The knowledge-knower structures used in the assessment of graphic design practical work in a multi-campus context
- Authors: Giloi, Susan Louise
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1336 , http://hdl.handle.net/10962/d1021310
- Description: This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable. It therefore sits uncomfortably with results-driven HE and institutional priorities. In light of this context and the complex and social nature of GD assessment, a critical realist approach provided the guiding metatheory for this case study. Critical realism considers the unseen but real mechanisms that exist and interact within a context to create a phenomenon such as an assessment practice. In this case study the knowledge-structuring theories of Basil Bernstein and Karl Maton were used to uncover these mechanisms. Bernstein and Maton propose that new knowledge, the curriculum and pedagogy, which includes assessment, communicate the valued disciplinary knowledge and who controls these communications. For this study the institutional documents and voices of assessors provided insight into the GD assessment practice; data was generated through a lecturer survey, the study guides and assessor conversations at both the formative and summative assessment stages. Given the significance of both knowledge and expertise in GD, Specialisation, one of the Legitimation Code Theory (LCT) dimensions, provided the conceptual tool whereby the generated data were analysed and categorised, and the underlying valued knowledge-knower structures, or specialisation codes, were identified. The identified specialisation codes revealed a number of code clashes, matches and shifts, which highlighted instances of mixed or conflicting communication regarding what was valued and used in GD assessment. These clashes, matches and shifts have significant implications for curriculum design, pedagogy and assessment. As a result the findings may have relevance for students, lecturers and assessors who work in practice-based fields which require the assessment of complex achievements and rely on a specialised gaze to judge standards. Informed by the findings of this study, I argue that there is a fundamental conflict between what is valued within the broader national South African Higher Education system and Private Higher Education institutional context, and the nature of GD assessment. The broader structures, guided by a techno-rationalist approach to assessment and the pressures of massification, success, compliance and institutional efficiencies, value explicitly-stated outcomes and criteria, propositional knowledge and a positivist ideal of one correct mark for any one assessment, while the GD assessment practice values the more social and tacit elements of procedural knowledge and a specialist knower as evidenced in a largely tacit GD gaze that assessors possess and students aim to develop. The uncovering of the knowledge-knower structures used in GD assessment has the potential to make the assessed gaze more explicit to lecturers, assessors and ultimately to students. My findings offer a deeper understanding of the assessment of knower code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in a HE context.
- Full Text:
- Authors: Giloi, Susan Louise
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1336 , http://hdl.handle.net/10962/d1021310
- Description: This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable. It therefore sits uncomfortably with results-driven HE and institutional priorities. In light of this context and the complex and social nature of GD assessment, a critical realist approach provided the guiding metatheory for this case study. Critical realism considers the unseen but real mechanisms that exist and interact within a context to create a phenomenon such as an assessment practice. In this case study the knowledge-structuring theories of Basil Bernstein and Karl Maton were used to uncover these mechanisms. Bernstein and Maton propose that new knowledge, the curriculum and pedagogy, which includes assessment, communicate the valued disciplinary knowledge and who controls these communications. For this study the institutional documents and voices of assessors provided insight into the GD assessment practice; data was generated through a lecturer survey, the study guides and assessor conversations at both the formative and summative assessment stages. Given the significance of both knowledge and expertise in GD, Specialisation, one of the Legitimation Code Theory (LCT) dimensions, provided the conceptual tool whereby the generated data were analysed and categorised, and the underlying valued knowledge-knower structures, or specialisation codes, were identified. The identified specialisation codes revealed a number of code clashes, matches and shifts, which highlighted instances of mixed or conflicting communication regarding what was valued and used in GD assessment. These clashes, matches and shifts have significant implications for curriculum design, pedagogy and assessment. As a result the findings may have relevance for students, lecturers and assessors who work in practice-based fields which require the assessment of complex achievements and rely on a specialised gaze to judge standards. Informed by the findings of this study, I argue that there is a fundamental conflict between what is valued within the broader national South African Higher Education system and Private Higher Education institutional context, and the nature of GD assessment. The broader structures, guided by a techno-rationalist approach to assessment and the pressures of massification, success, compliance and institutional efficiencies, value explicitly-stated outcomes and criteria, propositional knowledge and a positivist ideal of one correct mark for any one assessment, while the GD assessment practice values the more social and tacit elements of procedural knowledge and a specialist knower as evidenced in a largely tacit GD gaze that assessors possess and students aim to develop. The uncovering of the knowledge-knower structures used in GD assessment has the potential to make the assessed gaze more explicit to lecturers, assessors and ultimately to students. My findings offer a deeper understanding of the assessment of knower code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in a HE context.
