2010). However, contemporary views “emphasise leadership as relational” (Van der Mescht & Tyala, 2008, p. 226) and focuses more on the practice while taking form “in the interactions between leaders and followers” (Spillane, 2005, p. 146). Looking through the lens of distributed leadership and using the Grant’s (2008; 2012) model of teacher leadership as a data analytical tool, this research study aimed to explore the enactment of teacher leadership at a secondary school in the Ohangwena region, Namibia. The motivation of this research study was twofold; one, it was due to my personal interest in getting a deeper understanding of what constituted teacher leadership as a concept which is gaining momentum in the educational leadership discipline; two, it was due to the evident knowledge gap existing on the concept of teacher leadership as there seemed to be very less research done on the concept. Using observation schedules, survey questionnaires, semi-structured interview schedules and analysing documents as data collecting tools, the study was geared towards answering four research questions which were driving the study, namely; i) In what ways do teachers participate in the leadership activities of the school? ii) What is the nature of the relations of these leadership activities? iii) What factors that may constrain the leadership activities of these teachers? iv) How do the principal and the School Management Team (SMT) encourage teacher leadership at the school? The study was of a qualitative nature located in the interpretive paradigm. A purposive sampling method was used to select research participants The findings of the study indicated that the research participants had a general understanding of what teacher leadership entails. Teachers enacted leadership across the four zones of Grant’s (2008; 2012) model of teacher leadership, though with very limited teacher leadership enactment in zone four. Zones one, two and three proved to be the popular media of teacher leadership enactment wherein teachers led in their classrooms enforcing discipline, serving as guides and caregivers to their learners (zone one). Teachers then extended their leadership outside their classrooms where they served as decision makers, curriculum developers for knowledge enhancement through reflective teaching and sport coaches (zone two). In Zone three, teachers led in committees’ structures, as mentors of learners, policy makers and as models of good practice. Zone four was the least media of teacher leadership. The data pointed to a host of factors that prevented teachers to assume leadership at the case study school, namely; ignorance and fear for accountability, policy and regulatory limitations, time limitations, limited skills and teachers as barriers to teacher leadership in terms of apathy, lack of confidence, negative attitude and anti-social behaviours as well as professional jealous. Nevertheless, the principal and the SMT emerged as catalysts for teacher leadership at the school as they enabled teacher leadership in a number of ways, namely, through delegation, motivation, free choice, open engagement, moral support and interdependence leadership practices. In the final analysis, the findings revealed that, leadership at the case study school was manifested as spontaneous collaborated leadership practices through institutionalised practices embarked upon with intuitive working relationships.
- Full Text:
- Authors: Hamatwi, Isak
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1275 , vital:20042
- Description: Leadership has been for long thought to centre on the actions of a positional head of the organisation crafting the vision and influencing followers’ behaviour based on his/her charisma and legal authority in a quest to achieve the set goals (Christie, 2010). However, contemporary views “emphasise leadership as relational” (Van der Mescht & Tyala, 2008, p. 226) and focuses more on the practice while taking form “in the interactions between leaders and followers” (Spillane, 2005, p. 146). Looking through the lens of distributed leadership and using the Grant’s (2008; 2012) model of teacher leadership as a data analytical tool, this research study aimed to explore the enactment of teacher leadership at a secondary school in the Ohangwena region, Namibia. The motivation of this research study was twofold; one, it was due to my personal interest in getting a deeper understanding of what constituted teacher leadership as a concept which is gaining momentum in the educational leadership discipline; two, it was due to the evident knowledge gap existing on the concept of teacher leadership as there seemed to be very less research done on the concept. Using observation schedules, survey questionnaires, semi-structured interview schedules and analysing documents as data collecting tools, the study was geared towards answering four research questions which were driving the study, namely; i) In what ways do teachers participate in the leadership activities of the school? ii) What is the nature of the relations of these leadership activities? iii) What factors that may constrain the leadership activities of these teachers? iv) How do the principal and the School Management Team (SMT) encourage teacher leadership at the school? The study was of a qualitative nature located in the interpretive paradigm. A purposive sampling method was used to select research participants The findings of the study indicated that the research participants had a general understanding of what teacher leadership entails. Teachers enacted leadership across the four zones of Grant’s (2008; 2012) model of teacher leadership, though with very limited teacher leadership enactment in zone four. Zones one, two and three proved to be the popular media of teacher leadership enactment wherein teachers led in their classrooms enforcing discipline, serving as guides and caregivers to their learners (zone one). Teachers then extended their leadership outside their classrooms where they served as decision makers, curriculum developers for knowledge enhancement through reflective teaching and sport coaches (zone two). In Zone three, teachers led in committees’ structures, as mentors of learners, policy makers and as models of good practice. Zone four was the least media of teacher leadership. The data pointed to a host of factors that prevented teachers to assume leadership at the case study school, namely; ignorance and fear for accountability, policy and regulatory limitations, time limitations, limited skills and teachers as barriers to teacher leadership in terms of apathy, lack of confidence, negative attitude and anti-social behaviours as well as professional jealous. Nevertheless, the principal and the SMT emerged as catalysts for teacher leadership at the school as they enabled teacher leadership in a number of ways, namely, through delegation, motivation, free choice, open engagement, moral support and interdependence leadership practices. In the final analysis, the findings revealed that, leadership at the case study school was manifested as spontaneous collaborated leadership practices through institutionalised practices embarked upon with intuitive working relationships.
