Review of the systematics and regional diversity of the diploid barbs (Enteromius Cope, 1867) of southern Africa
- Scheepers, Martinus Johannes
- Authors: Scheepers, Martinus Johannes
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435966 , vital:73216
- Description: Access restricted. Expected release in 2025. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Scheepers, Martinus Johannes
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435966 , vital:73216
- Description: Access restricted. Expected release in 2025. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2024
- Full Text:
- Date Issued: 2024-04-05
Anonymous testimony and epistemic responsibility
- Authors: Ajiboro, Aderonke Adeyinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432286 , vital:72858 , DOI 10.21504/10962/432286
- Description: In this thesis, I examine anonymous testimony in both offline (face-to-face) and online (internet and social media) interactions and the epistemic concerns it raises in relation to belief, knowledge, justification, and normative assessments of assertions. I discuss anonymous testimony as involving a relation between the hearer and the content of the testimony in comparison to ordinary cases where the speaker of an assertion is known. In anonymous testimony, the hearer has the burden of epistemic responsibility to arrive at a testimonial belief or arguably acceptance. The hearer is also accountable for the anonymous testimony in the event of re-assertion. I also assess the norms of assertion for anonymous testimony and argue that knowledge, truth, and belief norms that apply in cases where the speaker is known should not be applied to cases of anonymous speakers. Epistemologists have paid little attention to anonymous testimony and its implications on the norms of interaction. This is a study in the epistemology of testimony and it aims at providing further understanding of the epistemic responsibility of hearers of anonymous testimony. In Chapter One, I argue that anonymous testimony can be appropriately described as testimony; where the properties of an assertion to induce belief in the hearer are sufficient to describe the assertion as testimony. I examine the kinds of anonymity and the burden of epistemic responsibility for the hearer. I introduce basically anonymous testimony in offline and online contexts of interaction. A basically anonymous testimony occurs where, at the instance of receiving testimony and making an epistemic decision on it, the speaker is unidentifiable to the hearer. In Chapter Two, I discuss the kinds of epistemic attitudes hearers may have when they receive anonymous testimony. I discuss reductionism, antireductionism, and entitlement theory as accounts of the justification for believing testimony. I argue that acceptance is the appropriate attitude and the entitlement theory provides a basis for accepting anonymous testimony. I also argue that practical reasons are a sufficient to accept anonymous testimony. Also, I discuss the possibility that a hearer of anonymous testimony can make a wrongful presumption by assigning an identity to a person as the speaker of an anonymous testimony. This can cause harm to the ‘person’ of the presumed speaker such as an unwarranted credibility assessment of the person by other people in the community. I also argue that making a credibility assessment of a presumed speaker constitutes harm to a proper epistemic assessment of the content. In Chapter Three, I discuss the possibility of trust relations between an anonymous speaker and a hearer. I argue that the hearer is solely responsible for making an epistemic decision from anonymous testimony. I argue that anonymous testimony can be relevant to a hearer given the value of its content. In Chapter Four, I discuss the applicability of knowledge, truth, belief, reasonable to believe and supportive reasons norms for the re-assertion of anonymous testimony. Hence, I argue that the supportive reasons norm, which acknowledges acceptance of an assertion, the relevance of contexts, and admits both epistemic and practical reasons to make an assertion, should guide the re-assertion of anonymous testimony. I also argue that a hearer should be epistemically conscientiousness for responsible re-assertion of received anonymous testimony. , Thesis (PhD) -- Faculty of Humanities, Philosophy, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Ajiboro, Aderonke Adeyinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432286 , vital:72858 , DOI 10.21504/10962/432286
- Description: In this thesis, I examine anonymous testimony in both offline (face-to-face) and online (internet and social media) interactions and the epistemic concerns it raises in relation to belief, knowledge, justification, and normative assessments of assertions. I discuss anonymous testimony as involving a relation between the hearer and the content of the testimony in comparison to ordinary cases where the speaker of an assertion is known. In anonymous testimony, the hearer has the burden of epistemic responsibility to arrive at a testimonial belief or arguably acceptance. The hearer is also accountable for the anonymous testimony in the event of re-assertion. I also assess the norms of assertion for anonymous testimony and argue that knowledge, truth, and belief norms that apply in cases where the speaker is known should not be applied to cases of anonymous speakers. Epistemologists have paid little attention to anonymous testimony and its implications on the norms of interaction. This is a study in the epistemology of testimony and it aims at providing