- Full Text:
The mediating processes within social learning: women’s food and water security practices in the rural Eastern Cape
- Authors: Rivers, Nina
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/888 , vital:20000
- Description: The focus of this study was to explore the implicit and explicit mediating processes within the social learning of women’s food and water security practices in the rural Eastern Cape, South Africa. The study was undertaken in response to a growing problem of learning resources being decontextualised and therefore being of little relevance or use to the everyday practices of the people they were developed for. The central thesis of this study is that if the mediating processes that shape practice and learning are understood then these practices and learning can be better supported. One of the main foci of this study therefore is the concept of mediation and the importance of understanding the implicit and explicit mediating processes that shape learning and practice within the context of rainwater harvesting and food gardening practices of rural women. The study interprets these as social learning processes after the work of Lev Vygotsky and post-Vygotskian learning and activity development research, which recognises that all learning is socially mediated. This study also attempts to show that ontological factors also shape social learning processes via structural mediations (which are often also socially structured over time in history). Working within the broad framework of change oriented social learning, education for sustainability and the southern African water and food nexus the study is focused around two central research questions: 1) What are the mediating processes evident in and surrounding the learning of rainwater harvesting in the context of women’s water and food security in rural communities? And 2) How can a question-based learning resource extend the learning practices in this context? Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT), underpinned by critical realism, to reveal how the learning of rainwater and food gardening practitioners is constrained and enabled by mediating processes. The theory of mediation provided a useful theoretical lens with which to examine data generated. A case study approach was used in two sites in the rural Eastern Cape. The first was Cata village in the Amathole district and the second was a peri-urban settlement called Glenconnor in the Cacadu district. Each case study is constituted within a networked activity system. The study also used a narrative inquiry approach in order to bring to life the case studies, activity systems and some of the dynamics of social learning within the study. The methodological tools of document analysis, observations, in-depth interviews and focus group discussions were used to explore the implicit and explicit mediating processes that shape research participants’ rainwater harvesting and food gardening practices and their learning. Inductive, abductive and retroductive modes of inference were used to analyse data in and across case studies. One of the first findings of this study is that learning is embedded in and emergent from context in that it is mediated by implicit and explicit processes within each context. This makes such learning social, in the sense of social used by Vygotsky. The second finding showed that implicit and explicit mediation processes are constantly interacting in a dialectical process whether people are conscious of this interplay or not. This is an important dynamic to understand when trying to bring about societal transformation through education. Understanding the interaction between the implicit and explicit alerts researchers to the sociocultural dynamics inherent within social learning processes and therefore informs how learning resources and educational and development programmes should be designed and implemented. This study contributes to new knowledge in the environmental education field and the water knowledge sector. It makes a theoretical and empirical contribution to the body of knowledge concerned with socially mediated learning and situated learning approaches. The study illustrates how learning is embedded in context and also how learning emerges in relation to context via interactions between implicit and explicit mediation processes, and considers what this means for learning and development in the rural nexus of water and food security practices. This study also contributes to the growing body of post-Vygotskian social learning research in southern Africa that is being developed in the context of cultural historical activity theory as it shows the dialectical relationship that exists between implicit and explicit forms of mediation as these are embedded in, emergent from, and are externally mediated into activity systems in rural community contexts. This study contributes to a second area of knowledge: the water sector. With a background in anthropology which sensitised the researcher to contextual factors and approaching the study through an educational lens, the data has been worked with to surface and present the nuanced mediating processes that shape the learning and knowledge around water issues. This way of working and this focus on the socio-cultural is relatively new in the water sector in South Africa and gains significance in the light of an emergent interest in more complex social studies in the water sector which has traditionally been dominated by natural sciences and engineering. The significance of this study for rural South African women’s lives is that by understanding and taking account of their history, context, struggles and experiences, their learning and practices can be better supported through more relevant learning resources and programmes.