- Full Text:
Exploring the course-led development of a learning network as a community of practice around a shared interest of rainwater harvesting and conservation agricultural practices: a case study in the Amathole District in the Eastern Cape, South Africa
- Authors: Weaver, Kim Nichole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1184 , vital:20032
- Description: South Africa has water and food security challenges, especially the Eastern Cape Province where there is a high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. Rainwater harvesting and conservation (RWH&C) practices are explored as a response to these challenges, however information on these practices is not readily available to rural farmers. Agricultural extension has been moving from a top down approach towards a more participatory, collaborative process where what farmers need and want is considered. These participatory approaches need to be explored to enable change in farmer’s practice. This research forms part of a Water Resource Commission (WRC) project, Amanzi for Food. (Project K5/2277). The project has the explicit intention of supporting the use of two sets of WRC materials on RWH&C and expanding the learning of these practices through a courseled process within a learning network structure centred around an agricultural college. The network was established with a participatory, applied training of trainer’s course that supports and expands knowledge of RWH&C practices amongst network members from different groups within the sector; farmers, trainers, researchers and educators. My main research question was to investigate the process of cultivating a learning network amongst different agricultural actors through a course-led initiative to strengthen the engagement with RWH&C practices. To address this research I used focus group discussions, course observations, participant interviews, participant questionnaires and participant assignment progress to generate data. These data were analysed using Wenger’s theory of communities of practice to gauge levels of engagement, participation and learning. Main findings of the study are that the course-led activation of the learning network supported the community of practice members to share their personal experience and achieve social competence in the learning of RWH&C agricultural practices in their context.
- Full Text:
- Authors: Weaver, Kim Nichole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1184 , vital:20032
- Description: South Africa has water and food security challenges, especially the Eastern Cape Province where there is a high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. Rainwater harvesting and conservation (RWH&C) practices are explored as a response to these challenges, however information on these practices is not readily available to rural farmers. Agricultural extension has been moving from a top down approach towards a more participatory, collaborative process where what farmers need and want is considered. These participatory approaches need to be explored to enable change in farmer’s practice. This research forms part of a Water Resource Commission (WRC) project, Amanzi for Food. (Project K5/2277). The project has the explicit intention of supporting the use of two sets of WRC materials on RWH&C and expanding the learning of these practices through a courseled process within a learning network structure centred around an agricultural college. The network was established with a participatory, applied training of trainer’s course that supports and expands knowledge of RWH&C practices amongst network members from different groups within the sector; farmers, trainers, researchers and educators. My main research question was to investigate the process of cultivating a learning network amongst different agricultural actors through a course-led initiative to strengthen the engagement with RWH&C practices. To address this research I used focus group discussions, course observations, participant interviews, participant questionnaires and participant assignment progress to generate data. These data were analysed using Wenger’s theory of communities of practice to gauge levels of engagement, participation and learning. Main findings of the study are that the course-led activation of the learning network supported the community of practice members to share their personal experience and achieve social competence in the learning of RWH&C agricultural practices in their context.
- Full Text:
Exploring the influence of learners’ participation in an after-school science enrichment programme on their disposition towards science: a case study of Khanya Maths and Science Club
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
Exploring the relationship between leadership styles and quality of work life: a case study of a Chinese- South African joint venture
- Authors: Handley, Rayne Cyla
- Date: 2016
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/4058 , vital:20597
- Description: This thesis employs a phenomenological qualitative research methodology to explore its research aims and objectives. It focuses on describing the various leadership styles and quality of work life (QWL) levels with reference to the Chinese-South African intercultural context. By doing so, it answers a primary exploratory research question; how does a particular leadership style influence QWL. By answering this question, this study will contribute to the understanding of the dynamics of Chinese organisations in South Africa. Furthermore, it will assist in creating greater intercultural synergy within the respective organisation. In order to explore the research question related to leadership and QWL, the thesis will begin by defining and describing the two concepts indigenously. In light of the research gap pertaining to African intercultural managerial contexts, as well as the rising Chinese and South Africa intercultural business environments, this case study demonstrates how leadership style is an important determining factor in QWL levels, both of the leaders as well as leader-raters within an intercultural context. China is South Africa’s largest trading partner and the signing of new agreements in 2015 will lead to enhanced China-Africa engagement at the macro and organisational level. China’s increasing engagement in both Africa and South Africa has been widely covered, but non-pejorative empirical research is needed to shed light on the organisational manifestations of China’s engagement. The study was conducted within the mining sector which is a key component of Chinese investment in, and trade with, South Africa. Through an in-depth content analysis which draws on coding and thematic concerns, quantification and description, this study finds that leaders directly influence QWL through relationships with their followers. Moreover, leaders indirectly have a bearing on QWL through the influence they have on organisational and work environment factors. Another finding is that leaders are inclined to describing higher levels of QWL and more transformational leadership styles. In addition, it is shown that executives (irrespective of leader or leader-rater status) were more likely to describe a high level of QWL and transformational leadership behaviours when compared to skilled level participants while the semi-skilled participants where least likely of all. Finally, it was found that the nature of the relationship between a leader and a follower is influenced by whether the said leader is a direct supervisor or if there is a large organisational level ‘gap’ between a leader and a leader- rater. It can also be said that leaders at higher organisational levels are expected to exhibit different leadership behaviours and meet different needs. Overall this study suggests that leaders need to be aware of the way in which the intercultural context can influence perceptions of subjective phenomena such as leadership effectiveness and QWL. The study concludes that leaders directly and indirectly play a key role in determining need satisfaction and QWL levels. To that extent, they ought to strategically adopt leadership practices that enhance need satisfaction and wellbeing in the workplace. Wellbeing and employee satisfaction are increasingly gaining importance within theory and literature related to QWL and has, importantly, also been shown to influence workplace attitudes and behaviours.