further understanding of the epistemic responsibility of hearers of anonymous testimony. In Chapter One, I argue that anonymous testimony can be appropriately described as testimony; where the properties of an assertion to induce belief in the hearer are sufficient to describe the assertion as testimony. I examine the kinds of anonymity and the burden of epistemic responsibility for the hearer. I introduce basically anonymous testimony in offline and online contexts of interaction. A basically anonymous testimony occurs where, at the instance of receiving testimony and making an epistemic decision on it, the speaker is unidentifiable to the hearer. In Chapter Two, I discuss the kinds of epistemic attitudes hearers may have when they receive anonymous testimony. I discuss reductionism, antireductionism, and entitlement theory as accounts of the justification for believing testimony. I argue that acceptance is the appropriate attitude and the entitlement theory provides a basis for accepting anonymous testimony. I also argue that practical reasons are a sufficient to accept anonymous testimony. Also, I discuss the possibility that a hearer of anonymous testimony can make a wrongful presumption by assigning an identity to a person as the speaker of an anonymous testimony. This can cause harm to the ‘person’ of the presumed speaker such as an unwarranted credibility assessment of the person by other people in the community. I also argue that making a credibility assessment of a presumed speaker constitutes harm to a proper epistemic assessment of the content. In Chapter Three, I discuss the possibility of trust relations between an anonymous speaker and a hearer. I argue that the hearer is solely responsible for making an epistemic decision from anonymous testimony. I argue that anonymous testimony can be relevant to a hearer given the value of its content. In Chapter Four, I discuss the applicability of knowledge, truth, belief, reasonable to believe and supportive reasons norms for the re-assertion of anonymous testimony. Hence, I argue that the supportive reasons norm, which acknowledges acceptance of an assertion, the relevance of contexts, and admits both epistemic and practical reasons to make an assertion, should guide the re-assertion of anonymous testimony. I also argue that a hearer should be epistemically conscientiousness for responsible re-assertion of received anonymous testimony. , Thesis (PhD) -- Faculty of Humanities, Philosophy, 2023
- Full Text:
- Date Issued: 2023-10-13
Design of an LMS-mediated tutorial to support deep and effective engagement in the process of learning mathematics
- Authors: Kigundu, Stephen
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431565 , vital:72786 , DOI 10.21504/10962/431565
- Description: Many institutions of Higher Learning have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning implementation. However, the design and nature of LMS technologies present challenges to the design of LMS-based activities that engage students in learning to do mathematics. There are no clear guidelines or strategies for designing LMS-based activities that engage students in complex mathematical processes. Hence, using technologies in mathematics education often replicates instructivist positions and practices. Conversely, using constructivist principles, modes of mathematical engagement, and e-learning tools to mediate learning provides an integrated framework to transform the use of an LMS as a platform for e-learning implementation and promote deep engagement in mathematical learning. The objective of this study was to explore mechanisms that could be useful for conceiving activities to support the learning of Mathematics using an LMS-mediated tutorial. The design, redesign and evaluation of the e-tutorial are reported upon. In preparation for the study, an LMS-based tutorial was designed and developed to be used as a test-bed to investigate how these e-learning tools could support learning to do mathematics. A Trigonometry module, consisting of course content in the form of resources and tasks to help the students to explore, practice and apply right triangle concepts, was used to investigate and derive design strategies. A mixed method research approach with a reflexive self-study research design was used. A group of first-year university student volunteers studying mathematics in the mechanical engineering department were used to test the tutorial. The students were asked to do a series of tasks using the e-learning environment during the Mathematics tutorial period. Data was collected using in-class observations, interviews, screen capture videos, student-written responses, and system-generated data. All students were encouraged to complete a learning journal detailing their experiences during the tutorial using an LMS-based tool. The students were given no training, but a tutor (researcher) was available to answer any questions they may have had. Contradiction analysis was used to evaluate the data, compare purpose and practice and judge whether the activity or tool was fitted for the intended purpose. Findings were in the form of transformations of the e-tutorial system as it was developed. Among the most noteworthy contributory modifications were changing from 1) “read first, then do” to “do first, read when necessary”, 2) “work on the computer” to “work on paper then capture on the computer”, 3) “physically separated work with computer-enabled social contact”, to "individual computer work in face-to-face social settings.” 