- Full Text:
- Authors: Rivers, Nina
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/888 , vital:20000
- Description: The focus of this study was to explore the implicit and explicit mediating processes within the social learning of women’s food and water security practices in the rural Eastern Cape, South Africa. The study was undertaken in response to a growing problem of learning resources being decontextualised and therefore being of little relevance or use to the everyday practices of the people they were developed for. The central thesis of this study is that if the mediating processes that shape practice and learning are understood then these practices and learning can be better supported. One of the main foci of this study therefore is the concept of mediation and the importance of understanding the implicit and explicit mediating processes that shape learning and practice within the context of rainwater harvesting and food gardening practices of rural women. The study interprets these as social learning processes after the work of Lev Vygotsky and post-Vygotskian learning and activity development research, which recognises that all learning is socially mediated. This study also attempts to show that ontological factors also shape social learning processes via structural mediations (which are often also socially structured over time in history). Working within the broad framework of change oriented social learning, education for sustainability and the southern African water and food nexus the study is focused around two central research questions: 1) What are the mediating processes evident in and surrounding the learning of rainwater harvesting in the context of women’s water and food security in rural communities? And 2) How can a question-based learning resource extend the learning practices in this context? Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT), underpinned by critical realism, to reveal how the learning of rainwater and food gardening practitioners is constrained and enabled by mediating processes. The theory of mediation provided a useful theoretical lens with which to examine data generated. A case study approach was used in two sites in the rural Eastern Cape. The first was Cata village in the Amathole district and the second was a peri-urban settlement called Glenconnor in the Cacadu district. Each case study is constituted within a networked activity system. The study also used a narrative inquiry approach in order to bring to life the case studies, activity systems and some of the dynamics of social learning within the study. The methodological tools of document analysis, observations, in-depth interviews and focus group discussions were used to explore the implicit and explicit mediating processes that shape research participants’ rainwater harvesting and food gardening practices and their learning. Inductive, abductive and retroductive modes of inference were used to analyse data in and across case studies. One of the first findings of this study is that learning is embedded in and emergent from context in that it is mediated by implicit and explicit processes within each context. This makes such learning social, in the sense of social used by Vygotsky. The second finding showed that implicit and explicit mediation processes are constantly interacting in a dialectical process whether people are conscious of this interplay or not. This is an important dynamic to understand when trying to bring about societal transformation through education. Understanding the interaction between the implicit and explicit alerts researchers to the sociocultural dynamics inherent within social learning processes and therefore informs how learning resources and educational and development programmes should be designed and implemented. This study contributes to new knowledge in the environmental education field and the water knowledge sector. It makes a theoretical and empirical contribution to the body of knowledge concerned with socially mediated learning and situated learning approaches. The study illustrates how learning is embedded in context and also how learning emerges in relation to context via interactions between implicit and explicit mediation processes, and considers what this means for learning and development in the rural nexus of water and food security practices. This study also contributes to the growing body of post-Vygotskian social learning research in southern Africa that is being developed in the context of cultural historical activity theory as it shows the dialectical relationship that exists between implicit and explicit forms of mediation as these are embedded in, emergent from, and are externally mediated into activity systems in rural community contexts. This study contributes to a second area of knowledge: the water sector. With a background in anthropology which sensitised the researcher to contextual factors and approaching the study through an educational lens, the data has been worked with to surface and present the nuanced mediating processes that shape the learning and knowledge around water issues. This way of working and this focus on the socio-cultural is relatively new in the water sector in South Africa and gains significance in the light of an emergent interest in more complex social studies in the water sector which has traditionally been dominated by natural sciences and engineering. The significance of this study for rural South African women’s lives is that by understanding and taking account of their history, context, struggles and experiences, their learning and practices can be better supported through more relevant learning resources and programmes.