- Full Text:
- Authors: Handley, Rayne Cyla
- Date: 2016
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/4058 , vital:20597
- Description: This thesis employs a phenomenological qualitative research methodology to explore its research aims and objectives. It focuses on describing the various leadership styles and quality of work life (QWL) levels with reference to the Chinese-South African intercultural context. By doing so, it answers a primary exploratory research question; how does a particular leadership style influence QWL. By answering this question, this study will contribute to the understanding of the dynamics of Chinese organisations in South Africa. Furthermore, it will assist in creating greater intercultural synergy within the respective organisation. In order to explore the research question related to leadership and QWL, the thesis will begin by defining and describing the two concepts indigenously. In light of the research gap pertaining to African intercultural managerial contexts, as well as the rising Chinese and South Africa intercultural business environments, this case study demonstrates how leadership style is an important determining factor in QWL levels, both of the leaders as well as leader-raters within an intercultural context. China is South Africa’s largest trading partner and the signing of new agreements in 2015 will lead to enhanced China-Africa engagement at the macro and organisational level. China’s increasing engagement in both Africa and South Africa has been widely covered, but non-pejorative empirical research is needed to shed light on the organisational manifestations of China’s engagement. The study was conducted within the mining sector which is a key component of Chinese investment in, and trade with, South Africa. Through an in-depth content analysis which draws on coding and thematic concerns, quantification and description, this study finds that leaders directly influence QWL through relationships with their followers. Moreover, leaders indirectly have a bearing on QWL through the influence they have on organisational and work environment factors. Another finding is that leaders are inclined to describing higher levels of QWL and more transformational leadership styles. In addition, it is shown that executives (irrespective of leader or leader-rater status) were more likely to describe a high level of QWL and transformational leadership behaviours when compared to skilled level participants while the semi-skilled participants where least likely of all. Finally, it was found that the nature of the relationship between a leader and a follower is influenced by whether the said leader is a direct supervisor or if there is a large organisational level ‘gap’ between a leader and a leader- rater. It can also be said that leaders at higher organisational levels are expected to exhibit different leadership behaviours and meet different needs. Overall this study suggests that leaders need to be aware of the way in which the intercultural context can influence perceptions of subjective phenomena such as leadership effectiveness and QWL. The study concludes that leaders directly and indirectly play a key role in determining need satisfaction and QWL levels. To that extent, they ought to strategically adopt leadership practices that enhance need satisfaction and wellbeing in the workplace. Wellbeing and employee satisfaction are increasingly gaining importance within theory and literature related to QWL and has, importantly, also been shown to influence workplace attitudes and behaviours.
- Full Text:
Exploring the role of corrective feedback in helping Grade 8 learners to improve the accuracy of their written English: an action research case study
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
Eye of a needle
- Authors: Fick, Cornelia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6003 , http://hdl.handle.net/10962/d1021210
- Description: Most of my stories are about interpersonal relationships between the sexes, as well as intrapersonal processes, such as growing old. I have a deep connection to such themes because of my background as a general nurse and midwife; meeting too many abused women in hospitals, and the broader community. Because patterns of abuse tend to become invisible, I use experimental forms of storytelling as well as sharp, ironic and dark humour as a way to make this side of life more visible. My reading has shown me how experimental forms can render seemingly timeless or ageless topics in a fresh, vital way.
- Full Text:
- Authors: Fick, Cornelia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6003 , http://hdl.handle.net/10962/d1021210
- Description: Most of my stories are about interpersonal relationships between the sexes, as well as intrapersonal processes, such as growing old. I have a deep connection to such themes because of my background as a general nurse and midwife; meeting too many abused women in hospitals, and the broader community. Because patterns of abuse tend to become invisible, I use experimental forms of storytelling as well as sharp, ironic and dark humour as a way to make this side of life more visible. My reading has shown me how experimental forms can render seemingly timeless or ageless topics in a fresh, vital way.
- Full Text:
Facebook, youth and political action: a comparative study of Zimbabwe and South Africa
- Authors: Mare, Admire
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3553 , http://hdl.handle.net/10962/d1021259
- Description: This comparative multi-sited study examines how, why and when politically engaged youths in distinctive national and social movement contexts use Facebook to facilitate political activism. As part of the research objectives, this study is concerned with investigating how and why youth activists in Zimbabwe and South Africa use the popular corporate social network site for political purposes. The study explores the discursive interactions and micro-politics of participation which plays out on selected Facebook groups and pages. It also examines the extent to which the selected Facebook pages and groups can be considered as alternative spaces for political activism. It also documents and analyses the various kinds of political discourses (described here as digital hidden transcripts) which are circulated by Zimbabwean and South African youth activists on Facebook fan pages and groups. Methodologically, this study adopts a predominantly qualitative research design although it also draws on quantitative data in terms of levels of interaction on Facebook groups and pages. Consequently, this study engages in data triangulation which allows me to make sense of how and why politically engaged youths from a range of six social movements in Zimbabwe and South Africa use Facebook for political action. In terms of data collection techniques, the study deploys social media ethnography (online participant observation), qualitative content analysis and in-depth interviews. Theoretically, this study jettisons the Habermasian theory of public sphere in favour of Fraser’s (1990) concept of the subaltern counter-publics, Scott’s (1985) metaphor of hidden transcripts and some insightful views on popular culture gleaned from African studies. Melding these ideas into a synthesised theoretical frame, this study argues that Facebook fan pages and groups can be conceptualised as parallel discursive arenas where marginalised groups (including politically active youths) have a political life outside the dominant mediated public sphere often in ways that are generally viewed as “irrational” and “non-political” in mainstream Western literature. This study also proposes ways of enriching Fraser’s concept of subaltern counter-publics by incorporating elements from Scott’s metaphor of hidden transcripts in order to analyse the various kinds of political discourses which are circulated on social media. The findings demonstrate that youth activists in Zimbabwe and South Africa are using Facebook to engage in traditional and alternative forms of political participation. Findings show that Facebook in both political contexts is deployed for transmitting and accessing civic and political information, as a conduit for online donations and fundraising, for