4) “single-level of resource provision” to “multi-level, demand-driven resource provision” and 5) “self-regulated” learning process regulation to “computer-assisted” learning process regulation. The discussion of these findings indicated that to enable students’ deep and effective engagement in the process of learning fundamental trigonometry within an LMS-mediated tutorial, one needs to design the system with some activities that can create a demand for knowledge, encourage rough work and face-to-face social interaction, supported by multi-level, demand-driven resources, and computer-assisted learning-process regulation. Contributions to research by this study were in the form of 1) Design Principles for LMS-mediated tutorials, 2) Principles for an e-tutorial development methodology, and 3) The LMS-mediated tutorial system. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Kigundu, Stephen
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431565 , vital:72786 , DOI 10.21504/10962/431565
- Description: Many institutions of Higher Learning have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning implementation. However, the design and nature of LMS technologies present challenges to the design of LMS-based activities that engage students in learning to do mathematics. There are no clear guidelines or strategies for designing LMS-based activities that engage students in complex mathematical processes. Hence, using technologies in mathematics education often replicates instructivist positions and practices. Conversely, using constructivist principles, modes of mathematical engagement, and e-learning tools to mediate learning provides an integrated framework to transform the use of an LMS as a platform for e-learning implementation and promote deep engagement in mathematical learning. The objective of this study was to explore mechanisms that could be useful for conceiving activities to support the learning of Mathematics using an LMS-mediated tutorial. The design, redesign and evaluation of the e-tutorial are reported upon. In preparation for the study, an LMS-based tutorial was designed and developed to be used as a test-bed to investigate how these e-learning tools could support learning to do mathematics. A Trigonometry module, consisting of course content in the form of resources and tasks to help the students to explore, practice and apply right triangle concepts, was used to investigate and derive design strategies. A mixed method research approach with a reflexive self-study research design was used. A group of first-year university student volunteers studying mathematics in the mechanical engineering department were used to test the tutorial. The students were asked to do a series of tasks using the e-learning environment during the Mathematics tutorial period. Data was collected using in-class observations, interviews, screen capture videos, student-written responses, and system-generated data. All students were encouraged to complete a learning journal detailing their experiences during the tutorial using an LMS-based tool. The students were given no training, but a tutor (researcher) was available to answer any questions they may have had. Contradiction analysis was used to evaluate the data, compare purpose and practice and judge whether the activity or tool was fitted for the intended purpose. Findings were in the form of transformations of the e-tutorial system as it was developed. Among the most noteworthy contributory modifications were changing from 1) “read first, then do” to “do first, read when necessary”, 2) “work on the computer” to “work on paper then capture on the computer”, 3) “physically separated work with computer-enabled social contact”, to "individual computer work in face-to-face social settings.” 4) “single-level of resource provision” to “multi-level, demand-driven resource provision” and 5) “self-regulated” learning process regulation to “computer-assisted” learning process regulation. The discussion of these findings indicated that to enable students’ deep and effective engagement in the process of learning fundamental trigonometry within an LMS-mediated tutorial, one needs to design the system with some activities that can create a demand for knowledge, encourage rough work and face-to-face social interaction, supported by multi-level, demand-driven resources, and computer-assisted learning-process regulation. Contributions to research by this study were in the form of 1) Design Principles for LMS-mediated tutorials, 2) Principles for an e-tutorial development methodology, and 3) The LMS-mediated tutorial system. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
Status and potential of green infrastructure to support urban resilience in Zomba City, Malawi
- Authors: Likongwe, Patrick Jeremy
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431821 , vital:72806 , DOI 10.21504/10962/431821