- Full Text:
The relationship between leaders’ emotional intelligence and followers’ motivational behaviour and organisational commitment
- Authors: Chipumuro, Juliet
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/484 , vital:19963
- Description: Over the past few years, emotional intelligence (EI) has generated significant interest and a wealth of research as a possible area of insight into what determines outstanding performance in the workplace (Ashworth, 2013:8; Pillay, Viviers and Mayer, 2013:1). The internal environment of organisations in the labour-intense hospitality industry is complex and dynamic. Given the unpredictability of change, the researcher found the hospitality industry to be an intriguing milieu within which to ascertain the importance of EI in predicting leaders’ effectiveness as a measure of outstanding performance. As employees are the internal customers of any hotel organisation, representing many hotel organisations’ only true competitive advantage, the purpose of this quantitative investigation was to examine the relationship between leaders’ EI and followers’ motivational behaviour and organisational commitment. Despite the intuitive plausibility of the assumption that leaders who exhibit EI competencies contribute to outstanding performance, the issue of followers’ motivational behaviour and organisational commitment as leadership indices has received little empirical attention. This study sets out to integrate prior findings on EI, motivation and organisational commitment, to support these findings in literature, and to incorporate these findings into a comprehensive conceptual framework. Using critical realists’ post-positivistic philosophical assumptions, the researcher used the Emotional and Social Competencies Inventory (ESCI) to assess leaders’ EI. Furthermore, the Motivational Sources Inventory (MSI) was used to assess followers’ motivational behaviour, while Organisational Commitment Scales (OCS) were used to assess followers’ organisational commitment. The survey respondents consisted of 120 leaders and 435 followers from 13 hotels in four prominent hotel groups in South Africa. The quantitative data collected from the surveys was analysed quantitatively using SPSS to reach substantial results with inferences. The analysis of variance revealed an overall positive relationship between demographic variables and Leaders EI, followers’ motivational behaviour and followers’ organisational commitment. The correlational analysis revealed positive relationships between leaders’ EI and followers’ motivational behaviour and organisational commitment (R= 0.05-, p<0.01) except for instrumental motivation. The correlation between leaders’ emotional self-awareness and followers’ intrinsic process motivation was somewhat weak while the relationship between leaders’ emotional self-awareness and instrumental motivation was found to be sufficient, but statistically not significant. The researcher can conclude that generally the results of this study reveal that organisational leaders can positively influence the motivational behaviour and organisational commitment of their followers by enhancing their own EI competencies. The results add to the leadership literature by illuminating possible antecedents to leadership effectiveness. It is believed that this research will help the hospitality industry at large in clarifying the importance of EI competencies in leadership as a means of obtaining positive motivation behaviour and commitment from followers. Furthermore, the findings have both managerial and research implications for hospitality operations strategy formulation in order to gain competitive advantage and improve the financial position of the businesses.
- Full Text:
- Authors: Chipumuro, Juliet
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/484 , vital:19963
- Description: Over the past few years, emotional intelligence (EI) has generated significant interest and a wealth of research as a possible area of insight into what determines outstanding performance in the workplace (Ashworth, 2013:8; Pillay, Viviers and Mayer, 2013:1). The internal environment of organisations in the labour-intense hospitality industry is complex and dynamic. Given the unpredictability of change, the researcher found the hospitality industry to be an intriguing milieu within which to ascertain the importance of EI in predicting leaders’ effectiveness as a measure of outstanding performance. As employees are the internal customers of any hotel organisation, representing many hotel organisations’ only true competitive advantage, the purpose of this quantitative investigation was to examine the relationship between leaders’ EI and followers’ motivational behaviour and organisational commitment. Despite the intuitive plausibility of the assumption that leaders who exhibit EI competencies contribute to outstanding performance, the issue of followers’ motivational behaviour and organisational commitment as leadership indices has received little empirical attention. This study sets out to integrate prior findings on EI, motivation and organisational commitment, to support these findings in literature, and to incorporate these findings into a comprehensive conceptual framework. Using critical realists’ post-positivistic philosophical assumptions, the researcher used the Emotional and Social Competencies Inventory (ESCI) to assess leaders’ EI. Furthermore, the Motivational Sources Inventory (MSI) was used to assess followers’ motivational behaviour, while Organisational Commitment Scales (OCS) were used to assess followers’ organisational commitment. The survey respondents consisted of 120 leaders and 435 followers from 13 hotels in four prominent hotel groups in South Africa. The quantitative data collected from the surveys was analysed quantitatively using SPSS to reach substantial results with inferences. The analysis of variance revealed an overall positive relationship between demographic variables and Leaders EI, followers’ motivational behaviour and followers’ organisational commitment. The correlational analysis revealed positive relationships between leaders’ EI and followers’ motivational behaviour and organisational commitment (R= 0.05-, p<0.01) except for instrumental motivation. The correlation between leaders’ emotional self-awareness and followers’ intrinsic process motivation was somewhat weak while the relationship between leaders’ emotional self-awareness and instrumental motivation was found to be sufficient, but statistically not significant. The researcher can conclude that generally the results of this study reveal that organisational leaders can positively influence the motivational behaviour and organisational commitment of their followers by enhancing their own EI competencies. The results add to the leadership literature by illuminating possible antecedents to leadership effectiveness. It is believed that this research will help the hospitality industry at large in clarifying the importance of EI competencies in leadership as a means of obtaining positive motivation behaviour and commitment from followers. Furthermore, the findings have both managerial and research implications for hospitality operations strategy formulation in order to gain competitive advantage and improve the financial position of the businesses.
