Evaluation of self-efficacy in clinical performance of nurses initiate and management of anti-retroviral therapy by South African professional nurses
- Authors: Mangi, Nozuko Glenrose
- Date: 2017
- Subjects: Nursing assessment -- South Africa -- Eastern Cape Self-efficacy Nursing -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4492 , vital:28344
- Description: Self-efficacy in clinical performance is a very important aspect in quality of health care, because it is the ability of the person to produce the desired outcomes. The aim of the study was to evaluate self-efficacy in clinical performance of NIMART programme by professional nurses in Buffalo City Metropolitan in Eastern Cape Province South Africa. A quantitative, descriptive survey design was used to examine self-efficacy in clinical performance during implementation of NIMART programme. A purposive sample of 358 NIMART programme trained professional nurses was included in the study. Analysis of the finding was done using SPSS version 21.0. Descriptive statistics (frequencies, percentage, mean and standard deviations) were used to analyse categorical variables. To reduce data volume, factor analysis was used to identify six variable clusters: Evaluation; planning, assessment, implementation, and patient care mentoring. Factor 1 (evaluation) was highly loaded on patient driven results (0.63); nursing interventions (0.70); breakdown point location (0.80); prognosis based care decisions (0.79); prognosis based outcome monitoring (0.70); and prognosis based settings adjustment (0.70). These items collectively define evaluation of self-efficacy clinical performance of the participants. Factor 2 (planning) was termed planning of patient care in a clinical setting was significantly loaded on these items: data driven nursing diagnosis (0.51); patient driven nursing diagnosis (0.52); settings based nursing diagnosis (0.49); overall care plan formulation (0.52); short-term patients care formulation (0.58); long-term patient care formulation (0.66); goal based measurable outcomes (0.80); goal based daily patient care plan (0.79); settings based daily patient care plan (0.73). Factor 3 (assessment) which was termed assessment in clinical performance was not significantly loaded in some of the items: physical assessment (0.64); patient history (0.65); energy restoration (0.56); time management (0.71); objective patient health data (0.61); subjective patient health data (0.49); data collection documentation (0.44). Factor 4 (implementation) data source correlation; patient health data analysis (0.45); patient strength (0.46); nurse-patient/family communication (0.55); nurse patient collaboration (0.64); Experience driven decision making (0.58). Factor 5 (patient care) patient care plan adherence (0.65); setting based overall patient care (0.74); resource based overall patient care (0.59). Factor 6 (mentoring) patient’s concerns identification (0.48); patient problems prioritisation (0.46); mentor/colleague advice (0.43); mentor/colleague feedback use (0.61); patient discharge strategies (0.71); continuous reporting/documenting (0.63). The mean scores produced by the Kruskal-Wallis test showed the lowest scoring pattern as follows: 20122013201120142010. This order was the same for all the variables, confirming that the 2010 group scored significantly higher than any other group on all the variables. The overall results of the study revealed that professional nurses have high self-efficacy in clinical performance in implementation of NIMART programme, except in evaluation aspect of self-efficacy where they scored lessor. Professional nurses trained by FPD scored higher in the aspects of self-efficacy in clinical performance compared to RTC trained; but scored lower in evaluative ability of self-efficacy in both institutions (FPD and RTC). The findings of this study showed that the overall self-efficacy of the professional nurses trained on NIMART programme performed clinically satisfactorily. It is recommended that in-service education or continuous professional development for professional nurses working in PHC’s should not only concentrate on updating clinical skills, but also create opportunity for reflection and strengthening of professional nurses’ self-efficacy in clinical performance. Also, further study on other processes of goal realisation will aid our understanding of self-efficacy in achieving the desirable goals of the professional nurses for patient quality care. Further research is also needed to evaluate clients’ satisfaction during care based on the NIMART intervention programme.
- Full Text:
- Date Issued: 2017
- Authors: Mangi, Nozuko Glenrose
- Date: 2017
- Subjects: Nursing assessment -- South Africa -- Eastern Cape Self-efficacy Nursing -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4492 , vital:28344
- Description: Self-efficacy in clinical performance is a very important aspect in quality of health care, because it is the ability of the person to produce the desired outcomes. The aim of the study was to evaluate self-efficacy in clinical performance of NIMART programme by professional nurses in Buffalo City Metropolitan in Eastern Cape Province South Africa. A quantitative, descriptive survey design was used to examine self-efficacy in clinical performance during implementation of NIMART programme. A purposive sample of 358 NIMART programme trained professional nurses was included in the study. Analysis of the finding was done using SPSS version 21.0. Descriptive statistics (frequencies, percentage, mean and standard deviations) were used to analyse categorical variables. To reduce data volume, factor analysis was used to identify six variable clusters: Evaluation; planning, assessment, implementation, and patient care mentoring. Factor 1 (evaluation) was highly loaded on patient driven results (0.63); nursing interventions (0.70); breakdown point location (0.80); prognosis based care decisions (0.79); prognosis based outcome monitoring (0.70); and prognosis based settings adjustment (0.70). These items collectively define evaluation of self-efficacy clinical performance of the participants. Factor 2 (planning) was termed planning of patient care in a clinical setting was significantly loaded on these items: data driven nursing diagnosis (0.51); patient driven nursing diagnosis (0.52); settings based nursing diagnosis (0.49); overall care plan formulation (0.52); short-term patients care formulation (0.58); long-term patient care formulation (0.66); goal based measurable outcomes (0.80); goal based daily patient care plan (0.79); settings based daily patient care plan (0.73). Factor 3 (assessment) which was termed assessment in clinical performance was not significantly loaded in some of the items: physical assessment (0.64); patient history (0.65); energy restoration (0.56); time management (0.71); objective patient health data (0.61); subjective patient health data (0.49); data collection documentation (0.44). Factor 4 (implementation) data source correlation; patient health data analysis (0.45); patient strength (0.46); nurse-patient/family communication (0.55); nurse patient collaboration (0.64); Experience driven decision making (0.58). Factor 5 (patient care) patient care plan adherence (0.65); setting based overall patient care (0.74); resource based overall patient care (0.59). Factor 6 (mentoring) patient’s concerns identification (0.48); patient problems prioritisation (0.46); mentor/colleague advice (0.43); mentor/colleague feedback use (0.61); patient discharge strategies (0.71); continuous reporting/documenting (0.63). The mean scores produced by the Kruskal-Wallis test showed the lowest scoring pattern as follows: 20122013201120142010. This order was the same for all the variables, confirming that the 2010 group scored significantly higher than any other group on all the variables. The overall results of the study revealed that professional nurses have high self-efficacy in clinical performance in implementation of NIMART programme, except in evaluation aspect of self-efficacy where they scored lessor. Professional nurses trained by FPD scored higher in the aspects of self-efficacy in clinical performance compared to RTC trained; but scored lower in evaluative ability of self-efficacy in both institutions (FPD and RTC). The findings of this study showed that the overall self-efficacy of the professional nurses trained on NIMART programme performed clinically satisfactorily. It is recommended that in-service education or continuous professional development for professional nurses working in PHC’s should not only concentrate on updating clinical skills, but also create opportunity for reflection and strengthening of professional nurses’ self-efficacy in clinical performance. Also, further study on other processes of goal realisation will aid our understanding of self-efficacy in achieving the desirable goals of the professional nurses for patient quality care. Further research is also needed to evaluate clients’ satisfaction during care based on the NIMART intervention programme.
