Food gardens, environmental lesson planning and active learning in the life orientation learning area - foundation phase: a case study at Lungelolethu Lower and Higher Primary School
- Ncula, Ntombizandile Shirley
- Authors: Ncula, Ntombizandile Shirley
- Date: 2007
- Subjects: School gardens -- South Africa -- Eastern Cape Gardening -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Environmental education -- Study and teaching (Elementary) -- South Africa --Eastern Cape Environmental education -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1546 , http://hdl.handle.net/10962/d1003428
- Description: This study was conducted at Lungelolethu Lower/Higher Primary School in Keiskammahoek at a time when I was struggling to understand and implement the new South African curriculum policy, particularly in the Foundation Phase Life Skills Learning Programme. The research focused on my developing an understanding of key Learning Outcomes and linking them with the National Curriculum Statement principle of social justice, human rights, a healthy environment and inclusivity. During this time I was the key 4-H Programme educator in my school, responsible for school food garden activities. I used the school food garden for this study to explore the opportunities the garden might provide to develop the new curriculum using active learning approaches to teaching and learning; as well as to respond to environmental issues such as poverty. This research was an interpretive case study which supported my reflections within a practical action research framework. This framework suited my intention to change my classroom practice. I undertook three action research cycles with the first cycle aimed at gaining insights from the 4-H Programme teachers which informed 2 lesson plans for cycles 2 and 3 respectively. I generated data through focus group interviews, observations, document analysis, video and tape recording, and my research journal entries. The data indicated the value of school food gardens in meeting curriculum requirements, particularly in relation to learner centred ideologies and the first principle of the national curriculum. As both researcher and mediator of learning, I developed skills and knowledge that helped me to understand working in the Foundation Phase. The study also revealed a need for meaningful integration within and across Learning Areas when planning lessons in the Life Skills Learning Programme. The study indicated that there is a need to develop assessment practices beyond a technical exercise to a more interpretive approach. Lastly this study offers some recommendations for further research into the use of school food gardens through taking the context of learners into account and by encouraging school community relationships that will also contribute in poverty alleviation.
- Full Text:
- Date Issued: 2007
- Authors: Ncula, Ntombizandile Shirley
- Date: 2007
- Subjects: School gardens -- South Africa -- Eastern Cape Gardening -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Environmental education -- Study and teaching (Elementary) -- South Africa --Eastern Cape Environmental education -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1546 , http://hdl.handle.net/10962/d1003428
- Description: This study was conducted at Lungelolethu Lower/Higher Primary School in Keiskammahoek at a time when I was struggling to understand and implement the new South African curriculum policy, particularly in the Foundation Phase Life Skills Learning Programme. The research focused on my developing an understanding of key Learning Outcomes and linking them with the National Curriculum Statement principle of social justice, human rights, a healthy environment and inclusivity. During this time I was the key 4-H Programme educator in my school, responsible for school food garden activities. I used the school food garden for this study to explore the opportunities the garden might provide to develop the new curriculum using active learning approaches to teaching and learning; as well as to respond to environmental issues such as poverty. This research was an interpretive case study which supported my reflections within a practical action research framework. This framework suited my intention to change my classroom practice. I undertook three action research cycles with the first cycle aimed at gaining insights from the 4-H Programme teachers which informed 2 lesson plans for cycles 2 and 3 respectively. I generated data through focus group interviews, observations, document analysis, video and tape recording, and my research journal entries. The data indicated the value of school food gardens in meeting curriculum requirements, particularly in relation to learner centred ideologies and the first principle of the national curriculum. As both researcher and mediator of learning, I developed skills and knowledge that helped me to understand working in the Foundation Phase. The study also revealed a need for meaningful integration within and across Learning Areas when planning lessons in the Life Skills Learning Programme. The study indicated that there is a need to develop assessment practices beyond a technical exercise to a more interpretive approach. Lastly this study offers some recommendations for further research into the use of school food gardens through taking the context of learners into account and by encouraging school community relationships that will also contribute in poverty alleviation.
- Full Text:
- Date Issued: 2007
Former BETD graduate's understanding and implementation of reflective practice in the Rundu region of Namibia
- Authors: Mwala, Maria Elizabeth
- Date: 2007
- Subjects: Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1547 , http://hdl.handle.net/10962/d1003429 , Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Description: The research, investigating how a selected group of former BETD graduates understand and implement the theory of reflective practice, is a qualitative case study carried out in the Kavango region of Namibia. The study was shaped by one of the major policy emphases in Namibia’s post independence teacher education reform process - that of developing reflective teachers who actively participate in curriculum planning and take educational decisions based on their own judgment. A basic assumption underlying the study is that effective educational practice is dependent on practitioners thinking about what they are doing and acting on their reflections to improve practice. The study found that a fundamental problem preventing these teachers from implementing reflective practice in accordance with the Namibian educational reform process, is that the participating teachers neither understand the exact meaning of reflective practice nor do they have a common or shared view of the concept, in spite of their common qualifications. A key contributing factor to their problems with implementing reflective practice is the lack of a deep understanding of the reform epistemology and pedagogy revealed by the three former BETD graduates selected for the research. These are the teachers referred to in the first paragraph: The first teacher is Helena, a teacher at Duduva primary school, the second teacher is Kalishe, also teaching at the same school as Helena and the third teacher is Darius at Ntja Junior secondary school. The qualitative approach employed for the study served to illuminate and highlight specific issues related to the implementation of reflective practice that will be of considerable value for the researcher in her capacity as a teacher educator. These included among others: • The teacher’s need for an understanding of the key principles on which reflection is based and how to translate these into practice. • The need for teachers to have a clear understanding of the role that learners play in the reflective process. • The need to revisit the Basic Education Teacher Diploma (BETD) education programme, because for teachers to reflect they need a sound subject knowledge on which to base their judgments. These aspects, as well as the identification of the factors in the school system that contribute to the failure of reflective practice, provide a foundation for finding real solutions to the problems identified.
- Full Text:
- Date Issued: 2007
- Authors: Mwala, Maria Elizabeth
- Date: 2007
- Subjects: Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1547 , http://hdl.handle.net/10962/d1003429 , Education -- Namibia , Teachers -- Training of -- Namibia , Educational change -- Namibia , Teacher educators -- Namibia
- Description: The research, investigating how a selected group of former BETD graduates understand and implement the theory of reflective practice, is a qualitative case study carried out in the Kavango region of Namibia. The study was shaped by one of the major policy emphases in Namibia’s post independence teacher education reform process - that of developing reflective teachers who actively participate in curriculum planning and take educational decisions based on their own judgment. A basic assumption underlying the study is that effective educational practice is dependent on practitioners thinking about what they are doing and acting on their reflections to improve practice. The study found that a fundamental problem preventing these teachers from implementing reflective practice in accordance with the Namibian educational reform process, is that the participating teachers neither understand the exact meaning of reflective practice nor do they have a common or shared view of the concept, in spite of their common qualifications. A key contributing factor to their problems with implementing reflective practice is the lack of a deep understanding of the reform epistemology and pedagogy revealed by the three former BETD graduates selected for the research. These are the teachers referred to in the first paragraph: The first teacher is Helena, a teacher at Duduva primary school, the second teacher is Kalishe, also teaching at the same school as Helena and the third teacher is Darius at Ntja Junior secondary school. The qualitative approach employed for the study served to illuminate and highlight specific issues related to the implementation of reflective practice that will be of considerable value for the researcher in her capacity as a teacher educator. These included among others: • The teacher’s need for an understanding of the key principles on which reflection is based and how to translate these into practice. • The need for teachers to have a clear understanding of the role that learners play in the reflective process. • The need to revisit the Basic Education Teacher Diploma (BETD) education programme, because for teachers to reflect they need a sound subject knowledge on which to base their judgments. These aspects, as well as the identification of the factors in the school system that contribute to the failure of reflective practice, provide a foundation for finding real solutions to the problems identified.
- Full Text:
- Date Issued: 2007
Grade 5 teachers' understanding and development of concepts in social studies in selected schools in Namibia
- Authors: Sichombe, Beatrice Sinyama
- Date: 2007
- Subjects: Social sciences -- Study and teaching (Elementary) -- Namibia Social science teachers -- Namibia Educational change -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1877 , http://hdl.handle.net/10962/d1005856
- Description: After the introduction of Learner Centred Education in Namibia, a number of studies were conducted on how teachers either perceived learner centred education or implemented it. However, very few studies investigated the teachers' understanding of both subject matter knowledge and pedagogical content knowledge; primarily, how they understand and develop key concepts. The purpose of this study was to investigate how Grade 5 teachers' understand and develop key concepts in Social Studies in selected schools in Namibia. The study focused on three teachers in three primary schools in the Caprivi educational region of Namibia. These teachers were purposefully selected as graduates of the teacher education programme instituted at the time of the Namibian education reform process. As a teacher educator, my main motive of conducting this study was to gain a better understanding of some of the issues that have been raised about these graduates' lack of content knowledge. The study adopts a qualitative approach and seeks to investigate (a) how the three teachers in this study understand key concepts and (b) the strategies they use to develop such concepts. Three data collection instruments were employed: interviews, document analysis and class observations. The findings indicate that despite the training that all three teachers in this study received, their understanding of the concepts they taught is problematic. Furthermore, some of the strategies that the teachers used did not bring about learning with understanding. The results of the study revealed how these teachers' problems with concepts and the development of conceptual understanding are related to specific issues and can be attributed to a number of factors. Because of this, the study has provided valuable insights into aspects of teacher education that need to be addressed both in terms of in-service and pre-service programmes to support teachers in teaching for understanding, a key idea underpinning the reform process.