contacting political decision makers, as a venue of political activism, as an advertising platform for social and political events and as a platform for everyday political talk. It demonstrates that the broader political context shapes and constraints the localised appropriations of Facebook for political purposes in ways that deconstructs some of the postulations of the cyber-optimist and pessimist approaches. The study also found that youth activists in Zimbabwe and South Africa used Facebook in their own unique ways as shaped and dictated by the broader political and mediated opportunity structures. It argues that youth’s engagement with social media platforms for political purposes should be understood in their own terms without necessarily imposing inflexible boundaries on what counts as political participation. Although Facebook like other social media platforms foster avenues for cognitive engagement, discursive participation and political mobilisation, these political practices are not immune to the influences of offline processes. Youth activists in all the six case organisations used Facebook as a complementary and supplementary space for political processes rather than as a standalone platform. The study also argues that compared to South Africa, the political uses of Facebook in Zimbabwe are largely influenced by practices of state surveillance. It also found that whilst youth activists in South Africa are deploying Facebook to supplement traditional methods of political activism, their counterparts in Zimbabwe are using the same technology to circumvent the restricted political and media environment. The findings also indicate that youth activists in both countries are using Facebook as a change agent tool within the broader media ecology which is characterised by the increasing interpenetration of older and newer media platforms. In terms of micro-politics of participation and discursive interactions, this study found that Facebook pages and groups should viewed as a “sites of power” where corporate forces and platform specific code coalesce together fostering “algorithmic” gatekeeping practices and the favouring of paid for content over non-paid for user-generated-content which ultimately affects activists’ visibility and reach within the online media ecology. These gatekeeping practices therefore further complicate claims by cyber-optimists that social media platforms are the sine qua non spaces for symmetrical and democratic participation. This study argues that “subtle forms of control” characterise the much glorified participatory cultures on Facebook in ways that defy optimistic accounts of the role of new media in political change.
- Full Text:
- Authors: Mare, Admire
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3553 , http://hdl.handle.net/10962/d1021259
- Description: This comparative multi-sited study examines how, why and when politically engaged youths in distinctive national and social movement contexts use Facebook to facilitate political activism. As part of the research objectives, this study is concerned with investigating how and why youth activists in Zimbabwe and South Africa use the popular corporate social network site for political purposes. The study explores the discursive interactions and micro-politics of participation which plays out on selected Facebook groups and pages. It also examines the extent to which the selected Facebook pages and groups can be considered as alternative spaces for political activism. It also documents and analyses the various kinds of political discourses (described here as digital hidden transcripts) which are circulated by Zimbabwean and South African youth activists on Facebook fan pages and groups. Methodologically, this study adopts a predominantly qualitative research design although it also draws on quantitative data in terms of levels of interaction on Facebook groups and pages. Consequently, this study engages in data triangulation which allows me to make sense of how and why politically engaged youths from a range of six social movements in Zimbabwe and South Africa use Facebook for political action. In terms of data collection techniques, the study deploys social media ethnography (online participant observation), qualitative content analysis and in-depth interviews. Theoretically, this study jettisons the Habermasian theory of public sphere in favour of Fraser’s (1990) concept of the subaltern counter-publics, Scott’s (1985) metaphor of hidden transcripts and some insightful views on popular culture gleaned from African studies. Melding these ideas into a synthesised theoretical frame, this study argues that Facebook fan pages and groups can be conceptualised as parallel discursive arenas where marginalised groups (including politically active youths) have a political life outside the dominant mediated public sphere often in ways that are generally viewed as “irrational” and “non-political” in mainstream Western literature. This study also proposes ways of enriching Fraser’s concept of subaltern counter-publics by incorporating elements from Scott’s metaphor of hidden transcripts in order to analyse the various kinds of political discourses which are circulated on social media. The findings demonstrate that youth activists in Zimbabwe and South Africa are using Facebook to engage in traditional and alternative forms of political participation. Findings show that Facebook in both political contexts is deployed for transmitting and accessing civic and political information, as a conduit for online donations and fundraising, for contacting political decision makers, as a venue of political activism, as an advertising platform for social and political events and as a platform for everyday political talk. It demonstrates that the broader political context shapes and constraints the localised appropriations of Facebook for political purposes in ways that deconstructs some of the postulations of the cyber-optimist and pessimist approaches. The study also found that youth activists in Zimbabwe and South Africa used Facebook in their own unique ways as shaped and dictated by the broader political and mediated opportunity structures. It argues that youth’s engagement with social media platforms for political purposes should be understood in their own terms without necessarily imposing inflexible boundaries on what counts as political participation. Although Facebook like other social media platforms foster avenues for cognitive engagement, discursive participation and political mobilisation, these political practices are not immune to the influences of offline processes. Youth activists in all the six case organisations used Facebook as a complementary and supplementary space for political processes rather than as a standalone platform. The study also argues that compared to South Africa, the political uses of Facebook in Zimbabwe are largely influenced by practices of state surveillance. It also found that whilst youth activists in South Africa are deploying Facebook to supplement traditional methods of political activism, their counterparts in Zimbabwe are using the same technology to circumvent the restricted political and media environment. The findings also indicate that youth activists in both countries are using Facebook as a change agent tool within the broader media ecology which is characterised by the increasing interpenetration of older and newer media platforms. In terms of micro-politics of participation and discursive interactions, this study found that Facebook pages and groups should viewed as a “sites of power” where corporate forces and platform specific code coalesce together fostering “algorithmic” gatekeeping practices and the favouring of paid for content over non-paid for user-generated-content which ultimately affects activists’ visibility and reach within the online media ecology. These gatekeeping practices therefore further complicate claims by cyber-optimists that social media platforms are the sine qua non spaces for symmetrical and democratic participation. This study argues that “subtle forms of control” characterise the much glorified participatory cultures on Facebook in ways that defy optimistic accounts of the role of new media in political change.