- Full Text:
- Date Issued: 2017
Evaluation of some pharmaceutical and personal care products and pesticide residues in selected wastewater treatment plants and receiving watersheds in Eastern Cape, South Africa
- Ademoyegun, Olufemi Temitope
- Authors: Ademoyegun, Olufemi Temitope
- Date: 2017
- Subjects: Emerging contaminants in water -- South Africa -- Eastern Cape Water treatment plants -- Waste disposal -- South Africa -- Eastern Cape Organic compounds -- Environmental aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2922 , vital:28138
- Description: Emerging organic contaminants (EOCs) have been the focus of global environmental research for over three decades. EOCs have caused widespread concern due to their extensive use. As EOCs were designed to correct, enhance or protect a specific physiological, their target effects in humans and/or farm stocks are relatively well known and documented. However, there is limited knowledge about their unintended effects in the environment. To address the occurrence, distribution and fate of EOCs in the environment, efficient and reliable analytical methods are needed. The relatively low concentration, high polarity, and thermal lability of some EOCs, together with their interaction with complex environmental matrices, make their analysis challenging. Sample preparation followed by GC or HPLC separation and mass spectrometry (MS) detection has become the standard approach for evaluating EOCs in environmental samples. Physicochemical properties of EOCs range from highly water-soluble (hydrophylic) to highly water-insoluble (hydrophobic). Two groups of these EOCs were considered for study in this work. Pharmaceutical and personal care products (PPCPs) were comprehensively studied in five wastewater treatment plants and their receiving watersheds in Amathole districts in Eastern C ape, South Africa. PPCPs have been widely reported in wastewater influents, effluents, receiving rivers and biosolids, but reports of their occurrence in all these matrixes have been limited by the difficulty of analysis. Therefore, a comprehensive validation of methods was carried out on the influents, effluents, sludge and soil from the irrigated golf course where the effluent of one of the study sites was being used for over three decades now for irrigation. In all, thirteen PPCPs from five therapeutic groups were selected for study in this work because of their administering rate and availability of analytical instrument. Good limit of detection (LOD) and limit of quantification (LOQ) were achieved for the method used. The LOD for the aqueous Three different technologies were employed for the treatment of wastewater in the five selected wastewater treatment plants (WWTPs) and study was carried out to evaluate their ability to eliminate the selected compounds from the influents to the effluents using statistical analysis (ANOVA) at p<0.05 on the percentage removal rate across the three plants. The results had shown eight of the compounds having no significant difference among the treatment operations, whereas the remaining five compounds varied significantly among the treatment technologies under investigation. Principal component analysis was performed on the concentration of PPCPs, their removal rate and also on the physicochemical and treatment operation parameters. Hydraulic retention time (HRT) had correlation coefficient, r = 0.90 with the concentration of PPCPs and removal rates. Furthermore, occurrences, seasonal variation, mean concentration distribution pattern of the compounds, and temporal evaluation of the mean concentration of the pharmaceutical compounds in the five WWTPs during one year of sampling were considered. The results revealed that five products which were diclofenac, ibuprofen, paracetamol, triclosan and diethyl toluamide (DDET) were predominant among the PPCPs in all the WWTPs. The removal efficiency was highest in caffeine with 96 percent, and the lowest was obtained with carbamazepine (4 percent). Risk quotient of the concentration of PPCPs in the effluents and receiving waters was determined to assess their chronic toxicity at three trophic levels: fish, algae and matrixes studied ranged from 0.01 μg/L to 0.25 μg/L, and the LOQ from 0.02 μg/L to 0.78 μg/L. In the solid matrixes, LOD varied from 0.01 ng/g to 0.65 ng/g, and the LOQ between 0.08 ng/g and 5.17 ng/g. Better recovery efficiency was obtained with this mixture of solvents, acetone: dichloromethane (1:1), for the recovery of the five therapeutic groups in the solid matrixes using ultrasonication- assisted techniques. The results show percentage recovery values ranging from 68.8 percent to 107.5 percent diaphian. According to the environmental risk assessment results, ibuprofen and triclosan were found to be the most critical compounds due to their high risk quotient values. These findings will, therefore, help in the future evaluation of the efficiency of different treatment technologies in the removal of various PPCPs from the wastewater and their sustainable management in the aquatic resources in Eastern Cape, South Africa. For the lipophilic organochlorine pesticides (OCPs), the limits of detection (LODs) of the tested congeners varied from 0.04 ng/g (α-BHC) to 0.49 ng/g (endosulfan sulfate) and the limits of quantification ranging from 0.22 ng/g (aldrin) to 2.17 ng/g (δ-BHC).
