Hearing silenced voices: a learning-centred approach to sustainable land rehabilitation and natural resource management
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
How do urban dwellers identify with features within urban green spaces in the Eastern Cape?
- Authors: Manyani, Amanda
- Date: 2019
- Subjects: Land use, Urban -- South Africa , Greenbelts -- South Africa , City planning -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/95596 , vital:31174
- Description: Public urban green spaces contain natural and artificial features which play crucial roles in supporting urban social-ecological systems, a fact now recognized globally. The various natural and artificial features contained in public urban green spaces are said to be key contributors to the quality of life and well-being of urban dwellers. Nevertheless, this has been largely ignored in urban design in South Africa, especially in the poorer township and Reconstruction Development Program (RDP) areas. At the individual household and community levels within the poorer communities, the provision of green spaces and trees, as well as recreation facilities, is well below world standards, and much less than what is available in the more affluent areas of South African towns. Additionally, most research on the links between nature and human well-being in urban contexts comes from developed world contexts which adopt a westernized view of the relationship. Yet, in many societies of the Global South, including South Africa, worldviews and experiences of nature in green spaces and use of other recreational features takes on different meanings to those of the Global North. To show these differences, a combination of methods was used in this study, different types of green spaces were assessed and evaluated by structured observations so as to record the features present within the spaces. A survey of 360 households was conducted by targeting green space users and households within 100 metres from a green space. Results indicated that, across all the green space types, formal green spaces had a low cover of shrubs, trees and herbs whilst having high lawn cover. Furthermore, vegetation had poor rating across all the green spaces since the vegetation was either overgrown herbs, dense thickets of shrubs and mostly alien trees that were either diseased or forked. Similar to the disparity in the composition and structure of vegetation within the green spaces, there was a wide variability in the composition of recreational features and amenities across the green spaces. The formal green spaces had the most amenities like play equipment, shelter and seating. Informal green spaces and commonages had little or no recreational features available. The attributes of these spaces therefore influenced the reasons for visiting as more than 90 % of the respondents simply used the spaces for transit. With regards to attitudes and preferences towards particular features, they were emerging sense of strong negative feelings towards natural features. Most respondents emphasized the need for green spaces that are well laid out with maintained lawns, recreational facilities and open vegetation. Thus, the current design and available features within the studied urban green spaces do not meet local needs and aspirations and thus do not contribute to better well-being and quality of life as much as they could. Specifically, the various health benefits linked with being in contact with nature in the public green spaces were not evident in this study. The South African specific context in green space use, perception and people’s preferences is thus crucial for urban planning and sustainability.
- Full Text:
- Date Issued: 2019
- Authors: Manyani, Amanda
- Date: 2019
- Subjects: Land use, Urban -- South Africa , Greenbelts -- South Africa , City planning -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/95596 , vital:31174
- Description: Public urban green spaces contain natural and artificial features which play crucial roles in supporting urban social-ecological systems, a fact now recognized globally. The various natural and artificial features contained in public urban green spaces are said to be key contributors to the quality of life and well-being of urban dwellers. Nevertheless, this has been largely ignored in urban design in South Africa, especially in the poorer township and Reconstruction Development Program (RDP) areas. At the individual household and community levels within the poorer communities, the provision of green spaces and trees, as well as recreation facilities, is well below world standards, and much less than what is available in the more affluent areas of South African towns. Additionally, most research on the links between nature and human well-being in urban contexts comes from developed world contexts which adopt a westernized view of the relationship. Yet, in many societies of the Global South, including South Africa, worldviews and experiences of nature in green spaces and use of other recreational features takes on different meanings to those of the Global North. To show these differences, a combination of methods was used in this study, different types of green spaces were assessed and evaluated by structured observations so as to record the features present within the spaces. A survey of 360 households was conducted by targeting green space users and households within 100 metres from a green space. Results indicated that, across all the green space types, formal green spaces had a low cover of shrubs, trees and herbs whilst having high lawn cover. Furthermore, vegetation had poor rating across all the green spaces since the vegetation was either overgrown herbs, dense thickets of shrubs and mostly alien trees that were either diseased or forked. Similar to the disparity in the composition and structure of vegetation within the green spaces, there was a wide variability in the composition of recreational features and amenities across the green spaces. The formal green spaces had the most amenities like play equipment, shelter and seating. Informal green spaces and commonages had little or no recreational features available. The attributes of these spaces therefore influenced the reasons for visiting as more than 90 % of the respondents simply used the spaces for transit. With regards to attitudes and preferences towards particular features, they were emerging sense of strong negative feelings towards natural features. Most respondents emphasized the need for green spaces that are well laid out with maintained lawns, recreational facilities and open vegetation. Thus, the current design and available features within the studied urban green spaces do not meet local needs and aspirations and thus do not contribute to better well-being and quality of life as much as they could. Specifically, the various health benefits linked with being in contact with nature in the public green spaces were not evident in this study. The South African specific context in green space use, perception and people’s preferences is thus crucial for urban planning and sustainability.
- Full Text:
- Date Issued: 2019
I want them to be confident, to build an argument: an exploration of the structure of knowledge and knowers in Political Studies
- Hlatshwayo, Mlamuli Nkosingphile
- Authors: Hlatshwayo, Mlamuli Nkosingphile
- Date: 2019
- Subjects: Political science -- Study and teaching (Higher) -- South Africa , Education, Higher -- Curricula -- South Africa , Rhodes University. Department of Political Studies
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92392 , vital:30719
- Description: The 2015-2016 student movements in South African higher education sharply critique what was perceived to be the slow pace of institutional transformation and decolonisation in institutions of higher learning (see Badat, 2016; Heleta, 2016b; Mbembe, 2016). One of the academic fields that has come under scrutiny is Political Studies, which has been accused of being un-transformed, irrelevant and not reflecting local, indigenous scholarship in curricula or pedagogy (see for example Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, 2016). Although this literature critiques neo-colonial predominance of western thought within the field, and the need to re-centre non-Western modes of being, thinking and intellectualising, I argue that this literature actually considers epistemologies without necessarily making a razor sharp critique at the underlying mechanisms and processes of Political Studies knowledge, and the extent to which it can be decolonised and transformed. It is on this gap that I make a contribution to the field.This study is positioned in the field of higher education decolonisation, with a specific focus on exploring knowledge and knower structures in Political Studies. I explore the various ways in which knowledge is valued and legitimated in the field of Political Studies by asking the “how” question – that is, how is knowledge legitimated in Political Studies? This includes a consideration of how the Postgraduate Diploma in International Studies (PDIS) programme, designed to promote and enable an “expert in African International Studies”, legitimates a certain kind of knower in the field. I employ Basil Bernstein’s pedagogic device as a theoretical foundation for exploring 1) what the field of Political Studies knowledge production looks like, 2) how knowledge is recontextualised from the field of production and into the PDIS curriculum, and 3), how that knowledge is legitimated and evaluated through the programnme’s assessment documents, and what they revel as valued and legitimate curriculum knowledge in the field. Karl Maton’s Legitimation Code theory (LCT), specifically Specialisation, is called upon to offer sharp analytical tools for investigating the underlying mechanisms and processes of the knower and knowledge structures that the programme legitimates. It particularly sheds some insight on the kinds of gazes that are valued in the field of Political Studies in general, and in the PDIS programme in particular. The case study for this research is Rhodes University, a historically white university which offered insight and contested history into the kinds of being, knowledges and knowers that were historically legitimated and valued in the institution, as well as the current institutional landscape, and challenges that the institution is grappling with. The data generation included the formally planned curriculum as contained in the programme’s curriculum documents. These included course outlines, seminar critiques, presentations, class participation; class discussions; essay questions and exams/exam portfolio. The data generation also included semi-structured interviews with the lecturers who were regarded as the “recontextualising agents”, who taught in the programme and who offered key insights on some of the curriculum choices regarding selection, pacing, sequencing and evaluation of the curriculum knowledge in the PDIS programme.This study revealed that that the PDIS programmes values and legitimates curriculum knowledge by ensuring that students have a critical understanding of African political economy, war and conflict on the African continent, as well as the challenges of peacekeeping and peace building in new and fragile African states. This was also seen in how the attributes and dispositions of knowers were also valued in how students needed to have social and cultural gazes in order to access the curriculum and to successfully participate as knowers in the field. This suggested that access to both curriculum knowledge and to being a valued knower in the field, could be said to be relatively open and unrestrictive. In this study, I first argue that looking critically at how Political Studies knowledge is recontextualised from the field of production and into the PDIS curriculum can be seen as a decolonising process as it enables us to see the underlying mechanisms and processes of how Political studies knowledge and knowers are valued and legitimated in the field. This offers us an insightful space to see to what extent the fields of production, recontextualisation, as well as reproduction of Political Studies in general, and the PDIS programme in particular, could be said to have a colonising gaze. It also offers insight on how we can go about exploring, transforming and decolonising Political Studies and the PDIS programme. Secondly, exploring the knowledge and knower structures of the PDIS programme can help curriculum designers, lecturers and students identify the knowledge and knower codes of the curriculum, and to critically reflect on their curriculum codes and how to enable epistemological access to students. Furthermore, this study can help lecturers and curriculum designers construct their curriculum in ways that are inclusive, open, and socially just, by being critically aware of the kind of knowledge that they choose to legitimate, and those they choose to disregard in their knowledge recontextualisation and its evaluation. , Unyaka wezi 2015-2016 wombhikisho wabafundi eningizimu afrika zemfundo ephakeme umcwaningi nokungabikhona kakhulu ukuthi kube kancane awuhambi zesikhungo kanye decolonisation ezikhungweni of higher learning (bheka badat, nowezi-2016; Heleta, 2016b; Mbembe, nowezi-2016). Enye yenkambu yezemfundo ephakeme ethe yaba ngaphansi kokuhlolisiswa kabanzi izifundo zezombusazwe, ebhekene nezingqinamba zokungashinsthi, ukungabi lusizo endaweni, ukungabi yisithombe somphakathi, nokukungangeneleli isifundo somdabu kwezemfundo noma i-pedagogy (bheka isibonelo Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, nowezi-2016). Nakuba lo mbhalo ugxeka ineo-kholoni ikakhulukazi imicabango yasentshonalanga, nokudinga ukubuyekezwa indlela yokucabanga nobuhlakani okungasibo baseNtshonalanga. Ngiyaphikisana nokuthi lo mbhalo ubuyekeza i-epistomology ngempela ngaphandle kokucwaninga kabanzi ukusetsenziswa kobuhlakani nolwazi lwezemfundo yombusazwe, kanye nokwandisa izinguquko noshintsho. Ngizophonsa esivivaneni kulolu gebe olulapho. Lolu cwaningo lusesimeni sokwenza izinguquko kwinkundlazwelo yemfundo ephakeme, ikakhulu ukuhlola ulwazi kanye nezakhiwo ze-knower kwezemfundo yombusazwe. Ngibheka izindlela ezahlukene ngolwazi kanye nokuba semthethweni kwinkundlazwelo yezemfundo zombusazwe ngokubuza umbuzo “kanjani”-ngokuthi, ulwazi lubekwa kanjani ngokomthethwo wezemfundo yombusazwe? Lokhu kubandakanya inkokhelo yombuzo wokuthi kwenzakala kanjani ukuthi ipostgraduate Diploma in International Studies (pdis), yenzelwe ukukhuthaza kanye nokuba wumpetha kwi African International studies”, ukwenza semthethweni eminye yenkundlazwelo yama-knower. Ngisebenzisa ithiyori ya Basil Bernstein ukuhlola 1) Ibukeka kanjani inkundla yokuhkiqiza yezemfundo zezombusazwe, 2) ngolwazi lobuhlakani enkundleni lapho nasesikhathini uhlelo lwezemfundo PDIS yenza umkhiqizo kanye 3), futhi ukwazi ukuthi khona lusemthethweni uhlelo nokuhlola, nokuthi yini abayiveza ukuthi isemthethweni kwizifundo zolwazi. Ithiyori ka Karl matonâ legitimation code theory (lct), ikakhulu Specialisation, yiyona enganikeza kafuphi izinsiza zokuphenya indlela kanye nenqubo ye-knower kanye nolwazi lwesakhiwo esisemthethweni. Iveza kabanzi izindlela zokubheka ezisemqoka nezisematheni kwinkundla yezemfundo zombusazwe kanye nohlelo lwe PDIS ikakhulukazi Indawo lapho ngizoqhuba khona lolu cwaningo iNyuvesi yaseRhodes, ngokomlando iNyuvesi yabamhlophe enikezana ukuqonda nokuncintana komlando kokungena kwezinhlobo, ubuhlakani kanye nama-knower omlando osemthethweni kanye nokhethekile kulesi sikhungo, kanjalo ne-Landscape yesikhungo samanje, kanye nezinselelo lesi sikhungo sikahulumeni esibheke nazo. Idatha equkethwe ifaka izifundo ezihleliwe ngokomthetho njengokuba zitholakala ezifundweni ezihleliwe kumbhalo. Lokhu, kubandakanya isifundo esinye, amasemina abuyekeziwe, izethulo, nokubamba iqhaza ekilasini; izingxoxo zekilasi; imibuzo yendaba kanye nezivivinyo / nokuhlolwa kwezivivinyo. Idatha yesizukulwane iphinde ibandakanye izingxoxo ezihleliwe kanye nabafundisi abathathwa njengabantu abayizingcithabuchopho, abafundisiwe kulo mkhakha kanye naba neso ekukhethweni kwamanye amakharikhulamu abhekelele ukuhlunga, i-pacing, ukulandelela kanye nokuhlolwa kwekharikhulamu kulwazi lohlelo i-PDIS Lolu cwaningo ludalule ukuthi izinhlelo ze-PDIS zikubeka emqoka kanye nokubeka emthethweni ubuhlakani bekhurikhulamu ngokucophelela ukuthi abafundi bakuqonda ukubaluleka okulunzulu ngezomnotho wombusazwe wase Afrika, yimpi nokungqubuzana ezwenikazi lase-Afrika, ukugcina ukuthula kanye nezinkinga ekwakheni uxolo kanye nobuthakathaka / nophukayo kwezwekazi i-Afrika. Lokhu futhi kubonakele ngendlela yokubambisana kanye nokuziqhathulula kwama-knower aabalulekile ekufundiseni abafundi ngokudinga kokuba nezenhlalo kanye nesiko ukuze bakwazi ukuthola ikhurikhulamu kanye nokubamba iqhaza ngempumelelo njengama-knower kule nkundla. Lokhu kuchaze ukuthi ukufinyelela kuhlelo lokufunda kanye nokuba yilunga lama-knower, kungaba ukuba babonisane ngendlela evulelekile kanye nengenamkhawulo. Kulolu cwaningo, ngaqala ngabheka kabanzi ngokubalulekile ukuthi izifundo zezombusazwe ngolwazi lobuhlakani kwinkundlazwelo yokukhiqiza kanye nePDIS kungabonwa njengenguquko eyenza ukuba sikwazi ukubona ezinye izindlela zokusebenza kwezemfundo zombusazwe kanye nokubeka phambili ama-knower. Lokhu kusenza sibone ukubaluleka komkhiqizo wale nkundla, ukubuyekezwa kwezobuhlakani, kanye nomkhiqizo wezemfundo zombusazwe, kanye nohlelo lwe PDIS ikakhulukazi, kungathiwa ingaba nokubanjwa kokubheka. Iphinde isambulele kabanzi ukuthi singahlola, sense izinguquko kanye noshintsho kwezemfundo zombusazwe kanye nohlelo lwe PDIS. Okwesibili, ukuhlola ulwazi kanye nezakhiwo ze-knower ze-PDIS kungasiza abaklami bekhurikhulamu, abafundisi kanye nabafunsi ukukwazi ukuhlonza ulwazi nekhurikhulamu yekhodi ye-knower, kanye nokwazi ukubuyekeza kabanzi amakhodi ekhurikhulami yabo kanye nokwazi ukwenza i-epistemology ukuba abafundi bafinyelele kuyo. Ngaphezu kwalokhu, lolu cwaningo lungasiza abafundisi kanye nabaklamu bekhurikhulamu ukuba bakwazi ukwakha ikhurikhulamu yabo ngendlela ekhethekile, evulelekile, ngokwenhlalo nje, okubalulekile ukuthi uhlobo lophi lolwazi abakhetha lube semthethweni, kanye nalabo abakhetha ukungayilandeli inqubomgomo yolwazi kanye nokuhlola.