- Full Text:
The removal of toxic anions from wastewater using electrospun nanofibers
- Authors: Moronkola, Bridget Adekemi
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4564 , http://hdl.handle.net/10962/d1020991
- Description: The presence of arsenic and phosphate in waters, especially wastewater, has become a worldwide problem even till the present time. The current regulation of drinking standard water has become more stringent and requires arsenic content to be reduced to a few parts per billion. Nevertheless, phosphorous pollution, known as the eutrophication, is regarded as one of the main causes of water quality deterioration. Hence, the decontamination of phosphorous from aqueous solutions is of importance for eutrophication control and phosphorous recovery. Efforts are being made to remove these contaminants, arsenic (v) and phosphate from wastewater using low cost adsorbents. In the present study, removal of arsenic(v) and phosphate from wastewater using two novel fabricated sorbent materials; polyvinylmethylketone functionalized 2-amino4,6-dihydroxylpyrimidine (APPMKNFs) prepared via a Schiff base condensation reaction and aminated polyvinylbenzylchloride (PVBC) prepared through a substitution reaction and then quaternized using three alkyl groups (R’ = CH₃, C₂H₅ and C₃H₇) were investigated. The experiments were carried out in batch and solid phase extraction mode. Preliminary experiments were done with series of four sorbent materials (APPMKNFs, R’ = CH₃, C₂H₅ and C₃H₇) in order to find out a suitable and low cost adsorbents for the effective removal of arsenic (v) and phosphate. The best sorbent materials were obtained after the optimization and preparation experiments. The APPMKNFs and R’ = CH₃ were effective for arsenic (v) and phosphate removal from wastewater. The effect of pH, initial sorbate concentration, amount of sorbent, effect of co-exisiting anions and the reusability in batch and solid phase extraction mode were also investigated. From the experiment conducted, the pH shows a decisive factor on arsenic and phosphate removal. Analysis of adsorbent dosage, Kinetic studies and co-existing anions were carried out in order to evaluate sorption parameters. The adsorption isotherms were well fitted by Langmuir than Freundlch isotherm for (APPMKNFs). And more...
- Full Text:
- Authors: Moronkola, Bridget Adekemi
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4564 , http://hdl.handle.net/10962/d1020991
- Description: The presence of arsenic and phosphate in waters, especially wastewater, has become a worldwide problem even till the present time. The current regulation of drinking standard water has become more stringent and requires arsenic content to be reduced to a few parts per billion. Nevertheless, phosphorous pollution, known as the eutrophication, is regarded as one of the main causes of water quality deterioration. Hence, the decontamination of phosphorous from aqueous solutions is of importance for eutrophication control and phosphorous recovery. Efforts are being made to remove these contaminants, arsenic (v) and phosphate from wastewater using low cost adsorbents. In the present study, removal of arsenic(v) and phosphate from wastewater using two novel fabricated sorbent materials; polyvinylmethylketone functionalized 2-amino4,6-dihydroxylpyrimidine (APPMKNFs) prepared via a Schiff base condensation reaction and aminated polyvinylbenzylchloride (PVBC) prepared through a substitution reaction and then quaternized using three alkyl groups (R’ = CH₃, C₂H₅ and C₃H₇) were investigated. The experiments were carried out in batch and solid phase extraction mode. Preliminary experiments were done with series of four sorbent materials (APPMKNFs, R’ = CH₃, C₂H₅ and C₃H₇) in order to find out a suitable and low cost adsorbents for the effective removal of arsenic (v) and phosphate. The best sorbent materials were obtained after the optimization and preparation experiments. The APPMKNFs and R’ = CH₃ were effective for arsenic (v) and phosphate removal from wastewater. The effect of pH, initial sorbate concentration, amount of sorbent, effect of co-exisiting anions and the reusability in batch and solid phase extraction mode were also investigated. From the experiment conducted, the pH shows a decisive factor on arsenic and phosphate removal. Analysis of adsorbent dosage, Kinetic studies and co-existing anions were carried out in order to evaluate sorption parameters. The adsorption isotherms were well fitted by Langmuir than Freundlch isotherm for (APPMKNFs). And more...