- Full Text:
- Date Issued: 2017
- Authors: Ademoyegun, Olufemi Temitope
- Date: 2017
- Subjects: Emerging contaminants in water -- South Africa -- Eastern Cape Water treatment plants -- Waste disposal -- South Africa -- Eastern Cape Organic compounds -- Environmental aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2922 , vital:28138
- Description: Emerging organic contaminants (EOCs) have been the focus of global environmental research for over three decades. EOCs have caused widespread concern due to their extensive use. As EOCs were designed to correct, enhance or protect a specific physiological, their target effects in humans and/or farm stocks are relatively well known and documented. However, there is limited knowledge about their unintended effects in the environment. To address the occurrence, distribution and fate of EOCs in the environment, efficient and reliable analytical methods are needed. The relatively low concentration, high polarity, and thermal lability of some EOCs, together with their interaction with complex environmental matrices, make their analysis challenging. Sample preparation followed by GC or HPLC separation and mass spectrometry (MS) detection has become the standard approach for evaluating EOCs in environmental samples. Physicochemical properties of EOCs range from highly water-soluble (hydrophylic) to highly water-insoluble (hydrophobic). Two groups of these EOCs were considered for study in this work. Pharmaceutical and personal care products (PPCPs) were comprehensively studied in five wastewater treatment plants and their receiving watersheds in Amathole districts in Eastern C ape, South Africa. PPCPs have been widely reported in wastewater influents, effluents, receiving rivers and biosolids, but reports of their occurrence in all these matrixes have been limited by the difficulty of analysis. Therefore, a comprehensive validation of methods was carried out on the influents, effluents, sludge and soil from the irrigated golf course where the effluent of one of the study sites was being used for over three decades now for irrigation. In all, thirteen PPCPs from five therapeutic groups were selected for study in this work because of their administering rate and availability of analytical instrument. Good limit of detection (LOD) and limit of quantification (LOQ) were achieved for the method used. The LOD for the aqueous Three different technologies were employed for the treatment of wastewater in the five selected wastewater treatment plants (WWTPs) and study was carried out to evaluate their ability to eliminate the selected compounds from the influents to the effluents using statistical analysis (ANOVA) at p<0.05 on the percentage removal rate across the three plants. The results had shown eight of the compounds having no significant difference among the treatment operations, whereas the remaining five compounds varied significantly among the treatment technologies under investigation. Principal component analysis was performed on the concentration of PPCPs, their removal rate and also on the physicochemical and treatment operation parameters. Hydraulic retention time (HRT) had correlation coefficient, r = 0.90 with the concentration of PPCPs and removal rates. Furthermore, occurrences, seasonal variation, mean concentration distribution pattern of the compounds, and temporal evaluation of the mean concentration of the pharmaceutical compounds in the five WWTPs during one year of sampling were considered. The results revealed that five products which were diclofenac, ibuprofen, paracetamol, triclosan and diethyl toluamide (DDET) were predominant among the PPCPs in all the WWTPs. The removal efficiency was highest in caffeine with 96 percent, and the lowest was obtained with carbamazepine (4 percent). Risk quotient of the concentration of PPCPs in the effluents and receiving waters was determined to assess their chronic toxicity at three trophic levels: fish, algae and matrixes studied ranged from 0.01 μg/L to 0.25 μg/L, and the LOQ from 0.02 μg/L to 0.78 μg/L. In the solid matrixes, LOD varied from 0.01 ng/g to 0.65 ng/g, and the LOQ between 0.08 ng/g and 5.17 ng/g. Better recovery efficiency was obtained with this mixture of solvents, acetone: dichloromethane (1:1), for the recovery of the five therapeutic groups in the solid matrixes using ultrasonication- assisted techniques. The results show percentage recovery values ranging from 68.8 percent to 107.5 percent diaphian. According to the environmental risk assessment results, ibuprofen and triclosan were found to be the most critical compounds due to their high risk quotient values. These findings will, therefore, help in the future evaluation of the efficiency of different treatment technologies in the removal of various PPCPs from the wastewater and their sustainable management in the aquatic resources in Eastern Cape, South Africa. For the lipophilic organochlorine pesticides (OCPs), the limits of detection (LODs) of the tested congeners varied from 0.04 ng/g (α-BHC) to 0.49 ng/g (endosulfan sulfate) and the limits of quantification ranging from 0.22 ng/g (aldrin) to 2.17 ng/g (δ-BHC).