- Full Text:
- Date Issued: 2007
- Authors: Sichombe, Beatrice Sinyama
- Date: 2007
- Subjects: Social sciences -- Study and teaching (Elementary) -- Namibia Social science teachers -- Namibia Educational change -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1877 , http://hdl.handle.net/10962/d1005856
- Description: After the introduction of Learner Centred Education in Namibia, a number of studies were conducted on how teachers either perceived learner centred education or implemented it. However, very few studies investigated the teachers' understanding of both subject matter knowledge and pedagogical content knowledge; primarily, how they understand and develop key concepts. The purpose of this study was to investigate how Grade 5 teachers' understand and develop key concepts in Social Studies in selected schools in Namibia. The study focused on three teachers in three primary schools in the Caprivi educational region of Namibia. These teachers were purposefully selected as graduates of the teacher education programme instituted at the time of the Namibian education reform process. As a teacher educator, my main motive of conducting this study was to gain a better understanding of some of the issues that have been raised about these graduates' lack of content knowledge. The study adopts a qualitative approach and seeks to investigate (a) how the three teachers in this study understand key concepts and (b) the strategies they use to develop such concepts. Three data collection instruments were employed: interviews, document analysis and class observations. The findings indicate that despite the training that all three teachers in this study received, their understanding of the concepts they taught is problematic. Furthermore, some of the strategies that the teachers used did not bring about learning with understanding. The results of the study revealed how these teachers' problems with concepts and the development of conceptual understanding are related to specific issues and can be attributed to a number of factors. Because of this, the study has provided valuable insights into aspects of teacher education that need to be addressed both in terms of in-service and pre-service programmes to support teachers in teaching for understanding, a key idea underpinning the reform process.
- Full Text:
- Date Issued: 2007
Grandmothers, mothers and daughters : transformations and coping strategies in Xhosa households in Grahamstown
- Authors: Schwartz, Linda Mary
- Date: 2007
- Subjects: Women, Xhosa -- South Africa -- Grahamstown Poor women -- South Africa -- Grahamstown Women -- South Africa -- Social conditions Women -- South Africa -- Economic conditions Women -- South Africa -- Grahamstown -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2585 , http://hdl.handle.net/10962/d1006190
- Description: The aim of this oral history study is to explore the ways in which constructions of gender have brought women to the point where they now bear most of the burden of responsibility in their relationships with men and for the wellbeing of children. This study speaks into the gap of the undocumented history of women's lived experience as told by women themselves. It is a generational study which charts the transformations and coping strategies of women in Xhosa households since the 1940s. The study found that the familial burdens related to women's sexuality and fertility, raising of children and financial responsibilities in a time of HIV / AIDS have increased. Teenage pregnancies, the discipline of children, HIV / AIDS and the ever present aspects of poverty are major issues these women face. The stress of day to day demands on their lives precluded them the opportunity to reflect on the underlying causes and historical roots of their circumstances. Little understanding of the gendered order of their lives was expressed by the respondents. The use of feminist methodology authenticated the women's stories as they produced knowledge of their lived experience. The interview questions raised awareness of the gender bias underlying much of their struggles at home. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2007
- Authors: Schwartz, Linda Mary
- Date: 2007
- Subjects: Women, Xhosa -- South Africa -- Grahamstown Poor women -- South Africa -- Grahamstown Women -- South Africa -- Social conditions Women -- South Africa -- Economic conditions Women -- South Africa -- Grahamstown -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2585 , http://hdl.handle.net/10962/d1006190
- Description: The aim of this oral history study is to explore the ways in which constructions of gender have brought women to the point where they now bear most of the burden of responsibility in their relationships with men and for the wellbeing of children. This study speaks into the gap of the undocumented history of women's lived experience as told by women themselves. It is a generational study which charts the transformations and coping strategies of women in Xhosa households since the 1940s. The study found that the familial burdens related to women's sexuality and fertility, raising of children and financial responsibilities in a time of HIV / AIDS have increased. Teenage pregnancies, the discipline of children, HIV / AIDS and the ever present aspects of poverty are major issues these women face. The stress of day to day demands on their lives precluded them the opportunity to reflect on the underlying causes and historical roots of their circumstances. Little understanding of the gendered order of their lives was expressed by the respondents. The use of feminist methodology authenticated the women's stories as they produced knowledge of their lived experience. The interview questions raised awareness of the gender bias underlying much of their struggles at home. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2007
Hermeneutics and memory in selected works by Willem Boshoff
- Authors: Tryon, Denzil Jordan
- Date: 2007
- Subjects: Boshoff, Willem, 1951- Hermeneutics Memory in art Art, Modern -- 20th century -- South Africa Installations (Art) -- South Africa
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2433 , http://hdl.handle.net/10962/d1004453
- Description: From Introduction: Willem Boshoff was born in Vereeniging, South Africa, in 1951. The son of a carpenter, Boshoff developed an early interest in art. Although never taught formally by his father, he nevertheless acquired a knowledge of the craft of carpentry, a skill which he continues to utilize in much of his art-making today. Boshoff studied at the Johannesburg College of Art, and obtained a Master's Diploma in Technology in Fine Art in 1984. He taught at that institution for twelve years, becoming a full-time art practitioner in 1996. He produced some significant works prior to and during the time of his teaching tenure, including his KykAfrikaans visual poetry in 1979-1980, Bangboek between 1977-1986, and the researching and writing of the Dictionary of Perplexing English in 1986 (ending in 1999). In this study I will discuss Willem Boshoff's careful employment of language and materials, througb which he propagates his "study of ignorance" (Williamson and Jamal 1996:148). I will investigate two major works by Boshoff, namely The Writing in the Sand and The Blind Alphabet in Chapters 1 and 2 respectively. Both of these installations are concerned fundamentally with the subversion of power relationships and elitism. As I will show, both works offer an opportunity to investigate their objectives in relation to discourses surrounding language and hermeneutics. My study includes a third chapter, in which I discuss my own work entitled The Bread of the Presence in relation to Boshoff's own methodologies. As will be demonstrated with particular reference to The Blind Alphabet and my own work, a discussion of memory proves to be of some relevance within this dialogue.
- Full Text:
- Date Issued: 2007
- Authors: Tryon, Denzil Jordan
- Date: 2007
- Subjects: Boshoff, Willem, 1951- Hermeneutics Memory in art Art, Modern -- 20th century -- South Africa Installations (Art) -- South Africa
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2433 , http://hdl.handle.net/10962/d1004453
- Description: From Introduction: Willem Boshoff was born in Vereeniging, South Africa, in 1951. The son of a carpenter, Boshoff developed an early interest in art. Although never taught formally by his father, he nevertheless acquired a knowledge of the craft of carpentry, a skill which he continues to utilize in much of his art-making today. Boshoff studied at the Johannesburg College of Art, and obtained a Master's Diploma in Technology in Fine Art in 1984. He taught at that institution for twelve years, becoming a full-time art practitioner in 1996. He produced some significant works prior to and during the time of his teaching tenure, including his KykAfrikaans visual poetry in 1979-1980, Bangboek between 1977-1986, and the researching and writing of the Dictionary of Perplexing English in 1986 (ending in 1999). In this study I will discuss Willem Boshoff's careful employment of language and materials, througb which he propagates his "study of ignorance" (Williamson and Jamal 1996:148). I will investigate two major works by Boshoff, namely The Writing in the Sand and The Blind Alphabet in Chapters 1 and 2 respectively. Both of these installations are concerned fundamentally with the subversion of power relationships and elitism. As I will show, both works offer an opportunity to investigate their objectives in relation to discourses surrounding language and hermeneutics. My study includes a third chapter, in which I discuss my own work entitled The Bread of the Presence in relation to Boshoff's own methodologies. As will be demonstrated with particular reference to The Blind Alphabet and my own work, a discussion of memory proves to be of some relevance within this dialogue.