- Full Text:
- Date Issued: 2019
- Authors: Hlatshwayo, Mlamuli Nkosingphile
- Date: 2019
- Subjects: Political science -- Study and teaching (Higher) -- South Africa , Education, Higher -- Curricula -- South Africa , Rhodes University. Department of Political Studies
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92392 , vital:30719
- Description: The 2015-2016 student movements in South African higher education sharply critique what was perceived to be the slow pace of institutional transformation and decolonisation in institutions of higher learning (see Badat, 2016; Heleta, 2016b; Mbembe, 2016). One of the academic fields that has come under scrutiny is Political Studies, which has been accused of being un-transformed, irrelevant and not reflecting local, indigenous scholarship in curricula or pedagogy (see for example Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, 2016). Although this literature critiques neo-colonial predominance of western thought within the field, and the need to re-centre non-Western modes of being, thinking and intellectualising, I argue that this literature actually considers epistemologies without necessarily making a razor sharp critique at the underlying mechanisms and processes of Political Studies knowledge, and the extent to which it can be decolonised and transformed. It is on this gap that I make a contribution to the field.This study is positioned in the field of higher education decolonisation, with a specific focus on exploring knowledge and knower structures in Political Studies. I explore the various ways in which knowledge is valued and legitimated in the field of Political Studies by asking the “how” question – that is, how is knowledge legitimated in Political Studies? This includes a consideration of how the Postgraduate Diploma in International Studies (PDIS) programme, designed to promote and enable an “expert in African International Studies”, legitimates a certain kind of knower in the field. I employ Basil Bernstein’s pedagogic device as a theoretical foundation for exploring 1) what the field of Political Studies knowledge production looks like, 2) how knowledge is recontextualised from the field of production and into the PDIS curriculum, and 3), how that knowledge is legitimated and evaluated through the programnme’s assessment documents, and what they revel as valued and legitimate curriculum knowledge in the field. Karl Maton’s Legitimation Code theory (LCT), specifically Specialisation, is called upon to offer sharp analytical tools for investigating the underlying mechanisms and processes of the knower and knowledge structures that the programme legitimates. It particularly sheds some insight on the kinds of gazes that are valued in the field of Political Studies in general, and in the PDIS programme in particular. The case study for this research is Rhodes University, a historically white university which offered insight and contested history into the kinds of being, knowledges and knowers that were historically legitimated and valued in the institution, as well as the current institutional landscape, and challenges that the institution is grappling with. The data generation included the formally planned curriculum as contained in the programme’s curriculum documents. These included course outlines, seminar critiques, presentations, class participation; class discussions; essay questions and exams/exam portfolio. The data generation also included semi-structured interviews with the lecturers who were regarded as the “recontextualising agents”, who taught in the programme and who offered key insights on some of the curriculum choices regarding selection, pacing, sequencing and evaluation of the curriculum knowledge in the PDIS programme.This study revealed that that the PDIS programmes values and legitimates curriculum knowledge by ensuring that students have a critical understanding of African political economy, war and conflict on the African continent, as well as the challenges of peacekeeping and peace building in new and fragile African states. This was also seen in how the attributes and dispositions of knowers were also valued in how students needed to have social and cultural gazes in order to access the curriculum and to successfully participate as knowers in the field. This suggested that access to both curriculum knowledge and to being a valued knower in the field, could be said to be relatively open and unrestrictive. In this study, I first argue that looking critically at how Political Studies knowledge is recontextualised from the field of production and into the PDIS curriculum can be seen as a decolonising process as it enables us to see the underlying mechanisms and processes of how Political studies knowledge and knowers are valued and legitimated in the field. This offers us an insightful space to see to what extent the fields of production, recontextualisation, as well as reproduction of Political Studies in general, and the PDIS programme in particular, could be said to have a colonising gaze. It also offers insight on how we can go about exploring, transforming and decolonising Political Studies and the PDIS programme. Secondly, exploring the knowledge and knower structures of the PDIS programme can help curriculum designers, lecturers and students identify the knowledge and knower codes of the curriculum, and to critically reflect on their curriculum codes and how to enable epistemological access to students. Furthermore, this study can help lecturers and curriculum designers construct their curriculum in ways that are inclusive, open, and socially just, by being critically aware of the kind of knowledge that they choose to legitimate, and those they choose to disregard in their knowledge recontextualisation and its evaluation. , Unyaka wezi 2015-2016 wombhikisho wabafundi eningizimu afrika zemfundo ephakeme umcwaningi nokungabikhona kakhulu ukuthi kube kancane awuhambi zesikhungo kanye decolonisation ezikhungweni of higher learning (bheka badat, nowezi-2016; Heleta, 2016b; Mbembe, nowezi-2016). Enye yenkambu yezemfundo ephakeme ethe yaba ngaphansi kokuhlolisiswa kabanzi izifundo zezombusazwe, ebhekene nezingqinamba zokungashinsthi, ukungabi lusizo endaweni, ukungabi yisithombe somphakathi, nokukungangeneleli isifundo somdabu kwezemfundo noma i-pedagogy (bheka isibonelo Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, nowezi-2016). Nakuba lo mbhalo ugxeka ineo-kholoni ikakhulukazi imicabango yasentshonalanga, nokudinga ukubuyekezwa indlela yokucabanga nobuhlakani okungasibo baseNtshonalanga. Ngiyaphikisana nokuthi lo mbhalo ubuyekeza i-epistomology ngempela ngaphandle kokucwaninga kabanzi ukusetsenziswa kobuhlakani nolwazi lwezemfundo yombusazwe, kanye nokwandisa izinguquko noshintsho. Ngizophonsa esivivaneni kulolu gebe olulapho. Lolu cwaningo lusesimeni sokwenza izinguquko kwinkundlazwelo yemfundo ephakeme, ikakhulu ukuhlola ulwazi kanye nezakhiwo ze-knower kwezemfundo yombusazwe. Ngibheka izindlela ezahlukene ngolwazi kanye nokuba semthethweni kwinkundlazwelo yezemfundo zombusazwe ngokubuza umbuzo “kanjani”-ngokuthi, ulwazi lubekwa kanjani ngokomthethwo wezemfundo yombusazwe? Lokhu kubandakanya inkokhelo yombuzo wokuthi kwenzakala kanjani ukuthi ipostgraduate Diploma in International Studies (pdis), yenzelwe ukukhuthaza kanye nokuba wumpetha kwi African International studies”, ukwenza semthethweni eminye yenkundlazwelo yama-knower. Ngisebenzisa ithiyori ya Basil Bernstein ukuhlola 1) Ibukeka kanjani inkundla yokuhkiqiza yezemfundo zezombusazwe, 2) ngolwazi lobuhlakani enkundleni lapho nasesikhathini uhlelo lwezemfundo PDIS yenza umkhiqizo kanye 3), futhi ukwazi ukuthi khona lusemthethweni uhlelo nokuhlola, nokuthi yini abayiveza ukuthi isemthethweni kwizifundo zolwazi. Ithiyori ka Karl matonâ legitimation code theory (lct), ikakhulu Specialisation, yiyona enganikeza kafuphi izinsiza zokuphenya indlela kanye nenqubo ye-knower kanye nolwazi lwesakhiwo esisemthethweni. Iveza kabanzi izindlela zokubheka ezisemqoka nezisematheni kwinkundla yezemfundo zombusazwe kanye nohlelo lwe PDIS ikakhulukazi Indawo lapho ngizoqhuba khona lolu cwaningo iNyuvesi yaseRhodes, ngokomlando iNyuvesi yabamhlophe enikezana ukuqonda nokuncintana komlando kokungena kwezinhlobo, ubuhlakani kanye nama-knower omlando osemthethweni kanye nokhethekile kulesi sikhungo, kanjalo ne-Landscape yesikhungo samanje, kanye nezinselelo lesi sikhungo sikahulumeni esibheke nazo. Idatha equkethwe ifaka izifundo ezihleliwe ngokomthetho njengokuba zitholakala ezifundweni ezihleliwe kumbhalo. Lokhu, kubandakanya isifundo esinye, amasemina abuyekeziwe, izethulo, nokubamba iqhaza ekilasini; izingxoxo zekilasi; imibuzo yendaba kanye nezivivinyo / nokuhlolwa kwezivivinyo. Idatha yesizukulwane iphinde ibandakanye izingxoxo ezihleliwe kanye nabafundisi abathathwa njengabantu abayizingcithabuchopho, abafundisiwe kulo mkhakha kanye naba neso ekukhethweni kwamanye amakharikhulamu abhekelele ukuhlunga, i-pacing, ukulandelela kanye nokuhlolwa kwekharikhulamu kulwazi lohlelo i-PDIS Lolu cwaningo ludalule ukuthi izinhlelo ze-PDIS zikubeka emqoka kanye nokubeka emthethweni ubuhlakani bekhurikhulamu ngokucophelela ukuthi abafundi bakuqonda ukubaluleka okulunzulu ngezomnotho wombusazwe wase Afrika, yimpi nokungqubuzana ezwenikazi lase-Afrika, ukugcina ukuthula kanye nezinkinga ekwakheni uxolo kanye nobuthakathaka / nophukayo kwezwekazi i-Afrika. Lokhu futhi kubonakele ngendlela yokubambisana kanye nokuziqhathulula kwama-knower aabalulekile ekufundiseni abafundi ngokudinga kokuba nezenhlalo kanye nesiko ukuze bakwazi ukuthola ikhurikhulamu kanye nokubamba iqhaza ngempumelelo njengama-knower kule nkundla. Lokhu kuchaze ukuthi ukufinyelela kuhlelo lokufunda kanye nokuba yilunga lama-knower, kungaba ukuba babonisane ngendlela evulelekile kanye nengenamkhawulo. Kulolu cwaningo, ngaqala ngabheka kabanzi ngokubalulekile ukuthi izifundo zezombusazwe ngolwazi lobuhlakani kwinkundlazwelo yokukhiqiza kanye nePDIS kungabonwa njengenguquko eyenza ukuba sikwazi ukubona ezinye izindlela zokusebenza kwezemfundo zombusazwe kanye nokubeka phambili ama-knower. Lokhu kusenza sibone ukubaluleka komkhiqizo wale nkundla, ukubuyekezwa kwezobuhlakani, kanye nomkhiqizo wezemfundo zombusazwe, kanye nohlelo lwe PDIS ikakhulukazi, kungathiwa ingaba nokubanjwa kokubheka. Iphinde isambulele kabanzi ukuthi singahlola, sense izinguquko kanye noshintsho kwezemfundo zombusazwe kanye nohlelo lwe PDIS. Okwesibili, ukuhlola ulwazi kanye nezakhiwo ze-knower ze-PDIS kungasiza abaklami bekhurikhulamu, abafundisi kanye nabafunsi ukukwazi ukuhlonza ulwazi nekhurikhulamu yekhodi ye-knower, kanye nokwazi ukubuyekeza kabanzi amakhodi ekhurikhulami yabo kanye nokwazi ukwenza i-epistemology ukuba abafundi bafinyelele kuyo. Ngaphezu kwalokhu, lolu cwaningo lungasiza abafundisi kanye nabaklamu bekhurikhulamu ukuba bakwazi ukwakha ikhurikhulamu yabo ngendlela ekhethekile, evulelekile, ngokwenhlalo nje, okubalulekile ukuthi uhlobo lophi lolwazi abakhetha lube semthethweni, kanye nalabo abakhetha ukungayilandeli inqubomgomo yolwazi kanye nokuhlola.