- Full Text:
- Date Issued: 2017
Evidence for a biological control-induced regime shift between floating and submerged invasive plant dominance in South Africa
- Authors: Strange, Emily Frances
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/32448 , vital:24044
- Description: South Africa has a long history battling the establishment and spread of invasive floating macrophytes. The negative consequences of these are costly both economically and ecologically. They form dense mats on the water's surface that deplete resources such as light and oxygen to the submerged community, which creates anoxic conditions, reduces biodiversity and limits access to freshwater. The past thirty years of South African invasive plant research and the implementation of nationwide biological control programmes has led to widespread control of these species in many degraded systems. Such initiatives are aimed at restoring access to potable freshwater and increasing native biodiversity. However, in recent years, where there has been a decline in floating invasive plant populations, an increase in the establishment and spread of submerged invasive plant species has been observed. Species such as Brazilian waterweed (Egeria densa (Planch.) (Hydrocharitaceae)) and Eurasian watermilfoil (Myriophyllum spicatum (L.) (Haloragaceae)) have been recorded in South African freshwater systems, posing significant threats to aquatic ecosystems. This thesis proposes that the biological control of floating invasive plants, which occurs in numerous dams and rivers nationwide, is the catalyst of a regime shift from floating invasive to submerged invasive plant dominance. Regime shifts are large and often sudden changes in the key structure and functioning of ecosystems, and studies into their occurrence and driving mechanisms broadens understanding of community structures and can guide effective resource management. In order to explore the existence of this new regime shift, a multi-platform approach using controlled experiments and ecological modelling techniques was employed. A model system was created consisting of a floating invasive (Pistia stratiotes L. (Araceae)), a submerged invasive (E. densa) and an ecologically analogous submerged native plant species (Lagarosiphon major (Ridl.) Moss (Hydrocharitaceae)). A suite of experiments was conducted to explore the interactions between the floating and submerged plants under varying regimes of floating plant biological control and levels of nutrient loading. These experiments revealed a competitive advantage of the invasive E. densa over the native L. major that increased by 86% under heavy nutrient loading. The relative growth rate and accumulated biomass of E. densa was significantly higher for plants grown in the presence of biologically controlled P. stratiotes (compared to insect free plants). This demonstrates a high capacity for the invasive E. densa to capitalise on resources made newly available through the biological control of the floating plants. In contrast, the native L. major fared poorly when grown in the presence of the floating P. stratiotes, regardless of applied biological control measures. The experimental observations were then used to parameterise a mathematical model, built to provide a holistic understanding of the individually assessed interactions which work together as the driving mechanisms underpinning the newly identified regime shift. This thesis utilised a multi-platform approach to build the first body of evidence in support of a newly recognised regime shift between floating invasive and submerged invasive plant dominance, as driven by biological control. The results indicate that a reduction in the nutrient loading of South Africa's freshwater systems will reduce negative impacts of submerged invasive macrophytes, whilst increasing system resilience against future invasion. The evidence presented has the potential to better inform management of South Africa's freshwater systems and highlights the importance of integrating multi-trophic interactions when considering future invasive plant management. This research also opens up a multitude of possibilities for studies into submerged plant invasion mechanisms and resilience of native macrophyte communities in South Africa, and further afield.
- Full Text:
- Date Issued: 2017
- Authors: Strange, Emily Frances
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/32448 , vital:24044
- Description: South Africa has a long history battling the establishment and spread of invasive floating macrophytes. The negative consequences of these are costly both economically and ecologically. They form dense mats on the water's surface that deplete resources such as light and oxygen to the submerged community, which creates anoxic conditions, reduces biodiversity and limits access to freshwater. The past thirty years of South African invasive plant research and the implementation of nationwide biological control programmes has led to widespread control of these species in many degraded systems. Such initiatives are aimed at restoring access to potable freshwater and increasing native biodiversity. However, in recent years, where there has been a decline in floating invasive plant populations, an increase in the establishment and spread of submerged invasive plant species has been observed. Species such as Brazilian waterweed (Egeria densa (Planch.) (Hydrocharitaceae)) and Eurasian watermilfoil (Myriophyllum spicatum (L.) (Haloragaceae)) have been recorded in South African freshwater systems, posing significant threats to aquatic ecosystems. This thesis proposes that the biological control of floating invasive plants, which occurs in numerous dams and rivers nationwide, is the catalyst of a regime shift from floating invasive to submerged invasive plant dominance. Regime shifts are large and often sudden changes in the key structure and functioning of ecosystems, and studies into their occurrence and driving mechanisms broadens understanding of community structures and can guide effective resource management. In order to explore the existence of this new regime shift, a multi-platform approach using controlled experiments and ecological modelling techniques was employed. A model system was created consisting of a floating invasive (Pistia stratiotes L. (Araceae)), a submerged invasive (E. densa) and an ecologically analogous submerged native plant species (Lagarosiphon major (Ridl.) Moss (Hydrocharitaceae)). A suite of experiments was conducted to explore the interactions between the floating and submerged plants under varying regimes of floating plant biological control and levels of nutrient loading. These experiments revealed a competitive advantage of the invasive E. densa over the native L. major that increased by 86% under heavy nutrient loading. The relative growth rate and accumulated biomass of E. densa was significantly higher for plants grown in the presence of biologically controlled P. stratiotes (compared to insect free plants). This demonstrates a high capacity for the invasive E. densa to capitalise on resources made newly available through the biological control of the floating plants. In contrast, the native L. major fared poorly when grown in the presence of the floating P. stratiotes, regardless of applied biological control measures. The experimental observations were then used to parameterise a mathematical model, built to provide a holistic understanding of the individually assessed interactions which work together as the driving mechanisms underpinning the newly identified regime shift. This thesis utilised a multi-platform approach to build the first body of evidence in support of a newly recognised regime shift between floating invasive and submerged invasive plant dominance, as driven by biological control. The results indicate that a reduction in the nutrient loading of South Africa's freshwater systems will reduce negative impacts of submerged invasive macrophytes, whilst increasing system resilience against future invasion. The evidence presented has the potential to better inform management of South Africa's freshwater systems and highlights the importance of integrating multi-trophic interactions when considering future invasive plant management. This research also opens up a multitude of possibilities for studies into submerged plant invasion mechanisms and resilience of native macrophyte communities in South Africa, and further afield.