- Full Text:
The trophic ecology of waterbirds in a small temperate estuary: a stable isotope and lipid tracer approach
- Authors: Hean, Jeffrey William
- Date: 2016
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/54356 , vital:26557
- Description: Waterbirds are often overlooked as predators in aquatic ecosystems, despite the fact that waterbirds congregate in great numbers in and around waterways, notably estuaries. To fully appreciate the effect that aquatic feeding waterbird species may have on aquatic prey communities and the role that they play in estuarine food webs, stable isotopes and fatty acid profiles were employed to examine the seasonal diet of selected waterbirds in the Kowie Estuary, Eastern Cape Province, South Africa. Population counts were conducted every month for four seasons to examine the demography of waterbirds in the lower reaches of the estuary. The mean monthly energy consumption, along with dry matter intake of all waterbird species observed, were calculated and compared to similar estuaries in South Africa and elsewhere. Three duck species, one migrant sandpiper and one piscivore were selected for more detailed investigation at several temporal scales. This thesis has revealed that stable isotope analysis of waterbird tissues provides more informative data than fatty acid analysis for investigating waterbird diet and basal resource-tertiary consumer nutrient coupling. Stable δ15N and δ13C isotopes from several body tissues, in conjunction with SIAR models, were used to determine the seasonal diet of each waterbird species, while fatty acid profiles were investigated to examine the trophic transfer of fatty acids from basal resources to waterbird predators via the benthic fauna. Stable isotopes revealed that Cape Shoveller, Cape Teal and Yellow-Billed Duck shifted their diet over both long and short temporal scales, while the migratory Ruff and piscivorous Little Egret maintained a relatively consistent diet over time. Isopods, amphipods, copepods and Mysidacea were the main foods of all three duck species and the Ruff (>30%). Little Egret fed mainly on flathead mullet throughout the year. Fatty acid analysis revealed evidence for trophic transfer of specific fatty acids from basal resources to waterbirds in the Kowie Estuary but provided little information on seasonal diet of waterbirds. Waterbirds foraging in the Kowie Estuary appeared to shift their diet to coincide with resource abundance pulses, but also displayed seasonal dietary overlap. This study highlights the role that waterbirds play in aquatic food webs. The subject requires more attention so that we can better understand all the predatory drivers on aquatic communities.
- Full Text:
- Authors: Hean, Jeffrey William
- Date: 2016
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/54356 , vital:26557
- Description: Waterbirds are often overlooked as predators in aquatic ecosystems, despite the fact that waterbirds congregate in great numbers in and around waterways, notably estuaries. To fully appreciate the effect that aquatic feeding waterbird species may have on aquatic prey communities and the role that they play in estuarine food webs, stable isotopes and fatty acid profiles were employed to examine the seasonal diet of selected waterbirds in the Kowie Estuary, Eastern Cape Province, South Africa. Population counts were conducted every month for four seasons to examine the demography of waterbirds in the lower reaches of the estuary. The mean monthly energy consumption, along with dry matter intake of all waterbird species observed, were calculated and compared to similar estuaries in South Africa and elsewhere. Three duck species, one migrant sandpiper and one piscivore were selected for more detailed investigation at several temporal scales. This thesis has revealed that stable isotope analysis of waterbird tissues provides more informative data than fatty acid analysis for investigating waterbird diet and basal resource-tertiary consumer nutrient coupling. Stable δ15N and δ13C isotopes from several body tissues, in conjunction with SIAR models, were used to determine the seasonal diet of each waterbird species, while fatty acid profiles were investigated to examine the trophic transfer of fatty acids from basal resources to waterbird predators via the benthic fauna. Stable isotopes revealed that Cape Shoveller, Cape Teal and Yellow-Billed Duck shifted their diet over both long and short temporal scales, while the migratory Ruff and piscivorous Little Egret maintained a relatively consistent diet over time. Isopods, amphipods, copepods and Mysidacea were the main foods of all three duck species and the Ruff (>30%). Little Egret fed mainly on flathead mullet throughout the year. Fatty acid analysis revealed evidence for trophic transfer of specific fatty acids from basal resources to waterbirds in the Kowie Estuary but provided little information on seasonal diet of waterbirds. Waterbirds foraging in the Kowie Estuary appeared to shift their diet to coincide with resource abundance pulses, but also displayed seasonal dietary overlap. This study highlights the role that waterbirds play in aquatic food webs. The subject requires more attention so that we can better understand all the predatory drivers on aquatic communities.