- Full Text:
- Date Issued: 2007
Hydrogenases from sulphate reducing bacteria and their role in the bioremediation of textile effluent
- Mutambanengwe, Cecil Clifford Zvandada
- Authors: Mutambanengwe, Cecil Clifford Zvandada
- Date: 2007
- Subjects: Bioremediation , Dyes and dyeing -- Waste disposal , Sulfur bacteria , Hydragenase , Factory and trade waste -- Purification , Textile waste
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3960 , http://hdl.handle.net/10962/d1004019 , Bioremediation , Dyes and dyeing -- Waste disposal , Sulfur bacteria , Hydragenase , Factory and trade waste -- Purification , Textile waste
- Description: The continuing industrial development has led to a corresponding increase in the amount of waste water generation leading to a consequential decline in levels and quality of the natural water in the ecosystem. Textile industries consume over 7 x 10[superscript 5] tons of dyes annually and use up to 1 litre of water per kg of dye processed and are third largest polluters in the world, the problem being aggravated by the inefficiencies of the dye houses. An abundance of physio-chemical methods are in use world wide, however, there is increasing concern as to their impact in effectively treating textile effluents as they introduce secondary pollutants during the ‘remediation’ process which are quite costly to run, maintain and clean up. Research on biological treatment has offered simple and cost effective ways of bioremediating textile effluents. While aerobic treatment of textile dyes and their effluents has been reported, its major draw back is commercial up-scaling and as such anaerobic systems have been investigated and shown to degrade azo dyes, which form the bulk of the dyes used world wide. However, the mechanisms involved in the bioremediation of these dyes are poorly understood. The aims of this study were to identify and investigate the role of enzymes produced by sulphate reducing bacteria (SRB) in bioremediating textile dye and their effluents. Sulphate reducing bacteria were used in this study because they are tolerant to harsh environmental conditions and inhibit the proliferance of pathogenic micro-organisms. The appearance of clear zones in agar plates containing azo dye concentrations ranging from 10 – 100 mgl[superscript -1] showed the ability of SRB to decolourize dyes under anaerobic conditions. Assays of enzymes previously reported to decolourise azo dyes were not successful, but led to the identification of hydrogenase enzyme being produced by SRB. The enzyme was found to be localised in the membrane and cytoplasm. A surface response method was used to optimize the extraction of the enzyme from the bacterial cells resulting in approximately 3 fold increase in hydrogenase activity. Maximum hydrogenase activity was found to occur after six days in the absence of dyes but was found to occur after one day in the presence of azo dyes. A decline in hydrogenase activity thereafter, suggested inhibition of enzymatic activity by the putative aromatic amines produced after azo cleavage. Purification of the hydrogenase by freeze drying, poly ethylene glycol, and Sephacryl – 200 size exclusion- ion exchange chromatography revealed the enzyme to have a molecular weight of 38.5 kDa when analyzed by a 12 % SDS-PAGE. Characterisation of the enzyme revealed optimal activity at a pH of 7.5 and temperature of 40 °C while it exhibited a poor thermal stability with a half-life of 32 minutes. The kinetic parameters V[subscript max] and K[subscript m] were 21.18 U ml[superscript -1} and 4.57 mM respectively. Application of the cell free extract on commercial dyes was not successful, and only whole SRB cells resulted in decolourisation of the dyes. Consequently trials on the industrial dyes and effluents were carried out with whole cells. Decolourisation rates of up to 96 % were achieved for the commercial dyes and up to 93 % for the industrial dyes over a period of 10 days.
- Full Text:
- Date Issued: 2007
- Authors: Mutambanengwe, Cecil Clifford Zvandada
- Date: 2007
- Subjects: Bioremediation , Dyes and dyeing -- Waste disposal , Sulfur bacteria , Hydragenase , Factory and trade waste -- Purification , Textile waste
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3960 , http://hdl.handle.net/10962/d1004019 , Bioremediation , Dyes and dyeing -- Waste disposal , Sulfur bacteria , Hydragenase , Factory and trade waste -- Purification , Textile waste
- Description: The continuing industrial development has led to a corresponding increase in the amount of waste water generation leading to a consequential decline in levels and quality of the natural water in the ecosystem. Textile industries consume over 7 x 10[superscript 5] tons of dyes annually and use up to 1 litre of water per kg of dye processed and are third largest polluters in the world, the problem being aggravated by the inefficiencies of the dye houses. An abundance of physio-chemical methods are in use world wide, however, there is increasing concern as to their impact in effectively treating textile effluents as they introduce secondary pollutants during the ‘remediation’ process which are quite costly to run, maintain and clean up. Research on biological treatment has offered simple and cost effective ways of bioremediating textile effluents. While aerobic treatment of textile dyes and their effluents has been reported, its major draw back is commercial up-scaling and as such anaerobic systems have been investigated and shown to degrade azo dyes, which form the bulk of the dyes used world wide. However, the mechanisms involved in the bioremediation of these dyes are poorly understood. The aims of this study were to identify and investigate the role of enzymes produced by sulphate reducing bacteria (SRB) in bioremediating textile dye and their effluents. Sulphate reducing bacteria were used in this study because they are tolerant to harsh environmental conditions and inhibit the proliferance of pathogenic micro-organisms. The appearance of clear zones in agar plates containing azo dye concentrations ranging from 10 – 100 mgl[superscript -1] showed the ability of SRB to decolourize dyes under anaerobic conditions. Assays of enzymes previously reported to decolourise azo dyes were not successful, but led to the identification of hydrogenase enzyme being produced by SRB. The enzyme was found to be localised in the membrane and cytoplasm. A surface response method was used to optimize the extraction of the enzyme from the bacterial cells resulting in approximately 3 fold increase in hydrogenase activity. Maximum hydrogenase activity was found to occur after six days in the absence of dyes but was found to occur after one day in the presence of azo dyes. A decline in hydrogenase activity thereafter, suggested inhibition of enzymatic activity by the putative aromatic amines produced after azo cleavage. Purification of the hydrogenase by freeze drying, poly ethylene glycol, and Sephacryl – 200 size exclusion- ion exchange chromatography revealed the enzyme to have a molecular weight of 38.5 kDa when analyzed by a 12 % SDS-PAGE. Characterisation of the enzyme revealed optimal activity at a pH of 7.5 and temperature of 40 °C while it exhibited a poor thermal stability with a half-life of 32 minutes. The kinetic parameters V[subscript max] and K[subscript m] were 21.18 U ml[superscript -1} and 4.57 mM respectively. Application of the cell free extract on commercial dyes was not successful, and only whole SRB cells resulted in decolourisation of the dyes. Consequently trials on the industrial dyes and effluents were carried out with whole cells. Decolourisation rates of up to 96 % were achieved for the commercial dyes and up to 93 % for the industrial dyes over a period of 10 days.
- Full Text:
- Date Issued: 2007
Implementation of computers in schools: a case study of five schools in the Makana and Somerset East districts
- Authors: Prince, Gilbert Leslie
- Date: 2007
- Subjects: Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1562 , http://hdl.handle.net/10962/d1003444 , Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Description: This case study attempts to explain the implementation of Information Communications Technology (ICT) in primary schools, specifically mentioning the integration of computers into the curriculum. To begin with, the implementation of ICT from an international perspective is explored and subsequently some international and African ICT policies in education are also identified and discussed. Nationally, ICT policies from four provinces in South Africa are examined and analyzed. Provincially, the ICT Projects Coordinator in the Eastern Cape Department of Education (ECDoE) was interviewed to obtain a provincial perspective of ICT in the Eastern Cape. From local schools’ perspective, four primary schools and one secondary school in the Makana and Somerset East Districts were visited and the ICT coordinators at these schools were interviewed. The results reveal that the previously disadvantaged (PD) schools were not utilizing their computers effectively. This is due to a number of factors, including a lack of funds to maintain the computers; unskilled or under skilled teachers in ICT; and under resourced computer facilities. The previously advantaged (PA) schools, on the other hand, have well-resourced computer laboratories, adequate maintenance plans as well as skilled teachers in ICT that enable these schools to effectively integrate the use of computers into the curriculum. Key words: Information communications technology, implementation, integration, previously advantaged, previously disadvantaged, curriculum, primary school, secondary school.
- Full Text:
- Date Issued: 2007
- Authors: Prince, Gilbert Leslie
- Date: 2007
- Subjects: Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1562 , http://hdl.handle.net/10962/d1003444 , Educational technology , Educational technology -- South Africa -- Eastern Cape , Education, Elementary -- Computer-assisted instruction , Computer-assisted instruction -- South Africa -- Eastern Cape , Computer managed instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa -- Eastern Cape
- Description: This case study attempts to explain the implementation of Information Communications Technology (ICT) in primary schools, specifically mentioning the integration of computers into the curriculum. To begin with, the implementation of ICT from an international perspective is explored and subsequently some international and African ICT policies in education are also identified and discussed. Nationally, ICT policies from four provinces in South Africa are examined and analyzed. Provincially, the ICT Projects Coordinator in the Eastern Cape Department of Education (ECDoE) was interviewed to obtain a provincial perspective of ICT in the Eastern Cape. From local schools’ perspective, four primary schools and one secondary school in the Makana and Somerset East Districts were visited and the ICT coordinators at these schools were interviewed. The results reveal that the previously disadvantaged (PD) schools were not utilizing their computers effectively. This is due to a number of factors, including a lack of funds to maintain the computers; unskilled or under skilled teachers in ICT; and under resourced computer facilities. The previously advantaged (PA) schools, on the other hand, have well-resourced computer laboratories, adequate maintenance plans as well as skilled teachers in ICT that enable these schools to effectively integrate the use of computers into the curriculum. Key words: Information communications technology, implementation, integration, previously advantaged, previously disadvantaged, curriculum, primary school, secondary school.
- Full Text:
- Date Issued: 2007
Implementation of learner-centred education by Grade 4 BETD in-service teachers in selected Namibia schools
- Authors: Amakali, Amram
- Date: 2007
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1849 , http://hdl.handle.net/10962/d1004457
- Description: Before independence Namibia's education system was predominantly teacher-centred. Soon after its independence Namibia embarked on education restructuring and transformation. A new education system, leamer-centred education, was introduced to cater for the needs of all Namibian learners. It was seen as an effective antidote to the stifling teacher-centred practices of the previous education system. A new programme, the Basic Education Teacher Diploma (BETD) was introduced to prepare teachers to teach in a leamer-centred approach. Research has, however, indicated that many Namibian teachers have a somewhat shallow or naIve understanding oflearner-centred education. This small-scale case study, conducted in Oshikoto region, focuses on two Grade 4 teachers. The study examined the two teachers ' perceptions and experiences oflearnercentred education and the teaching strategies they use to develop learners' understanding. The study uses a qualitative approach in its exploration of teachers ' lived experiences of becoming learner-centred. The data emerging from this case study identify a number of misconceptions and understandings of leamer-centred education and its implementation. The findings suggest that teachers ' misconceptions are caused by a lack of deep understanding about the epistemology and theory of learning which underpins Namibia's reform policies and principles.