- Full Text:
Fat in a time of slim: the reinscription of race in the framing of fat desirability in post-apartheid South Africa
- Authors: Vincent, Louise
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141591 , vital:37988 , DOI: 10.1177/1363460716640730
- Description: This article critically examines the way in which the reported sexual desire of black African men for fat women is contained and managed in South African media representations of fat. While sexual desire for fat women represents a potential challenge to the dominant framing of fat as diseased/dysfunctional/disgusting, the article shows how the reduction of this desire to one of two (racialized) ‘explanations’ – either evidence of racial primitivism or a (black male) strategy to avoid infection with HIV – emasculates the potentially powerful oppositional framing of fat as sexy. It is a mark of the dominant frame’s influence that it is capable of co-opting oppositional frames and recasting them in its own image. From the point of view of critiques of the fat-as-disease orthodoxy, the claim to the existence of an alternative norm of fat as sexually desirable in ‘black culture’ emerges as a problematic oppositional frame – saturated with raced assumptions in the way in which it is reported. The counter framing of the (black) fat body as sexually desirable is given column space to be derided and dismissed as an instance of deviant black sexuality, as a mistaken belief in need of ‘correction’, or it is subsumed under a medicalized frame as a strategy for the avoidance of disease rather than an expression of genuine sexual desire.
- Full Text:
- Authors: Vincent, Louise
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141591 , vital:37988 , DOI: 10.1177/1363460716640730
- Description: This article critically examines the way in which the reported sexual desire of black African men for fat women is contained and managed in South African media representations of fat. While sexual desire for fat women represents a potential challenge to the dominant framing of fat as diseased/dysfunctional/disgusting, the article shows how the reduction of this desire to one of two (racialized) ‘explanations’ – either evidence of racial primitivism or a (black male) strategy to avoid infection with HIV – emasculates the potentially powerful oppositional framing of fat as sexy. It is a mark of the dominant frame’s influence that it is capable of co-opting oppositional frames and recasting them in its own image. From the point of view of critiques of the fat-as-disease orthodoxy, the claim to the existence of an alternative norm of fat as sexually desirable in ‘black culture’ emerges as a problematic oppositional frame – saturated with raced assumptions in the way in which it is reported. The counter framing of the (black) fat body as sexually desirable is given column space to be derided and dismissed as an instance of deviant black sexuality, as a mistaken belief in need of ‘correction’, or it is subsumed under a medicalized frame as a strategy for the avoidance of disease rather than an expression of genuine sexual desire.
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Festival fringe production and the long tail
- Authors: Snowball, Jeanette D
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68855 , vital:29332 , http://www.econrsa.org/node/1170
- Description: Publisher version , In the past 15 years, there has been a worldwide proliferation of arts festivals, including so-called "fringe" festivals, which encouraged more experimental and avant-garde productions. While fringe festival productions had the potential to generate significant income for producers, their aims were primarily related to artistic innovation and it is well known that putting on a fringe show is highly unlikely to provide financial gain for most producers. This is what is referred to in statistics and marketing as a "long tail" distribution, in which a minority of producers in a particular market earn the vast majority of industry income. However, for individual producers of live theatre, such a distribution represents high risks and potentially large financial losses. This article uses producer data from two different fringe festivals in South Africa to explore determinants of ticket sales and box-office income. Included in the analysis is a consideration of the impact of genre and pricing strategies on the probability (Logit model) of shows being in the top 10%, 30% and 50% of best-selling and earning productions. Results support the long tail hypothesis.
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- Authors: Snowball, Jeanette D
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68855 , vital:29332 , http://www.econrsa.org/node/1170
- Description: Publisher version , In the past 15 years, there has been a worldwide proliferation of arts festivals, including so-called "fringe" festivals, which encouraged more experimental and avant-garde productions. While fringe festival productions had the potential to generate significant income for producers, their aims were primarily related to artistic innovation and it is well known that putting on a fringe show is highly unlikely to provide financial gain for most producers. This is what is referred to in statistics and marketing as a "long tail" distribution, in which a minority of producers in a particular market earn the vast majority of industry income. However, for individual producers of live theatre, such a distribution represents high risks and potentially large financial losses. This article uses producer data from two different fringe festivals in South Africa to explore determinants of ticket sales and box-office income. Included in the analysis is a consideration of the impact of genre and pricing strategies on the probability (Logit model) of shows being in the top 10%, 30% and 50% of best-selling and earning productions. Results support the long tail hypothesis.