- Full Text:
- Date Issued: 2017
Evolving an efficient and effective off-the-shelf computing infrastructure for schools in rural areas of South Africa
- Authors: Siebörger, Ingrid Gisélle
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/14557 , vital:21938
- Description: Upliftment of rural areas and poverty alleviation are priorities for development in South Africa. Information and knowledge are key strategic resources for social and economic development and ICTs act as tools to support them, enabling innovative and more cost effective approaches. In order for ICT interventions to be possible, infrastructure has to be deployed. For the deployment to be effective and sustainable, the local community needs to be involved in shaping and supporting it. This study describes the technical work done in the Siyakhula Living Lab (SLL), a long-term ICT4D experiment in the Mbashe Municipality, with a focus on the deployment of ICT infrastructure in schools, for teaching and learning but also for use by the communities surrounding the schools. As a result of this work, computing infrastructure was deployed, in various phases, in 17 schools in the area and a “broadband island” connecting them was created. The dissertation reports on the initial deployment phases, discussing theoretical underpinnings and policies for using technology in education as well various computing and networking technologies and associated policies available and appropriate for use in rural South African schools. This information forms the backdrop of a survey conducted with teachers from six schools in the SLL, together with experimental work towards the provision of an evolved, efficient and effective off-the-shelf computing infrastructure in selected schools, in order to attempt to address the shortcomings of the computing infrastructure deployed initially in the SLL. The result of the study is the proposal of an evolved computing infrastructure model for use in rural South African schools.
- Full Text:
- Date Issued: 2017
- Authors: Siebörger, Ingrid Gisélle
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/14557 , vital:21938
- Description: Upliftment of rural areas and poverty alleviation are priorities for development in South Africa. Information and knowledge are key strategic resources for social and economic development and ICTs act as tools to support them, enabling innovative and more cost effective approaches. In order for ICT interventions to be possible, infrastructure has to be deployed. For the deployment to be effective and sustainable, the local community needs to be involved in shaping and supporting it. This study describes the technical work done in the Siyakhula Living Lab (SLL), a long-term ICT4D experiment in the Mbashe Municipality, with a focus on the deployment of ICT infrastructure in schools, for teaching and learning but also for use by the communities surrounding the schools. As a result of this work, computing infrastructure was deployed, in various phases, in 17 schools in the area and a “broadband island” connecting them was created. The dissertation reports on the initial deployment phases, discussing theoretical underpinnings and policies for using technology in education as well various computing and networking technologies and associated policies available and appropriate for use in rural South African schools. This information forms the backdrop of a survey conducted with teachers from six schools in the SLL, together with experimental work towards the provision of an evolved, efficient and effective off-the-shelf computing infrastructure in selected schools, in order to attempt to address the shortcomings of the computing infrastructure deployed initially in the SLL. The result of the study is the proposal of an evolved computing infrastructure model for use in rural South African schools.
- Full Text:
- Date Issued: 2017
Examining practices in the preparation of science teachers in two teachers' colleges in Zimbabwe
- Authors: Mutseekwa, Christopher
- Date: 2017
- Subjects: College teachers -- Training of Science teachers Science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9434 , vital:34351
- Description: Despite the vast research in science teacher preparation world-wide, little is known about secondary school science teacher preparation practices in Zimbabwe. The overall image that emerges from literature is that of challenges such as lack of programme coherence, policy inconsistence, poor funding for reform-based science teaching programmes, limited knowledge on issues critical to science teaching and learning, and mediocre performance of science teacher education graduates. Such challenges demand an examination of science teacher educator practices in order to identify relevant science teaching knowledge and skills the educators possess, an establishment of how their practices match standards and expectations in science teacher preparation, and an assessment of dimensions of the science teaching theory-practice gap. This study examined teacher education practices in the preparation of science teachers in two teachers’ colleges in Zimbabwe. The study is anchored in Miller, Ohana and Hanely’s (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). An exploratory sequential mixed methods design, within the post-positivist paradigm, was used to guide the collection of quantitative and qualitative data. Eighteen (18) Science teacher educators and 106 Science student teachers were selected from two Teachers’ Colleges through purposive sampling. A questionnaire was used to collect quantitative data while interviews, group discussions and documents were used to generate qualitative data. Qualitative data were used to buttress and expand quantitative findings. The major findings from the study were that, despite their limited research activity, teacher educators were well grounded in content knowledge in their various areas of specialisation. Although some standards and guidelines from syllabi, schools and the University of Zimbabwe, Department of Teacher Education (UZ-DTE) requirements on science teaching were followed, the teacher educators were not very clear about the extent to which reform-based science teaching guidelines influenced their work. Other findings revealed that the science teacher educators did a lot to prepare student teachers for Attachment Teaching Practice but did less when the trainees were eventually in the actual practice. It was also observed that science teacher education occurred with in a context where funding for teaching and learning was a challenge. The study’s major recommendation is the need for identifying preparation approaches that adequately equip science teacher educators with the relevant knowledge, skills and core practices that assist the development of coherent programmes.
- Full Text:
- Date Issued: 2017
- Authors: Mutseekwa, Christopher
- Date: 2017
- Subjects: College teachers -- Training of Science teachers Science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9434 , vital:34351
- Description: Despite the vast research in science teacher preparation world-wide, little is known about secondary school science teacher preparation practices in Zimbabwe. The overall image that emerges from literature is that of challenges such as lack of programme coherence, policy inconsistence, poor funding for reform-based science teaching programmes, limited knowledge on issues critical to science teaching and learning, and mediocre performance of science teacher education graduates. Such challenges demand an examination of science teacher educator practices in order to identify relevant science teaching knowledge and skills the educators possess, an establishment of how their practices match standards and expectations in science teacher preparation, and an assessment of dimensions of the science teaching theory-practice gap. This study examined teacher education practices in the preparation of science teachers in two teachers’ colleges in Zimbabwe. The study is anchored in Miller, Ohana and Hanely’s (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). An exploratory sequential mixed methods design, within the post-positivist paradigm, was used to guide the collection of quantitative and qualitative data. Eighteen (18) Science teacher educators and 106 Science student teachers were selected from two Teachers’ Colleges through purposive sampling. A questionnaire was used to collect quantitative data while interviews, group discussions and documents were used to generate qualitative data. Qualitative data were used to buttress and expand quantitative findings. The major findings from the study were that, despite their limited research activity, teacher educators were well grounded in content knowledge in their various areas of specialisation. Although some standards and guidelines from syllabi, schools and the University of Zimbabwe, Department of Teacher Education (UZ-DTE) requirements on science teaching were followed, the teacher educators were not very clear about the extent to which reform-based science teaching guidelines influenced their work. Other findings revealed that the science teacher educators did a lot to prepare student teachers for Attachment Teaching Practice but did less when the trainees were eventually in the actual practice. It was also observed that science teacher education occurred with in a context where funding for teaching and learning was a challenge. The study’s major recommendation is the need for identifying preparation approaches that adequately equip science teacher educators with the relevant knowledge, skills and core practices that assist the development of coherent programmes.