- Full Text:
Ways of seeing over time: the construction and imagination of ‘historic separation’ in Israeli and Palestinian cultures
- Authors: Butler, Nina Melissa
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/474 , vital:19962
- Description: There exists an international consensus that Palestinian and Israeli societies are ceaselessly and essentially acrimonious. This thesis argues that the conceptualisation of ‘historic separation’ in Palestine/Israel is supported and nourished by national narratives that follow classic historicism and a linear trajectory of essentialised culture progressing over time. Given these patterns in historiography and cultural expressions, conceptualisations of the future are argued to be dominated by the ‘overdetermined’ and ‘sacralised’ pasts that arrest the ability to conceive of alternative horizons. These national narratives are analysed borrowing from the theorisation of Edward Said on hegemonic culture, and Ranjit Guha’s Subaltern critique of historicism. Zionism is argued to function as a cultural hegemony that operates in a mercurial, selfsustaining and vibrant manner that has the effect of what this thesis terms ‘centrifugal magnetism’ on discourse in the region. Palestinian national narratives are held to be in tangential relation to Zionism (a classic colonial master-narrative), thus entering into a ‘terrible embrace’ of destructive colonial/postcolonial repetition that tends towards violent conflict and the discrimination of minorities. This thesis then proposes a ‘way out’ of this historiographical pattern that is argued to tangibly inform the cultural fabric of the region. By drawing on the later works of Mahmoud Darwish, Mustaffa Hallaj and Said, it is proposed that there are traces of a notion of self and community that can be described as postnational. This demands a reconstruction of narratives of the past in the region in a pluralistic fashion that is based upon shared exilic identity in flux over what Darwish termed an ‘open historical space’. Crucially, this alternative postnational narrative opens up conceptualisations of the future and is founded upon a renewed disposition to temporality. This thesis thus concludes by proposing that an understanding of temporality as ‘ecstatic’ and essential to being (Martin Heidegger) should be included as a crucial consideration for the end to conflict and the attainment of just and equitable futures.
- Full Text:
- Authors: Butler, Nina Melissa
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/474 , vital:19962
- Description: There exists an international consensus that Palestinian and Israeli societies are ceaselessly and essentially acrimonious. This thesis argues that the conceptualisation of ‘historic separation’ in Palestine/Israel is supported and nourished by national narratives that follow classic historicism and a linear trajectory of essentialised culture progressing over time. Given these patterns in historiography and cultural expressions, conceptualisations of the future are argued to be dominated by the ‘overdetermined’ and ‘sacralised’ pasts that arrest the ability to conceive of alternative horizons. These national narratives are analysed borrowing from the theorisation of Edward Said on hegemonic culture, and Ranjit Guha’s Subaltern critique of historicism. Zionism is argued to function as a cultural hegemony that operates in a mercurial, selfsustaining and vibrant manner that has the effect of what this thesis terms ‘centrifugal magnetism’ on discourse in the region. Palestinian national narratives are held to be in tangential relation to Zionism (a classic colonial master-narrative), thus entering into a ‘terrible embrace’ of destructive colonial/postcolonial repetition that tends towards violent conflict and the discrimination of minorities. This thesis then proposes a ‘way out’ of this historiographical pattern that is argued to tangibly inform the cultural fabric of the region. By drawing on the later works of Mahmoud Darwish, Mustaffa Hallaj and Said, it is proposed that there are traces of a notion of self and community that can be described as postnational. This demands a reconstruction of narratives of the past in the region in a pluralistic fashion that is based upon shared exilic identity in flux over what Darwish termed an ‘open historical space’. Crucially, this alternative postnational narrative opens up conceptualisations of the future and is founded upon a renewed disposition to temporality. This thesis thus concludes by proposing that an understanding of temporality as ‘ecstatic’ and essential to being (Martin Heidegger) should be included as a crucial consideration for the end to conflict and the attainment of just and equitable futures.
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