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Field evaluation of the use of select entomopathogenic fungal isolates as microbial control agents of the soil-dwelling life stages of a key South African citrus pest, Thaumatotibia leucotreta (Meyrick) (Lepidoptera: Tortricidae)
- Authors: Coombes, Candice Anne
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/507 , vital:19965
- Description: The control of false codling moth (FCM), Thaumatotibia leucotreta (Meyrick, 1912) (Lepidoptera: Tortricidae), in citrus orchards is strongly reliant on the use of integrated pest management as key export markets impose stringent chemical restrictions on exported fruit and have a strict no entry policy towards this phytosanitary pest. Most current, registered control methods target the above-ground life stages of FCM, not the soil-dwelling life stages. As such, entomopathogenic fungi which are ubiquitous, percutaneously infective soil-borne microbes that have been used successfully as control agents worldwide, present ideal candidates as additional control agents. Following an initial identification of 62 fungal entomopathogens isolated from soil collected from citrus orchards in the Eastern Cape Province, South Africa, further laboratory research has highlighted three isolates as having the greatest control potential against FCM subterranean life stages: Metarhizium anisopliae G 11 3 L6 (Ma1), M. anisopliae FCM Ar 23 B3 (Ma2) and Beauveria bassiana G Ar 17 B3 (Bb1). These isolates are capable of causing above 80% laboratory-induced mycosis of FCM fifth instars. Whether this level of efficacy was obtainable under sub-optimal and fluctuating field conditions was unknown. Thus, this thesis aimed to address the following issues with regards to the three most laboratory-virulent fungal isolates: field efficacy, field persistence, optimal application rate, application timing, environmental dependency, compatibility with fungicides and the use of different wetting agents to promote field efficacy. Following fungal application to one hectare treatment blocks in the field, FCM infestation within fruit was reduced by 28.3% to 81.7%. Isolate Bb1 performed best under moderate to high soil moisture whilst Ma2 was more effective under low soil moisture conditions. All isolates, with the exception of Ma2 at one site, were recorded in the soil five months post-application. None of the wetting agents tested were found to be highly toxic to fungal germination and similar physical suspension characteristics were observed. Fungicide toxicity varied amongst isolates and test conditions. However, only Dithane (a.i. mancozeb) was considered incompatible with isolate Ma2. The implication of these results and the way forward is discussed. This study is the first report of the field efficacy of three laboratory-virulent fungal isolates applied to the soil of conventional citrus orchards against FCM soil-dwelling life stages. As such, it provides a foundation on which future research can build to ensure the development and commercialisation of a cost-effective and consistently reliable product.
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- Authors: Coombes, Candice Anne
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/507 , vital:19965
- Description: The control of false codling moth (FCM), Thaumatotibia leucotreta (Meyrick, 1912) (Lepidoptera: Tortricidae), in citrus orchards is strongly reliant on the use of integrated pest management as key export markets impose stringent chemical restrictions on exported fruit and have a strict no entry policy towards this phytosanitary pest. Most current, registered control methods target the above-ground life stages of FCM, not the soil-dwelling life stages. As such, entomopathogenic fungi which are ubiquitous, percutaneously infective soil-borne microbes that have been used successfully as control agents worldwide, present ideal candidates as additional control agents. Following an initial identification of 62 fungal entomopathogens isolated from soil collected from citrus orchards in the Eastern Cape Province, South Africa, further laboratory research has highlighted three isolates as having the greatest control potential against FCM subterranean life stages: Metarhizium anisopliae G 11 3 L6 (Ma1), M. anisopliae FCM Ar 23 B3 (Ma2) and Beauveria bassiana G Ar 17 B3 (Bb1). These isolates are capable of causing above 80% laboratory-induced mycosis of FCM fifth instars. Whether this level of efficacy was obtainable under sub-optimal and fluctuating field conditions was unknown. Thus, this thesis aimed to address the following issues with regards to the three most laboratory-virulent fungal isolates: field efficacy, field persistence, optimal application rate, application timing, environmental dependency, compatibility with fungicides and the use of different wetting agents to promote field efficacy. Following fungal application to one hectare treatment blocks in the field, FCM infestation within fruit was reduced by 28.3% to 81.7%. Isolate Bb1 performed best under moderate to high soil moisture whilst Ma2 was more effective under low soil moisture conditions. All isolates, with the exception of Ma2 at one site, were recorded in the soil five months post-application. None of the wetting agents tested were found to be highly toxic to fungal germination and similar physical suspension characteristics were observed. Fungicide toxicity varied amongst isolates and test conditions. However, only Dithane (a.i. mancozeb) was considered incompatible with isolate Ma2. The implication of these results and the way forward is discussed. This study is the first report of the field efficacy of three laboratory-virulent fungal isolates applied to the soil of conventional citrus orchards against FCM soil-dwelling life stages. As such, it provides a foundation on which future research can build to ensure the development and commercialisation of a cost-effective and consistently reliable product.
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Financial characteristics of the nonprofit organisation: theory and evidence for the assessment of the financial condition of South African public universities
- Authors: Bunting, Mark Bevan
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:923 , http://hdl.handle.net/10962/d1021298 , http://orcid.org/0000-0002-3392-554X
- Description: In this thesis, an analytical framework is developed for the assessment of the financial condition of South African public universities. Foundational constructs of nonprofit economics are applied in the consideration of financial theories of nonprofit organisations in general, and public universities in particular. From this review, a number of hypotheses are developed. Each of these specifies a positive or negative association between a university's financial condition and a particular dimension of its assets, liabilities, equity, revenues, expenses and surplus. From the nonprofit financial analysis literature, ratios and indicators relevant to these hypotheses are selected. Audited data from the annual financial statements of the universities for the seven year period 2007 to 2013 are substantially transformed in mitigation of failures in accounting, auditing and accountability. The adjusted accounting numbers are used to calculate the financial indicators applicable to each university. Exploratory factor analysis is implemented to categorise and organise this large indicator set on the basis of identified associations with a smaller number of factors. It is found that the financial condition of South African public universities is defined by two broad financial characteristics, capital and revenue. Assessment of the capital dimension is informed by a focus on institutional equity, with particular emphasis on expendable equity and its proportionate relationships with surplus, total capital, and total expenses. The revenue dimension is appropriately evaluated in the context of a comparative and interactive consideration of the three main components of South African public university revenue, as well as the proportionate relationship between non-staff operating expenses and total expenses. The framework displays considerable levels of stability and consistency over the seven year review period, and its constructs are, in addition, robust to the application of multiple alternative confirmatory tests involving financial data that are independent of the factor solutions. The financial condition assessment framework developed in this thesis offers a contribution to a broader discourse in nonprofit finance and accounting, with a focus on public university finances.