- Full Text:
- Date Issued: 2017
Examining teachers' role in the promotion of child-friendly environments in Zimbabwean secondary schools : implications for teacher professional development
- Authors: Zendah, Ketiwe
- Date: 2017
- Subjects: Education, Secondary -- Zimbabwe Teachers -- Professional relationships School management and organization -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4937 , vital:28810
- Description: Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role theory formed the theoretical framework of this study. The research questions focused on teachers’ understanding of the CFS concept, support offered, strategies employed, challenges encountered, and the implications for teacher professional development. The data collection methods were questionnaires, in-depth interviews, and document analysis with school heads, teachers and learners in the seven government urban secondary schools in Mutare district of Manicaland province in Zimbabwe. Quantitative and qualitative data were independently analysed and merged at the interpretation stage through triangulation of results. Major findings reveal that teachers have poor understanding of the CFS concept, are offered moderate support, occasionally employ viable strategies, and are hindered by various factors in the process of promoting CFS environments. The study’s implications for teacher professional development are rooted in identifying sustainable approaches that adequately equip teachers with relevant information, skills and attitudes that ensure the promotion of CFS environments.
- Full Text:
- Date Issued: 2017
- Authors: Zendah, Ketiwe
- Date: 2017
- Subjects: Education, Secondary -- Zimbabwe Teachers -- Professional relationships School management and organization -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4937 , vital:28810
- Description: Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role theory formed the theoretical framework of this study. The research questions focused on teachers’ understanding of the CFS concept, support offered, strategies employed, challenges encountered, and the implications for teacher professional development. The data collection methods were questionnaires, in-depth interviews, and document analysis with school heads, teachers and learners in the seven government urban secondary schools in Mutare district of Manicaland province in Zimbabwe. Quantitative and qualitative data were independently analysed and merged at the interpretation stage through triangulation of results. Major findings reveal that teachers have poor understanding of the CFS concept, are offered moderate support, occasionally employ viable strategies, and are hindered by various factors in the process of promoting CFS environments. The study’s implications for teacher professional development are rooted in identifying sustainable approaches that adequately equip teachers with relevant information, skills and attitudes that ensure the promotion of CFS environments.
- Full Text:
- Date Issued: 2017
Exhaustible resources and the hotelling rule : an empirical test of the hotelling rule's significance to gold production in South Africa
- Authors: Mlambo, Courage
- Date: 2017
- Subjects: Natural resources -- Mathematical models Econometrics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4738 , vital:28507
- Description: The study sought to test the applicability of the Hotelling rule in South Africa. In environmental economics, the Hotelling rule has come to be a pillar of the exhaustible resources framework and in addition to this, it has presented essential insights into the consumption and extraction of non-renewable resources. Hotelling sought to address one important question which had been unanswered regarding the depletion of exhaustible resources: How much of the natural resource in question should be consumed presently and how much of it should be stocked up for future generations? The focus was to find a solution for those involved in the exploitation of natural resources to choose between the current value of the natural resource if extracted and sold and the future increased value of the asset if left unexploited. According to the Hotelling rule, the extraction path in competitive market economies will, under certain circumstances, be socially optimal. An extraction path that is not socially optimal compromises the welfare of future generations. The welfare of South Africa’s present population and more especially in the future will be greatly determined by the stock of natural resources available and the quality of the environment. Currently, the production processes deplete natural resources. Concern with the supposed increasing scarcity of gold in South Africa, and the possibility of running out of gold, has become a source of concern. South Africa’s gold reserves (gold in the ground that can be extracted profitably) are becoming depleted at an alarming rate. Most reserves are already exhausted; and the costs involved in mining lower-grade ore, and deposits located very deep in the ground, are becoming excessive. In light of this, this study sought to test the applicability of the Hotelling rule in South Africa. In order to empirically test the Hotelling rule, the study was guided by previous literature that had sought to test it. In this regard, the study used both descriptive and inferential statistics. The study has three data analysis chapters. The first two presented and examined the time series properties of gold prices, gold production and gold consumption. The third data analysis chapter examined the relationship between gold price and interest rates. In the first two data analysis chapters, visual inspection, growth rates, variance ratio tests and advanced unit root tests were used to examine the time series properties of gold prices, gold production and gold consumption. Results showed that the behaviour of the gold price series and gold production series in South Africa have a behaviour that is socially optimal. This is in line with the Hotelling rule. The rule predicts exponentially increasing resource prices and this result in mineral resources following the path of the positive trend. The positive trend is prompted by the increasing price reflecting the increasing scarcity of the resource. However, consumption trends were seen to be violating the Hotelling rule. The Hotelling rule predicts that the price increases until it eventually reaches the choke price, where the quantity demanded decreases to zero. However, in contrast to this, results showed that the demand for gold has been increasing instead of decreasing. This is not in line with the Hotelling rule. Furthermore the relationship between interest rate and gold price was negative and this suggested that the price of gold was not rising at the rate of the interest rate. The results of the study suggested that gold production is not following a social optimally path. The study recommended that the government come up with measures that prolong the lifespan of the gold reserves. These included research and development to promote technological innovations in the mining sector. This may make it possible for firms to access lower-grade ores. The study also recommended that since the Hotelling rule partly applied in the gold sector, there is a need to adopt some other theoretical measures that can ensure that the proceeds from the gold taxes are used in the most effective way.