- Full Text:
- Date Issued: 2007
- Authors: Amakali, Amram
- Date: 2007
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1849 , http://hdl.handle.net/10962/d1004457
- Description: Before independence Namibia's education system was predominantly teacher-centred. Soon after its independence Namibia embarked on education restructuring and transformation. A new education system, leamer-centred education, was introduced to cater for the needs of all Namibian learners. It was seen as an effective antidote to the stifling teacher-centred practices of the previous education system. A new programme, the Basic Education Teacher Diploma (BETD) was introduced to prepare teachers to teach in a leamer-centred approach. Research has, however, indicated that many Namibian teachers have a somewhat shallow or naIve understanding oflearner-centred education. This small-scale case study, conducted in Oshikoto region, focuses on two Grade 4 teachers. The study examined the two teachers ' perceptions and experiences oflearnercentred education and the teaching strategies they use to develop learners' understanding. The study uses a qualitative approach in its exploration of teachers ' lived experiences of becoming learner-centred. The data emerging from this case study identify a number of misconceptions and understandings of leamer-centred education and its implementation. The findings suggest that teachers ' misconceptions are caused by a lack of deep understanding about the epistemology and theory of learning which underpins Namibia's reform policies and principles.
- Full Text:
- Date Issued: 2007
Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho
- Monaheng, Nkaiseng ̕Mamotšelisi
- Authors: Monaheng, Nkaiseng ̕Mamotšelisi
- Date: 2007
- Subjects: National Curriculum Development Centre (Lesotho) Curriculum planning -- Lesotho Environmental education -- Lesotho Economic assistance -- Lesotho Technical assistance -- Lesotho Sustainable development -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1568 , http://hdl.handle.net/10962/d1003450
- Description: This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.
- Full Text:
- Date Issued: 2007
- Authors: Monaheng, Nkaiseng ̕Mamotšelisi
- Date: 2007
- Subjects: National Curriculum Development Centre (Lesotho) Curriculum planning -- Lesotho Environmental education -- Lesotho Economic assistance -- Lesotho Technical assistance -- Lesotho Sustainable development -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1568 , http://hdl.handle.net/10962/d1003450
- Description: This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.
- Full Text:
- Date Issued: 2007
International trade and environmental disputes : an analysis of Article XX of the General Agreement on Tariffs and Trade (1994) and environmental policies of the developing and developed world
- Authors: Manjoro, Faith Tendayi
- Date: 2007
- Subjects: World Trade Organization General Agreement on Tariffs and Trade (Organization) Environmental protection Environmental degradation Free trade -- Environmental aspects Foreign trade regulation International trade
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3713 , http://hdl.handle.net/10962/d1007444
- Description: A major problem emanating from the trade/environment conflict is the use of trade measures, such as restrictions and sanctions, as tools for environmental protection. Proponents of free trade argue that the use of these measures is tantamount to abuse of environmental standards for protectionist ends. This is particularly so if the imposition of the standard amounts to a unilateral act which blocks the entry of a specified product into the market of another member state for reasons other than environmental protection. Environmentalists at the same time argue that free trade will lead to environmental degradation and therefore advocate for the use of trade-restrictive measures to safeguard against the destruction of the environment. The GATT has proved problematic when it comes to the resolution of trade/environment conflicts. The GATT aims at trade liberalisation yet most environmental policies are enforced through trade-restrictive devices like quotas and licences. Article XX of the GATT is anomalous: it does not explicitly mention the environment, yet member states rely on it as an environmental protection clause. This thesis discusses the various issues emanating from the trade/environmental debate. The history of Article XX is reviewed and the issues that arise in the adjudication of Articles XX (b) and (g) in a trade/environment context are analysed in light of the decisions by the GATTIWTO dispute settlement bodies. The role played by Multilateral Environmental Agreements (MEAs) in protecting the environment is discussed. However, the relationship between MEAs and the WTO is also scrutinised as these rule-making bodies often come into conflict: firstly, because they serve two differing interests - on the one hand, MEAs allow for the use of trade restrictive measures in environmental agreements and on the other, the WTO calls for unrestricted trade unless exceptional circumstances exist; and secondly, member states that are party to both the WTO and MEAs are often forced to subscribe to international trade rules that are incompatible with those in environmental agreements. The trade/environmental debate is important to both the developed and developing worlds. The developed world is in favour of environmental policies which protect the environment from degradation. On the other hand, the developing world is in desperate need of the benefits of trade liberalisation so as to cater for high unemployment rates and poor economic growth. The question thus arises as to whether, when environmental issues are promoted, developing countries will not suffer at the expense of developed nations which may engage in protectionist measures under the pretext of environmental conservation. The divide between developed and developing countries is illustrated in Chapter 5 through case studies on coal mining in the USA and South Africa. The conclusion reached is that total co-operation is essential between developed and developing states for success in safeguarding the environment from degradation. Accordingly, the trade/environmental debate cannot be isolated from the conflicting approaches in developed and developing countries. The conclusions in the final chapter seek to strike a balance between trade liberalisation and environmental protection. Recommendations are made on how the trade/environmental challenges could be dealt with and the regulation of trade restrictive devices to exclude, or at least limit, protectionism.
- Full Text:
- Date Issued: 2007
- Authors: Manjoro, Faith Tendayi
- Date: 2007
- Subjects: World Trade Organization General Agreement on Tariffs and Trade (Organization) Environmental protection Environmental degradation Free trade -- Environmental aspects Foreign trade regulation International trade
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3713 , http://hdl.handle.net/10962/d1007444
- Description: A major problem emanating from the trade/environment conflict is the use of trade measures, such as restrictions and sanctions, as tools for environmental protection. Proponents of free trade argue that the use of these measures is tantamount to abuse of environmental standards for protectionist ends. This is particularly so if the imposition of the standard amounts to a unilateral act which blocks the entry of a specified product into the market of another member state for reasons other than environmental protection. Environmentalists at the same time argue that free trade will lead to environmental degradation and therefore advocate for the use of trade-restrictive measures to safeguard against the destruction of the environment. The GATT has proved problematic when it comes to the resolution of trade/environment conflicts. The GATT aims at trade liberalisation yet most environmental policies are enforced through trade-restrictive devices like quotas and licences. Article XX of the GATT is anomalous: it does not explicitly mention the environment, yet member states rely on it as an environmental protection clause. This thesis discusses the various issues emanating from the trade/environmental debate. The history of Article XX is reviewed and the issues that arise in the adjudication of Articles XX (b) and (g) in a trade/environment context are analysed in light of the decisions by the GATTIWTO dispute settlement bodies. The role played by Multilateral Environmental Agreements (MEAs) in protecting the environment is discussed. However, the relationship between MEAs and the WTO is also scrutinised as these rule-making bodies often come into conflict: firstly, because they serve two differing interests - on the one hand, MEAs allow for the use of trade restrictive measures in environmental agreements and on the other, the WTO calls for unrestricted trade unless exceptional circumstances exist; and secondly, member states that are party to both the WTO and MEAs are often forced to subscribe to international trade rules that are incompatible with those in environmental agreements. The trade/environmental debate is important to both the developed and developing worlds. The developed world is in favour of environmental policies which protect the environment from degradation. On the other hand, the developing world is in desperate need of the benefits of trade liberalisation so as to cater for high unemployment rates and poor economic growth. The question thus arises as to whether, when environmental issues are promoted, developing countries will not suffer at the expense of developed nations which may engage in protectionist measures under the pretext of environmental conservation. The divide between developed and developing countries is illustrated in Chapter 5 through case studies on coal mining in the USA and South Africa. The conclusion reached is that total co-operation is essential between developed and developing states for success in safeguarding the environment from degradation. Accordingly, the trade/environmental debate cannot be isolated from the conflicting approaches in developed and developing countries. The conclusions in the final chapter seek to strike a balance between trade liberalisation and environmental protection. Recommendations are made on how the trade/environmental challenges could be dealt with and the regulation of trade restrictive devices to exclude, or at least limit, protectionism.
- Full Text:
- Date Issued: 2007
Investigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools
- Authors: Angula, Adelheid
- Date: 2007
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia Student-centered learning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1851 , http://hdl.handle.net/10962/d1004459
- Description: Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.
- Full Text:
- Date Issued: 2007
- Authors: Angula, Adelheid
- Date: 2007
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia Student-centered learning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1851 , http://hdl.handle.net/10962/d1004459
- Description: Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.
- Full Text:
- Date Issued: 2007
Investigating the effect of Glomus etunicatum colonization on structure and phloem transport in roots of Eragrostis curvula (Umgeni)
- Authors: Skinner, Amy
- Date: 2007
- Subjects: Glomus (Fungi) , Phloem , Plant translocation , Weeping lovegrass , Vesicular-arbuscular mycorrhizas , Mycorrhizal fungi , Mycorrhizas
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4227 , http://hdl.handle.net/10962/d1003796 , Glomus (Fungi) , Phloem , Plant translocation , Weeping lovegrass , Vesicular-arbuscular mycorrhizas , Mycorrhizal fungi , Mycorrhizas
- Description: The symbiotic unit of an arbuscular mycorrhizal fungus and its host is able toachieve and maintain far higher inflow of nutrients than non-mycorrhizal roots. The colonization strategy of the mycobiont within the plant is intrinsic to the symbiosis with respect to both structural adaptations and nutrient exchange. An investigation into the effect of Glomus etunicatum colonization on the structure and phloem transport in Eragrostis curvula (Umgeni) allowed for greater insight into the dynamic of the symbiosis. The combined use of stains (such as Trypan Blue, Chlorazol Black, Safranin and Fast Green), and techniques, (such as freeze-microtome transverse sectioning and permanent slide preparations) contributed to a successful general observation of an intermediate colonization strategy using light microscopy methods. However, clarity into structural detail of mycorrhizal forms required electron microscopy studies. The SEM method used with freeze fracture was a relatively quick and simple method allowing for the observation of surface and internal features. The TEM method allowed for highresolution images providing insight into the variations in the apoplasmic compartmental form, and how this may relate to the function of the symbiosis with regard to fungal coils or arbuscules. The apoplasmic nature of mycorrhizas was substantiated and no symplasmic connections were found between symbionts. Fluorescence studies demonstrated that 5,6-carboxyfluorescein was transported through the phloem into the roots of E. curvula, but remained predominantly in the root phloem. Unloading only occurred in optimal nutrient exchange areas of meristimatic lateral or apical growth regions. It was not possible, using fluorescence techniques and related equipment available, to conclusively establish if there were symplasmic connections between the mycobiont and its host or if bidirectional transfer of nutrients occurred at the same interface.