- Full Text:
- Date Issued: 2019
Identification of possible natural compounds as potential inhibitors against Plasmodium M1 alanyl aminopeptidase
- Soliman, Omar Samir Abdel Ghaffar
- Authors: Soliman, Omar Samir Abdel Ghaffar
- Date: 2019
- Subjects: Plasmodium , Malaria -- Chemotherapy , Plasmodium -- Inhibitors , Drug resistance in microorganisms , Aminopeptidases
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/72284 , vital:30026
- Description: Malaria is a major tropical health problem with a 29% mortality rate among people of all ages; it also affects 35% of the children. Despite the decrease in mortality rate in recent years, malaria still results in around 2000 deaths per day. Malaria is caused by Plasmodium parasites and is transmitted to humans via the bites from infected female Anopheles mosquitoes during blood meals. There are five different Plasmodium species that can cause human malaria, which include Plasmodium falciparum, Plasmodium vivax, Plasmodium malariae, Plasmodium ovale and Plasmodium knowlesi. Among these five species, the most pathogenic ones are Plasmodium falciparum and Plasmodium vivax. Malaria is usually hard to diagnose because the symptoms are not exclusive to malaria and very similar to flu, e.g., fever, muscle pain, and chills, which lead to the misdiagnosis of malaria cases. Malaria is lethal if not treated because it can cause severe complications in the respiratory tract, liver, metabolic acidosis, and hypoglycemia. The malaria parasite life cycle includes two types of hosts, i.e., a human host and female Anopheles mosquito host. Malaria continuously develops resistance to the available drugs, which is one of the major challenges in disease control. This situation confirms the need to develop new drugs that target virulence factors of malaria. The malarial parasite has three main life cycle stages, which include the host liver stage, host blood stage and vector stage. In the blood stage, parasites degrade hemoglobin to amino acids, which is important as these parasites cannot produce their own amino acids. Different proteases are involved in this hemoglobin degradation process. M1 alanyl aminopeptidase is one of these proteases involved at the end of hemoglobin degradation. This study focused on M1 alanyl aminopeptidase as a potential drug target. M1 alanyl aminopeptidase consists of four domains: N-terminal domain, catalytic domain, middle domain and C-terminal domain. The catalytic domain remains conserved among different Plasmodium species. Inhibition of this enzyme might prevent Plasmodium growth as it can’t produce its own amino acids. In this study, sequence analysis was carried out in both human and Plasmodium M1 alanyl aminopeptidase to identify conserved and divergent regions between them. 3D protein models of the M1 alanyl aminopeptidase from Plasmodium species were built and validated. Then the generated models were used for virtual screening against 623 compounds retrieved from the South African Natural Compounds Database (SANCDB, https://sancdb.rubi.ru.ac.za/). Virtual screening was done using blind and targeted docking methods. Docking was used to identify compounds with selective high binding affinity to the active site of the parasite protein. In this study, one SANCDB compound was selected for each protein: SANC00531 was selected against P. falciparum M1 alanyl aminopeptidase, SANC00469 against P. knowlesi, SANC00660 against P. vivax, SANC00144 against P. ovale and SANC00109 against P. malariae. It was found that Plamsodium M1 alanyl aminopeptidase can be used as a potential drug target as it showed selective binding against different inhibitor compounds. This result will be investigated in future work though molecular dynamic analysis to investigate the stability of protein-ligand complexes.
- Full Text:
- Date Issued: 2019
- Authors: Soliman, Omar Samir Abdel Ghaffar
- Date: 2019
- Subjects: Plasmodium , Malaria -- Chemotherapy , Plasmodium -- Inhibitors , Drug resistance in microorganisms , Aminopeptidases
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/72284 , vital:30026
- Description: Malaria is a major tropical health problem with a 29% mortality rate among people of all ages; it also affects 35% of the children. Despite the decrease in mortality rate in recent years, malaria still results in around 2000 deaths per day. Malaria is caused by Plasmodium parasites and is transmitted to humans via the bites from infected female Anopheles mosquitoes during blood meals. There are five different Plasmodium species that can cause human malaria, which include Plasmodium falciparum, Plasmodium vivax, Plasmodium malariae, Plasmodium ovale and Plasmodium knowlesi. Among these five species, the most pathogenic ones are Plasmodium falciparum and Plasmodium vivax. Malaria is usually hard to diagnose because the symptoms are not exclusive to malaria and very similar to flu, e.g., fever, muscle pain, and chills, which lead to the misdiagnosis of malaria cases. Malaria is lethal if not treated because it can cause severe complications in the respiratory tract, liver, metabolic acidosis, and hypoglycemia. The malaria parasite life cycle includes two types of hosts, i.e., a human host and female Anopheles mosquito host. Malaria continuously develops resistance to the available drugs, which is one of the major challenges in disease control. This situation confirms the need to develop new drugs that target virulence factors of malaria. The malarial parasite has three main life cycle stages, which include the host liver stage, host blood stage and vector stage. In the blood stage, parasites degrade hemoglobin to amino acids, which is important as these parasites cannot produce their own amino acids. Different proteases are involved in this hemoglobin degradation process. M1 alanyl aminopeptidase is one of these proteases involved at the end of hemoglobin degradation. This study focused on M1 alanyl aminopeptidase as a potential drug target. M1 alanyl aminopeptidase consists of four domains: N-terminal domain, catalytic domain, middle domain and C-terminal domain. The catalytic domain remains conserved among different Plasmodium species. Inhibition of this enzyme might prevent Plasmodium growth as it can’t produce its own amino acids. In this study, sequence analysis was carried out in both human and Plasmodium M1 alanyl aminopeptidase to identify conserved and divergent regions between them. 3D protein models of the M1 alanyl aminopeptidase from Plasmodium species were built and validated. Then the generated models were used for virtual screening against 623 compounds retrieved from the South African Natural Compounds Database (SANCDB, https://sancdb.rubi.ru.ac.za/). Virtual screening was done using blind and targeted docking methods. Docking was used to identify compounds with selective high binding affinity to the active site of the parasite protein. In this study, one SANCDB compound was selected for each protein: SANC00531 was selected against P. falciparum M1 alanyl aminopeptidase, SANC00469 against P. knowlesi, SANC00660 against P. vivax, SANC00144 against P. ovale and SANC00109 against P. malariae. It was found that Plamsodium M1 alanyl aminopeptidase can be used as a potential drug target as it showed selective binding against different inhibitor compounds. This result will be investigated in future work though molecular dynamic analysis to investigate the stability of protein-ligand complexes.
- Full Text:
- Date Issued: 2019
If you strike a woman: an analysis of how women are represented in political cartoons of South Africa’s Women’s Day, 2009-2017
- Authors: Levin, Bianca
- Date: 2019
- Subjects: Caricatures and cartoons -- South Africa , Women in mass media -- South Africa , Political cartoons -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92661 , vital:30731
- Description: On 7 August 2017, two days prior to South Africa’s National Women’s Day, video footage of a representative of the State, Mduduzi Manana, beating up a woman went viral. This marred the Women’s Day celebrations of that year, as it became clear to the public that the he was not going to be punished. As important political commentators, cartoonists used Manana’s actions as an opportunity to depict the violence women face, even in a month dedicated to women. In these cartoons, Manana became the face of a patriarchal system, one which has deeply affected the quality of life for women who, to date, cannot claim their Constitutional rights. This thesis is interested in the mini-narratives of such cartoons, ones which offer a view on the status of South African women. Through this qualitative study, a textual analysis in the spirit of Critical Discourse Analysis of seven selected cartoons leads to a discussion of what their representations of women means for gender justice. What this research shows is that the representations that cartoons offer of the position of women in South Africa are complex. These cartoons articulate that South Africa has a long way to go to reach equality and gender justice. In order for gender justice to be realised, the representation of women needs to evolve into one which recognises women’s plight but does not relegate them to the state of victimhood.
- Full Text:
- Date Issued: 2019
- Authors: Levin, Bianca
- Date: 2019
- Subjects: Caricatures and cartoons -- South Africa , Women in mass media -- South Africa , Political cartoons -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92661 , vital:30731
- Description: On 7 August 2017, two days prior to South Africa’s National Women’s Day, video footage of a representative of the State, Mduduzi Manana, beating up a woman went viral. This marred the Women’s Day celebrations of that year, as it became clear to the public that the he was not going to be punished. As important political commentators, cartoonists used Manana’s actions as an opportunity to depict the violence women face, even in a month dedicated to women. In these cartoons, Manana became the face of a patriarchal system, one which has deeply affected the quality of life for women who, to date, cannot claim their Constitutional rights. This thesis is interested in the mini-narratives of such cartoons, ones which offer a view on the status of South African women. Through this qualitative study, a textual analysis in the spirit of Critical Discourse Analysis of seven selected cartoons leads to a discussion of what their representations of women means for gender justice. What this research shows is that the representations that cartoons offer of the position of women in South Africa are complex. These cartoons articulate that South Africa has a long way to go to reach equality and gender justice. In order for gender justice to be realised, the representation of women needs to evolve into one which recognises women’s plight but does not relegate them to the state of victimhood.
- Full Text:
- Date Issued: 2019
In-betweenness: a postcolonial exploration of sociocultural intergenerational learning through cattle as a medium of cultural expression in Mpembeni, KwaZulu-Natal
- Authors: Masuku, Lynette Sibongile
- Date: 2019
- Subjects: Postcolonialism , Environmental education -- South Africa , Community education -- South Africa -- KwaZulu Natal , Non-formal education -- South Africa -- KwaZulu Natal , Agricultural education -- South Africa -- KwaZulu Natal , Livestock -- Handling -- South Africa -- KwaZulu Natal , Cattle -- Handling -- South Africa -- KwaZulu Natal , Cattle herding -- South Africa -- KwaZulu Natal , Life skills -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68181 , vital:29213
- Description: This case study was conducted in a small rural community called Mpembeni, in South Africa’s KwaZulu-Natal province. It was motivated by my observation of high levels of competence in ‘cattle knowledge’ amongst children coupled with a simultaneous failure at school. I view schools as integral parts of the community and consider them as being influenced by the community, which they in turn influence. This study set out to understand that which embodied informal learning in home/pasture-based contexts as well as formalised learning processes in schools. I used Sociocultural theory as the most congruent of educational theories to surface and illuminate the intergenerational learning processes that were taking place in the area. This warranted my use of research investigation methods that could, in non-intrusive ways, expose the everyday community practices that related to cattle as a particular medium of cultural expression. Ethnography, sourced from anthropology, aided by ethnomethods, was not only compatible with my study and the way in which I wanted to write out the research report, but also with my educational theory and its counterhegemonic intents. To understand the colonialities that framed the discord that embodied home and school as learning contexts, I used postcolonial theory, not only as a lens but as a counterhegemonic response. This theory also informed my research methodology as well as afforded me the reflexivity tools for an examination of my own intergenerational learning and the relational identities of myself as ‘Other’ in the lives of the research participants. It further facilitated the exploration of the potential for potential hybrid third spaces within the bubbling meeting nodes of the socio-cultural context of school and home/pasture based settings of learning. I observed cattle herding related practices, interviewed children, their parents and/or carers, dipping tank managers, livestock inspectors, community elders and members. I also analysed some of the written and unwritten content that made up the formal and informal based learning processes and reviewed some of the most recent South African Curriculum Statements and related texts on the representations of cattle. I sought views from teachers on their interactions with the people of Mpembeni, whose children they taught. I also explored axes of tension, silences and presences on anything related to cattle in schools. I argue and make a case for the development of thought by African scholars to advance Africa’s education rather than aid mimicry and the importation of theories of little congruence and relevance to the African context and Africa’s future. The study has made some contributions to new knowledge. This is in its exploration of sociocultural intergenerational methods and techniques that are employed for learning in community contexts, highlighting the importance of surfacing and understanding of children’s knowledge and experiences. The study has gone further to deliberate the in-betweenness of school and home learning environments, highlighting and unsilencing silenced, peripherised, new, old, considered irrelevant in the past, context and time congruent and liberatory knowledges. I propose that the knowledges located in these cleavages of difference be utilised to transform and create learning bridges between home and school environments. I propose that those ways of knowing that see others as nothings, be exposed and unlearned. Methods of learning that naturally unfold at home could be replicated at school with a recognition of the intergenerational methods, techniques, practices and the learning values in a critically constructive manner that narrows difference and othering.
- Full Text:
- Date Issued: 2019
- Authors: Masuku, Lynette Sibongile
- Date: 2019
- Subjects: Postcolonialism , Environmental education -- South Africa , Community education -- South Africa -- KwaZulu Natal , Non-formal education -- South Africa -- KwaZulu Natal , Agricultural education -- South Africa -- KwaZulu Natal , Livestock -- Handling -- South Africa -- KwaZulu Natal , Cattle -- Handling -- South Africa -- KwaZulu Natal , Cattle herding -- South Africa -- KwaZulu Natal , Life skills -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68181 , vital:29213
- Description: This case study was conducted in a small rural community called Mpembeni, in South Africa’s KwaZulu-Natal province. It was motivated by my observation of high levels of competence in ‘cattle knowledge’ amongst children coupled with a simultaneous failure at school. I view schools as integral parts of the community and consider them as being influenced by the community, which they in turn influence. This study set out to understand that which embodied informal learning in home/pasture-based contexts as well as formalised learning processes in schools. I used Sociocultural theory as the most congruent of educational theories to surface and illuminate the intergenerational learning processes that were taking place in the area. This warranted my use of research investigation methods that could, in non-intrusive ways, expose the everyday community practices that related to cattle as a particular medium of cultural expression. Ethnography, sourced from anthropology, aided by ethnomethods, was not only compatible with my study and the way in which I wanted to write out the research report, but also with my educational theory and its counterhegemonic intents. To understand the colonialities that framed the discord that embodied home and school as learning contexts, I used postcolonial theory, not only as a lens but as a counterhegemonic response. This theory also informed my research methodology as well as afforded me the reflexivity tools for an examination of my own intergenerational learning and the relational identities of myself as ‘Other’ in the lives of the research participants. It further facilitated the exploration of the potential for potential hybrid third spaces within the bubbling meeting nodes of the socio-cultural context of school and home/pasture based settings of learning. I observed cattle herding related practices, interviewed children, their parents and/or carers, dipping tank managers, livestock inspectors, community elders and members. I also analysed some of the written and unwritten content that made up the formal and informal based learning processes and reviewed some of the most recent South African Curriculum Statements and related texts on the representations of cattle. I sought views from teachers on their interactions with the people of Mpembeni, whose children they taught. I also explored axes of tension, silences and presences on anything related to cattle in schools. I argue and make a case for the development of thought by African scholars to advance Africa’s education rather than aid mimicry and the importation of theories of little congruence and relevance to the African context and Africa’s future. The study has made some contributions to new knowledge. This is in its exploration of sociocultural intergenerational methods and techniques that are employed for learning in community contexts, highlighting the importance of surfacing and understanding of children’s knowledge and experiences. The study has gone further to deliberate the in-betweenness of school and home learning environments, highlighting and unsilencing silenced, peripherised, new, old, considered irrelevant in the past, context and time congruent and liberatory knowledges. I propose that the knowledges located in these cleavages of difference be utilised to transform and create learning bridges between home and school environments. I propose that those ways of knowing that see others as nothings, be exposed and unlearned. Methods of learning that naturally unfold at home could be replicated at school with a recognition of the intergenerational methods, techniques, practices and the learning values in a critically constructive manner that narrows difference and othering.
- Full Text:
- Date Issued: 2019
Incentive effects: assessing effort and heterogeneity in professional tennis
- Authors: Chadwick, Byron James Rhett
- Date: 2019
- Subjects: Professional sports -- Economic aspects , Tennis players -- Wages , Tennis -- Tournaments , Achievement motivation , Incentive awards
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/69467 , vital:29541
- Description: This study explores the impact incentive effects have on the level of effort exerted by professional men and women tennis players. Understanding what impact incentives have on tennis players can allow for greater understanding of the impact incentives have in the workplace and how employees react to different incentive schemes. The study makes use of data from both the ATP and WTA tour of every tournament played during the 2016 season. This includes player statistics, tournament statistics and in-game statistics from the quarter-finals, semi-finals and finals of each tournament in an attempt to account for initial seeding effects. This provides a total of 440 ATP matches and 389 WTA matches for an overall sample size of 829 professional tennis matches. The findings from this study illustrate in the last three rounds of all the tournaments played, for both male and females, money is not considered to be a key motivator for players. The ATP and WTA results suggest that competitors do not alter their effort levels depending on the level of the tournament. This illustrates that players exert similar effort levels regardless of the amount of money or ranking points available. The outcome of the findings supports that of the capability effect of heterogeneity on players’ performance. This means that the outcome of a match is linked more to the abilities of the competitors involved as opposed to the incentives available. Thus, players will adjust their effort levels according to their opponent and not because there are more money or ranking points available. This suggests that both the ATP and WTA should aim to reduce the differences in abilities amongst the players in an attempt to raise the attractiveness of the sport. Overall, the findings from this study illustrate that the capability effect outweighs that of the incentive effect.
- Full Text:
- Date Issued: 2019
- Authors: Chadwick, Byron James Rhett
- Date: 2019
- Subjects: Professional sports -- Economic aspects , Tennis players -- Wages , Tennis -- Tournaments , Achievement motivation , Incentive awards
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/69467 , vital:29541
- Description: This study explores the impact incentive effects have on the level of effort exerted by professional men and women tennis players. Understanding what impact incentives have on tennis players can allow for greater understanding of the impact incentives have in the workplace and how employees react to different incentive schemes. The study makes use of data from both the ATP and WTA tour of every tournament played during the 2016 season. This includes player statistics, tournament statistics and in-game statistics from the quarter-finals, semi-finals and finals of each tournament in an attempt to account for initial seeding effects. This provides a total of 440 ATP matches and 389 WTA matches for an overall sample size of 829 professional tennis matches. The findings from this study illustrate in the last three rounds of all the tournaments played, for both male and females, money is not considered to be a key motivator for players. The ATP and WTA results suggest that competitors do not alter their effort levels depending on the level of the tournament. This illustrates that players exert similar effort levels regardless of the amount of money or ranking points available. The outcome of the findings supports that of the capability effect of heterogeneity on players’ performance. This means that the outcome of a match is linked more to the abilities of the competitors involved as opposed to the incentives available. Thus, players will adjust their effort levels according to their opponent and not because there are more money or ranking points available. This suggests that both the ATP and WTA should aim to reduce the differences in abilities amongst the players in an attempt to raise the attractiveness of the sport. Overall, the findings from this study illustrate that the capability effect outweighs that of the incentive effect.
- Full Text:
- Date Issued: 2019
Inflation hedging with South African common stocks: a JSE sectoral analysis
- Authors: Kawawa, Dennis
- Date: 2019
- Subjects: Johannesburg Stock Exchange , Inflation (Finance) -- South Africa , Hedging (Finance)-- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/71526 , vital:29861
- Description: Inflation risk erodes purchasing power, redistributes wealth from lenders to borrowers and threatens investor’s long-term objectives, which are often specified in real terms; financial market volatility presents an additional risk for investors and portfolio managers concerned with not only real returns but also absolute returns. Understanding key investment risks, of which inflation is one, is crucial for investment managers in order to design effective hedging strategies to preserve wealth over the long run. Empirical tests of the Fisher hypothesis in South Africa have shown that common stocks are a good hedge against inflation. However, empirical evidence from developed countries has also shown that the relationship between common stocks and inflation is heterogeneous across the sectors and industries. This paper analysed the sectoral differences in the hedging ability of South African common stocks to test for this heterogeneity. The paper presents disaggregated sector models to test heterogeneity across the eight sectors of the JSE securities exchange. Understanding which of these sectors offers the best hedge against inflation is important to investors, allowing them to place money where the value will be best preserved during times of higher inflation. The disaggregated sectors tested included the Basic Materials price index, Industrials price index, Consumer Goods price index, Health Care price index, Consumer Services price index, Telecommunications price index, Financials price index, and Technology price index. Johansen Cointegration techniques were employed to empirically test the Fisher hypothesis for the South African market. For the Fisher hypothesis to hold, this paper was required to find evidence of cointegration between the share indices and CPI, as well as a positive slope coefficient for the cointegrating regression. The results of the cointegration test showed that the All Share index and each of disaggregated sector indices were cointegrated with CPI. This implied that a long run relationship exists between common stocks and inflation. Two techniques were used to estimate the cointegrating regressions for each model, a standard long-run cointegrating regression normalizing on the share index and a Vector error correction model (VECM). For all the models both techniques reveal a positive relationship between common stock and CPI with the coefficients for the long run cointegrating regression derived from the various models ranging between 1.41 – 3.62 while the coefficients from the VECM ranged from 1.42 - 4.85. The varying coefficients provide evidence of the heterogeneity of the hedging ability of common stocks. Overall the evidence from the long run cointegration regression suggests that in times of high inflation investors are most compensated for changes in inflation in common stocks relating to the Consumer Services and Health Care sectors, but that in general all sectors of the JSE provide some hedge for inflation. The results suggest that investors are compensated for changes in inflation if they invest in specific industries rather than in the All Share index, thus diversifying portfolios could provide a better hedge for inflation. Although positive coefficients were found the weak exogeneity test revealed only technology Index was caused by changes in CPI. The Paper concluded that in the long run all sectors provided protection against inflation during the period of study, but the evidence only fully supports the Fisher hypothesis for the Technology index, due to the results of the weak exogeneity test that revealed that CPI is weakly exogenous only in the equation of the Technology index.
- Full Text:
- Date Issued: 2019
- Authors: Kawawa, Dennis
- Date: 2019
- Subjects: Johannesburg Stock Exchange , Inflation (Finance) -- South Africa , Hedging (Finance)-- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/71526 , vital:29861
- Description: Inflation risk erodes purchasing power, redistributes wealth from lenders to borrowers and threatens investor’s long-term objectives, which are often specified in real terms; financial market volatility presents an additional risk for investors and portfolio managers concerned with not only real returns but also absolute returns. Understanding key investment risks, of which inflation is one, is crucial for investment managers in order to design effective hedging strategies to preserve wealth over the long run. Empirical tests of the Fisher hypothesis in South Africa have shown that common stocks are a good hedge against inflation. However, empirical evidence from developed countries has also shown that the relationship between common stocks and inflation is heterogeneous across the sectors and industries. This paper analysed the sectoral differences in the hedging ability of South African common stocks to test for this heterogeneity. The paper presents disaggregated sector models to test heterogeneity across the eight sectors of the JSE securities exchange. Understanding which of these sectors offers the best hedge against inflation is important to investors, allowing them to place money where the value will be best preserved during times of higher inflation. The disaggregated sectors tested included the Basic Materials price index, Industrials price index, Consumer Goods price index, Health Care price index, Consumer Services price index, Telecommunications price index, Financials price index, and Technology price index. Johansen Cointegration techniques were employed to empirically test the Fisher hypothesis for the South African market. For the Fisher hypothesis to hold, this paper was required to find evidence of cointegration between the share indices and CPI, as well as a positive slope coefficient for the cointegrating regression. The results of the cointegration test showed that the All Share index and each of disaggregated sector indices were cointegrated with CPI. This implied that a long run relationship exists between common stocks and inflation. Two techniques were used to estimate the cointegrating regressions for each model, a standard long-run cointegrating regression normalizing on the share index and a Vector error correction model (VECM). For all the models both techniques reveal a positive relationship between common stock and CPI with the coefficients for the long run cointegrating regression derived from the various models ranging between 1.41 – 3.62 while the coefficients from the VECM ranged from 1.42 - 4.85. The varying coefficients provide evidence of the heterogeneity of the hedging ability of common stocks. Overall the evidence from the long run cointegration regression suggests that in times of high inflation investors are most compensated for changes in inflation in common stocks relating to the Consumer Services and Health Care sectors, but that in general all sectors of the JSE provide some hedge for inflation. The results suggest that investors are compensated for changes in inflation if they invest in specific industries rather than in the All Share index, thus diversifying portfolios could provide a better hedge for inflation. Although positive coefficients were found the weak exogeneity test revealed only technology Index was caused by changes in CPI. The Paper concluded that in the long run all sectors provided protection against inflation during the period of study, but the evidence only fully supports the Fisher hypothesis for the Technology index, due to the results of the weak exogeneity test that revealed that CPI is weakly exogenous only in the equation of the Technology index.
- Full Text:
- Date Issued: 2019
Interaction between the root-feeding beetle, Longitarsus bethae (Coleoptera: Chrysomelidae) and the root-knot nematode, Meloidogyne javanica (Nematoda: Heteroderidae): Implications for the biological control of Lantana camara L. (Verbenaceae) in South Africa
- Authors: Musedeli, Jufter
- Date: 2019
- Subjects: Insect-plant relationships , Insects -- Host plants , Flea beetles , Symbiosis , Longitarsus , Chrysomelidae , Lantana camara -- Biological control -- South Africa , Heteroderidae , Root-knot nematodes , Weeds -- Biological control -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/71130 , vital:29788
- Description: Plants often are simultaneously attacked by several herbivores that can affect each other’s performance, and their interaction may affect their host plant fitness. The current study was conducted to determine the interaction between the root-feeding beetle, Longitarsus bethae Savini & Escalona (Coleoptera: Chrysomelidae) and a root-knot nematode, Meloidogyne javanica (Treub) Chitwood (Tylenchida: Heteroderidae), with implications for the biological control of Lantana camara L. (Verbenaceae) in South Africa. The studies were conducted under quarantine conditions at the Agricultural Research Council-PHP, Roodeplaat, Pretoria, South Africa. Specifically, the study determined; (i) whether root damage by the flea beetle enhanced infection by M. javanica, (ii) whether L. camara roots infected with the nematode enhanced the performance of the beetle, (iii) whether single or combined effect of the two organisms (i.e. L. bethae and M. javanica) had an overall effect on the growth and biomass of their shared host, L. camara, and (iv) the susceptibility of 10 L. camara varieties that are commonly found in South Africa to M. javanica. The study found that galling on the roots of L. camara by the nematode occurs at the highest inoculation of 300 eggs of L. bethae per plant, and no galling occurred at inoculation of 200 eggs per plant and below. The findings also showed that L. bethae performed better on M. javanica-infected than on healthy L. camara roots, and that more L. bethae adult progeny with slightly bigger body size emerged from M. javanica-infected, than from healthy plants. Fresh weight (galls) of plant roots from treatments where both species (i.e., L. bethae and M. javanica) were combined was significantly higher than that from plants infected with the nematode only, suggesting that the combination of both species induces more galling than the nematode does alone. The above-ground dry biomass was significantly lower both in combined and M. javanica only treatments, than in L. bethae only treatment. The study also found that selected L. camara varieties were infected with M. javanica, albeit at varying degrees of infection. Among the 10 L. camara varieties, Orange Red OR 015 was the most susceptible. Other susceptible varieties included Light Pink 009 LP, Total Pink 021 TP and Dark Pink 018 DP, and these, together with variety Orange Red OR 015, constituted 40% of the L. camara varieties evaluated in the current study. Fifty percent of the varieties displayed slight to moderate susceptibility to M. javanica, while 10% displayed lack of susceptibility. The study concluded that the symbiotic relationship between L. bethae and M. javanica was mutual, resulting in increase in the fitness of the beetle. The combined herbivory by L. bethae and M. javanica was also found to be additive on one of the most common varieties of L. camara in South Africa, and therefore co-infestation by both species might enhance the biological control of this weed in South Africa. The study further concluded that the suitability of some invasive L. camara cultivars such as Light Pink 009 LP and Orange Red 015 OR for M. javanica, might also contribute towards biological control of this weed in South Africa, particularly in areas where the two herbivores species co-exist.
- Full Text:
- Date Issued: 2019
- Authors: Musedeli, Jufter
- Date: 2019
- Subjects: Insect-plant relationships , Insects -- Host plants , Flea beetles , Symbiosis , Longitarsus , Chrysomelidae , Lantana camara -- Biological control -- South Africa , Heteroderidae , Root-knot nematodes , Weeds -- Biological control -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/71130 , vital:29788
- Description: Plants often are simultaneously attacked by several herbivores that can affect each other’s performance, and their interaction may affect their host plant fitness. The current study was conducted to determine the interaction between the root-feeding beetle, Longitarsus bethae Savini & Escalona (Coleoptera: Chrysomelidae) and a root-knot nematode, Meloidogyne javanica (Treub) Chitwood (Tylenchida: Heteroderidae), with implications for the biological control of Lantana camara L. (Verbenaceae) in South Africa. The studies were conducted under quarantine conditions at the Agricultural Research Council-PHP, Roodeplaat, Pretoria, South Africa. Specifically, the study determined; (i) whether root damage by the flea beetle enhanced infection by M. javanica, (ii) whether L. camara roots infected with the nematode enhanced the performance of the beetle, (iii) whether single or combined effect of the two organisms (i.e. L. bethae and M. javanica) had an overall effect on the growth and biomass of their shared host, L. camara, and (iv) the susceptibility of 10 L. camara varieties that are commonly found in South Africa to M. javanica. The study found that galling on the roots of L. camara by the nematode occurs at the highest inoculation of 300 eggs of L. bethae per plant, and no galling occurred at inoculation of 200 eggs per plant and below. The findings also showed that L. bethae performed better on M. javanica-infected than on healthy L. camara roots, and that more L. bethae adult progeny with slightly bigger body size emerged from M. javanica-infected, than from healthy plants. Fresh weight (galls) of plant roots from treatments where both species (i.e., L. bethae and M. javanica) were combined was significantly higher than that from plants infected with the nematode only, suggesting that the combination of both species induces more galling than the nematode does alone. The above-ground dry biomass was significantly lower both in combined and M. javanica only treatments, than in L. bethae only treatment. The study also found that selected L. camara varieties were infected with M. javanica, albeit at varying degrees of infection. Among the 10 L. camara varieties, Orange Red OR 015 was the most susceptible. Other susceptible varieties included Light Pink 009 LP, Total Pink 021 TP and Dark Pink 018 DP, and these, together with variety Orange Red OR 015, constituted 40% of the L. camara varieties evaluated in the current study. Fifty percent of the varieties displayed slight to moderate susceptibility to M. javanica, while 10% displayed lack of susceptibility. The study concluded that the symbiotic relationship between L. bethae and M. javanica was mutual, resulting in increase in the fitness of the beetle. The combined herbivory by L. bethae and M. javanica was also found to be additive on one of the most common varieties of L. camara in South Africa, and therefore co-infestation by both species might enhance the biological control of this weed in South Africa. The study further concluded that the suitability of some invasive L. camara cultivars such as Light Pink 009 LP and Orange Red 015 OR for M. javanica, might also contribute towards biological control of this weed in South Africa, particularly in areas where the two herbivores species co-exist.
- Full Text:
- Date Issued: 2019
Intersectionality and complexity in the representation of ‘queer’ sexualities and genders in African women’s short fiction
- Authors: Du Preez, Jenny Boźena
- Date: 2019
- Subjects: Sexual minority culture , Sexual minorities' writings , African fiction -- Women authors -- History and criticism , Gender identity in literature , Short stories, South African , Feminism in literature , Political poetry , Eroticism in literature , Lesbianism in literature
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/119047 , vital:34697
- Description: This thesis sets out to contribute to the growing body of knowledge about queer sexualities and genders in Africa by examining their depiction in selected post-2000 African women’s short fiction written in English. Post-2000, the short story form has become the primary vehicle for queer representations by African women writers, and is thus an important development in the burgeoning body of queer literature by African writers. Broadly speaking, this literary formation can be defined as anti-homophobic, feminist and politically pragmatic. Using an intersectional lens, this thesis sets out to examine four significant strands in the political work these stories engage in. The chapters are structured around four main points of contention that have particular significance at the intersection of ‘queer’, ‘women’ and ‘Africa’. Firstly, I examine South African short stories that perform what I call queer conversations with history: imaginatively asserting a queer South African history, writing back against a male-dominated and heterosexist literary canon and, in doing so, contributing to the reimagination of the contemporary South African nation. Secondly, I analyse short stories from Africa that foreground the family, both as social formation and ideology. I examine how these stories ‘fracture’ this powerful and naturalised heterosexist concept by depicting the tensions and contradictions that queer characters experience in relation to family. Thirdly, I consider short stories from various African contexts that work to reconceptualise queer sexuality in relation to religious discourse in order to challenge homophobic and patriarchal religious authority. Finally, I examine queer, feminist erotic short stories by African women writers that challenges various colonialist, racist, sexist and lesbophobic discourses that have historically stifled the portrayal of sex and erotic experience between women.
- Full Text:
- Date Issued: 2019
- Authors: Du Preez, Jenny Boźena
- Date: 2019
- Subjects: Sexual minority culture , Sexual minorities' writings , African fiction -- Women authors -- History and criticism , Gender identity in literature , Short stories, South African , Feminism in literature , Political poetry , Eroticism in literature , Lesbianism in literature
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/119047 , vital:34697
- Description: This thesis sets out to contribute to the growing body of knowledge about queer sexualities and genders in Africa by examining their depiction in selected post-2000 African women’s short fiction written in English. Post-2000, the short story form has become the primary vehicle for queer representations by African women writers, and is thus an important development in the burgeoning body of queer literature by African writers. Broadly speaking, this literary formation can be defined as anti-homophobic, feminist and politically pragmatic. Using an intersectional lens, this thesis sets out to examine four significant strands in the political work these stories engage in. The chapters are structured around four main points of contention that have particular significance at the intersection of ‘queer’, ‘women’ and ‘Africa’. Firstly, I examine South African short stories that perform what I call queer conversations with history: imaginatively asserting a queer South African history, writing back against a male-dominated and heterosexist literary canon and, in doing so, contributing to the reimagination of the contemporary South African nation. Secondly, I analyse short stories from Africa that foreground the family, both as social formation and ideology. I examine how these stories ‘fracture’ this powerful and naturalised heterosexist concept by depicting the tensions and contradictions that queer characters experience in relation to family. Thirdly, I consider short stories from various African contexts that work to reconceptualise queer sexuality in relation to religious discourse in order to challenge homophobic and patriarchal religious authority. Finally, I examine queer, feminist erotic short stories by African women writers that challenges various colonialist, racist, sexist and lesbophobic discourses that have historically stifled the portrayal of sex and erotic experience between women.
- Full Text:
- Date Issued: 2019
Investigating and expanding learning across activity system boundaries in improved cook stove innovation diffusion and adoption in Malawi
- Jalasi, Experencia Madalitso
- Authors: Jalasi, Experencia Madalitso
- Date: 2019
- Subjects: Stoves, Wood -- Technological innovations -- Malawi , Biomass stoves -- Malawi , Economic development projects -- Environmental aspects -- Malawi , Rural development projects -- Environmental aspects -- Malawi
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68170 , vital:29212
- Description: This study investigates and expands learning within and between activity systems working with Improved Cook Stoves (hereafter ICS) in Malawi. The study focuses on how existing learning interactions among ICS actors can be expanded using expansive learning processes, mobilised through Boundary Crossing Change Laboratories (BCCL) to potentially inform more sustained uptake and utilisation of the ICS technology. The ICS, as a socio-technical innovation, seeks to respond to climate change mitigation and adaptation efforts in the country. However, sustained uptake and utilisation has been problematic. The study is located in the field of Environmental Education, with emphasis on the diffusion and adoption of socio-technical innovations in the context of ICS technology. The study addresses societal environmental health risks faced by people using traditional biomass fuels indoors on open fires, commonly referred to as Three Stone Fire (hereafter TSF) through formative intervention supported by Developmental Work Research (hereafter DWR) or Expansive Learning. The study was conducted in three climate change hotspot districts in Malawi: Balaka, Dedza and Mzimba. The case studies are in each of the three administrative regions of the country. Chapita Village case study is in Balaka district, in the Southern region; Waziloya Makwakwa Village is in Mzimba district in the Northern region; and Chilije Village in Dedza district in the Central region. In order to engage the potential for transformation in study areas, I divided the study into two phases. The first phase involved collection of ethnographic data to more deeply understand the context of the problem including existing learning approaches. This informed the second phase, which focused on expansive learning processes in the Chapita and Waziloya Makwakwa case studies. The study used a formative intervention approach, which focused on supporting the actors to manage the challenges they were facing and work out the problematic situations in their joint activity. The study employed a qualitative intensive research design because it aimed at in-depth understanding of uptake and utilisation of ICS. This was an important foundation for improving the existing situations through co-creating solutions with research participants. With this generative and action-oriented approach, the study employed a multiple embedded case study design. CHAT and Critical Realism were the two main theories that I employed as they resonated with the transformative interest of the study through focusing on learning as an emancipatory process with potential for transformation of human practices. In addition, I used the methodological theory of Expansive Learning from CHAT to guide the expansive learning processes. With the critical realist framing of the study, I employed a critical realist analytical framework, and used inductive, abductive and retroductive analyses.The major findings of the study indicate that broadly, uptake and utilisation of ICS is problematic, hence unsustained. The findings indicate that the majority of end-users in Chapita and Chilije case studies switched between TSF and ICS, or abandoned the ICS, which was not the case in Waziloya Makwakwa case study. The underlying causal mechanisms that appear to explain and influence end-users’ actions in all the case studies were the search for convenience during the cooking activity. Further, findings revealed that learning interactions among activity systems were unidirectional which provides evidence for top-down approaches prevalent in cook stove dissemination. The findings also indicated that most of the learning taking place was informative, not transformative. It was also inadequate, particularly for end-users. A causal mechanism that appears to shape how actors are learning ICS technology is poverty, which results in over-reliance on donor-driven projects. Findings also reveal that contradictions in the learning, uptake and utilisation of ICS influence the profile of uptake and utilisation of ICSs. Further, the change-oriented learning processes, as carried out in the Chapita and Waziloya Makwakwa case studies, have shown their potential in expanding learning interactions among ICS actors, evoking and supporting their transformative agency and enhancing their reflexivity. These processes are crucial in development and sustaining learning and change in the uptake and utilisation of ICS innovation. The main contribution of the study is methodological. It contributes broadly to diffusion and adoption of socio-technical innovations through change-oriented expansive learning processes. The study generated an Innovative Extension and Communicative Methodology, which foregrounds interaction and learning and links the socio-technical innovation intention and socio-technical innovation uptake and utilisation that potentially informs the dissemination and implementation of ICS projects. Further, the study contributes to community education by mobilising communities to address contradictions, absences, or ills in the society via change-oriented learning processes. The societal ills facing the case study sites and the areas around them, caused by climate change and variability and deforestation exacerbate the lives of rural women who are afflicted by conditions of poverty. The study contributes to global and local efforts and initiatives to address environmental health risks faced by people using traditional biomass fuels indoors on TSF and climate change mitigation and adaptation. This study has found out that putting the agency of the end-user in the centre in socio-technical transitions through context-based problem resolution and rigorous deliberate1 mediated processes of participation and learning, which allows multivoicedness and takes power relations into account, catalyses transformative agency, reflexivity, collaboration and learning capacity of ICS actors for sustained uptake and utilisation of the ICS socio-technical innovation.
- Full Text:
- Date Issued: 2019
- Authors: Jalasi, Experencia Madalitso
- Date: 2019
- Subjects: Stoves, Wood -- Technological innovations -- Malawi , Biomass stoves -- Malawi , Economic development projects -- Environmental aspects -- Malawi , Rural development projects -- Environmental aspects -- Malawi
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68170 , vital:29212
- Description: This study investigates and expands learning within and between activity systems working with Improved Cook Stoves (hereafter ICS) in Malawi. The study focuses on how existing learning interactions among ICS actors can be expanded using expansive learning processes, mobilised through Boundary Crossing Change Laboratories (BCCL) to potentially inform more sustained uptake and utilisation of the ICS technology. The ICS, as a socio-technical innovation, seeks to respond to climate change mitigation and adaptation efforts in the country. However, sustained uptake and utilisation has been problematic. The study is located in the field of Environmental Education, with emphasis on the diffusion and adoption of socio-technical innovations in the context of ICS technology. The study addresses societal environmental health risks faced by people using traditional biomass fuels indoors on open fires, commonly referred to as Three Stone Fire (hereafter TSF) through formative intervention supported by Developmental Work Research (hereafter DWR) or Expansive Learning. The study was conducted in three climate change hotspot districts in Malawi: Balaka, Dedza and Mzimba. The case studies are in each of the three administrative regions of the country. Chapita Village case study is in Balaka district, in the Southern region; Waziloya Makwakwa Village is in Mzimba district in the Northern region; and Chilije Village in Dedza district in the Central region. In order to engage the potential for transformation in study areas, I divided the study into two phases. The first phase involved collection of ethnographic data to more deeply understand the context of the problem including existing learning approaches. This informed the second phase, which focused on expansive learning processes in the Chapita and Waziloya Makwakwa case studies. The study used a formative intervention approach, which focused on supporting the actors to manage the challenges they were facing and work out the problematic situations in their joint activity. The study employed a qualitative intensive research design because it aimed at in-depth understanding of uptake and utilisation of ICS. This was an important foundation for improving the existing situations through co-creating solutions with research participants. With this generative and action-oriented approach, the study employed a multiple embedded case study design. CHAT and Critical Realism were the two main theories that I employed as they resonated with the transformative interest of the study through focusing on learning as an emancipatory process with potential for transformation of human practices. In addition, I used the methodological theory of Expansive Learning from CHAT to guide the expansive learning processes. With the critical realist framing of the study, I employed a critical realist analytical framework, and used inductive, abductive and retroductive analyses.The major findings of the study indicate that broadly, uptake and utilisation of ICS is problematic, hence unsustained. The findings indicate that the majority of end-users in Chapita and Chilije case studies switched between TSF and ICS, or abandoned the ICS, which was not the case in Waziloya Makwakwa case study. The underlying causal mechanisms that appear to explain and influence end-users’ actions in all the case studies were the search for convenience during the cooking activity. Further, findings revealed that learning interactions among activity systems were unidirectional which provides evidence for top-down approaches prevalent in cook stove dissemination. The findings also indicated that most of the learning taking place was informative, not transformative. It was also inadequate, particularly for end-users. A causal mechanism that appears to shape how actors are learning ICS technology is poverty, which results in over-reliance on donor-driven projects. Findings also reveal that contradictions in the learning, uptake and utilisation of ICS influence the profile of uptake and utilisation of ICSs. Further, the change-oriented learning processes, as carried out in the Chapita and Waziloya Makwakwa case studies, have shown their potential in expanding learning interactions among ICS actors, evoking and supporting their transformative agency and enhancing their reflexivity. These processes are crucial in development and sustaining learning and change in the uptake and utilisation of ICS innovation. The main contribution of the study is methodological. It contributes broadly to diffusion and adoption of socio-technical innovations through change-oriented expansive learning processes. The study generated an Innovative Extension and Communicative Methodology, which foregrounds interaction and learning and links the socio-technical innovation intention and socio-technical innovation uptake and utilisation that potentially informs the dissemination and implementation of ICS projects. Further, the study contributes to community education by mobilising communities to address contradictions, absences, or ills in the society via change-oriented learning processes. The societal ills facing the case study sites and the areas around them, caused by climate change and variability and deforestation exacerbate the lives of rural women who are afflicted by conditions of poverty. The study contributes to global and local efforts and initiatives to address environmental health risks faced by people using traditional biomass fuels indoors on TSF and climate change mitigation and adaptation. This study has found out that putting the agency of the end-user in the centre in socio-technical transitions through context-based problem resolution and rigorous deliberate1 mediated processes of participation and learning, which allows multivoicedness and takes power relations into account, catalyses transformative agency, reflexivity, collaboration and learning capacity of ICS actors for sustained uptake and utilisation of the ICS socio-technical innovation.
- Full Text:
- Date Issued: 2019
Investigating assay formats for screening malaria Hsp90-Hop interaction inhibitors
- Authors: Derry, Leigh-Anne Tracy Kim
- Date: 2019
- Subjects: Antimalarials , Heat shock proteins , Drug interactions , Drug resistance , Plasmodium falciparum , High throughput screening (Drug development) , Bioluminescence resonance energy transfer (BRET) , Fluorescence resonance energy transfer (FRET)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63345 , vital:28395
- Description: Although significant gains have been made in the combat against malaria in the last decade, the persistent threat of drug and insecticide resistance continues to motivate the search for new classes of antimalarial drug compounds and targets. Due to their predominance in cellular reactions, protein-protein interactions (P-PIs) are emerging as a promising general target class for therapeutic development. The P-PI which is the focus of this project is the interaction between the chaperone heat shock protein 90 (Hsp90) and its co-chaperone Hsp70/Hsp90 organising protein (Hop). Hop binds to Hsp70 and Hsp90 and facilitates the transfer of client proteins (proteins undergoing folding) from the former to the latter and also regulates nucleotide exchange on Hsp90. Due to its role in correcting protein misfolding during cell stress, Hsp90 is being pursued as a cancer drug target and compounds that inhibit its ATPase activity have entered clinical trials. However, it has been proposed that inhibiting the interaction between Hsp90 and Hop may be alternative approach for inhibiting Hsp90 function for cancer therapy. The malaria parasite Plasmodium falciparum experiences temperature fluctuations during vector-host transitions and febrile episodes and cell stress due to rapid growth and immune responses. Hence, it also depends on chaperones, including PfHsp90, to maintain protein functionality and pathogenesis, demonstrated inter alia by the sensitivity of parasites to Hsp90 inhibitors. In addition, PfHsp90 exists as a complex with the malarial Hop homologue, PfHop, in parasite lysates. Consequently, the purpose of this study was to explore P-PI assay formats that can confirm the interaction of PfHsp90 and PfHop and can be used to identify inhibitors of the interaction, preferably in a medium- to high-throughput screening mode. As a first approach, cell-based bioluminescence and fluorescence resonance energy transfer (BRET and FRET) assays were performed in HeLa cells. To facilitate this, expression plasmid constructs containing coding sequences of P. falciparum and mammalian Hsp90 and Hop and their interacting domains (Hsp90 C-domain and Hop TPR2A domain) fused to the BRET and FRET reporter proteins – yellow fluorescent protein (YFP), cyan fluorescent protein (CFP) and Renilla luciferase (Rluc) - were prepared and used for HeLa cell transient transfections. The FRET assay produced positive interaction signals for the full-length P. falciparum and mammalian Hsp90-Hop interactions. However, C-domain-TPR2A domain interactions were not detected, no interactions could be demonstrated with the BRET assay and western blotting experiments failed to detect expression of all the interaction partners in transiently transfected HeLa cells. Consequently, an alternative in vitro FRET assay format using recombinant proteins was investigated. Expression constructs for the P. falciparum and mammalian C-domains and TPR2A domains fused respectively to YFP and CFP were prepared and the corresponding fusion proteins expressed and purified from E. coli. No interaction was found with the mammalian interaction partners, but interaction of the P. falciparum C-domain and TPR2A domain was consistently detected with a robust Z’ factor value of 0.54. A peptide corresponding to the PfTPR2A domain sequence primarily responsible for Hsp90 binding (based on a human TPR2A peptide described by Horibe et al., 2011) was designed and showed dose-dependent inhibition of the interaction, with 53.7% inhibition at 100 μM. The components of the assay are limited to the purified recombinant proteins, requires minimal liquid steps and may thus be a useful primary screening format for identifying inhibitors of P. falciparum Hsp90-Hop interaction.
- Full Text:
- Date Issued: 2019
- Authors: Derry, Leigh-Anne Tracy Kim
- Date: 2019
- Subjects: Antimalarials , Heat shock proteins , Drug interactions , Drug resistance , Plasmodium falciparum , High throughput screening (Drug development) , Bioluminescence resonance energy transfer (BRET) , Fluorescence resonance energy transfer (FRET)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63345 , vital:28395
- Description: Although significant gains have been made in the combat against malaria in the last decade, the persistent threat of drug and insecticide resistance continues to motivate the search for new classes of antimalarial drug compounds and targets. Due to their predominance in cellular reactions, protein-protein interactions (P-PIs) are emerging as a promising general target class for therapeutic development. The P-PI which is the focus of this project is the interaction between the chaperone heat shock protein 90 (Hsp90) and its co-chaperone Hsp70/Hsp90 organising protein (Hop). Hop binds to Hsp70 and Hsp90 and facilitates the transfer of client proteins (proteins undergoing folding) from the former to the latter and also regulates nucleotide exchange on Hsp90. Due to its role in correcting protein misfolding during cell stress, Hsp90 is being pursued as a cancer drug target and compounds that inhibit its ATPase activity have entered clinical trials. However, it has been proposed that inhibiting the interaction between Hsp90 and Hop may be alternative approach for inhibiting Hsp90 function for cancer therapy. The malaria parasite Plasmodium falciparum experiences temperature fluctuations during vector-host transitions and febrile episodes and cell stress due to rapid growth and immune responses. Hence, it also depends on chaperones, including PfHsp90, to maintain protein functionality and pathogenesis, demonstrated inter alia by the sensitivity of parasites to Hsp90 inhibitors. In addition, PfHsp90 exists as a complex with the malarial Hop homologue, PfHop, in parasite lysates. Consequently, the purpose of this study was to explore P-PI assay formats that can confirm the interaction of PfHsp90 and PfHop and can be used to identify inhibitors of the interaction, preferably in a medium- to high-throughput screening mode. As a first approach, cell-based bioluminescence and fluorescence resonance energy transfer (BRET and FRET) assays were performed in HeLa cells. To facilitate this, expression plasmid constructs containing coding sequences of P. falciparum and mammalian Hsp90 and Hop and their interacting domains (Hsp90 C-domain and Hop TPR2A domain) fused to the BRET and FRET reporter proteins – yellow fluorescent protein (YFP), cyan fluorescent protein (CFP) and Renilla luciferase (Rluc) - were prepared and used for HeLa cell transient transfections. The FRET assay produced positive interaction signals for the full-length P. falciparum and mammalian Hsp90-Hop interactions. However, C-domain-TPR2A domain interactions were not detected, no interactions could be demonstrated with the BRET assay and western blotting experiments failed to detect expression of all the interaction partners in transiently transfected HeLa cells. Consequently, an alternative in vitro FRET assay format using recombinant proteins was investigated. Expression constructs for the P. falciparum and mammalian C-domains and TPR2A domains fused respectively to YFP and CFP were prepared and the corresponding fusion proteins expressed and purified from E. coli. No interaction was found with the mammalian interaction partners, but interaction of the P. falciparum C-domain and TPR2A domain was consistently detected with a robust Z’ factor value of 0.54. A peptide corresponding to the PfTPR2A domain sequence primarily responsible for Hsp90 binding (based on a human TPR2A peptide described by Horibe et al., 2011) was designed and showed dose-dependent inhibition of the interaction, with 53.7% inhibition at 100 μM. The components of the assay are limited to the purified recombinant proteins, requires minimal liquid steps and may thus be a useful primary screening format for identifying inhibitors of P. falciparum Hsp90-Hop interaction.
- Full Text:
- Date Issued: 2019
Investigating epistemic justice in an adaptive planning process: towards developing a local catchment management strategy
- Authors: Ralekhetla, Mateboho Mary
- Date: 2019
- Subjects: Watershed management -- South Africa , Watershed management -- South Africa -- Moral and ethical aspects , Water resources development -- South Africa -- Eastern Cape , Water-supply -- South Africa -- Makhanda , Makana Water Forum (Makhanda, South Africa) , Makana Municipality (Makhanda, South Africa)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/95980 , vital:31220
- Description: In South Africa, Integrated Water Resource Management (IWRM) is being put into practice in a way that incorporates the belief that all stakeholders should be given a voice in decisions that affect them. Catchment Management Forums (CMFs) are the first place for stakeholder participation, supported by Catchment Management Agencies (CMAs). A key first task of a CMA is to develop of their Catchment Management Strategy (CMS). In this research, I consulted and worked with stakeholders in the Makana Water Forum (Makana Local Municipality, Eastern Cape, South Africa) throughout the process as they worked towards formulating their local CMS. Importantly, this study used insights from the community to focus on the inter- and intra-group interactions among the stakeholders who participated in the first step of Strategic Adaptive Planning. In the process, I explored epistemic contestations that occurred between different epistemic agents (participants) who may have held identity prejudices. The research aimed to allow voices, which could otherwise have been marginalised, to come out in ways that were not stigmatised through the written and personal reflective process. In doing this, the study tried to hear the voice of the oppressed speaker whose knowledge and lived experiences have been overlooked by the hearer’s prejudice. Findings show that participants who were part of the CMS development process experienced epistemic justice. These findings further established that the addition of participant reflections enhanced the level of epistemic justice promoted by the Adaptive Planning Process (APP).
- Full Text:
- Date Issued: 2019
- Authors: Ralekhetla, Mateboho Mary
- Date: 2019
- Subjects: Watershed management -- South Africa , Watershed management -- South Africa -- Moral and ethical aspects , Water resources development -- South Africa -- Eastern Cape , Water-supply -- South Africa -- Makhanda , Makana Water Forum (Makhanda, South Africa) , Makana Municipality (Makhanda, South Africa)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/95980 , vital:31220
- Description: In South Africa, Integrated Water Resource Management (IWRM) is being put into practice in a way that incorporates the belief that all stakeholders should be given a voice in decisions that affect them. Catchment Management Forums (CMFs) are the first place for stakeholder participation, supported by Catchment Management Agencies (CMAs). A key first task of a CMA is to develop of their Catchment Management Strategy (CMS). In this research, I consulted and worked with stakeholders in the Makana Water Forum (Makana Local Municipality, Eastern Cape, South Africa) throughout the process as they worked towards formulating their local CMS. Importantly, this study used insights from the community to focus on the inter- and intra-group interactions among the stakeholders who participated in the first step of Strategic Adaptive Planning. In the process, I explored epistemic contestations that occurred between different epistemic agents (participants) who may have held identity prejudices. The research aimed to allow voices, which could otherwise have been marginalised, to come out in ways that were not stigmatised through the written and personal reflective process. In doing this, the study tried to hear the voice of the oppressed speaker whose knowledge and lived experiences have been overlooked by the hearer’s prejudice. Findings show that participants who were part of the CMS development process experienced epistemic justice. These findings further established that the addition of participant reflections enhanced the level of epistemic justice promoted by the Adaptive Planning Process (APP).
- Full Text:
- Date Issued: 2019
Investigating household energy conservation behaviours in Johannesburg, South Africa
- Authors: Williams, Stephanie
- Date: 2019
- Subjects: Environmental behavior -- South Africa , Energy conservation -- Psychological aspects -- South Africa , Energy consumption -- Psychological aspects -- South Africa , South Africans -- Energy consumption
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/94101 , vital:31000
- Description: Behavioural change is increasingly anticipated as an important pathway towards the reduction of the human footprint on the environment. Monitoring resource consumption at the household scale is essential as a basis for evaluating current performance and supports the understanding of how behaviour change interventions can be implemented. Yet, there are comparatively fewer studies on pro-environmental behaviour (PEB) in developing country contexts than in developed countries. Further, where research efforts have been made in developing countries, these have mainly focussed on low-income households. This means the extant literature on PEB is limited across a geographic and economic gradient, making generalisations about PEB problematic and limiting the scope for thinking about interventions for promoting pro-environmental behaviour in developing countries. In response to this, the study focuses on high-income households in Johannesburg, South Africa. Overall, the findings show a high level of heterogeneity in reported pro-environmental energy use behaviour, attributed to a suit of socio-demographic and value factors. Mainly, age, number of dependents, household size. Valuing leisure time were negatively correlated to energy use behaviours, while valuing environmental quality positively correlated to energy use behaviours. The provision of information energy-saving interventions yielded positive behavioural change as shown by reduced energy consumption of up to 12% in the Treatment group. However, no significant correlations were found between energy reduction and socio-demographic and personal value factors, which can be attributed to a different cultural context. The study discusses the implications of the findings on debates around pro-environmental behaviour and factors influencing pro-environmental behaviour, and provides further recommendations for future energy policies related to the household sector.
- Full Text:
- Date Issued: 2019
- Authors: Williams, Stephanie
- Date: 2019
- Subjects: Environmental behavior -- South Africa , Energy conservation -- Psychological aspects -- South Africa , Energy consumption -- Psychological aspects -- South Africa , South Africans -- Energy consumption
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/94101 , vital:31000
- Description: Behavioural change is increasingly anticipated as an important pathway towards the reduction of the human footprint on the environment. Monitoring resource consumption at the household scale is essential as a basis for evaluating current performance and supports the understanding of how behaviour change interventions can be implemented. Yet, there are comparatively fewer studies on pro-environmental behaviour (PEB) in developing country contexts than in developed countries. Further, where research efforts have been made in developing countries, these have mainly focussed on low-income households. This means the extant literature on PEB is limited across a geographic and economic gradient, making generalisations about PEB problematic and limiting the scope for thinking about interventions for promoting pro-environmental behaviour in developing countries. In response to this, the study focuses on high-income households in Johannesburg, South Africa. Overall, the findings show a high level of heterogeneity in reported pro-environmental energy use behaviour, attributed to a suit of socio-demographic and value factors. Mainly, age, number of dependents, household size. Valuing leisure time were negatively correlated to energy use behaviours, while valuing environmental quality positively correlated to energy use behaviours. The provision of information energy-saving interventions yielded positive behavioural change as shown by reduced energy consumption of up to 12% in the Treatment group. However, no significant correlations were found between energy reduction and socio-demographic and personal value factors, which can be attributed to a different cultural context. The study discusses the implications of the findings on debates around pro-environmental behaviour and factors influencing pro-environmental behaviour, and provides further recommendations for future energy policies related to the household sector.
- Full Text:
- Date Issued: 2019
Investigating how mediation tools enhance rural farmers’ learning towards rainwater harvesting and food security: a case study of a Green Village programme
- Authors: Shawarira, Patience
- Date: 2019
- Subjects: Mediated learning experience , Environmental education -- South Africa -- Sinxaku , Agricultural education -- South Africa -- Sinxaku , South Africa. Water Research Commission. Green Village Lighthouse
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96779 , vital:31319
- Description: Training programmes are often detached from people’s context and experiences. It is critical that training programmes are carefully situated and relevant to the target group. This can be achieved through the use of relevant mediation tools. This study investigates how the use of mediation tools within a training programme on rainwater harvesting and conservation conducted by the Water Research Commission (WRC) funded the Green Village project impacted on Community Works Project (CWP) farmers’ practices. The study looks at how rural farmer learning occurs through the use of mediation tools in the context of the CWP farmers operating in Sinxaku village, in the Eastern Cape, South Africa. The learning process in this study was tracked through observing a three-day training workshop. I observed the Green Village facilitator’s choice and use of mediation tools to facilitate learning during the training. I looked at ways in which the Green Village facilitator engaged with the participants during the training and how they used different mediation tools to aid the learning process. I was interested in how the CWP farmers engaged with the mediation tools and how learning occurred from the training. I also looked out for changes in the CWP farmers’ farming practices following the completion of the training. The study constituted as an interpretative case study using Cultural Historical Activity (CHAT) theoretical tools. The study also drew on previous research on mediation and learning processes in the water management sector. Using interviews, observations and document analyses, the study found that rural farmers learn better by practising what they are being taught. They also learn from visuals and illustrations as these explain technical concepts in a clear and easy to understand manner. Factors that impact on rural farmer learning, particularly in the context of the CWP farmers operating in Sinxaku village include ecological factors, availability of farm equipment and the structuring of the training programme. The study found that in facilitating a training programme with rural farmers, more time should be given to practical activities at the demonstration site and that these practical activities should be interspersed with knowledge sharing in a workshop setup. The study concluded that special attention should be given to the choice of mediation tools used in training programmes involving rural farmers. Attention should also be given to contextual factors that can potentially impact on learning and practice of rainwater harvesting and conservation practices that would have been taught in a training programme.
- Full Text:
- Date Issued: 2019
- Authors: Shawarira, Patience
- Date: 2019
- Subjects: Mediated learning experience , Environmental education -- South Africa -- Sinxaku , Agricultural education -- South Africa -- Sinxaku , South Africa. Water Research Commission. Green Village Lighthouse
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96779 , vital:31319
- Description: Training programmes are often detached from people’s context and experiences. It is critical that training programmes are carefully situated and relevant to the target group. This can be achieved through the use of relevant mediation tools. This study investigates how the use of mediation tools within a training programme on rainwater harvesting and conservation conducted by the Water Research Commission (WRC) funded the Green Village project impacted on Community Works Project (CWP) farmers’ practices. The study looks at how rural farmer learning occurs through the use of mediation tools in the context of the CWP farmers operating in Sinxaku village, in the Eastern Cape, South Africa. The learning process in this study was tracked through observing a three-day training workshop. I observed the Green Village facilitator’s choice and use of mediation tools to facilitate learning during the training. I looked at ways in which the Green Village facilitator engaged with the participants during the training and how they used different mediation tools to aid the learning process. I was interested in how the CWP farmers engaged with the mediation tools and how learning occurred from the training. I also looked out for changes in the CWP farmers’ farming practices following the completion of the training. The study constituted as an interpretative case study using Cultural Historical Activity (CHAT) theoretical tools. The study also drew on previous research on mediation and learning processes in the water management sector. Using interviews, observations and document analyses, the study found that rural farmers learn better by practising what they are being taught. They also learn from visuals and illustrations as these explain technical concepts in a clear and easy to understand manner. Factors that impact on rural farmer learning, particularly in the context of the CWP farmers operating in Sinxaku village include ecological factors, availability of farm equipment and the structuring of the training programme. The study found that in facilitating a training programme with rural farmers, more time should be given to practical activities at the demonstration site and that these practical activities should be interspersed with knowledge sharing in a workshop setup. The study concluded that special attention should be given to the choice of mediation tools used in training programmes involving rural farmers. Attention should also be given to contextual factors that can potentially impact on learning and practice of rainwater harvesting and conservation practices that would have been taught in a training programme.
- Full Text:
- Date Issued: 2019
Investigating how outdoor environmental education programmes in South Africa respond to the needs of visually impaired learners via inclusive practices
- Authors: Eksteen, Hendrik Christiaan
- Date: 2019
- Subjects: Children with visual disabilities -- Education -- South Africa , Outdoor education -- South Africa , Environmental education -- South Africa , Outdoor recreation for children with disabilities -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92716 , vital:30721
- Description: Outdoor environmental education programmes in South Africa are conducted at campsites and centres owned by the government, non-profit organisations and private owners. People suffering from impairments are often disabled by society because of their handicap. More than three percent (3%) of young people in South Africa aged between 10 – 19 years are disabled. This study investigates the status of inclusion of outdoor environmental education programmes for disabled young people; what is offered and what practices are working in the industry in South Africa. It also investigates barriers to inclusion. Though many disabilities have been identified, visual impairment is the focus of the study. This study also looks at what more can be done from an Ecological Systems Theory of Human Development point of view and investigates what underlying mechanisms influence the inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. What is done and what is not done to promote inclusion for visually impaired learners in these programmes is also investigated. This study aims to answer the question; What is the current status quo concerning the inclusion of visually impaired learners in outdoor environmental learning programmes in environmental education centres and campsites in South Africa? An initial focus group conducted informally prior to the study, helped me to understand the context. In this study, key-interviews and questionnaires were used as research tools. I also ran a photo narrative project throughout the research project which was used as a participatory activity and provided further insight into practices. Inductive, abductive and retroductive analysis approaches were used to identify emerging themes, and I applied method triangulation using all research tools in order to address the research questions. Some of the most important findings are that: • There are many barriers, some intrinsic others extrinsic, that hinder inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. • Although there are many things done in the industry to promote inclusion, there is much more that could be done. • The visually impaired individual him/herself influences inclusivity in outdoor environmental education programmes. • Interactions and influences in the mesosystem (between different microsystems and ecosystems) have an impact on the inclusivity of visually impaired individuals in outdoor environmental education programmes. • Dispositions of people have an impact on the inclusion of visually impaired individuals in outdoor environmental education programmes. • The diversity of generative mechanisms (drivers to events), that interact at the level of the real, influence the inclusion of visually impaired individuals in outdoor environmental education programmes. Disability/impairment is a much-neglected area of environmental education research in South Africa. This study has contributed scholarship to this area and has also identified possible further areas of study in creating awareness, creating an opportunity to reflect on practices, and finding possible solutions to the barriers of exclusion.
- Full Text:
- Date Issued: 2019
- Authors: Eksteen, Hendrik Christiaan
- Date: 2019
- Subjects: Children with visual disabilities -- Education -- South Africa , Outdoor education -- South Africa , Environmental education -- South Africa , Outdoor recreation for children with disabilities -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92716 , vital:30721
- Description: Outdoor environmental education programmes in South Africa are conducted at campsites and centres owned by the government, non-profit organisations and private owners. People suffering from impairments are often disabled by society because of their handicap. More than three percent (3%) of young people in South Africa aged between 10 – 19 years are disabled. This study investigates the status of inclusion of outdoor environmental education programmes for disabled young people; what is offered and what practices are working in the industry in South Africa. It also investigates barriers to inclusion. Though many disabilities have been identified, visual impairment is the focus of the study. This study also looks at what more can be done from an Ecological Systems Theory of Human Development point of view and investigates what underlying mechanisms influence the inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. What is done and what is not done to promote inclusion for visually impaired learners in these programmes is also investigated. This study aims to answer the question; What is the current status quo concerning the inclusion of visually impaired learners in outdoor environmental learning programmes in environmental education centres and campsites in South Africa? An initial focus group conducted informally prior to the study, helped me to understand the context. In this study, key-interviews and questionnaires were used as research tools. I also ran a photo narrative project throughout the research project which was used as a participatory activity and provided further insight into practices. Inductive, abductive and retroductive analysis approaches were used to identify emerging themes, and I applied method triangulation using all research tools in order to address the research questions. Some of the most important findings are that: • There are many barriers, some intrinsic others extrinsic, that hinder inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. • Although there are many things done in the industry to promote inclusion, there is much more that could be done. • The visually impaired individual him/herself influences inclusivity in outdoor environmental education programmes. • Interactions and influences in the mesosystem (between different microsystems and ecosystems) have an impact on the inclusivity of visually impaired individuals in outdoor environmental education programmes. • Dispositions of people have an impact on the inclusion of visually impaired individuals in outdoor environmental education programmes. • The diversity of generative mechanisms (drivers to events), that interact at the level of the real, influence the inclusion of visually impaired individuals in outdoor environmental education programmes. Disability/impairment is a much-neglected area of environmental education research in South Africa. This study has contributed scholarship to this area and has also identified possible further areas of study in creating awareness, creating an opportunity to reflect on practices, and finding possible solutions to the barriers of exclusion.
- Full Text:
- Date Issued: 2019
Investigating how the use of visual models can enhance the teaching of common fractions for conceptual understanding to Grade 8 learners
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , vital:31314
- Description: The intention of this study was to explore how selected mathematics teachers used visual models to improve the teaching of common fractions for conceptual understanding to Grade 8 learners as a result of an intervention programme. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in the mathematics classroom in South Africa, Namibia, Zambia, Switzerland and Germany. This study which adopted a case study of teachers in Khomas Region, Namibia, is informed by constructivist learning theory. The study is situated within the interpretive paradigm and a multi-phase mixed method research approach was used. It focussed on analysing the use of visual models when teaching fractions namely: area model, number line model and a set model. The data were collected through survey questionnaires, observation and recall interview. The survey was conducted with the forty three mathematics teachers, from twenty secondary schools in Khomas region. The survey gave an overview of the nature and the use of visual models in schools. Three teachers purposively selected from the survey participated in the intervention program and were observed while teaching and interviewed after their teaching. Data were qualitatively and quantitatively analysed. The findings of this study reveal that visualising fractions is one of the methods that can improve both teaching and learning by providing concrete evidence of otherwise abstract ideas and concepts. The teachers highlighted that models themselves guide learners through to the answer, as compared to working out solutions using symbols only. They further indicated that visual models improve learners’ motivation, enhances understanding of fractions and encourages full participation of learners in the lesson. The study also found that use of visual models encouraged participation and it also boosted learners thinking capability. Teachers in this study preferred to use the area model as they found this model easier and more user-friendly in comparison with the number line and the set models. Teachers did not use the set model because of its complexity. This study concludes that the use of visual models can help enhance the conceptual teaching and understanding of common fractions. It is hoped that the study contributes towards improving the quality teaching and learning of fractions in Namibia. Furthermore, it informs the teacher-training institutions in Namibia to integrate the use of visualisation in their training programmes to promote conceptual understanding of mathematics.
- Full Text:
- Date Issued: 2019
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , vital:31314
- Description: The intention of this study was to explore how selected mathematics teachers used visual models to improve the teaching of common fractions for conceptual understanding to Grade 8 learners as a result of an intervention programme. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in the mathematics classroom in South Africa, Namibia, Zambia, Switzerland and Germany. This study which adopted a case study of teachers in Khomas Region, Namibia, is informed by constructivist learning theory. The study is situated within the interpretive paradigm and a multi-phase mixed method research approach was used. It focussed on analysing the use of visual models when teaching fractions namely: area model, number line model and a set model. The data were collected through survey questionnaires, observation and recall interview. The survey was conducted with the forty three mathematics teachers, from twenty secondary schools in Khomas region. The survey gave an overview of the nature and the use of visual models in schools. Three teachers purposively selected from the survey participated in the intervention program and were observed while teaching and interviewed after their teaching. Data were qualitatively and quantitatively analysed. The findings of this study reveal that visualising fractions is one of the methods that can improve both teaching and learning by providing concrete evidence of otherwise abstract ideas and concepts. The teachers highlighted that models themselves guide learners through to the answer, as compared to working out solutions using symbols only. They further indicated that visual models improve learners’ motivation, enhances understanding of fractions and encourages full participation of learners in the lesson. The study also found that use of visual models encouraged participation and it also boosted learners thinking capability. Teachers in this study preferred to use the area model as they found this model easier and more user-friendly in comparison with the number line and the set models. Teachers did not use the set model because of its complexity. This study concludes that the use of visual models can help enhance the conceptual teaching and understanding of common fractions. It is hoped that the study contributes towards improving the quality teaching and learning of fractions in Namibia. Furthermore, it informs the teacher-training institutions in Namibia to integrate the use of visualisation in their training programmes to promote conceptual understanding of mathematics.
- Full Text:
- Date Issued: 2019
Investigating mathematical proficiency testing in Namibian school high stakes mathematics examinations: an exploratory study
- Authors: Ndjendja, Elizabeth
- Date: 2019
- Subjects: Education and state -- Namibia , Educational tests and measurements -- Namibia , Mathematics -- Curricula -- Namibia , Mathematics -- Study and teaching -- Namibia , Namibia. Ministry of Education -- Examinations
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92887 , vital:30759
- Description: The Namibian government has put processes in place to continuously improve its education system in line with educational development in the world. The education reform efforts are administered and coordinated by the Ministry of Education, Arts and Culture. At the centre of these reform efforts are curriculum policy documents and subject syllabuses with the intention of improving the teaching and learning process in the classrooms. These reform efforts appears to overlook the positive influence high stakes assessment has on the teaching and learning process. The study reported in this thesis was designed to investigate the feasibility of assessing separate elements of mathematical proficiency in the high stakes Mathematics assessment in Namibia. The study was designed as a developmental, exploratory research that collected and analysed both qualitative and quantitative data in order to respond to issues raised by five specific research objectives. The data collected enabled the adaptation of some assessment tools in order to distinctly assess selected mathematical proficiency categories. The results further indicated that the envisaged proficiency assessment system could be used to characterise the examination question papers and revealed insights into the conceptualisation of the current assessment system. The results further indicated the visible distinguishability of different elements of proficiency through the developed tools and the learners’ responses to the NSSCO examination. Finally, constrains and affordance which the original assessment system has in relation to the developed system were revealed and addressed. In closing, the research suggested changes and possible adaptation of assessment tools to ensure the proper assessment of mathematical proficiency aspects through high stakes assessment. Immerging issues that needed further research were also highlighted.
- Full Text:
- Date Issued: 2019
- Authors: Ndjendja, Elizabeth
- Date: 2019
- Subjects: Education and state -- Namibia , Educational tests and measurements -- Namibia , Mathematics -- Curricula -- Namibia , Mathematics -- Study and teaching -- Namibia , Namibia. Ministry of Education -- Examinations
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92887 , vital:30759
- Description: The Namibian government has put processes in place to continuously improve its education system in line with educational development in the world. The education reform efforts are administered and coordinated by the Ministry of Education, Arts and Culture. At the centre of these reform efforts are curriculum policy documents and subject syllabuses with the intention of improving the teaching and learning process in the classrooms. These reform efforts appears to overlook the positive influence high stakes assessment has on the teaching and learning process. The study reported in this thesis was designed to investigate the feasibility of assessing separate elements of mathematical proficiency in the high stakes Mathematics assessment in Namibia. The study was designed as a developmental, exploratory research that collected and analysed both qualitative and quantitative data in order to respond to issues raised by five specific research objectives. The data collected enabled the adaptation of some assessment tools in order to distinctly assess selected mathematical proficiency categories. The results further indicated that the envisaged proficiency assessment system could be used to characterise the examination question papers and revealed insights into the conceptualisation of the current assessment system. The results further indicated the visible distinguishability of different elements of proficiency through the developed tools and the learners’ responses to the NSSCO examination. Finally, constrains and affordance which the original assessment system has in relation to the developed system were revealed and addressed. In closing, the research suggested changes and possible adaptation of assessment tools to ensure the proper assessment of mathematical proficiency aspects through high stakes assessment. Immerging issues that needed further research were also highlighted.
- Full Text:
- Date Issued: 2019
Investigating the linguistic effectiveness of early reading schemes in isiXhosa: a phonological and orthographical analysis of three isiXhosa Grade 1 graded reader series
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
- Full Text:
- Date Issued: 2019
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
- Full Text:
- Date Issued: 2019
Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
- Date Issued: 2019
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
- Date Issued: 2019