- Full Text:
- Date Issued: 2017
- Authors: Mlambo, Courage
- Date: 2017
- Subjects: Natural resources -- Mathematical models Econometrics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4738 , vital:28507
- Description: The study sought to test the applicability of the Hotelling rule in South Africa. In environmental economics, the Hotelling rule has come to be a pillar of the exhaustible resources framework and in addition to this, it has presented essential insights into the consumption and extraction of non-renewable resources. Hotelling sought to address one important question which had been unanswered regarding the depletion of exhaustible resources: How much of the natural resource in question should be consumed presently and how much of it should be stocked up for future generations? The focus was to find a solution for those involved in the exploitation of natural resources to choose between the current value of the natural resource if extracted and sold and the future increased value of the asset if left unexploited. According to the Hotelling rule, the extraction path in competitive market economies will, under certain circumstances, be socially optimal. An extraction path that is not socially optimal compromises the welfare of future generations. The welfare of South Africa’s present population and more especially in the future will be greatly determined by the stock of natural resources available and the quality of the environment. Currently, the production processes deplete natural resources. Concern with the supposed increasing scarcity of gold in South Africa, and the possibility of running out of gold, has become a source of concern. South Africa’s gold reserves (gold in the ground that can be extracted profitably) are becoming depleted at an alarming rate. Most reserves are already exhausted; and the costs involved in mining lower-grade ore, and deposits located very deep in the ground, are becoming excessive. In light of this, this study sought to test the applicability of the Hotelling rule in South Africa. In order to empirically test the Hotelling rule, the study was guided by previous literature that had sought to test it. In this regard, the study used both descriptive and inferential statistics. The study has three data analysis chapters. The first two presented and examined the time series properties of gold prices, gold production and gold consumption. The third data analysis chapter examined the relationship between gold price and interest rates. In the first two data analysis chapters, visual inspection, growth rates, variance ratio tests and advanced unit root tests were used to examine the time series properties of gold prices, gold production and gold consumption. Results showed that the behaviour of the gold price series and gold production series in South Africa have a behaviour that is socially optimal. This is in line with the Hotelling rule. The rule predicts exponentially increasing resource prices and this result in mineral resources following the path of the positive trend. The positive trend is prompted by the increasing price reflecting the increasing scarcity of the resource. However, consumption trends were seen to be violating the Hotelling rule. The Hotelling rule predicts that the price increases until it eventually reaches the choke price, where the quantity demanded decreases to zero. However, in contrast to this, results showed that the demand for gold has been increasing instead of decreasing. This is not in line with the Hotelling rule. Furthermore the relationship between interest rate and gold price was negative and this suggested that the price of gold was not rising at the rate of the interest rate. The results of the study suggested that gold production is not following a social optimally path. The study recommended that the government come up with measures that prolong the lifespan of the gold reserves. These included research and development to promote technological innovations in the mining sector. This may make it possible for firms to access lower-grade ores. The study also recommended that since the Hotelling rule partly applied in the gold sector, there is a need to adopt some other theoretical measures that can ensure that the proceeds from the gold taxes are used in the most effective way.
- Full Text:
- Date Issued: 2017
Experiential learning in an undergraduate BPHARM programme: impact of an intervention on academic achievement
- Authors: McCartney, Jane Alison
- Date: 2017
- Subjects: Pharmacy -- Study and teaching -- South Africa Experiential learning -- South Africa , Academic achievement -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/19037 , vital:28767
- Description: The extended role of today’s pharmacist with the emphasis on patient-focused care has highlighted the need for increased exposure of undergraduate pharmacy students to experiential learning in patient-centred environments, and additional skills development in therapeutics, problem solving and clinical decision making. At the Nelson Mandela Metropolitan University (NMMU), final year pharmacy students complete a university-coordinated, hospital-based, structured experiential learning programme (ELP) for the exit-level module, Pharmacology4. However, the students consistently experience difficulties in the application of pharmacological knowledge during the transition from lecture-based learning to the patient-focused clinical setting. The student population at the NMMU is diverse, with varied cultural, ethnic, language and secondary level education backgrounds, as well as different learning preferences and approaches. The extent to which these factors affect academic achievement in the experiential learning environment is unknown. Central research question The central research question for this study was therefore, “What would be the effect of an intervention aimed at supporting undergraduate pharmacy students during clinical placements, on academic achievement in, and student attitudes towards, experiential learning programmes (ELP)?” In order to explore the research question, several factors which may influence academic achievement in ELPs were investigated, namely: academic achievement (pre-university, in the BPharm programme and, in pharmacology); the admission route into the BPharm programme and the subsequent rate of academic progression; English reading comprehension ability; learning styles; problem solving ability; the extent to which students are prepared for application of knowledge in the ELP, in terms of assessment methods used prior to the final year and previous pharmacy work-based experience. In addition, the students’ lived experience of the ELP was explored, and the need for, and nature of, an intervention was determined. The research was based in a pragmatic paradigm, using an advanced mixed methods approach. An intervention-based, two-phase, quasi-experimental design was employed with an initial exploratory Preliminary Phase (in 2013) preceding the larger experimental framework (Phases One and Two, in 2014 and 2015 respectively). The research design was primarily quantitative, with pre- and post- testing conducted before and after the ELP. The ELP was completed by the comparator cohort in Phase One and the experimental cohort in Phase Two. Supplementary qualitative data was collected before, during and after the ELP. The intervention, in the form of supplementary academic support sessions, was developed from the qualitative data using an iterative approach, and implemented during the ELP in Phase Two. Attitudes and expectations of the students towards the hospital-based ELP were generally positive and realistic. Areas of concern included the difficulties experienced in the application and integration of pharmacological knowledge, both in the clinical setting and the clinical case study-based assessments; students feeling overwhelmed, inadequate and inferior in the clinical environment, compounded by an absence of clinical pharmacists as role models; and feeling unprepared for patient-focused care. The qualitative data strongly supported the need for supplementary academic support sessions. The intervention was developed and implemented in Phase Two, using patient case-based, active learning strategies. The majority of students (91.0%; n = 104) reported improved case analysis skills. A statistically significant (p = .030, Cohen’s d = 0.34) improvement was noted in the summative Pharmacology4 assessment marks obtained by the experimental cohort post-intervention, although of small practical significance. Predictors of academic achievement in the ELP were found to be language, specifically English reading comprehension skills, academic achievement in the BPharm programme and pharmacology, the university admission score, the rate of academic progression, and problem solving ability. Previous pharmacy-based work experience and assessment questions requiring application of knowledge were also found to influence achievement in the ELP. The need for an intervention in the form of supplementary academic support sessions was confirmed. The intervention was subsequently developed and successfully implemented, with student-reported self-perceived improvements in patient case analysis skills. These positive findings were supported by quantitative data which showed a statistically significant improvement in academic achievement in the ELP. Several predictors of academic achievement in the ELP were identified, and invaluable insight was gained into the nature of the difficulties experienced by pharmacy students in the transition from lecture-based learning to experiential learning in patient-focused environments.