- Description: Small and medium towns with less than one million inhabitants are regarded to be the fastest growing urban centres globally, absorbing the bulk of the urban population growth. This urban growth drives the diminishing natural capital within the urban settings, resulting in compromised ecosystem services delivery, thereby rendering urban dwellers and systems less resilient to hazards and shocks. It is known that urban resilience discourse is rooted in robust, empirical assessments of the nature, composition and distribution of urban green infrastructure. Using the concept of green infrastructure, a mechanism for the delivery of ecosystem services that are multi-functional, well connected, and that integrate the grey-green infrastructure while providing room for social inclusion, anchored the research in a small city of Zomba, Malawi, which is a fast-growing city facing natural resource and ecosystem service degradation. The research therefore was set to understand the status of urban green infrastructure in Zomba over space and time as the basis for enhancing urban resilience. This was facilitated by an understanding of the spatial and temporal quantity, quality, diversity and distribution of urban greenspaces and the composition, structure, diversity and distributional differences of urban trees within different urban greenspace classes. Further to this was an investigation on the perceptions of and preferences for urban greenspaces among the different socio-demographic groups and finally the role of residents, institutions and institutional frameworks in building urban resilience through the delivery of ecosystem services. To achieve these objectives, the study used a suite of methods. First was geographical information system and remote sensing to understand the spatial and temporal changes in greenspaces within the city in terms of quantity and distribution. Ecological methods of assessing the tree species composition, diversity, population structure and distribution were also employed. To gauge the perceptions of and preferences for urban greenspaces, a survey was done, targeting users found within the urban greenspaces plus residents that claimed to have patronised the urban greenspaces. Finally, to understand the role of nature and the relevant urban ecosystem services provided towards building urban resilience, remote sensing and key informant interviews were done to enrich the literature searches on a case study of urban community efforts involved in managing Sadzi hill to reverse ecosystem disservices versus Chiperoni hill that was not managed. A general impression of declining urban green infrastructure was verified through the study. The city has indeed lost 14 % tree cover between 1998 and 2018 due to increased housing and creation of agricultural land to support the growing urban population. The city has 168 tree species with 65 % of them being indigenous. Residential areas were dominated by exotic trees, mainly due to the abundance of exotic fruit trees like Mangifera indica. Generally, the city has a good tree diversity score but unequally distributed, with the formal residential areas, where the colonial masters settled, having more trees than the mixed and informal residential areas. Nine urban greenspace types were identified, but there was a low per capita urban greenspace area of 11.6 m2 per person, slightly above the minimum standard set by World Health Organisation. From the preferences for and perceptions of urban greenspaces, patronage to these greenspaces (treated as parks) was highest among the educated youth, a majority being from the high housing density areas where there are no urban parks. Walking to the nearest urban greenspace took more than 10 minutes for 85 % of the respondents. With the available by-laws in support for the governance of greenspaces within the city and the role of residents towards the same, restoration efforts that targeted Sadzi hill yielded positive results through reversing ecosystem disservices that were being experienced by the community members around the hill. The community enjoys several ecosystem services that have also contributed towards building their resilience to climatic and environmental hazards. The results of this study have unveiled several green infrastructure attributes that can contribute towards building urban social ecological resilience like the presence of high proportion of indigenous tree species, healthy urban forest, high proportion of fruit trees, high diversity scores, unparalleled demand for urban greenspaces for cultural and regulatory ecosystem services, the willingness to pay and work towards managing and conserving greenspaces and the social capital available from the urban communities. However, the study also unveiled several green infrastructure related attributes that if not checked will continue to undermine efforts towards building urban resilience. These included the continued drop in tree and greenspace cover, poor governance of the available public greenspaces, unequal distribution of trees and urban greenspaces, poor management of greenspaces, bare river banks, lack of park amenities and a lack of a clear strategy, policy or an urban plan that clearly outlines green infrastructure. Efforts towards addressing these will mean acknowledging the role of green infrastructure in supporting urban social ecological resilience. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Likongwe, Patrick Jeremy
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431821 , vital:72806 , DOI 10.21504/10962/431821