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- Authors: Bunting, Mark Bevan
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:923 , http://hdl.handle.net/10962/d1021298 , http://orcid.org/0000-0002-3392-554X
- Description: In this thesis, an analytical framework is developed for the assessment of the financial condition of South African public universities. Foundational constructs of nonprofit economics are applied in the consideration of financial theories of nonprofit organisations in general, and public universities in particular. From this review, a number of hypotheses are developed. Each of these specifies a positive or negative association between a university's financial condition and a particular dimension of its assets, liabilities, equity, revenues, expenses and surplus. From the nonprofit financial analysis literature, ratios and indicators relevant to these hypotheses are selected. Audited data from the annual financial statements of the universities for the seven year period 2007 to 2013 are substantially transformed in mitigation of failures in accounting, auditing and accountability. The adjusted accounting numbers are used to calculate the financial indicators applicable to each university. Exploratory factor analysis is implemented to categorise and organise this large indicator set on the basis of identified associations with a smaller number of factors. It is found that the financial condition of South African public universities is defined by two broad financial characteristics, capital and revenue. Assessment of the capital dimension is informed by a focus on institutional equity, with particular emphasis on expendable equity and its proportionate relationships with surplus, total capital, and total expenses. The revenue dimension is appropriately evaluated in the context of a comparative and interactive consideration of the three main components of South African public university revenue, as well as the proportionate relationship between non-staff operating expenses and total expenses. The framework displays considerable levels of stability and consistency over the seven year review period, and its constructs are, in addition, robust to the application of multiple alternative confirmatory tests involving financial data that are independent of the factor solutions. The financial condition assessment framework developed in this thesis offers a contribution to a broader discourse in nonprofit finance and accounting, with a focus on public university finances.
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Fluorescence behavior of nanoconjugates of graphene quantum dots and zinc phthalocyanines
- Achadu, Ojodomo John, Uddin, Imran, Nyokong, Tebello
- Authors: Achadu, Ojodomo John , Uddin, Imran , Nyokong, Tebello
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/188777 , vital:44784 , xlink:href="https://doi.org/10.1016/j.jphotochem.2015.11.006"
- Description: Graphene quantum dots (GQDs) and zinc phthalocyanines interactions in different modes (covalent and non-covalent) are reported in this study. GQDs were covalently attached to the following complexes: zinc tetraamino phthalocyanine (ZnTAPc) via amide coupling, zinc tetracarboxyphenoxy Pc (ZnTCPPc) (π–π interaction) and cationic zinc tetrapyridiloxy Pc (ZnTmPyPc) (ionic interaction). GQDs fluorescence was quenched in the presence of the ZnPc derivatives. The nanoensembles of GQDs–ZnPcs showed stimulated emissions of the ZnPcs. The suggested quenching mechanism is through Förster resonance energy transfer (FRET). These novel nanoensembles hold promise for various optical and luminescence based applications.
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- Authors: Achadu, Ojodomo John , Uddin, Imran , Nyokong, Tebello
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/188777 , vital:44784 , xlink:href="https://doi.org/10.1016/j.jphotochem.2015.11.006"
- Description: Graphene quantum dots (GQDs) and zinc phthalocyanines interactions in different modes (covalent and non-covalent) are reported in this study. GQDs were covalently attached to the following complexes: zinc tetraamino phthalocyanine (ZnTAPc) via amide coupling, zinc tetracarboxyphenoxy Pc (ZnTCPPc) (π–π interaction) and cationic zinc tetrapyridiloxy Pc (ZnTmPyPc) (ionic interaction). GQDs fluorescence was quenched in the presence of the ZnPc derivatives. The nanoensembles of GQDs–ZnPcs showed stimulated emissions of the ZnPcs. The suggested quenching mechanism is through Förster resonance energy transfer (FRET). These novel nanoensembles hold promise for various optical and luminescence based applications.
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Fluorescence properties of alloyed ZnSeS quantum dots overcoated with ZnTe and ZnTe/ZnS shells
- Adegoke, Oluwasesan, Mashazi, Philani N, Nyokong, Tebello, Forbes, Patricia B C
- Authors: Adegoke, Oluwasesan , Mashazi, Philani N , Nyokong, Tebello , Forbes, Patricia B C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/240754 , vital:50868 , xlink:href="https://doi.org/10.1016/j.optmat.2016.02.024"
- Description: Fluorescent alloyed ternary ZnSeS quantum dots (QDs) have been synthesized via the pyrolysis of organometallic precursors. The effects of passivation of ZnTe and ZnTe/ZnS shells on the optical properties of the ternary alloyed ZnSeS core have been studied. A ligand exchange reaction using L-cysteine as a capping ligand was used to obtain water-soluble nanocrystals. The nanocrystals were each characterized by UV/vis absorption and fluorescence spectroscopy, transmission electron microscopy, X-ray diffractometry (XRD) and X-ray photoelectron spectroscopy (XPS). The photoluminescence (PL) quantum yield (QY) of alloyed ZnSeS QDs was 14% and this value increased to 27% when ZnTe was overcoated around the surface but further coating with a ZnS shell decreased the PL QY slightly to 24%. This implies that ZnTe shell suppressed non-radiative recombination exciton states in the alloyed core while further layering with a ZnS shell offered no further improvement in suppressing the defect states. XPS analysis confirmed the presence of the first shell layering but showed a weakened intensity signal of S (2p) and Se (3d) for the ZnSeS/ZnTe/ZnS QDs. Our work demonstrates for the first time that shell passivation of alloyed Zn-based QDs can offer improved optical properties. We hope the optical information presented in this work will be useful in the selection of alloyed Zn-based QDs appropriate for the intended application.