- Full Text:
- Date Issued: 2007
- Authors: Skinner, Amy
- Date: 2007
- Subjects: Glomus (Fungi) , Phloem , Plant translocation , Weeping lovegrass , Vesicular-arbuscular mycorrhizas , Mycorrhizal fungi , Mycorrhizas
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4227 , http://hdl.handle.net/10962/d1003796 , Glomus (Fungi) , Phloem , Plant translocation , Weeping lovegrass , Vesicular-arbuscular mycorrhizas , Mycorrhizal fungi , Mycorrhizas
- Description: The symbiotic unit of an arbuscular mycorrhizal fungus and its host is able toachieve and maintain far higher inflow of nutrients than non-mycorrhizal roots. The colonization strategy of the mycobiont within the plant is intrinsic to the symbiosis with respect to both structural adaptations and nutrient exchange. An investigation into the effect of Glomus etunicatum colonization on the structure and phloem transport in Eragrostis curvula (Umgeni) allowed for greater insight into the dynamic of the symbiosis. The combined use of stains (such as Trypan Blue, Chlorazol Black, Safranin and Fast Green), and techniques, (such as freeze-microtome transverse sectioning and permanent slide preparations) contributed to a successful general observation of an intermediate colonization strategy using light microscopy methods. However, clarity into structural detail of mycorrhizal forms required electron microscopy studies. The SEM method used with freeze fracture was a relatively quick and simple method allowing for the observation of surface and internal features. The TEM method allowed for highresolution images providing insight into the variations in the apoplasmic compartmental form, and how this may relate to the function of the symbiosis with regard to fungal coils or arbuscules. The apoplasmic nature of mycorrhizas was substantiated and no symplasmic connections were found between symbionts. Fluorescence studies demonstrated that 5,6-carboxyfluorescein was transported through the phloem into the roots of E. curvula, but remained predominantly in the root phloem. Unloading only occurred in optimal nutrient exchange areas of meristimatic lateral or apical growth regions. It was not possible, using fluorescence techniques and related equipment available, to conclusively establish if there were symplasmic connections between the mycobiont and its host or if bidirectional transfer of nutrients occurred at the same interface.
- Full Text:
- Date Issued: 2007
Investigating the implementation of continuous assessment at the lower primary phase in a Namibian school
- Authors: Hamukonda, Paulina
- Date: 2007
- Subjects: Education, Elementary -- Namibia Educational tests and measurements -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1592 , http://hdl.handle.net/10962/d1003474
- Description: Many Namibian teachers experience difficulties in actualising the principles of learner-centred education, one of which being continuous assessment. Continuous assessment serves important formative purposes. That is, it can inform education stakeholders and help improve learners’ progress in the teaching and learning environment. Although a great deal is known about continuous assessment in general, not much is yet known about how Namibian lower primary teachers actually understand and implement continuous assessment in the classroom. This study investigates the assessment practices of three Grade Three teachers in a school in Oshana Region of Namibia. The study found that although the teachers who participated in the investigation have a reasonably sound knowledge of continuous assessment in theory, they lack implementation skills. They were unable to effectively transfer what they know to what they actually do. This study found that as much as training of teachers is important, the ongoing professional development of teachers is more appropriate for enhancing a complex understanding of issues related to learner-centred education that will help them to manage continuous assessment more effectively.
- Full Text:
- Date Issued: 2007
- Authors: Hamukonda, Paulina
- Date: 2007
- Subjects: Education, Elementary -- Namibia Educational tests and measurements -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1592 , http://hdl.handle.net/10962/d1003474
- Description: Many Namibian teachers experience difficulties in actualising the principles of learner-centred education, one of which being continuous assessment. Continuous assessment serves important formative purposes. That is, it can inform education stakeholders and help improve learners’ progress in the teaching and learning environment. Although a great deal is known about continuous assessment in general, not much is yet known about how Namibian lower primary teachers actually understand and implement continuous assessment in the classroom. This study investigates the assessment practices of three Grade Three teachers in a school in Oshana Region of Namibia. The study found that although the teachers who participated in the investigation have a reasonably sound knowledge of continuous assessment in theory, they lack implementation skills. They were unable to effectively transfer what they know to what they actually do. This study found that as much as training of teachers is important, the ongoing professional development of teachers is more appropriate for enhancing a complex understanding of issues related to learner-centred education that will help them to manage continuous assessment more effectively.
- Full Text:
- Date Issued: 2007
Investigating the implementation of continuous assessment by grade 7 Social Studies teachers in the Oshana education region
- Authors: Matheus, Hilya
- Date: 2007
- Subjects: Educational tests and measurements -- Namibia Social sciences -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1593 , http://hdl.handle.net/10962/d1003475
- Description: Since independence in 1990, Namibia’s Ministry of Education Sport and Culture has focused on curriculum and assessment reforms. The introduction of Continuous Assessment (CA) for appraising learners’ achievement was considered to be a very important aspect of teaching and learning. This study focused on the implementation of CA in schools. The study explores how the selected grade 7 Social Studies teachers understand and implement CA. This study was conducted in the Oshana region of Namibia. Four grade 7 Social Studies teachers participated from two different schools. This study was done through a case study to gain insight into the implementation of CA in schools. Semi-structured interviews, observations and document analysis were the research methods used to collect the data. The findings indicate that these teachers have a theoretical understanding of what CA implies and what role it plays and are aware of assessment strategies. However these theoretical perspectives are not translated into practice. This implies a limited understanding of CA and reflects a gap between the teachers’ theoretical understanding of CA and its practical implementation. The study also identified various systemic factors that hamper the implementation of CA, which include overcrowded classrooms, increased teachers’ workload by CA, shortages of resources such as textbooks and lack of professional development. The nature of pre-service teacher education the participants went through, professional development programmes that are given to teachers as in-service training and a lack of guidelines in the syllabus on how to approach continuous assessment are clearly evident in the findings as factors that contribute to the teachers’ gap between theory and practice. The study concludes that even though a number of workshops on continuous assessment were conducted, the teachers still could not implement it as expected. The study findings inform my professional context as an Advisory Teacher and that of my colleagues. Therefore it made me realize what the teachers’ needs are and what kind of support they require.
- Full Text:
- Date Issued: 2007
- Authors: Matheus, Hilya
- Date: 2007
- Subjects: Educational tests and measurements -- Namibia Social sciences -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1593 , http://hdl.handle.net/10962/d1003475
- Description: Since independence in 1990, Namibia’s Ministry of Education Sport and Culture has focused on curriculum and assessment reforms. The introduction of Continuous Assessment (CA) for appraising learners’ achievement was considered to be a very important aspect of teaching and learning. This study focused on the implementation of CA in schools. The study explores how the selected grade 7 Social Studies teachers understand and implement CA. This study was conducted in the Oshana region of Namibia. Four grade 7 Social Studies teachers participated from two different schools. This study was done through a case study to gain insight into the implementation of CA in schools. Semi-structured interviews, observations and document analysis were the research methods used to collect the data. The findings indicate that these teachers have a theoretical understanding of what CA implies and what role it plays and are aware of assessment strategies. However these theoretical perspectives are not translated into practice. This implies a limited understanding of CA and reflects a gap between the teachers’ theoretical understanding of CA and its practical implementation. The study also identified various systemic factors that hamper the implementation of CA, which include overcrowded classrooms, increased teachers’ workload by CA, shortages of resources such as textbooks and lack of professional development. The nature of pre-service teacher education the participants went through, professional development programmes that are given to teachers as in-service training and a lack of guidelines in the syllabus on how to approach continuous assessment are clearly evident in the findings as factors that contribute to the teachers’ gap between theory and practice. The study concludes that even though a number of workshops on continuous assessment were conducted, the teachers still could not implement it as expected. The study findings inform my professional context as an Advisory Teacher and that of my colleagues. Therefore it made me realize what the teachers’ needs are and what kind of support they require.
- Full Text:
- Date Issued: 2007
Isolation of a Clostridium Beijerinckii sLM01 cellulosome and the effect of sulphide on anaerobic digestion
- Authors: Mayende, Lungisa
- Date: 2007
- Subjects: Cellulose , Clostridium , Cellulase , Sulfides
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3973 , http://hdl.handle.net/10962/d1004032 , Cellulose , Clostridium , Cellulase , Sulfides
- Description: Cellulose is the most abundant and the most resistant and stable natural organic compound on earth. Enzyme hydrolysis is difficult because of its insolubility and heterogeneity. Some (anaerobic) microorganisms have overcome this by having a multienzyme system called the cellulosome. The aims of the study were to isolate a mesophilic Clostridium sp. from a biosulphidogenic bioreactor, to purify the cellulosome from this culture, to determine the cellulase and endoglucanase activities using Avicel and carboxymethylcellulose (CMC) as substrates and the dinitrosalicyclic (DNS) method. The organism was identified using 16S rDNA sequence analysis. The sequence obtained indicated that a strain of Clostridium beijerinckii was isolated. The cellulosome was purified from the putative C. beijerinckii sLM01 host culture using affinity chromatography purification and affinity digestion purification procedures. The cellulosomal and non-cellulosomal fractions of C. beijerinckii sLM01 were separated successfully, but the majority of the endoglucanase activity was lost during the Sepharose 4B chromatography step. These cellulosomal and non-cellulosomal fractions were characterised with regards to their pH and temperature optima and effector sensitivity. Increased additions of sulphide activated the cellulase activity of the cellulosomal and non-cellulosomal fractions up to 700 %, while increased additions of sulphate either increased the activity slightly or inhibited it dramatically, depending on the cellulosomal and non-cellulosomal fractions. Increased additions of cellobiose, glucose and acetate inhibited the cellulase and endoglucanase activities. pH optima of 5.0 and 7.5 were observed for cellulases and 5.0 for endoglucanases of the cellulosomal fraction. The noncellulosomal fraction exhibited a pH optimum of 7.5 for both cellulase and endoglucanase activities. Both fractions and enzymes exhibited a temperature optimum of 30 °C. The fundamental knowledge gained from the characterisation was applied to anaerobic digestion, where the effect of sulphide on the rate-limiting step was determined. Sulphide activated cellulase and endoglucanase activities and increased the % chemical oxygen demand (COD) removal rate. Levels of volatile fatty acids (VFAs) were higher in the bioreactor containing sulphide, substrate and C. beijerinckii. Sulphide therefore accelerated the rate-limiting step of anaerobic digestion.
- Full Text:
- Date Issued: 2007
- Authors: Mayende, Lungisa
- Date: 2007
- Subjects: Cellulose , Clostridium , Cellulase , Sulfides
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3973 , http://hdl.handle.net/10962/d1004032 , Cellulose , Clostridium , Cellulase , Sulfides
- Description: Cellulose is the most abundant and the most resistant and stable natural organic compound on earth. Enzyme hydrolysis is difficult because of its insolubility and heterogeneity. Some (anaerobic) microorganisms have overcome this by having a multienzyme system called the cellulosome. The aims of the study were to isolate a mesophilic Clostridium sp. from a biosulphidogenic bioreactor, to purify the cellulosome from this culture, to determine the cellulase and endoglucanase activities using Avicel and carboxymethylcellulose (CMC) as substrates and the dinitrosalicyclic (DNS) method. The organism was identified using 16S rDNA sequence analysis. The sequence obtained indicated that a strain of Clostridium beijerinckii was isolated. The cellulosome was purified from the putative C. beijerinckii sLM01 host culture using affinity chromatography purification and affinity digestion purification procedures. The cellulosomal and non-cellulosomal fractions of C. beijerinckii sLM01 were separated successfully, but the majority of the endoglucanase activity was lost during the Sepharose 4B chromatography step. These cellulosomal and non-cellulosomal fractions were characterised with regards to their pH and temperature optima and effector sensitivity. Increased additions of sulphide activated the cellulase activity of the cellulosomal and non-cellulosomal fractions up to 700 %, while increased additions of sulphate either increased the activity slightly or inhibited it dramatically, depending on the cellulosomal and non-cellulosomal fractions. Increased additions of cellobiose, glucose and acetate inhibited the cellulase and endoglucanase activities. pH optima of 5.0 and 7.5 were observed for cellulases and 5.0 for endoglucanases of the cellulosomal fraction. The noncellulosomal fraction exhibited a pH optimum of 7.5 for both cellulase and endoglucanase activities. Both fractions and enzymes exhibited a temperature optimum of 30 °C. The fundamental knowledge gained from the characterisation was applied to anaerobic digestion, where the effect of sulphide on the rate-limiting step was determined. Sulphide activated cellulase and endoglucanase activities and increased the % chemical oxygen demand (COD) removal rate. Levels of volatile fatty acids (VFAs) were higher in the bioreactor containing sulphide, substrate and C. beijerinckii. Sulphide therefore accelerated the rate-limiting step of anaerobic digestion.
- Full Text:
- Date Issued: 2007
Isolation, propagation and rapid molecular detection of the Kalahari truffle, a mycorrhizal fungus occurring in South Africa
- Authors: Adeleke, Rasheed Adegbola
- Date: 2007 , 2013-04-03
- Subjects: Truffles -- Kalahari Desert , Fungi -- Identification , Mycorrhizal fungi -- South Africa , Edible fungi -- South Africa , Mushroom culture -- South Africa , Fungi -- Cultures and culture media -- South Africa , Truffles -- South Africa , Truffles -- Lifecycles , Mycorrhizal fungi -- Lifecycles
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3889 , http://hdl.handle.net/10962/d1002951 , Truffles -- Kalahari Desert , Fungi -- Identification , Mycorrhizal fungi -- South Africa , Edible fungi -- South Africa , Mushroom culture -- South Africa , Fungi -- Cultures and culture media -- South Africa , Truffles -- South Africa , Truffles -- Lifecycles , Mycorrhizal fungi -- Lifecycles
- Description: Terfezia pfeilii is an edible mycorrhizal fungus that thrives in the Kalahari Desert of southern Africa. It is best known by desert dwellers for its flavour and as a source of nutrition. Although the genus Terfezia is generally regarded as being an ectomycorrhizal mycobiont, the exact mycorrhizal type formed by T. pfeilli and its' associated host plants remains uncertain. Discovery of the host plants for T. pfeilii would first be required in order to further investigate the life cycle and cultivation of this truffle. This study focussed on the isolation of mycelia from the ascocarp, optimising the growth conditions of the mycelial cultures, rapid molecular identification of T. pfeilii, investigation of potential helper bacteria and mycorrhizal synthesis experiments. T. pfeilii ascocarps were harvested from the Spitskop Nature Reserve in Upington, South Africa. Ascocarps were successfully identified using both morphological and molecular methods. Despite the delayed growth mostly caused by contaminating microorganisms, the isolation of T. pfeilii mycelia culture was successful. Molecular techniques were used to confirm the identity of the pure culture. Further studies were conducted on ways to improve the growth conditions of the mycelial culture on Fontana medium. An optimum temperature of 32°C, the addition of Bovine Serum Albumin as a nitrogen source and a pH of 7.5 significantly improved the growth of T. pfeilii in vitro. A rapid PeR-based molecular method was developed to speed up the identification of T. pfeilii. Specific primers that can exclusively amplify the ITS region of T. pfeilii were designed and used to identify both the ascocarps and the mycelial culture. The specificity of these primers was confirmed by their inability to amplify DNA from the isolates of contamining fungi obtained during the isolation process. Molecular comparison was made to confirm the reclassification of South African samples of T. pfeilii as Kalaharituber pfeilii as proposed by Ferdman et al.,(2005). However, in this study, the name T. pfeilii has been retained. A total of 17 bacterial isolates were obtained from the fruiting bodies of T. pfeaii and these were tested for stimulation of mycelial growth in vitro, indole production and phosphate solubilising capabilities. Bacterial isolates that showed potential to be Mycorrhization Helper Bacteria (MHB) were identified as Paenibacillus sp., Bacillus sp. and Rhizobium tropici. Selected plant seedlings were inoculated with T. pfeilii cultures or ascocarp slurry in order to re-establish the mycorrhizal association. After 8 months, light microscopy observations revealed an endomycorrhizal type association between Cynodon dactylon and T. pfeilii. This was confirmed with molecular analysis using specific T. pfeilii ITS primers. After 15 months, molecular methods confirmed Acacia erioloba as another host plant. These results have provided essential information paving the way for further investigation into the life cycle and biology of the Kalahari truffle. , KMBT_363 , Adobe Acrobat 9.53 Paper Capture Plug-in
- Full Text:
- Date Issued: 2007
- Authors: Adeleke, Rasheed Adegbola
- Date: 2007 , 2013-04-03
- Subjects: Truffles -- Kalahari Desert , Fungi -- Identification , Mycorrhizal fungi -- South Africa , Edible fungi -- South Africa , Mushroom culture -- South Africa , Fungi -- Cultures and culture media -- South Africa , Truffles -- South Africa , Truffles -- Lifecycles , Mycorrhizal fungi -- Lifecycles
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3889 , http://hdl.handle.net/10962/d1002951 , Truffles -- Kalahari Desert , Fungi -- Identification , Mycorrhizal fungi -- South Africa , Edible fungi -- South Africa , Mushroom culture -- South Africa , Fungi -- Cultures and culture media -- South Africa , Truffles -- South Africa , Truffles -- Lifecycles , Mycorrhizal fungi -- Lifecycles
- Description: Terfezia pfeilii is an edible mycorrhizal fungus that thrives in the Kalahari Desert of southern Africa. It is best known by desert dwellers for its flavour and as a source of nutrition. Although the genus Terfezia is generally regarded as being an ectomycorrhizal mycobiont, the exact mycorrhizal type formed by T. pfeilli and its' associated host plants remains uncertain. Discovery of the host plants for T. pfeilii would first be required in order to further investigate the life cycle and cultivation of this truffle. This study focussed on the isolation of mycelia from the ascocarp, optimising the growth conditions of the mycelial cultures, rapid molecular identification of T. pfeilii, investigation of potential helper bacteria and mycorrhizal synthesis experiments. T. pfeilii ascocarps were harvested from the Spitskop Nature Reserve in Upington, South Africa. Ascocarps were successfully identified using both morphological and molecular methods. Despite the delayed growth mostly caused by contaminating microorganisms, the isolation of T. pfeilii mycelia culture was successful. Molecular techniques were used to confirm the identity of the pure culture. Further studies were conducted on ways to improve the growth conditions of the mycelial culture on Fontana medium. An optimum temperature of 32°C, the addition of Bovine Serum Albumin as a nitrogen source and a pH of 7.5 significantly improved the growth of T. pfeilii in vitro. A rapid PeR-based molecular method was developed to speed up the identification of T. pfeilii. Specific primers that can exclusively amplify the ITS region of T. pfeilii were designed and used to identify both the ascocarps and the mycelial culture. The specificity of these primers was confirmed by their inability to amplify DNA from the isolates of contamining fungi obtained during the isolation process. Molecular comparison was made to confirm the reclassification of South African samples of T. pfeilii as Kalaharituber pfeilii as proposed by Ferdman et al.,(2005). However, in this study, the name T. pfeilii has been retained. A total of 17 bacterial isolates were obtained from the fruiting bodies of T. pfeaii and these were tested for stimulation of mycelial growth in vitro, indole production and phosphate solubilising capabilities. Bacterial isolates that showed potential to be Mycorrhization Helper Bacteria (MHB) were identified as Paenibacillus sp., Bacillus sp. and Rhizobium tropici. Selected plant seedlings were inoculated with T. pfeilii cultures or ascocarp slurry in order to re-establish the mycorrhizal association. After 8 months, light microscopy observations revealed an endomycorrhizal type association between Cynodon dactylon and T. pfeilii. This was confirmed with molecular analysis using specific T. pfeilii ITS primers. After 15 months, molecular methods confirmed Acacia erioloba as another host plant. These results have provided essential information paving the way for further investigation into the life cycle and biology of the Kalahari truffle. , KMBT_363 , Adobe Acrobat 9.53 Paper Capture Plug-in
- Full Text:
- Date Issued: 2007
Karen Horney : a psychobiographical study
- Authors: Green, Sarah-Jane
- Date: 2007
- Subjects: Horney, Karen, 1885-1952 Women psychologists Levinson, Daniel J., d.1994 Levinson, Daniel J., d.1994 -- The seasons of a woman's life
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3186 , http://hdl.handle.net/10962/d1008374
- Description: This psychobiography on the life of Karen Horney is an exploratory-descriptive study that aims to explore and describe Horney's life structure development according to Daniel Levinson's (1996) theory of adult development. The method of research uses a qualitative single-case research design that studies her life over her entire lifespan and highlights the individual characteristics of Horney in a holistic manner within her socio-historical context. A purposive sampling procedure was used to select Karen Horney as the subject of the research and only published data was analyzed in the research. Multiple sources of data are used to obtain the information in this research, including an autobiography and three biographies written by three different authors. This data is organized according to the temporal sequence of her lifespan and the developmental periods and time frame of Levinson's theory. Horney's life is described and explored to highlight those areas of her life that conform to the developmental theory and those aspects of her life that are not included in the theoretical constructs of Levinson 's theory. By exploring the significant relationships that Horney developed throughout her life with family, friends, work colleagues, community and religious affiliations, and the important issues in her development, this study verifies Levinson's theory by corroborating his conceptualisation of adult development as a process of sequential stages divided into four main eras of development, linked by three periods of transition. A shortcoming of Levinson's theory relates to his omission of self-esteem issues and religious concerns as relevant factors experienced during the era of pre-adulthood and spiritual concerns during the era of late adulthood.
- Full Text:
- Date Issued: 2007
- Authors: Green, Sarah-Jane
- Date: 2007
- Subjects: Horney, Karen, 1885-1952 Women psychologists Levinson, Daniel J., d.1994 Levinson, Daniel J., d.1994 -- The seasons of a woman's life
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3186 , http://hdl.handle.net/10962/d1008374
- Description: This psychobiography on the life of Karen Horney is an exploratory-descriptive study that aims to explore and describe Horney's life structure development according to Daniel Levinson's (1996) theory of adult development. The method of research uses a qualitative single-case research design that studies her life over her entire lifespan and highlights the individual characteristics of Horney in a holistic manner within her socio-historical context. A purposive sampling procedure was used to select Karen Horney as the subject of the research and only published data was analyzed in the research. Multiple sources of data are used to obtain the information in this research, including an autobiography and three biographies written by three different authors. This data is organized according to the temporal sequence of her lifespan and the developmental periods and time frame of Levinson's theory. Horney's life is described and explored to highlight those areas of her life that conform to the developmental theory and those aspects of her life that are not included in the theoretical constructs of Levinson 's theory. By exploring the significant relationships that Horney developed throughout her life with family, friends, work colleagues, community and religious affiliations, and the important issues in her development, this study verifies Levinson's theory by corroborating his conceptualisation of adult development as a process of sequential stages divided into four main eras of development, linked by three periods of transition. A shortcoming of Levinson's theory relates to his omission of self-esteem issues and religious concerns as relevant factors experienced during the era of pre-adulthood and spiritual concerns during the era of late adulthood.
- Full Text:
- Date Issued: 2007
Laboratory investigation of a load carriage task observed in forestry
- Authors: Furney, Sheena Elizabeth
- Date: 2007
- Subjects: Work -- Physiological aspects , Foresters -- Workload , Human engineering , Lifting and carrying
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5145 , http://hdl.handle.net/10962/d1008188 , Work -- Physiological aspects , Foresters -- Workload , Human engineering , Lifting and carrying
- Description: The objective of the present study was to investigate and compare the human responses to two load carriage tasks performed with three different load masses and on three different gradients. The task of carrying hydrogel in one hand was observed in a silviculture industry and crude physiological and perceptual responses were measured. This task was simulated in a laboratory setting together with a suggested intervention of backpack carriage. Eighteen conditions were established which consisted of the two modes of carriage and a combination of three load masses (9kg, 12kg and 15kg) and three gradients (5%, 10% and 15%). Twenty eight Rhodes University female students comprised the sample and the experimental procedures were conducted on a Quinton treadmill. Each participant was required to complete nine of the eighteen conditions which were each four minutes in duration. Postural changes were assessed using lateral and posterior digital images taken at the second and fourth minute and compression and shearing forces were estimated with the ErgolmagerTM Physiological responses (heart rate, ventilation and metabolic responses) were measured continuously with the Quark b² and perceptual responses ('central' and 'local' RPE) were measured every minute during the experimentation and body discomfort was rated at the completion of each condition. Overall responses revealed that hand carriage (146 bt.min⁻¹ , 25.09 mIO₂. kg-l.min⁻¹) was generally found to be more physiologically stressful than backpack carriage (130 bt.min⁻¹, 22.15 mIO₂.kg⁻¹ .min⁻¹) independent of load mass and gradient. Physiological responses were higher (113 bt.min-1 to 174 bt.min⁻¹ ) in responses to increasing gradient as opposed to increasing load mass (104 bt.min-1 to 153 bt.min⁻¹ ) for both backpack and hand carriage. Categorisation using the guidelines of Sanders and McCormick (1993) allowed for classification of conditions, with respect to physiological responses, into 'moderate', 'heavy' and 'very heavy' stress. For almost all of the physiological responses the majority of conditions which were classified as 'moderate' were backpack carriage conditions and the conditions classified as 'very heavy' were mostly hand carriage conditions. In terms of postural responses hand carriage resulted in more strain and greater compression and shearing forces on the spine. In terms of the compression forces increasing gradient had a greater affect on backpack carriage (681 N to 935 N) compared to hand carriage (570N to 793N). In contrast, increasing load mass had a larger affect on hand carriage postures and compression forces (751 N to 935N) in comparison to backpack carriage (723N to 780N). Shearing forces were found to be worse in hand carriage conditions overall. Although participants generally underrated perceived exertion in relation to cardiorespiratory responses, these perceptions revealed that backpack carriage, with a mean 'central' RPE of 12 compared to 11 for hand carriage, was somewhat preferred to hand carriage and that increasing gradient was perceived to be marginally more straining than increasing load mass.
- Full Text:
- Date Issued: 2007
- Authors: Furney, Sheena Elizabeth
- Date: 2007
- Subjects: Work -- Physiological aspects , Foresters -- Workload , Human engineering , Lifting and carrying
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5145 , http://hdl.handle.net/10962/d1008188 , Work -- Physiological aspects , Foresters -- Workload , Human engineering , Lifting and carrying
- Description: The objective of the present study was to investigate and compare the human responses to two load carriage tasks performed with three different load masses and on three different gradients. The task of carrying hydrogel in one hand was observed in a silviculture industry and crude physiological and perceptual responses were measured. This task was simulated in a laboratory setting together with a suggested intervention of backpack carriage. Eighteen conditions were established which consisted of the two modes of carriage and a combination of three load masses (9kg, 12kg and 15kg) and three gradients (5%, 10% and 15%). Twenty eight Rhodes University female students comprised the sample and the experimental procedures were conducted on a Quinton treadmill. Each participant was required to complete nine of the eighteen conditions which were each four minutes in duration. Postural changes were assessed using lateral and posterior digital images taken at the second and fourth minute and compression and shearing forces were estimated with the ErgolmagerTM Physiological responses (heart rate, ventilation and metabolic responses) were measured continuously with the Quark b² and perceptual responses ('central' and 'local' RPE) were measured every minute during the experimentation and body discomfort was rated at the completion of each condition. Overall responses revealed that hand carriage (146 bt.min⁻¹ , 25.09 mIO₂. kg-l.min⁻¹) was generally found to be more physiologically stressful than backpack carriage (130 bt.min⁻¹, 22.15 mIO₂.kg⁻¹ .min⁻¹) independent of load mass and gradient. Physiological responses were higher (113 bt.min-1 to 174 bt.min⁻¹ ) in responses to increasing gradient as opposed to increasing load mass (104 bt.min-1 to 153 bt.min⁻¹ ) for both backpack and hand carriage. Categorisation using the guidelines of Sanders and McCormick (1993) allowed for classification of conditions, with respect to physiological responses, into 'moderate', 'heavy' and 'very heavy' stress. For almost all of the physiological responses the majority of conditions which were classified as 'moderate' were backpack carriage conditions and the conditions classified as 'very heavy' were mostly hand carriage conditions. In terms of postural responses hand carriage resulted in more strain and greater compression and shearing forces on the spine. In terms of the compression forces increasing gradient had a greater affect on backpack carriage (681 N to 935 N) compared to hand carriage (570N to 793N). In contrast, increasing load mass had a larger affect on hand carriage postures and compression forces (751 N to 935N) in comparison to backpack carriage (723N to 780N). Shearing forces were found to be worse in hand carriage conditions overall. Although participants generally underrated perceived exertion in relation to cardiorespiratory responses, these perceptions revealed that backpack carriage, with a mean 'central' RPE of 12 compared to 11 for hand carriage, was somewhat preferred to hand carriage and that increasing gradient was perceived to be marginally more straining than increasing load mass.
- Full Text:
- Date Issued: 2007
Limiting vulnerability exposure through effective patch management: threat mitigation through vulnerability remediation
- Authors: White, Dominic Stjohn Dolin
- Date: 2007 , 2007-02-08
- Subjects: Computer networks -- Security measures , Computer viruses , Computer security
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4629 , http://hdl.handle.net/10962/d1006510 , Computer networks -- Security measures , Computer viruses , Computer security
- Description: This document aims to provide a complete discussion on vulnerability and patch management. The first chapters look at the trends relating to vulnerabilities, exploits, attacks and patches. These trends describe the drivers of patch and vulnerability management and situate the discussion in the current security climate. The following chapters then aim to present both policy and technical solutions to the problem. The policies described lay out a comprehensive set of steps that can be followed by any organisation to implement their own patch management policy, including practical advice on integration with other policies, managing risk, identifying vulnerability, strategies for reducing downtime and generating metrics to measure progress. Having covered the steps that can be taken by users, a strategy describing how best a vendor should implement a related patch release policy is provided. An argument is made that current monthly patch release schedules are inadequate to allow users to most effectively and timeously mitigate vulnerabilities. The final chapters discuss the technical aspect of automating parts of the policies described. In particular the concept of 'defense in depth' is used to discuss additional strategies for 'buying time' during the patch process. The document then goes on to conclude that in the face of increasing malicious activity and more complex patching, solid frameworks such as those provided in this document are required to ensure an organisation can fully manage the patching process. However, more research is required to fully understand vulnerabilities and exploits. In particular more attention must be paid to threats, as little work as been done to fully understand threat-agent capabilities and activities from a day to day basis. , TeX output 2007.02.08:2212 , Adobe Acrobat 9.51 Paper Capture Plug-in
- Full Text:
- Date Issued: 2007
- Authors: White, Dominic Stjohn Dolin
- Date: 2007 , 2007-02-08
- Subjects: Computer networks -- Security measures , Computer viruses , Computer security
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4629 , http://hdl.handle.net/10962/d1006510 , Computer networks -- Security measures , Computer viruses , Computer security
- Description: This document aims to provide a complete discussion on vulnerability and patch management. The first chapters look at the trends relating to vulnerabilities, exploits, attacks and patches. These trends describe the drivers of patch and vulnerability management and situate the discussion in the current security climate. The following chapters then aim to present both policy and technical solutions to the problem. The policies described lay out a comprehensive set of steps that can be followed by any organisation to implement their own patch management policy, including practical advice on integration with other policies, managing risk, identifying vulnerability, strategies for reducing downtime and generating metrics to measure progress. Having covered the steps that can be taken by users, a strategy describing how best a vendor should implement a related patch release policy is provided. An argument is made that current monthly patch release schedules are inadequate to allow users to most effectively and timeously mitigate vulnerabilities. The final chapters discuss the technical aspect of automating parts of the policies described. In particular the concept of 'defense in depth' is used to discuss additional strategies for 'buying time' during the patch process. The document then goes on to conclude that in the face of increasing malicious activity and more complex patching, solid frameworks such as those provided in this document are required to ensure an organisation can fully manage the patching process. However, more research is required to fully understand vulnerabilities and exploits. In particular more attention must be paid to threats, as little work as been done to fully understand threat-agent capabilities and activities from a day to day basis. , TeX output 2007.02.08:2212 , Adobe Acrobat 9.51 Paper Capture Plug-in
- Full Text:
- Date Issued: 2007
Local food choices and nutrition : a case study of amarewu in the FET consumer studies curriculum
- Authors: Kota, Lutho Siyabulela
- Date: 2007
- Subjects: Continuing education -- South Africa -- Eastern Cape -- Curricula Education -- South Africa -- Eastern Cape -- Curricula Ethnoscience -- South Africa -- Eastern Cape Indigenous peoples -- Study and teaching -- South Africa -- Eastern Cape Nutrition -- Study and teaching -- South Africa--Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1666 , http://hdl.handle.net/10962/d1003549
- Description: This case study examines the introduction of Indigenous Knowledge (IK) in the Consumer Studies curriculum of Further Education and Training (FET). The research is centred on the use of enquiry methodologies involving learners observing parent demonstrations of the making of ‘amarewu’ and other activities centred on the propositional knowledge dealing with fermentation in the Consumer Studies curriculum. The research involved a review of curriculum documents, participant observation of a demonstration of local food practices related to ‘amarewu’ and learner research activities and interviews to review the developing learning interactions. The learning activities were focused on the learners’ researching the cultural and nutritional value of ‘amarewu’ and included an audit of food consumed in the community. What transpired from this study was that working with IK in the curriculum is possible. The inclusion of IK is not only possible but desirable and has exciting possibilities for relevance in contemporary education. The active involvement in parent demonstration engaged the learners in IK in their mother tongue, therefore indigenous knowledge has relevance. The curriculum concepts also enhanced the engagement by giving rise to more relevant knowledge and a respect for cultural matters. Intergenerational capital and subject concepts also enabled learners to engage with local nutritional problems and to come up with practical solutions. This study demonstrates how IK intergenerational capital in combination in combination with curriculum concepts (subject knowledge capital) can enhance relevance and the learners’ real engagement with local health and nutritional problems. Not only did the learners have culturally valued knowledge, but also knowledge that has a practical grasp of the problem and that they could use to engage relevant issues. These two views of knowledge join in learning and can be used to address health issues. I therefore recommend connection of cultural knowledge and conceptual knowledge to strengthen the revitalisation of cultural heritage, thus equalising it to the modern patterns of life and enhancing meaningful curriculum orientation.
- Full Text:
- Date Issued: 2007
- Authors: Kota, Lutho Siyabulela
- Date: 2007
- Subjects: Continuing education -- South Africa -- Eastern Cape -- Curricula Education -- South Africa -- Eastern Cape -- Curricula Ethnoscience -- South Africa -- Eastern Cape Indigenous peoples -- Study and teaching -- South Africa -- Eastern Cape Nutrition -- Study and teaching -- South Africa--Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1666 , http://hdl.handle.net/10962/d1003549
- Description: This case study examines the introduction of Indigenous Knowledge (IK) in the Consumer Studies curriculum of Further Education and Training (FET). The research is centred on the use of enquiry methodologies involving learners observing parent demonstrations of the making of ‘amarewu’ and other activities centred on the propositional knowledge dealing with fermentation in the Consumer Studies curriculum. The research involved a review of curriculum documents, participant observation of a demonstration of local food practices related to ‘amarewu’ and learner research activities and interviews to review the developing learning interactions. The learning activities were focused on the learners’ researching the cultural and nutritional value of ‘amarewu’ and included an audit of food consumed in the community. What transpired from this study was that working with IK in the curriculum is possible. The inclusion of IK is not only possible but desirable and has exciting possibilities for relevance in contemporary education. The active involvement in parent demonstration engaged the learners in IK in their mother tongue, therefore indigenous knowledge has relevance. The curriculum concepts also enhanced the engagement by giving rise to more relevant knowledge and a respect for cultural matters. Intergenerational capital and subject concepts also enabled learners to engage with local nutritional problems and to come up with practical solutions. This study demonstrates how IK intergenerational capital in combination in combination with curriculum concepts (subject knowledge capital) can enhance relevance and the learners’ real engagement with local health and nutritional problems. Not only did the learners have culturally valued knowledge, but also knowledge that has a practical grasp of the problem and that they could use to engage relevant issues. These two views of knowledge join in learning and can be used to address health issues. I therefore recommend connection of cultural knowledge and conceptual knowledge to strengthen the revitalisation of cultural heritage, thus equalising it to the modern patterns of life and enhancing meaningful curriculum orientation.
- Full Text:
- Date Issued: 2007