- Description: Small and medium towns with less than one million inhabitants are regarded to be the fastest growing urban centres globally, absorbing the bulk of the urban population growth. This urban growth drives the diminishing natural capital within the urban settings, resulting in compromised ecosystem services delivery, thereby rendering urban dwellers and systems less resilient to hazards and shocks. It is known that urban resilience discourse is rooted in robust, empirical assessments of the nature, composition and distribution of urban green infrastructure. Using the concept of green infrastructure, a mechanism for the delivery of ecosystem services that are multi-functional, well connected, and that integrate the grey-green infrastructure while providing room for social inclusion, anchored the research in a small city of Zomba, Malawi, which is a fast-growing city facing natural resource and ecosystem service degradation. The research therefore was set to understand the status of urban green infrastructure in Zomba over space and time as the basis for enhancing urban resilience. This was facilitated by an understanding of the spatial and temporal quantity, quality, diversity and distribution of urban greenspaces and the composition, structure, diversity and distributional differences of urban trees within different urban greenspace classes. Further to this was an investigation on the perceptions of and preferences for urban greenspaces among the different socio-demographic groups and finally the role of residents, institutions and institutional frameworks in building urban resilience through the delivery of ecosystem services. To achieve these objectives, the study used a suite of methods. First was geographical information system and remote sensing to understand the spatial and temporal changes in greenspaces within the city in terms of quantity and distribution. Ecological methods of assessing the tree species composition, diversity, population structure and distribution were also employed. To gauge the perceptions of and preferences for urban greenspaces, a survey was done, targeting users found within the urban greenspaces plus residents that claimed to have patronised the urban greenspaces. Finally, to understand the role of nature and the relevant urban ecosystem services provided towards building urban resilience, remote sensing and key informant interviews were done to enrich the literature searches on a case study of urban community efforts involved in managing Sadzi hill to reverse ecosystem disservices versus Chiperoni hill that was not managed. A general impression of declining urban green infrastructure was verified through the study. The city has indeed lost 14 % tree cover between 1998 and 2018 due to increased housing and creation of agricultural land to support the growing urban population. The city has 168 tree species with 65 % of them being indigenous. Residential areas were dominated by exotic trees, mainly due to the abundance of exotic fruit trees like Mangifera indica. Generally, the city has a good tree diversity score but unequally distributed, with the formal residential areas, where the colonial masters settled, having more trees than the mixed and informal residential areas. Nine urban greenspace types were identified, but there was a low per capita urban greenspace area of 11.6 m2 per person, slightly above the minimum standard set by World Health Organisation. From the preferences for and perceptions of urban greenspaces, patronage to these greenspaces (treated as parks) was highest among the educated youth, a majority being from the high housing density areas where there are no urban parks. Walking to the nearest urban greenspace took more than 10 minutes for 85 % of the respondents. With the available by-laws in support for the governance of greenspaces within the city and the role of residents towards the same, restoration efforts that targeted Sadzi hill yielded positive results through reversing ecosystem disservices that were being experienced by the community members around the hill. The community enjoys several ecosystem services that have also contributed towards building their resilience to climatic and environmental hazards. The results of this study have unveiled several green infrastructure attributes that can contribute towards building urban social ecological resilience like the presence of high proportion of indigenous tree species, healthy urban forest, high proportion of fruit trees, high diversity scores, unparalleled demand for urban greenspaces for cultural and regulatory ecosystem services, the willingness to pay and work towards managing and conserving greenspaces and the social capital available from the urban communities. However, the study also unveiled several green infrastructure related attributes that if not checked will continue to undermine efforts towards building urban resilience. These included the continued drop in tree and greenspace cover, poor governance of the available public greenspaces, unequal distribution of trees and urban greenspaces, poor management of greenspaces, bare river banks, lack of park amenities and a lack of a clear strategy, policy or an urban plan that clearly outlines green infrastructure. Efforts towards addressing these will mean acknowledging the role of green infrastructure in supporting urban social ecological resilience. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2023
- Full Text:
- Date Issued: 2023-10-13
The androgenic and anabolic effects of pine pollen on Nile tilapia (Oreochromis niloticus)
- Authors: Abaho, Ivan
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431615 , vital:72790
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Abaho, Ivan
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431615 , vital:72790
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
- Full Text:
- Date Issued: 2023-10-13
TPACK Development: technology integration with teacher educators in foundation phase teacher training programme
- Authors: Theodorio, Adedayo Olayinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431601 , vital:72789
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Theodorio, Adedayo Olayinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431601 , vital:72789
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
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