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- Authors: Adegoke, Oluwasesan , Mashazi, Philani N , Nyokong, Tebello , Forbes, Patricia B C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/240754 , vital:50868 , xlink:href="https://doi.org/10.1016/j.optmat.2016.02.024"
- Description: Fluorescent alloyed ternary ZnSeS quantum dots (QDs) have been synthesized via the pyrolysis of organometallic precursors. The effects of passivation of ZnTe and ZnTe/ZnS shells on the optical properties of the ternary alloyed ZnSeS core have been studied. A ligand exchange reaction using L-cysteine as a capping ligand was used to obtain water-soluble nanocrystals. The nanocrystals were each characterized by UV/vis absorption and fluorescence spectroscopy, transmission electron microscopy, X-ray diffractometry (XRD) and X-ray photoelectron spectroscopy (XPS). The photoluminescence (PL) quantum yield (QY) of alloyed ZnSeS QDs was 14% and this value increased to 27% when ZnTe was overcoated around the surface but further coating with a ZnS shell decreased the PL QY slightly to 24%. This implies that ZnTe shell suppressed non-radiative recombination exciton states in the alloyed core while further layering with a ZnS shell offered no further improvement in suppressing the defect states. XPS analysis confirmed the presence of the first shell layering but showed a weakened intensity signal of S (2p) and Se (3d) for the ZnSeS/ZnTe/ZnS QDs. Our work demonstrates for the first time that shell passivation of alloyed Zn-based QDs can offer improved optical properties. We hope the optical information presented in this work will be useful in the selection of alloyed Zn-based QDs appropriate for the intended application.
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Four husbands for Ma Lindi: an exploration of the interaction between theatrical performance, gender, and sexuality in a South African urban context
- Authors: Vaughan, Clara
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4610 , vital:20700
- Description: The thesis investigates the possibilities and limitations of theatre-making in providing a space for young people to collectively create, share, and interrogate understandings about sex, sexuality and gender. I use as a case study a theatremaking process I facilitated with a group of first year drama students at the Market Theatre Laboratory, in which we created a play called Four Husbands for Ma Lindi. The research analyses how this process interacted with the identities-in-becoming of the individual creators, and their engagement with the world, through a methodology that views them as experts on their own lives. There are three main arguments that I put forward in this thesis: the first is based on the experiences of healing, increased confidence and self-knowledge described by the participants as a result of sharing their personal stories in making the play. I argue that exploring autobiographical narratives through the aesthetic of theatre creates a group story that re-situates the narratives, the tellers and the witnesses in ways that can be productive for sexual and personal wellbeing, while also providing a counter-narrative that problematises the idea that sharing personal stories is always and necessarily a positive act. My second argument is that theatre-making, because it is an embodied performance pedagogy, is a constructive site in which to interrogate, deconstruct and subvert embedded gender norms and values, which are learnt and reiterated in the body. My third argument considers the relationship between theatre and change that is suggested by the findings of the research. In an analysis of the responses of the participants, I contend that theatre's potential for creating change in the socio-cultural domain lies in its ability to carve out spaces for improvisation, rather than to serve as a rehearsal for the real world. This is the position from which I then consider my ethics of practice and the role and responsibility of the facilitator in processes that view theatre-making as a critical performance pedagogy.
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- Authors: Vaughan, Clara
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4610 , vital:20700
- Description: The thesis investigates the possibilities and limitations of theatre-making in providing a space for young people to collectively create, share, and interrogate understandings about sex, sexuality and gender. I use as a case study a theatremaking process I facilitated with a group of first year drama students at the Market Theatre Laboratory, in which we created a play called Four Husbands for Ma Lindi. The research analyses how this process interacted with the identities-in-becoming of the individual creators, and their engagement with the world, through a methodology that views them as experts on their own lives. There are three main arguments that I put forward in this thesis: the first is based on the experiences of healing, increased confidence and self-knowledge described by the participants as a result of sharing their personal stories in making the play. I argue that exploring autobiographical narratives through the aesthetic of theatre creates a group story that re-situates the narratives, the tellers and the witnesses in ways that can be productive for sexual and personal wellbeing, while also providing a counter-narrative that problematises the idea that sharing personal stories is always and necessarily a positive act. My second argument is that theatre-making, because it is an embodied performance pedagogy, is a constructive site in which to interrogate, deconstruct and subvert embedded gender norms and values, which are learnt and reiterated in the body. My third argument considers the relationship between theatre and change that is suggested by the findings of the research. In an analysis of the responses of the participants, I contend that theatre's potential for creating change in the socio-cultural domain lies in its ability to carve out spaces for improvisation, rather than to serve as a rehearsal for the real world. This is the position from which I then consider my ethics of practice and the role and responsibility of the facilitator in processes that view theatre-making as a critical performance pedagogy.
- Full Text: