Empire in Lusaka: hip-hop, young men and masculinity in an African city
- Authors: Mulolani, Happy
- Date: 2019
- Subjects: Empire (Television program : 2015) -- Influence , Hip-hop -- Zambia -- Lusaka , Young men -- Zambia -- Lusaka , Young men -- Psychology -- Zambia -- Lusaka , Young men -- Social conditions -- Zambia -- Lusaka , Rap musicians -- Zambia -- Lusaka , Masculinity -- Zambia -- Lusaka
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92650 , vital:30736
- Description: This study examines young Zambian men who are aspiring hip hop artists in Lusaka and the meanings they make of the representations of masculinity in Empire, a popular US television drama. Broadcast locally via satellite on the South African cable network, DStv, Empire narrates the story of a family of powerful men as they battle for the control of Empire, a successful hip-hop label. Of significance is how the programme’s representations of masculinity resonate with the young men’s own ideas of masculinity within a highly patriarchal and conservative urban African space. The young male hip-hop artists encounter their everyday experiences in a context of a range of socio-economic challenges within the urban space of Lusaka which presents them with very limited economic opportunities and resources. Underpinned by a constructivist approach, this reception study explores how these young male artists encounter their everyday experiences in the city and how its structural constraints are navigated through hip-hop, a highly popular local cultural form. The male artists’ reactions to the programme are dependent on their socio-economic location and the types of skills and resources they draw on in order to traverse their everyday experience of city life which concurrently is perceived as exclusionary and as impacting on their livelihoods and aspirations.
- Full Text:
- Date Issued: 2019
- Authors: Mulolani, Happy
- Date: 2019
- Subjects: Empire (Television program : 2015) -- Influence , Hip-hop -- Zambia -- Lusaka , Young men -- Zambia -- Lusaka , Young men -- Psychology -- Zambia -- Lusaka , Young men -- Social conditions -- Zambia -- Lusaka , Rap musicians -- Zambia -- Lusaka , Masculinity -- Zambia -- Lusaka
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92650 , vital:30736
- Description: This study examines young Zambian men who are aspiring hip hop artists in Lusaka and the meanings they make of the representations of masculinity in Empire, a popular US television drama. Broadcast locally via satellite on the South African cable network, DStv, Empire narrates the story of a family of powerful men as they battle for the control of Empire, a successful hip-hop label. Of significance is how the programme’s representations of masculinity resonate with the young men’s own ideas of masculinity within a highly patriarchal and conservative urban African space. The young male hip-hop artists encounter their everyday experiences in a context of a range of socio-economic challenges within the urban space of Lusaka which presents them with very limited economic opportunities and resources. Underpinned by a constructivist approach, this reception study explores how these young male artists encounter their everyday experiences in the city and how its structural constraints are navigated through hip-hop, a highly popular local cultural form. The male artists’ reactions to the programme are dependent on their socio-economic location and the types of skills and resources they draw on in order to traverse their everyday experience of city life which concurrently is perceived as exclusionary and as impacting on their livelihoods and aspirations.
- Full Text:
- Date Issued: 2019
Enumeration, conformation sampling and population of libraries of peptide macrocycles for the search of chemotherapeutic cardioprotection agents
- Authors: Sigauke, Lester Takunda
- Date: 2019
- Subjects: Peptides -- Synthesis , Macrocyclic compounds , Drug development , Drug discovery , Cardiovascular system -- Diseases -- Prevention , Proteins -- Synthesis
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/116056 , vital:34293
- Description: Peptides are uniquely endowed with features that allow them to perturb previously difficult to drug biomolecular targets. Peptide macrocycles in particular have seen a flurry of recent interest due to their enhanced bioavailability, tunability and specificity. Although these properties make them attractive hit-candidates in early stage drug discovery, knowing which peptides to pursue is non‐trivial due to the magnitude of the peptide sequence space. Computational screening approaches show promise in their ability to address the size of this search space but suffer from their inability to accurately interrogate the conformational landscape of peptide macrocycles. We developed an in‐silico compound enumerator that was tasked with populating a conformationally laden peptide virtual library. This library was then used in the search for cardio‐protective agents (that may be administered, reducing tissue damage during reperfusion after ischemia (heart attacks)). Our enumerator successfully generated a library of 15.2 billion compounds, requiring the use of compression algorithms, conformational sampling protocols and management of aggregated compute resources in the context of a local cluster. In the absence of experimental biophysical data, we performed biased sampling during alchemical molecular dynamics simulations in order to observe cyclophilin‐D perturbation by cyclosporine A and its mitochondrial targeted analogue. Reliable intermediate state averaging through a WHAM analysis of the biased dynamic pulling simulations confirmed that the cardio‐protective activity of cyclosporine A was due to its mitochondrial targeting. Paralleltempered solution molecular dynamics in combination with efficient clustering isolated the essential dynamics of a cyclic peptide scaffold. The rapid enumeration of skeletons from these essential dynamics gave rise to a conformation laden virtual library of all the 15.2 Billion unique cyclic peptides (given the limits on peptide sequence imposed). Analysis of this library showed the exact extent of physicochemical properties covered, relative to the bare scaffold precursor. Molecular docking of a subset of the virtual library against cyclophilin‐D showed significant improvements in affinity to the target (relative to cyclosporine A). The conformation laden virtual library, accessed by our methodology, provided derivatives that were able to make many interactions per peptide with the cyclophilin‐D target. Machine learning methods showed promise in the training of Support Vector Machines for synthetic feasibility prediction for this library. The synergy between enumeration and conformational sampling greatly improves the performance of this library during virtual screening, even when only a subset is used.
- Full Text:
- Date Issued: 2019
- Authors: Sigauke, Lester Takunda
- Date: 2019
- Subjects: Peptides -- Synthesis , Macrocyclic compounds , Drug development , Drug discovery , Cardiovascular system -- Diseases -- Prevention , Proteins -- Synthesis
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/116056 , vital:34293
- Description: Peptides are uniquely endowed with features that allow them to perturb previously difficult to drug biomolecular targets. Peptide macrocycles in particular have seen a flurry of recent interest due to their enhanced bioavailability, tunability and specificity. Although these properties make them attractive hit-candidates in early stage drug discovery, knowing which peptides to pursue is non‐trivial due to the magnitude of the peptide sequence space. Computational screening approaches show promise in their ability to address the size of this search space but suffer from their inability to accurately interrogate the conformational landscape of peptide macrocycles. We developed an in‐silico compound enumerator that was tasked with populating a conformationally laden peptide virtual library. This library was then used in the search for cardio‐protective agents (that may be administered, reducing tissue damage during reperfusion after ischemia (heart attacks)). Our enumerator successfully generated a library of 15.2 billion compounds, requiring the use of compression algorithms, conformational sampling protocols and management of aggregated compute resources in the context of a local cluster. In the absence of experimental biophysical data, we performed biased sampling during alchemical molecular dynamics simulations in order to observe cyclophilin‐D perturbation by cyclosporine A and its mitochondrial targeted analogue. Reliable intermediate state averaging through a WHAM analysis of the biased dynamic pulling simulations confirmed that the cardio‐protective activity of cyclosporine A was due to its mitochondrial targeting. Paralleltempered solution molecular dynamics in combination with efficient clustering isolated the essential dynamics of a cyclic peptide scaffold. The rapid enumeration of skeletons from these essential dynamics gave rise to a conformation laden virtual library of all the 15.2 Billion unique cyclic peptides (given the limits on peptide sequence imposed). Analysis of this library showed the exact extent of physicochemical properties covered, relative to the bare scaffold precursor. Molecular docking of a subset of the virtual library against cyclophilin‐D showed significant improvements in affinity to the target (relative to cyclosporine A). The conformation laden virtual library, accessed by our methodology, provided derivatives that were able to make many interactions per peptide with the cyclophilin‐D target. Machine learning methods showed promise in the training of Support Vector Machines for synthetic feasibility prediction for this library. The synergy between enumeration and conformational sampling greatly improves the performance of this library during virtual screening, even when only a subset is used.
- Full Text:
- Date Issued: 2019
Environmental drivers of the composition and distribution of larval fish assemblages off the south coast of South Africa
- Authors: Trassierra, Jaqueline Anne
- Date: 2019
- Subjects: Fishes -- Larvae -- South Africa -- Eastern Cape , Fishes -- Larvae -- Migration -- South Africa -- Eastern Cape , Fishes -- Larvae -- Dispersal -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/68154 , vital:29207
- Description: The species composition, distribution and patterns of vertical migration of larval fish assemblages were investigated in March and in September 2013 within two adjacent log spiral bays, Algoa Bay and St Francis Bay, on the south coast of South Africa. Fish larvae were collected by means of a boat towed bongo net (57 cm diameter; mesh aperture 500 μm). An onshore (2 km) and an offshore (3 km) station were each sampled twice during the daytime (06:00 – 18:00) with two horizontal tows: near the surface (0.5 m) and close to the bottom (12 m). Tows were repeated at night (18:00 – 23:00) for onshore sites. Larval catches included 16 fish families and 40 species. A multivariate analysis indicated that the species composition was significantly different between Algoa Bay and St Francis Bay, with Engraulidae, Blenniidae, Sparidae, Soleidae and Cynoglossidae making important contributions to the larval fish catch in Algoa Bay, while Blenniidae, Engraulidae, Tripterygiidae, Sparidae and Gobiesocidae contributed significantly in St Francis Bay. Differences in assemblage composition were noted between the Spring (September–October) and Autumn (March-April) months. The species composition of larval fish assemblages was related to wind speed, wave height, cloud cover, sea water temperature, depth, average current speed and direction. Wind speed, wave height, temperature and depth significantly contributed to the variation in larval fish densities. Abundances of larval fishes were greater offshore than onshore, larvae from pelagic eggs dominated catches offshore, while larvae from demersal eggs dominated onshore catches. Habitat structure strongly influenced the composition of larval fishes between the bays and abundances were significantly greater at night than during the day. Most larval fishes displayed a reverse diel vertical migration pattern and were most influenced by predators, wind speed and cloud cover. This study shows that larval fish assemblages are highly complex and patchy. Spawning mode, individual species behaviour, diel vertical migration, current structure, depth, temperature, wind speed, cloud cover and type of habitat substratum all influence larval fish composition and distribution in the nearshore waters of South Africa.
- Full Text:
- Date Issued: 2019
- Authors: Trassierra, Jaqueline Anne
- Date: 2019
- Subjects: Fishes -- Larvae -- South Africa -- Eastern Cape , Fishes -- Larvae -- Migration -- South Africa -- Eastern Cape , Fishes -- Larvae -- Dispersal -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/68154 , vital:29207
- Description: The species composition, distribution and patterns of vertical migration of larval fish assemblages were investigated in March and in September 2013 within two adjacent log spiral bays, Algoa Bay and St Francis Bay, on the south coast of South Africa. Fish larvae were collected by means of a boat towed bongo net (57 cm diameter; mesh aperture 500 μm). An onshore (2 km) and an offshore (3 km) station were each sampled twice during the daytime (06:00 – 18:00) with two horizontal tows: near the surface (0.5 m) and close to the bottom (12 m). Tows were repeated at night (18:00 – 23:00) for onshore sites. Larval catches included 16 fish families and 40 species. A multivariate analysis indicated that the species composition was significantly different between Algoa Bay and St Francis Bay, with Engraulidae, Blenniidae, Sparidae, Soleidae and Cynoglossidae making important contributions to the larval fish catch in Algoa Bay, while Blenniidae, Engraulidae, Tripterygiidae, Sparidae and Gobiesocidae contributed significantly in St Francis Bay. Differences in assemblage composition were noted between the Spring (September–October) and Autumn (March-April) months. The species composition of larval fish assemblages was related to wind speed, wave height, cloud cover, sea water temperature, depth, average current speed and direction. Wind speed, wave height, temperature and depth significantly contributed to the variation in larval fish densities. Abundances of larval fishes were greater offshore than onshore, larvae from pelagic eggs dominated catches offshore, while larvae from demersal eggs dominated onshore catches. Habitat structure strongly influenced the composition of larval fishes between the bays and abundances were significantly greater at night than during the day. Most larval fishes displayed a reverse diel vertical migration pattern and were most influenced by predators, wind speed and cloud cover. This study shows that larval fish assemblages are highly complex and patchy. Spawning mode, individual species behaviour, diel vertical migration, current structure, depth, temperature, wind speed, cloud cover and type of habitat substratum all influence larval fish composition and distribution in the nearshore waters of South Africa.
- Full Text:
- Date Issued: 2019
Evaluation of SNPs of G6PD, with regard to the 3D conformational, structural and stability alterations, in order to investigate the clinical implications and potential applications
- Authors: Sanabria, Natasha Mary-Anne
- Date: 2019
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/76500 , vital:30574
- Description: Expected release date-April 2020
- Full Text: false
- Date Issued: 2019
- Authors: Sanabria, Natasha Mary-Anne
- Date: 2019
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/76500 , vital:30574
- Description: Expected release date-April 2020
- Full Text: false
- Date Issued: 2019
Examination of teacher mediation and its impact on foundational reading skills in Grade-R classrooms in Namibia
- Authors: Nzwala, Kenneth
- Date: 2019
- Subjects: Reading (Elementary) -- Namibia -- Case studies , Elementary school teachers -- Namibia -- Case studies , Early childhood education -- Curricula -- Namibia , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92291 , vital:30700
- Description: Grounded in the Sociocultural Theory (SCT) of Lev Vygotsky, this study examined teacher mediation and its impact on development of foundational reading skills in six Grade-R classrooms in the Zambezi Region of Namibia. It was a multiple case study with a mixed methods approach. Six Grade R classes attached to primary schools were studied to facilitate following of the same learners to Grade One. A purposive sampling technique was used to draw a sample of six Grade-R and Grade-One teachers. Learners were selected using stratified random sampling. Data were collected by means of interviews, observation of Grade R lessons, and an emergent Early Grade Reading Assessment (eEGRA) test. eEGRA facilitated benchmarking teacher efficacy in mediating Grade R learners’ foundational reading skills. Nine Grade One learners per teacher per school took part in the test at the beginning of Grade One. Three 35-minute lessons, per Grade-R teacher, were observed. Data were analysed statistically using ANOVA with thematic qualitative analysis of interview data against document analysis of curricula, teacher planning and learner exercise books. The study established that teachers had no understanding of ‘emergent literacy’, did not promote a love of books, or promote learning through play. There was evidence of a language barrier during lessons, which potentially reduced the efficacy of teacher mediation. The curriculum was found to be inappropriate as it lacked guidance relevant to Grade R teachers. This point was particularly pertinent as all teachers in this study had not received Grade-R training and were therefore looking to the curriculum for support. The difference between what teachers said and what they did was revealed in their classroom practice. Lesson planning was found to be superficial and non-reflective, with a marked discrepancy between what was planned and what was done. The style of pedagogy was primarily transmissive and authoritarian. Finally, the socio-economic distribution of the schools did not demonstrate significant impact on learner performance in the benchmark test. This study concludes that the Grade-R curriculum needs to be revised to be culturally and age appropriate. Teachers should be trained to understand the speciality of Grade R, and support should be given to current teachers to adopt a child-centred, play-based approach to pedagogy.
- Full Text:
- Date Issued: 2019
- Authors: Nzwala, Kenneth
- Date: 2019
- Subjects: Reading (Elementary) -- Namibia -- Case studies , Elementary school teachers -- Namibia -- Case studies , Early childhood education -- Curricula -- Namibia , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92291 , vital:30700
- Description: Grounded in the Sociocultural Theory (SCT) of Lev Vygotsky, this study examined teacher mediation and its impact on development of foundational reading skills in six Grade-R classrooms in the Zambezi Region of Namibia. It was a multiple case study with a mixed methods approach. Six Grade R classes attached to primary schools were studied to facilitate following of the same learners to Grade One. A purposive sampling technique was used to draw a sample of six Grade-R and Grade-One teachers. Learners were selected using stratified random sampling. Data were collected by means of interviews, observation of Grade R lessons, and an emergent Early Grade Reading Assessment (eEGRA) test. eEGRA facilitated benchmarking teacher efficacy in mediating Grade R learners’ foundational reading skills. Nine Grade One learners per teacher per school took part in the test at the beginning of Grade One. Three 35-minute lessons, per Grade-R teacher, were observed. Data were analysed statistically using ANOVA with thematic qualitative analysis of interview data against document analysis of curricula, teacher planning and learner exercise books. The study established that teachers had no understanding of ‘emergent literacy’, did not promote a love of books, or promote learning through play. There was evidence of a language barrier during lessons, which potentially reduced the efficacy of teacher mediation. The curriculum was found to be inappropriate as it lacked guidance relevant to Grade R teachers. This point was particularly pertinent as all teachers in this study had not received Grade-R training and were therefore looking to the curriculum for support. The difference between what teachers said and what they did was revealed in their classroom practice. Lesson planning was found to be superficial and non-reflective, with a marked discrepancy between what was planned and what was done. The style of pedagogy was primarily transmissive and authoritarian. Finally, the socio-economic distribution of the schools did not demonstrate significant impact on learner performance in the benchmark test. This study concludes that the Grade-R curriculum needs to be revised to be culturally and age appropriate. Teachers should be trained to understand the speciality of Grade R, and support should be given to current teachers to adopt a child-centred, play-based approach to pedagogy.
- Full Text:
- Date Issued: 2019
Examining mathematical reasoning through enacted visualisation
- Authors: Dongwi, Beata Lididimikeni
- Date: 2019
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia , Mathematics -- Study and teaching -- Audio-visual aids , Geometry -- Study and teaching , Reasoning , Mathematical ability
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68192 , vital:29217
- Description: This study sets out to analyse the co-emergence of visualisation and reasoning processes when selected learners engaged in solving word problems. The study argues that visualisation processes and mathematical reasoning processes are closely interlinked in the process of engaging in any mathematical activity. This qualitative research project adopted a case study methodology embedded within a broader interpretative orientation. The research participants were a cohort of 17 mixedgender and mixed-ability Grade 11 learners from a private school in southern Namibia. Data was collected in three phases and comprised of one-on-one task-based interviews in the first phase, focus group task-based interviews in the second, and semi-structured reflective interviews in the third. The analytical framework was informed by elements of enactivism and consisted of a hybrid of observable visualisation and mathematical reasoning indicators. The study was framed by an enactivist perspective that served as a linking mediator to bring visualisation and reasoning processes together, and as a lens through which the coemergence of these processes was observed and analysed. The key enactivist concepts of structural coupling and co-emergence were the two mediating ideas that enabled me to discuss the links between visualisation and reasoning that emerged whilst my participants solved the set word problems. The study argues that the visualisation processes enacted by the participants when solving these problems are inseparable from the reasoning processes that the participants brought to bear; that is, they co-emerged.
- Full Text:
- Date Issued: 2019
- Authors: Dongwi, Beata Lididimikeni
- Date: 2019
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia , Mathematics -- Study and teaching -- Audio-visual aids , Geometry -- Study and teaching , Reasoning , Mathematical ability
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68192 , vital:29217
- Description: This study sets out to analyse the co-emergence of visualisation and reasoning processes when selected learners engaged in solving word problems. The study argues that visualisation processes and mathematical reasoning processes are closely interlinked in the process of engaging in any mathematical activity. This qualitative research project adopted a case study methodology embedded within a broader interpretative orientation. The research participants were a cohort of 17 mixedgender and mixed-ability Grade 11 learners from a private school in southern Namibia. Data was collected in three phases and comprised of one-on-one task-based interviews in the first phase, focus group task-based interviews in the second, and semi-structured reflective interviews in the third. The analytical framework was informed by elements of enactivism and consisted of a hybrid of observable visualisation and mathematical reasoning indicators. The study was framed by an enactivist perspective that served as a linking mediator to bring visualisation and reasoning processes together, and as a lens through which the coemergence of these processes was observed and analysed. The key enactivist concepts of structural coupling and co-emergence were the two mediating ideas that enabled me to discuss the links between visualisation and reasoning that emerged whilst my participants solved the set word problems. The study argues that the visualisation processes enacted by the participants when solving these problems are inseparable from the reasoning processes that the participants brought to bear; that is, they co-emerged.
- Full Text:
- Date Issued: 2019
Expanding learning in clergy leadership formation in an Anglican Church Province in Southern Africa: a critical realist study
- Authors: Chinganga, Percy
- Date: 2019
- Subjects: Leadership -- Africa, Southern -- Religious aspects -- Christianity , Church management -- Africa, Southern , Critical realism , Educational leadership , Anglican Church of Southern Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92258 , vital:30704
- Description: The focus of this study was to investigate the kind of learning that happened when participants involved in clergy leadership formation programmes and activities in the Anglican Church of Southern Africa (ACSA) engaged in their responsibilities as a collective. Further, the research sought to explore collaborative and transforming practices in ACSA clergy leadership formation programmes and activities which could be expanded through learning. The study is premised on an investigation of the historical foundations of Christian leadership formation processes which sought to establish clergy leadership formation models relevant to ACSA (the context of the study) from inception (1848) to date (2017). This entailed investigating how the developments which have happened in the church from its inception in the New Testament times through the Medieval and Reformation periods, have contributed to the emergence of distinct Christian leadership formation models which have formed the basis of clergy leadership formation in ACSA. Accordingly, the study highlighted key issues relating to clergy leadership formation which are discernible in the different historical phases of the life and work of the church with the objective of establishing how ACSA, through expansive learning, could transform her current clergy leadership formation model(s) towards collaborative and transforming practices. The concept of expansive learning, drawn from Cultural Historical Activity Theory (CHAT), was used in the study as a methodological tool to create an environment where research participants (formators) from several dioceses would engage in collective work activities which would surface contradictions relating to how clergy leadership formation programmes and activities were understood and facilitated in ACSA. In response to the surfaced contradictions, the study engaged research participants in Change Laboratory Workshops whose goal was to transform the organisation (ACSA) in two particular ways: empowerment of participants (formators) with conceptual tools relevant to their responsibilities in clergy leadership formation programmes and activities in ACSA, and improvement of organisational cultural practices, that is, the manner in which ACSA ought to conceptualise, design, plan, facilitate and manage clergy leadership formation programmes and activities. The latter brought into the discourse the need for participants (formators) to select and employ methodologies, methods, approaches and resources relevant to the southern African context where ACSA is located even though the study also acknowledged the influence of other Anglican Church contexts on what happened at the local level. In order to decipher meaning out of investigated phenomena about clergy leadership formation in ACSA, the study employed the critical realist “underlabouring” philosophy advanced by theorists such as Bhaskar to surface underlying mechanisms that exist at the level of the “real” in order to understand the causes of particular events and experiences as they manifest in the “actual” and “empirical” domains of the world, ACSA in the case of the study. In particular, the study engaged critically the opinion deliberated by critical realists concerning the interplay between structure and agency in relation to the responsibilities of the research participants (formators) in ACSA clergy leadership formation programmes and activities. For instance, the study had an interest in investigating why bishops (principal formators in ACSA) exercised their episcopal authority in the manner they do and why individual formators were concerned about particular issues which relate to the facilitation of clergy leadership formation in ACSA (agential reflexivity/subjectivity). The study observed that, in the case of diocesan bishops, critical realists would argue that, by virtue of the authority which comes with their responsibilities (agency), they have the power to influence transformation of practices in clergy leadership formation in ACSA at any given point in time. The flip side of the discourse was also taken note of: that some bishops, for reasons known to themselves and their predecessors, are often reluctant to embrace new ideas relating to clergy leadership formation practices in their dioceses. Further, through critical realist lens, the study concluded that Canons, Vision and Mission statements, Acts, and structures such as Synod of Bishops, Provincial Synod, ABoTE, Cott, and TfM structurally shape ACSA, thus providing the organisation with a stable ontology which ought to direct, regulate and control the manner in which clergy leadership formation programmes and activities were conceptualised, designed, planned, facilitated and managed. As such, the study had an interest in establishing what would happen, in relation to clergy leadership formation practices in ACSA, when these structures would have been activated? Beyond that, in view of the goal of the study, it was enquired how expansive learning processes could be helpful in responding to the research findings towards exploring collaborative and transforming clergy leadership formation practices in ACSA. Drawing from the conceptual framework which was carved in the study on the basis of the theoretical tools (critical realism and educational leadership theory) and methodological tools (CHAT orientated concepts) undergirded by the Vygotskian theorisation of human consciousness development, the study concluded that clergy leadership formation is a collaborative activity which calls for the recognition, appreciation and utilisation of available expertise in ACSA and provision of a platform where participants (formators) could engage collectively on issues relating to their work with the objective of building each other up in knowledge and skills (expansive learning) towards realisation of the goals and objectives of the organisation. Diverse understandings (contradictions) of what needed to be prioritised in the facilitation of clergy leadership formation in ACSA would be considered as a positive rather than a negative. Ultimately, through the use of inductive, abductive and retroductive modes of inference, the study modelled a transforming, transformational, transformative, embodied and incarnational model of clergy leadership formation which ACSA could consider using in future deliberations on the object of study particularly in relation to the key research findings across the case studies which were used in the study.
- Full Text:
- Date Issued: 2019
- Authors: Chinganga, Percy
- Date: 2019
- Subjects: Leadership -- Africa, Southern -- Religious aspects -- Christianity , Church management -- Africa, Southern , Critical realism , Educational leadership , Anglican Church of Southern Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92258 , vital:30704
- Description: The focus of this study was to investigate the kind of learning that happened when participants involved in clergy leadership formation programmes and activities in the Anglican Church of Southern Africa (ACSA) engaged in their responsibilities as a collective. Further, the research sought to explore collaborative and transforming practices in ACSA clergy leadership formation programmes and activities which could be expanded through learning. The study is premised on an investigation of the historical foundations of Christian leadership formation processes which sought to establish clergy leadership formation models relevant to ACSA (the context of the study) from inception (1848) to date (2017). This entailed investigating how the developments which have happened in the church from its inception in the New Testament times through the Medieval and Reformation periods, have contributed to the emergence of distinct Christian leadership formation models which have formed the basis of clergy leadership formation in ACSA. Accordingly, the study highlighted key issues relating to clergy leadership formation which are discernible in the different historical phases of the life and work of the church with the objective of establishing how ACSA, through expansive learning, could transform her current clergy leadership formation model(s) towards collaborative and transforming practices. The concept of expansive learning, drawn from Cultural Historical Activity Theory (CHAT), was used in the study as a methodological tool to create an environment where research participants (formators) from several dioceses would engage in collective work activities which would surface contradictions relating to how clergy leadership formation programmes and activities were understood and facilitated in ACSA. In response to the surfaced contradictions, the study engaged research participants in Change Laboratory Workshops whose goal was to transform the organisation (ACSA) in two particular ways: empowerment of participants (formators) with conceptual tools relevant to their responsibilities in clergy leadership formation programmes and activities in ACSA, and improvement of organisational cultural practices, that is, the manner in which ACSA ought to conceptualise, design, plan, facilitate and manage clergy leadership formation programmes and activities. The latter brought into the discourse the need for participants (formators) to select and employ methodologies, methods, approaches and resources relevant to the southern African context where ACSA is located even though the study also acknowledged the influence of other Anglican Church contexts on what happened at the local level. In order to decipher meaning out of investigated phenomena about clergy leadership formation in ACSA, the study employed the critical realist “underlabouring” philosophy advanced by theorists such as Bhaskar to surface underlying mechanisms that exist at the level of the “real” in order to understand the causes of particular events and experiences as they manifest in the “actual” and “empirical” domains of the world, ACSA in the case of the study. In particular, the study engaged critically the opinion deliberated by critical realists concerning the interplay between structure and agency in relation to the responsibilities of the research participants (formators) in ACSA clergy leadership formation programmes and activities. For instance, the study had an interest in investigating why bishops (principal formators in ACSA) exercised their episcopal authority in the manner they do and why individual formators were concerned about particular issues which relate to the facilitation of clergy leadership formation in ACSA (agential reflexivity/subjectivity). The study observed that, in the case of diocesan bishops, critical realists would argue that, by virtue of the authority which comes with their responsibilities (agency), they have the power to influence transformation of practices in clergy leadership formation in ACSA at any given point in time. The flip side of the discourse was also taken note of: that some bishops, for reasons known to themselves and their predecessors, are often reluctant to embrace new ideas relating to clergy leadership formation practices in their dioceses. Further, through critical realist lens, the study concluded that Canons, Vision and Mission statements, Acts, and structures such as Synod of Bishops, Provincial Synod, ABoTE, Cott, and TfM structurally shape ACSA, thus providing the organisation with a stable ontology which ought to direct, regulate and control the manner in which clergy leadership formation programmes and activities were conceptualised, designed, planned, facilitated and managed. As such, the study had an interest in establishing what would happen, in relation to clergy leadership formation practices in ACSA, when these structures would have been activated? Beyond that, in view of the goal of the study, it was enquired how expansive learning processes could be helpful in responding to the research findings towards exploring collaborative and transforming clergy leadership formation practices in ACSA. Drawing from the conceptual framework which was carved in the study on the basis of the theoretical tools (critical realism and educational leadership theory) and methodological tools (CHAT orientated concepts) undergirded by the Vygotskian theorisation of human consciousness development, the study concluded that clergy leadership formation is a collaborative activity which calls for the recognition, appreciation and utilisation of available expertise in ACSA and provision of a platform where participants (formators) could engage collectively on issues relating to their work with the objective of building each other up in knowledge and skills (expansive learning) towards realisation of the goals and objectives of the organisation. Diverse understandings (contradictions) of what needed to be prioritised in the facilitation of clergy leadership formation in ACSA would be considered as a positive rather than a negative. Ultimately, through the use of inductive, abductive and retroductive modes of inference, the study modelled a transforming, transformational, transformative, embodied and incarnational model of clergy leadership formation which ACSA could consider using in future deliberations on the object of study particularly in relation to the key research findings across the case studies which were used in the study.
- Full Text:
- Date Issued: 2019
Exploration of challenges in bringing traditional medicine into SA’s healthcare system, using medicinal plants for treatment of waterborne diarrhoeal diseases as a case study
- Authors: Keche, Priscilla
- Date: 2019
- Subjects: Traditional medicine -- South Africa , Waterborne infection -- South Africa , Diarrhea -- South Africa , Healers -- South Africa , Medical care -- Quality control , Medicinal plants -- South Africa , Diarrhea in children -- South Africa , World Health Organization
- Language: English
- Type: thesis , text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/118035 , vital:34588
- Description: Thesis (MSc)--Rhodes University, Faculty of Science, Biotechnology Innovation Centre (RUBIC), 2019.
- Full Text:
- Date Issued: 2019
- Authors: Keche, Priscilla
- Date: 2019
- Subjects: Traditional medicine -- South Africa , Waterborne infection -- South Africa , Diarrhea -- South Africa , Healers -- South Africa , Medical care -- Quality control , Medicinal plants -- South Africa , Diarrhea in children -- South Africa , World Health Organization
- Language: English
- Type: thesis , text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/118035 , vital:34588
- Description: Thesis (MSc)--Rhodes University, Faculty of Science, Biotechnology Innovation Centre (RUBIC), 2019.
- Full Text:
- Date Issued: 2019
Exploring a shift in teacher practices after going through an intervention on the integration of local knowledge in grade 9 physical science lessons
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
- Full Text:
- Date Issued: 2019
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
- Full Text:
- Date Issued: 2019
Exploring how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources in the Oshikoto Region, Namibia
- Authors: Nangolo, Rosalia Ndawapeka
- Date: 2019
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Osmosis -- Study and teaching (Secondary) -- Namibia , Ethnobiology -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92595 , vital:30740
- Description: Exploring the use easily accessible resources to carry out the hands-on practical activities to science learning has become one of the significant aspects in the educational research, particularly in science education. It could be deduced from the literature that hands-on practical activities are useful, enjoyable and foster conceptual understanding. The National Curriculum for Basic Education advocates empowering teachers to be knowledgeable on use of hands-on practical activities to produce learners who are scientifically equipped. Yet, the performance of the learners in Science and Mathematics continues to be worrisome and has not been improving over years as reported in TIMSS reports. For instance, the Namibian Examiners’ Reports have repeatedly reported that Biology is one of the subjects that are poorly performed. Essentially, the section on osmosis has been identified as one of the scientific concepts that is problematic to learners. In my view, in order for learners to understand osmosis and its associated concepts, there is a need to strengthen the use of hands-on practical activities. It is recognized that this is something that is lacking in most rural Namibian schools especially where laboratory resources are scarce. It is against this background that the goal of this study was to explore how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources. This study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was employed to obtain in-depth understanding on how Biology teachers mediate learning. This study was conducted in two conveniently selected secondary schools in the Oshikoto region, which I could easily access. It focused on four Grade 11 Biology teachers. Data were generated through semi-structured interviews, workshop discussions, lesson observation and stimulated interviews. Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse my data. The findings from semi-structured interviews revealed that teachers demonstrated positive attitudes towards teaching of osmosis using easily accessible resources. However, challenges regarding inadequate materials that hinder the teaching and learning process were registered. Another finding of this study was that teachers used a variety of mediation tools such as prior and local knowledge, language and easily accessible resources to enhance learning. The study thus recommends that, if teachers are exposed to numerous professional development platforms that include the use of easily accessible resources might improve their pedagogical approaches.
- Full Text:
- Date Issued: 2019
- Authors: Nangolo, Rosalia Ndawapeka
- Date: 2019
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Osmosis -- Study and teaching (Secondary) -- Namibia , Ethnobiology -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92595 , vital:30740
- Description: Exploring the use easily accessible resources to carry out the hands-on practical activities to science learning has become one of the significant aspects in the educational research, particularly in science education. It could be deduced from the literature that hands-on practical activities are useful, enjoyable and foster conceptual understanding. The National Curriculum for Basic Education advocates empowering teachers to be knowledgeable on use of hands-on practical activities to produce learners who are scientifically equipped. Yet, the performance of the learners in Science and Mathematics continues to be worrisome and has not been improving over years as reported in TIMSS reports. For instance, the Namibian Examiners’ Reports have repeatedly reported that Biology is one of the subjects that are poorly performed. Essentially, the section on osmosis has been identified as one of the scientific concepts that is problematic to learners. In my view, in order for learners to understand osmosis and its associated concepts, there is a need to strengthen the use of hands-on practical activities. It is recognized that this is something that is lacking in most rural Namibian schools especially where laboratory resources are scarce. It is against this background that the goal of this study was to explore how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources. This study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was employed to obtain in-depth understanding on how Biology teachers mediate learning. This study was conducted in two conveniently selected secondary schools in the Oshikoto region, which I could easily access. It focused on four Grade 11 Biology teachers. Data were generated through semi-structured interviews, workshop discussions, lesson observation and stimulated interviews. Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse my data. The findings from semi-structured interviews revealed that teachers demonstrated positive attitudes towards teaching of osmosis using easily accessible resources. However, challenges regarding inadequate materials that hinder the teaching and learning process were registered. Another finding of this study was that teachers used a variety of mediation tools such as prior and local knowledge, language and easily accessible resources to enhance learning. The study thus recommends that, if teachers are exposed to numerous professional development platforms that include the use of easily accessible resources might improve their pedagogical approaches.
- Full Text:
- Date Issued: 2019
Exploring how the integration of indigenous knowledge in the topic of acids and bases influences Grade 10 Physical Science learners’ conceptions, dispositions and sense-making
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
- Full Text:
- Date Issued: 2019
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
- Full Text:
- Date Issued: 2019
Exploring Intersemiotic Complementarity in three Namibian Physical Science teachers’ classroom practice
- Authors: Nakakuwa, Tomas
- Date: 2019
- Subjects: Semiotics , Communication in science , Communication in education , Physical sciences -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Language and education -- Namibia , Science teachers -- Training of -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96812 , vital:31324
- Description: The Namibian Science curriculum promotes learners’ development of self-confidence, self-knowledge and understanding of the world in which they live. The world we live in is increasingly multimodal, necessitating a multiliteracy in learners in order for them to engage meaningfully with knowledge and skills. Furthermore, scientists themselves engage in a range of inscription practices. While verbal language is the primary medium through which scientific knowledge and concepts are constructed, communicated, and learned, visuals can help learners to gain knowledge that they may not receive from verbal explanation alone. The verbal and visual semiotic modes can also function in a complementarity way, and this is significant in contexts where science lessons are for the most part in a second language - as is the case in Namibia where the language of learning and teaching (LoLT) of English is commonly not the learners’ mother tongue. However, no studies were found exploring the nature of verbal-visual intersemiotic complementarity in the practice of Namibian science teachers, or whether it was related to the number of years of science teaching experience. This study thus aimed to explore the dynamics of verbal-visual intersemiotic complementarity in the classroom practice of three Junior Secondary Physical Science teachers, with varying amounts of science teaching experience, in the Oshana region of Namibia. This qualitative case study, on the dynamics of verbal-visual intersemiotic complementarity in science teacher classroom practice follows in the path of earlier studies which employed Systemic Functional Linguistics (SFL) in the analysis of multimodal discourse. This thesis is also informed by Social Constructivism in which the various semiotic modes are recognised as components of the toolkit for mediating learning. The study adopted the interpretive paradigm. Data collection involved lesson observations and semi-structured interviews. Data analysis involved identification and coding of themes and categories inductively. The results reveal that the participant teachers employed the full range of intersemiotic sense relations which literature outlines. It was found that the ideational meanings in the verbal and visual modes of the science teachers’ practice are lexico-semantically related through these intersemiotic sense relations. While some teachers utilised some intersemiotic sense relations more often than others, there were no correspondences evident between the use of verbal-visual intersemiotic complementarity and the number of years of science teaching experience. The results also indicated that different intersemiotic sense relations served different purposes in the science classroom. The verbal-visual intersemiotic complementarity in the participant teachers’ practice tended to focus on: physical material, processes, symbolism or resemblance. This study has significant implications, providing an empirical basis for informing pre-service Physical Science teachers’ training and guiding the in-service training of Physical Science teachers in Namibia. Since its effective use may not be left up to teaching experience, Namibian Physical Science teacher training programmes need to include the use of verbal-visual intersemiotic complementarity in order to equip and empower Physical Science teachers.
- Full Text:
- Date Issued: 2019
- Authors: Nakakuwa, Tomas
- Date: 2019
- Subjects: Semiotics , Communication in science , Communication in education , Physical sciences -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Language and education -- Namibia , Science teachers -- Training of -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96812 , vital:31324
- Description: The Namibian Science curriculum promotes learners’ development of self-confidence, self-knowledge and understanding of the world in which they live. The world we live in is increasingly multimodal, necessitating a multiliteracy in learners in order for them to engage meaningfully with knowledge and skills. Furthermore, scientists themselves engage in a range of inscription practices. While verbal language is the primary medium through which scientific knowledge and concepts are constructed, communicated, and learned, visuals can help learners to gain knowledge that they may not receive from verbal explanation alone. The verbal and visual semiotic modes can also function in a complementarity way, and this is significant in contexts where science lessons are for the most part in a second language - as is the case in Namibia where the language of learning and teaching (LoLT) of English is commonly not the learners’ mother tongue. However, no studies were found exploring the nature of verbal-visual intersemiotic complementarity in the practice of Namibian science teachers, or whether it was related to the number of years of science teaching experience. This study thus aimed to explore the dynamics of verbal-visual intersemiotic complementarity in the classroom practice of three Junior Secondary Physical Science teachers, with varying amounts of science teaching experience, in the Oshana region of Namibia. This qualitative case study, on the dynamics of verbal-visual intersemiotic complementarity in science teacher classroom practice follows in the path of earlier studies which employed Systemic Functional Linguistics (SFL) in the analysis of multimodal discourse. This thesis is also informed by Social Constructivism in which the various semiotic modes are recognised as components of the toolkit for mediating learning. The study adopted the interpretive paradigm. Data collection involved lesson observations and semi-structured interviews. Data analysis involved identification and coding of themes and categories inductively. The results reveal that the participant teachers employed the full range of intersemiotic sense relations which literature outlines. It was found that the ideational meanings in the verbal and visual modes of the science teachers’ practice are lexico-semantically related through these intersemiotic sense relations. While some teachers utilised some intersemiotic sense relations more often than others, there were no correspondences evident between the use of verbal-visual intersemiotic complementarity and the number of years of science teaching experience. The results also indicated that different intersemiotic sense relations served different purposes in the science classroom. The verbal-visual intersemiotic complementarity in the participant teachers’ practice tended to focus on: physical material, processes, symbolism or resemblance. This study has significant implications, providing an empirical basis for informing pre-service Physical Science teachers’ training and guiding the in-service training of Physical Science teachers in Namibia. Since its effective use may not be left up to teaching experience, Namibian Physical Science teacher training programmes need to include the use of verbal-visual intersemiotic complementarity in order to equip and empower Physical Science teachers.
- Full Text:
- Date Issued: 2019
Exploring Lay people’s understanding of substance abuse
- Authors: Ranase, Asanda
- Date: 2019
- Subjects: Substance abuse -- South Africa , Substance abuse -- Social aspects -- South Africa , Psychology -- Qualitative research -- South Africa , Social constructionism -- South Africa , Lay analysis (Psychoanalysis) -- South Africa , Diagnostic and statistical manual of mental disorders , Dependency (Psychology) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/114881 , vital:34046
- Description: South Africa has been identified as one of the drug centres of the world (UNODC, 2016). Substance abuse has been implicated in violent crimes and accidental deaths, as well as in the increasing the risk of communicable and non-communicable diseases (Harker Burnhams & Parry, 2015; Pasche & Myers, 2012; van Heerden et al., 2009). Even though substance abuse is evidently a challenge facing South Africa, there is currently a paucity of literature exploring how substance abuse is understood, specifically among lay people. Research indicates that there is a clear need for qualitative inquiry on lay people’s understanding of substance abuse (Keatley et al, 2017; Lang & Rosenberg, 2017; Sorsdahl et al., 2012 ). Available South African research in this area centres on trends, attitudes and perceptions of substance abuse (Sorsdahl, Stein, & Myers, 2012). Previous studies indicate that professionals often define substance abuse according to observable indicators, as well as the type of substance used (APA, 2013). Research shows that lay people tend to lean towards moral models of understanding, in contrast to professionals who align with the medical models. Located within social constructionism, this study provides insight into how the understanding of substance abuse is shaped by society (Gergen & Gergen, 1996). This study aims to explore how lay people understand substance abuse and use, and whether this understanding confirms or contradicts that of professionals/DSM. The study made use of an exploratory research design. The sampling procedures used was a combination of purposive and snowball sampling. A total of 50 participants were recruited and twelve focus groups were conducted. The information was analysed using thematic analysis. Six themes emerged: severity of substance abuse; use, abuse and dependence; functionality; loss of control; gateway substance use and experimenting; and mental health literacy. The findings of this study indicate that lay peoples’ understanding of substance abuse centres on the impact that substance use and abuse have on peoples’ lives. Further suggested by the findings is that, lay people often associate poor interpersonal relationships, functionality or lack thereof and loss of control with substance abuse problems. This view is consistent with that of professionals and the DSM5 (APA, 2013). The findings of this research indicate that there are similarities in the views of lay people and those of professionals regarding substance abuse problems.
- Full Text:
- Date Issued: 2019
- Authors: Ranase, Asanda
- Date: 2019
- Subjects: Substance abuse -- South Africa , Substance abuse -- Social aspects -- South Africa , Psychology -- Qualitative research -- South Africa , Social constructionism -- South Africa , Lay analysis (Psychoanalysis) -- South Africa , Diagnostic and statistical manual of mental disorders , Dependency (Psychology) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/114881 , vital:34046
- Description: South Africa has been identified as one of the drug centres of the world (UNODC, 2016). Substance abuse has been implicated in violent crimes and accidental deaths, as well as in the increasing the risk of communicable and non-communicable diseases (Harker Burnhams & Parry, 2015; Pasche & Myers, 2012; van Heerden et al., 2009). Even though substance abuse is evidently a challenge facing South Africa, there is currently a paucity of literature exploring how substance abuse is understood, specifically among lay people. Research indicates that there is a clear need for qualitative inquiry on lay people’s understanding of substance abuse (Keatley et al, 2017; Lang & Rosenberg, 2017; Sorsdahl et al., 2012 ). Available South African research in this area centres on trends, attitudes and perceptions of substance abuse (Sorsdahl, Stein, & Myers, 2012). Previous studies indicate that professionals often define substance abuse according to observable indicators, as well as the type of substance used (APA, 2013). Research shows that lay people tend to lean towards moral models of understanding, in contrast to professionals who align with the medical models. Located within social constructionism, this study provides insight into how the understanding of substance abuse is shaped by society (Gergen & Gergen, 1996). This study aims to explore how lay people understand substance abuse and use, and whether this understanding confirms or contradicts that of professionals/DSM. The study made use of an exploratory research design. The sampling procedures used was a combination of purposive and snowball sampling. A total of 50 participants were recruited and twelve focus groups were conducted. The information was analysed using thematic analysis. Six themes emerged: severity of substance abuse; use, abuse and dependence; functionality; loss of control; gateway substance use and experimenting; and mental health literacy. The findings of this study indicate that lay peoples’ understanding of substance abuse centres on the impact that substance use and abuse have on peoples’ lives. Further suggested by the findings is that, lay people often associate poor interpersonal relationships, functionality or lack thereof and loss of control with substance abuse problems. This view is consistent with that of professionals and the DSM5 (APA, 2013). The findings of this research indicate that there are similarities in the views of lay people and those of professionals regarding substance abuse problems.
- Full Text:
- Date Issued: 2019
Exploring multiple dimensions of identiy development in black South African adolescents
- Authors: Buso, Masimbulele
- Date: 2019
- Subjects: Identity (Psychology) , Adolescent psychology -- South Africa , Identity (Psychology) in adolescence -- South Africa , Teenagers, Black -- Psychology -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96702 , vital:31310
- Description: South Africa, just like most African countries, is a country rich in social, political and economic history due to colonisation, specifically the apartheid system. The current socio-political and economic climate of the country is said to influence the process of identity development and formation during adolescence. Therefore, the main aim of the study was to explore the various identities that black adolescents are exploring given the context of the country. Additionally, the aim of this research was to explore the methods in which adolescents utilise to develop their identity and the challenges encountered during this process. The study made use of three data collection methods; a Short Reflective exercise, a Nominal Group Technique and Focus Groups. Data was analysed using thematic analysis to generate main themes and sub themes. The main themes discussed in this study revealed that adolescents experiences multiple aspects of their identity, which exist in a complex interwoven system influenced by both external and internal factors. The main challenge was the difficulty in integrating the dominant westernised/individualistic ideology with the collectivistic ideology that adolescents are raised according to. Overall, the study indicated that the majority of the participants had a positive self-concept and a positive outlook with regards to their future. Recommendations emphasise the need for further research that would be based on the South African context to further explore black identity and to gain contextual information that can be used to combat some of the social issues that the South African youth is challenged with.
- Full Text:
- Date Issued: 2019
- Authors: Buso, Masimbulele
- Date: 2019
- Subjects: Identity (Psychology) , Adolescent psychology -- South Africa , Identity (Psychology) in adolescence -- South Africa , Teenagers, Black -- Psychology -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96702 , vital:31310
- Description: South Africa, just like most African countries, is a country rich in social, political and economic history due to colonisation, specifically the apartheid system. The current socio-political and economic climate of the country is said to influence the process of identity development and formation during adolescence. Therefore, the main aim of the study was to explore the various identities that black adolescents are exploring given the context of the country. Additionally, the aim of this research was to explore the methods in which adolescents utilise to develop their identity and the challenges encountered during this process. The study made use of three data collection methods; a Short Reflective exercise, a Nominal Group Technique and Focus Groups. Data was analysed using thematic analysis to generate main themes and sub themes. The main themes discussed in this study revealed that adolescents experiences multiple aspects of their identity, which exist in a complex interwoven system influenced by both external and internal factors. The main challenge was the difficulty in integrating the dominant westernised/individualistic ideology with the collectivistic ideology that adolescents are raised according to. Overall, the study indicated that the majority of the participants had a positive self-concept and a positive outlook with regards to their future. Recommendations emphasise the need for further research that would be based on the South African context to further explore black identity and to gain contextual information that can be used to combat some of the social issues that the South African youth is challenged with.
- Full Text:
- Date Issued: 2019
Exploring opportunities for integrating indigenous knowledge and practices into animal husbandry in Grade 10 Agricultural Science lessons
- Authors: Siseho, Robert Simwanza
- Date: 2019
- Subjects: Agriculture -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Ethnoscience -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96790 , vital:31320
- Description: The performance of learners in Agricultural Science at secondary schools in the Omaheke region of Namibia is worrisome. For some years performance in the subject has been below the national average, even though the region is known for its agricultural activities. My assumption is that this could be compounded by the fact that even though the Namibian curriculum encourages teachers to integrate local or indigenous knowledge (IK) in their lessons, it is not clear how this should be executed. It is against this background that this study set out to explore opportunities for integrating indigenous animal husbandry knowledge and practices into the animal husbandry section of Namibian Grade 10 Agricultural Science lessons. This was a qualitative case study underpinned by the interpretive paradigm. The study first focused on finding out what practices and knowledge might be integrated into animal husbandry within Grade 10 Agricultural Science. Secondly, it aimed at finding strategies for integrating indigenous knowledge into Grade 10 Agricultural Science. Thirdly, using my experience of co-developing model lessons with two Grade 10 Agricultural Science teachers, it sought to identify what assistance teachers need to integrate IK. The fourth goal was to observe the lessons taught in order to find out how the two teachers mediated the lessons featuring IK. Data were collected using interviews, workshop discussions, observations (videotaped lessons) and reflections. The data were validated through member checking and triangulation via various techniques. I used Vygotsky’s (1978) sociocultural theory and Wenger’s (1998) community of practice as a composite lens to analyse my data. The findings showed that there is indigenous knowledge in animal husbandry of disease prevention and treatment, the feeding of livestock, castration, de-horning and parasite control. Strategies to integrate IK included inviting or visiting parents or farmers, using the learners’ mother tongue and exploiting local resources. It emerged that teachers need help with teaching strategies, the development of worksheets, lesson planning and the use of technology. The mediation of the lessons included use of the chalkboard and a data projector, worksheets, the teacher assisting learners, and learners assisting one another. The study recommends that teachers integrate IK into their lessons to contextualize learning, increase learners’ participation in class and enhance their understanding of science. It also recommends that curriculum developers make it clear how IK should be integrated and assessed. The study further recommends that institutions of higher education should train teachers on how to integrate IK in the curriculum.
- Full Text:
- Date Issued: 2019
- Authors: Siseho, Robert Simwanza
- Date: 2019
- Subjects: Agriculture -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Ethnoscience -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96790 , vital:31320
- Description: The performance of learners in Agricultural Science at secondary schools in the Omaheke region of Namibia is worrisome. For some years performance in the subject has been below the national average, even though the region is known for its agricultural activities. My assumption is that this could be compounded by the fact that even though the Namibian curriculum encourages teachers to integrate local or indigenous knowledge (IK) in their lessons, it is not clear how this should be executed. It is against this background that this study set out to explore opportunities for integrating indigenous animal husbandry knowledge and practices into the animal husbandry section of Namibian Grade 10 Agricultural Science lessons. This was a qualitative case study underpinned by the interpretive paradigm. The study first focused on finding out what practices and knowledge might be integrated into animal husbandry within Grade 10 Agricultural Science. Secondly, it aimed at finding strategies for integrating indigenous knowledge into Grade 10 Agricultural Science. Thirdly, using my experience of co-developing model lessons with two Grade 10 Agricultural Science teachers, it sought to identify what assistance teachers need to integrate IK. The fourth goal was to observe the lessons taught in order to find out how the two teachers mediated the lessons featuring IK. Data were collected using interviews, workshop discussions, observations (videotaped lessons) and reflections. The data were validated through member checking and triangulation via various techniques. I used Vygotsky’s (1978) sociocultural theory and Wenger’s (1998) community of practice as a composite lens to analyse my data. The findings showed that there is indigenous knowledge in animal husbandry of disease prevention and treatment, the feeding of livestock, castration, de-horning and parasite control. Strategies to integrate IK included inviting or visiting parents or farmers, using the learners’ mother tongue and exploiting local resources. It emerged that teachers need help with teaching strategies, the development of worksheets, lesson planning and the use of technology. The mediation of the lessons included use of the chalkboard and a data projector, worksheets, the teacher assisting learners, and learners assisting one another. The study recommends that teachers integrate IK into their lessons to contextualize learning, increase learners’ participation in class and enhance their understanding of science. It also recommends that curriculum developers make it clear how IK should be integrated and assessed. The study further recommends that institutions of higher education should train teachers on how to integrate IK in the curriculum.
- Full Text:
- Date Issued: 2019
Exploring the meaning of informal social alcohol consumption rituals in performing masculinity amongst male university students
- Authors: Makgale, Obakeng
- Date: 2019
- Subjects: College students -- Alcohol use , Drinking of alcoholic beverages -- South Africa , College students -- Conduct of life -- South Africa , Male college students -- Conduct of life -- South Africa , Masculinity
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96680 , vital:31308
- Description: Alcohol use amongst university students has received a significant amount of attention in different countries across the world (Dempster, 2011; Kobin, 2013; Maphisa & Young, 2018). The purpose of this study is to explore the meaning of informal social alcohol drinking rituals in performing masculinity amongst male university students. This study used a Social Constructionist approach to gender as theoretical framework. Thus, gender is understood as constructed through social interactions, where a person performs their masculinity before an approving audience (Butler, 2009; Sallee, 2011). This research employed a qualitative research approach. Four participants were selected for in-depth interviews which were analysed using Thematic Network Analysis (Attride-Sterling, 2001). Two global themes emerged from the data set. The first global theme focused on “Men and Alcohol” and concerns the facilitative role that alcohol use and tolerance plays in masculine performance, exploring how masculinities compete for the hegemonic position through excessive alcohol use. The second global theme concerns the “Wolf Pack” and focuses on how peer groups engage in informal social drinking rituals and how these rituals function within the group dynamic. Informal social drinking rituals appear to play a significant role in successful display of hegemonic forms of masculinity in this context, and also play a significant role in expanding one’s social network. However, the consequences associated with this social practice places one in the position of having to maintain participation in heavy drinking in order to feel secure, leaving one vulnerable to negative consequences associated with excessive drinking.
- Full Text:
- Date Issued: 2019
- Authors: Makgale, Obakeng
- Date: 2019
- Subjects: College students -- Alcohol use , Drinking of alcoholic beverages -- South Africa , College students -- Conduct of life -- South Africa , Male college students -- Conduct of life -- South Africa , Masculinity
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96680 , vital:31308
- Description: Alcohol use amongst university students has received a significant amount of attention in different countries across the world (Dempster, 2011; Kobin, 2013; Maphisa & Young, 2018). The purpose of this study is to explore the meaning of informal social alcohol drinking rituals in performing masculinity amongst male university students. This study used a Social Constructionist approach to gender as theoretical framework. Thus, gender is understood as constructed through social interactions, where a person performs their masculinity before an approving audience (Butler, 2009; Sallee, 2011). This research employed a qualitative research approach. Four participants were selected for in-depth interviews which were analysed using Thematic Network Analysis (Attride-Sterling, 2001). Two global themes emerged from the data set. The first global theme focused on “Men and Alcohol” and concerns the facilitative role that alcohol use and tolerance plays in masculine performance, exploring how masculinities compete for the hegemonic position through excessive alcohol use. The second global theme concerns the “Wolf Pack” and focuses on how peer groups engage in informal social drinking rituals and how these rituals function within the group dynamic. Informal social drinking rituals appear to play a significant role in successful display of hegemonic forms of masculinity in this context, and also play a significant role in expanding one’s social network. However, the consequences associated with this social practice places one in the position of having to maintain participation in heavy drinking in order to feel secure, leaving one vulnerable to negative consequences associated with excessive drinking.
- Full Text:
- Date Issued: 2019
Exploring visual literacy development through films in senior phase English first additional language
- Authors: Khosa, Michael
- Date: 2019
- Subjects: Visual litearcy , Motion pictures in education -- South Africa , English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92672 , vital:30727
- Description: Despite learners’ general poor performance in English First Additional Language (EFAL), research indicates their wide exposure to film viewing which is untapped when teaching visual literacy in EFAL classes (Mnyanda, 2017). This study identified a golden opportunity of introducing film teaching in the senior phase in order to equip learners with the knowledge, skills and values for self-fulfilment, and meaningful participation in society as citizens of a free country. Two teachers’ meaning-making and pedagogical practices of teaching film were explored in a rural Eastern Cape District, South Africa. Qualitative research methodology was used to collect data from lesson observations using a video camera and post-lesson interviews with each teacher. I drew on Vygotsky’s (1978) socio-cultural theory of learning which privileges learners’ social interaction, More Knowledgeable Other and scaffolding in the learning process. Critical Discourse Analysis offered insights on challenging stereotypes available in designing and redesigning texts. It emerged that lack of resources in previously disadvantaged schools and teachers’ missed opportunities to teach film in context were major causes of underperformance. Findings also interestingly revealed that learners could perform better when taught through the film. This study recommends that schools should teach film since it is can improve learners’ results.
- Full Text:
- Date Issued: 2019
- Authors: Khosa, Michael
- Date: 2019
- Subjects: Visual litearcy , Motion pictures in education -- South Africa , English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92672 , vital:30727
- Description: Despite learners’ general poor performance in English First Additional Language (EFAL), research indicates their wide exposure to film viewing which is untapped when teaching visual literacy in EFAL classes (Mnyanda, 2017). This study identified a golden opportunity of introducing film teaching in the senior phase in order to equip learners with the knowledge, skills and values for self-fulfilment, and meaningful participation in society as citizens of a free country. Two teachers’ meaning-making and pedagogical practices of teaching film were explored in a rural Eastern Cape District, South Africa. Qualitative research methodology was used to collect data from lesson observations using a video camera and post-lesson interviews with each teacher. I drew on Vygotsky’s (1978) socio-cultural theory of learning which privileges learners’ social interaction, More Knowledgeable Other and scaffolding in the learning process. Critical Discourse Analysis offered insights on challenging stereotypes available in designing and redesigning texts. It emerged that lack of resources in previously disadvantaged schools and teachers’ missed opportunities to teach film in context were major causes of underperformance. Findings also interestingly revealed that learners could perform better when taught through the film. This study recommends that schools should teach film since it is can improve learners’ results.
- Full Text:
- Date Issued: 2019
Factors influencing parents’ decisions when choosing a private school
- Authors: Arendse, David
- Date: 2019
- Subjects: School choice -- South Africa -- Case studies , Competition -- South Africa , Private schools -- South Africa , Consumer behavior , VRIO framework (Valuable, Rare, Imitable and Organized) , St. Stithians College
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/92628 , vital:30738
- Description: Purpose: Consumers make decisions based on multiple factors that influence their decision-making process. These decisions can be influenced by deep personal reflection to the simple impulsive purchase done to fulfil a need or want. This research study explored the relationship between the resource-based view and the factors considered by parents when selecting a school for their child/children. The Valuable, Rare, Imitable and Organized (VRIO) framework as developed by Barney, J. (1991) outlines the framework through which an organisations resources can be assessed in terms of their potential competitive advantage. The research study was interested in understanding how an educational institution can identify and then leverage its resources to create a competitive advantage. Methodology: Each family that has one or more child enrolled at St Stithians College, which is a private school in Gauteng, South Africa, was invited to participate in the study. This represented a potential population size of 1 700 families, however a sample of 334 was used. The educational institution caters to both boys and girls from Grade R to 12 (Matric). Each family was requested to participate in the study as they had already chosen to have at least one child enrolled. A self-administered close-ended questionnaire was used as the instrument for data collection and the questionnaire was broken into two sections. Section A focused on building a profile of the respondent while section B assessed the level of influence the factors had on a parent’s decision. Section B’s questions were structured as Likert-Scale questions requiring a response between 1 and 5, with 5 being the highest influence, and 1 being the lowest. The responses to the questions were then grouped into the factors they spoke to and the average results per factor were assessed via an ANOVA table to test the null hypothesis that parents do not consider factors when choosing a school for their children. Findings: As a paper, this study set out to discover what the competitive advantage was of a private education institution in South Africa. It did so by identifying what the key factors were when parents selected the school of their choice and then analysed these findings against the resources of the given institution. The ANOVA table analysis of the responses identified that parents do consider factors and that the factor that they were most influenced by was convenience factor, represented by location of the institution and the distance to it. While there are multiple private education suppliers in South Africa, no other provider has the location that St Stithians College has, and as such, its location is its competitive advantage. Significant: This research study will expand the existing but limited competitive advantage body of knowledge in the South African education sector. South African educational institutions will be able to develop similar studies which will then assist in identifying their own competitive advantages. This can better enable education providers to entice consumers to their education services.
- Full Text:
- Date Issued: 2019
- Authors: Arendse, David
- Date: 2019
- Subjects: School choice -- South Africa -- Case studies , Competition -- South Africa , Private schools -- South Africa , Consumer behavior , VRIO framework (Valuable, Rare, Imitable and Organized) , St. Stithians College
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/92628 , vital:30738
- Description: Purpose: Consumers make decisions based on multiple factors that influence their decision-making process. These decisions can be influenced by deep personal reflection to the simple impulsive purchase done to fulfil a need or want. This research study explored the relationship between the resource-based view and the factors considered by parents when selecting a school for their child/children. The Valuable, Rare, Imitable and Organized (VRIO) framework as developed by Barney, J. (1991) outlines the framework through which an organisations resources can be assessed in terms of their potential competitive advantage. The research study was interested in understanding how an educational institution can identify and then leverage its resources to create a competitive advantage. Methodology: Each family that has one or more child enrolled at St Stithians College, which is a private school in Gauteng, South Africa, was invited to participate in the study. This represented a potential population size of 1 700 families, however a sample of 334 was used. The educational institution caters to both boys and girls from Grade R to 12 (Matric). Each family was requested to participate in the study as they had already chosen to have at least one child enrolled. A self-administered close-ended questionnaire was used as the instrument for data collection and the questionnaire was broken into two sections. Section A focused on building a profile of the respondent while section B assessed the level of influence the factors had on a parent’s decision. Section B’s questions were structured as Likert-Scale questions requiring a response between 1 and 5, with 5 being the highest influence, and 1 being the lowest. The responses to the questions were then grouped into the factors they spoke to and the average results per factor were assessed via an ANOVA table to test the null hypothesis that parents do not consider factors when choosing a school for their children. Findings: As a paper, this study set out to discover what the competitive advantage was of a private education institution in South Africa. It did so by identifying what the key factors were when parents selected the school of their choice and then analysed these findings against the resources of the given institution. The ANOVA table analysis of the responses identified that parents do consider factors and that the factor that they were most influenced by was convenience factor, represented by location of the institution and the distance to it. While there are multiple private education suppliers in South Africa, no other provider has the location that St Stithians College has, and as such, its location is its competitive advantage. Significant: This research study will expand the existing but limited competitive advantage body of knowledge in the South African education sector. South African educational institutions will be able to develop similar studies which will then assist in identifying their own competitive advantages. This can better enable education providers to entice consumers to their education services.
- Full Text:
- Date Issued: 2019
Factors influencing survivorship of Portulacaria afra cuttings in restoration of degraded lands
- Authors: Sholto-Douglas, Craig
- Date: 2019
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/92230 , vital:30692
- Description: Heavy over-browsing, over-grazing, and over-trampling has caused the degradation of vast areas of subtropical thicket, including parts of the Greater Addo Elephant National Park (GAENP). Severe degradation has resulted in the loss of vegetation cover and the deterioration of soils and soil functioning. The South African Department of Environmental Affairs (DEA), and specifically the Natural Resource Management Programme (NRM), have invested in restoration initiatives such as the Subtropical Thicket Restoration Programme (STRP), which has aimed to demonstrate the logistical and practical feasibility of restoring these degraded thickets by planting en masse Portulacaria afra (spekboom) cuttings. However, the planted P. afra cuttings often succumb to various abiotic and biotic stresses. This project aimed to identify various factors which may influence the survival of P. afra cuttings, including i) soil properties, ii) water (rainfall, infiltration, run-off, etc.), iii) browsing by mega-herbivores, iv) topographical features such as slope and aspect, or v) plant species or communities. Biodiversity and carbon baselines were carried out at 50 plots within the Main Camp, Darlington and Kabouga sections of the GAENP, providing pre-planting vegetation and soil data. The en masse planting of P. afra occurred following the completion of the baselines. Following a minimum rest period of three months after planting, survivorship counts were carried out at all plots. Infiltration rate had a significant positive relationship with planted P. afra survivorship across all of the sites. Positive trends between increases in litter and root biomass and planted P. afra cuttings survivorship in Kabouga were also evident. Magnesium, water-holding capacity and increasing soil clay percentage were found to have a significant negative relationship with planted P. afra survivorship in Kabouga. Aluminium, magnesium, and boron all had significant positive relationships with planted P. afra cuttings survivorship in Addo Main Camp. No soil variables had any significant relationship with survivorship of planted P. afra cuttings at Darlington. The presence of elephants (Loxidonta africana) had a significant negative relationship with planted P. afra survivorship. Plant communities in more ‘moderately’ degraded states, characterized by the retention of canopy dominant species, woody vegetation cover, limited bareground and higher cover of litter had higher survivorship of planted P. afra cuttings than those in more severely degraded states. The grass Panicum maximum, and forb Atriplex semibaccata were associated with positive relationships with planted P. afra survivorship across all sites. Future research should aim to develop matrices which plot likely survivorship percentages with parameters of measurable variables, such as infiltration, severity of soil capping, browsing densities, chemical indicators, and degradation severity, to identify suitable biophysical planting conditions for P. afra cuttings. Further research should assess whether the presence of elephants, in high densities, can reduce the economic feasibility of the en masse plantings of P. afra cuttings in attempts to restore degraded landscapes.
- Full Text:
- Date Issued: 2019
- Authors: Sholto-Douglas, Craig
- Date: 2019
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/92230 , vital:30692
- Description: Heavy over-browsing, over-grazing, and over-trampling has caused the degradation of vast areas of subtropical thicket, including parts of the Greater Addo Elephant National Park (GAENP). Severe degradation has resulted in the loss of vegetation cover and the deterioration of soils and soil functioning. The South African Department of Environmental Affairs (DEA), and specifically the Natural Resource Management Programme (NRM), have invested in restoration initiatives such as the Subtropical Thicket Restoration Programme (STRP), which has aimed to demonstrate the logistical and practical feasibility of restoring these degraded thickets by planting en masse Portulacaria afra (spekboom) cuttings. However, the planted P. afra cuttings often succumb to various abiotic and biotic stresses. This project aimed to identify various factors which may influence the survival of P. afra cuttings, including i) soil properties, ii) water (rainfall, infiltration, run-off, etc.), iii) browsing by mega-herbivores, iv) topographical features such as slope and aspect, or v) plant species or communities. Biodiversity and carbon baselines were carried out at 50 plots within the Main Camp, Darlington and Kabouga sections of the GAENP, providing pre-planting vegetation and soil data. The en masse planting of P. afra occurred following the completion of the baselines. Following a minimum rest period of three months after planting, survivorship counts were carried out at all plots. Infiltration rate had a significant positive relationship with planted P. afra survivorship across all of the sites. Positive trends between increases in litter and root biomass and planted P. afra cuttings survivorship in Kabouga were also evident. Magnesium, water-holding capacity and increasing soil clay percentage were found to have a significant negative relationship with planted P. afra survivorship in Kabouga. Aluminium, magnesium, and boron all had significant positive relationships with planted P. afra cuttings survivorship in Addo Main Camp. No soil variables had any significant relationship with survivorship of planted P. afra cuttings at Darlington. The presence of elephants (Loxidonta africana) had a significant negative relationship with planted P. afra survivorship. Plant communities in more ‘moderately’ degraded states, characterized by the retention of canopy dominant species, woody vegetation cover, limited bareground and higher cover of litter had higher survivorship of planted P. afra cuttings than those in more severely degraded states. The grass Panicum maximum, and forb Atriplex semibaccata were associated with positive relationships with planted P. afra survivorship across all sites. Future research should aim to develop matrices which plot likely survivorship percentages with parameters of measurable variables, such as infiltration, severity of soil capping, browsing densities, chemical indicators, and degradation severity, to identify suitable biophysical planting conditions for P. afra cuttings. Further research should assess whether the presence of elephants, in high densities, can reduce the economic feasibility of the en masse plantings of P. afra cuttings in attempts to restore degraded landscapes.
- Full Text:
- Date Issued: 2019
Foreground simulations for observations of the global 21-cm signal
- Authors: Klutse, Diana
- Date: 2019
- Subjects: Cosmic background radiation , Astronomy -- Observations , Electromagnetic waves , Radiation, Background
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/76398 , vital:30557
- Description: The sky-averaged (global) spectrum of the redshifted 21-cm line promises to be a direct probe of the Dark Ages, the period before the first luminous sources formed and the Epoch of Reionization during which these sources produced enough ionizing photons to ionize the neutral intergalactic medium. However, observations of this signal are contaminated by both astrophysical foregrounds which are orders of magnitude brighter than the cosmological signal and by non-astrophysical and non-ideal instrumental effects. It is therefore crucial to understand all these data components and their impacts on the cosmological signal, for successful signal extraction. In this view, we investigated the impact that small scale spatial structures of diffuse Galactic foreground has on the foreground spectrum as observed by a global 21-cm observation. We simulated two different sets of observations using a realistic dipole beam model of two synchotron foreground templates that differ from each other in the small scale structure: the original 408 MHz all-sky map by Haslam et al. (1982) and a version where the calibration was improved to remove artifcats and point sources (Remazeilles et al., 2015). We generated simulated foreground spectra and modeled them using a polynomial expansion in frequency. We found that the different foreground templates have a modest impact on the simulated spectra, generate differences up to 2% in the root mean square of residual spectra after the log-polynomial best fit was subtracted out.
- Full Text:
- Date Issued: 2019
- Authors: Klutse, Diana
- Date: 2019
- Subjects: Cosmic background radiation , Astronomy -- Observations , Electromagnetic waves , Radiation, Background
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/76398 , vital:30557
- Description: The sky-averaged (global) spectrum of the redshifted 21-cm line promises to be a direct probe of the Dark Ages, the period before the first luminous sources formed and the Epoch of Reionization during which these sources produced enough ionizing photons to ionize the neutral intergalactic medium. However, observations of this signal are contaminated by both astrophysical foregrounds which are orders of magnitude brighter than the cosmological signal and by non-astrophysical and non-ideal instrumental effects. It is therefore crucial to understand all these data components and their impacts on the cosmological signal, for successful signal extraction. In this view, we investigated the impact that small scale spatial structures of diffuse Galactic foreground has on the foreground spectrum as observed by a global 21-cm observation. We simulated two different sets of observations using a realistic dipole beam model of two synchotron foreground templates that differ from each other in the small scale structure: the original 408 MHz all-sky map by Haslam et al. (1982) and a version where the calibration was improved to remove artifcats and point sources (Remazeilles et al., 2015). We generated simulated foreground spectra and modeled them using a polynomial expansion in frequency. We found that the different foreground templates have a modest impact on the simulated spectra, generate differences up to 2% in the root mean square of residual spectra after the log-polynomial best fit was subtracted out.
- Full Text:
- Date Issued: 2019