- Full Text:
- Date Issued: 2017
- Authors: McCartney, Jane Alison
- Date: 2017
- Subjects: Pharmacy -- Study and teaching -- South Africa Experiential learning -- South Africa , Academic achievement -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/19037 , vital:28767
- Description: The extended role of today’s pharmacist with the emphasis on patient-focused care has highlighted the need for increased exposure of undergraduate pharmacy students to experiential learning in patient-centred environments, and additional skills development in therapeutics, problem solving and clinical decision making. At the Nelson Mandela Metropolitan University (NMMU), final year pharmacy students complete a university-coordinated, hospital-based, structured experiential learning programme (ELP) for the exit-level module, Pharmacology4. However, the students consistently experience difficulties in the application of pharmacological knowledge during the transition from lecture-based learning to the patient-focused clinical setting. The student population at the NMMU is diverse, with varied cultural, ethnic, language and secondary level education backgrounds, as well as different learning preferences and approaches. The extent to which these factors affect academic achievement in the experiential learning environment is unknown. Central research question The central research question for this study was therefore, “What would be the effect of an intervention aimed at supporting undergraduate pharmacy students during clinical placements, on academic achievement in, and student attitudes towards, experiential learning programmes (ELP)?” In order to explore the research question, several factors which may influence academic achievement in ELPs were investigated, namely: academic achievement (pre-university, in the BPharm programme and, in pharmacology); the admission route into the BPharm programme and the subsequent rate of academic progression; English reading comprehension ability; learning styles; problem solving ability; the extent to which students are prepared for application of knowledge in the ELP, in terms of assessment methods used prior to the final year and previous pharmacy work-based experience. In addition, the students’ lived experience of the ELP was explored, and the need for, and nature of, an intervention was determined. The research was based in a pragmatic paradigm, using an advanced mixed methods approach. An intervention-based, two-phase, quasi-experimental design was employed with an initial exploratory Preliminary Phase (in 2013) preceding the larger experimental framework (Phases One and Two, in 2014 and 2015 respectively). The research design was primarily quantitative, with pre- and post- testing conducted before and after the ELP. The ELP was completed by the comparator cohort in Phase One and the experimental cohort in Phase Two. Supplementary qualitative data was collected before, during and after the ELP. The intervention, in the form of supplementary academic support sessions, was developed from the qualitative data using an iterative approach, and implemented during the ELP in Phase Two. Attitudes and expectations of the students towards the hospital-based ELP were generally positive and realistic. Areas of concern included the difficulties experienced in the application and integration of pharmacological knowledge, both in the clinical setting and the clinical case study-based assessments; students feeling overwhelmed, inadequate and inferior in the clinical environment, compounded by an absence of clinical pharmacists as role models; and feeling unprepared for patient-focused care. The qualitative data strongly supported the need for supplementary academic support sessions. The intervention was developed and implemented in Phase Two, using patient case-based, active learning strategies. The majority of students (91.0%; n = 104) reported improved case analysis skills. A statistically significant (p = .030, Cohen’s d = 0.34) improvement was noted in the summative Pharmacology4 assessment marks obtained by the experimental cohort post-intervention, although of small practical significance. Predictors of academic achievement in the ELP were found to be language, specifically English reading comprehension skills, academic achievement in the BPharm programme and pharmacology, the university admission score, the rate of academic progression, and problem solving ability. Previous pharmacy-based work experience and assessment questions requiring application of knowledge were also found to influence achievement in the ELP. The need for an intervention in the form of supplementary academic support sessions was confirmed. The intervention was subsequently developed and successfully implemented, with student-reported self-perceived improvements in patient case analysis skills. These positive findings were supported by quantitative data which showed a statistically significant improvement in academic achievement in the ELP. Several predictors of academic achievement in the ELP were identified, and invaluable insight was gained into the nature of the difficulties experienced by pharmacy students in the transition from lecture-based learning to experiential learning in patient-focused environments.
- Full Text:
- Date Issued: 2017
Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
- Full Text:
- Date Issued: 2017
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
- Full Text:
- Date Issued: 2017
Exploring change-oriented learning, competencies and agency in a regional teacher professional development programme's change projects
- Authors: Mandikonza, Caleb
- Date: 2017
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern , International Certificate in Environmental Education , Environmental education -- Africa, Southern , Teachers, Training of -- Africa, Southern , Education -- Philosophy , Mediated learning experience , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4410 , vital:20660
- Description: This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.
- Full Text:
- Date Issued: 2017
- Authors: Mandikonza, Caleb
- Date: 2017
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern , International Certificate in Environmental Education , Environmental education -- Africa, Southern , Teachers, Training of -- Africa, Southern , Education -- Philosophy , Mediated learning experience , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4410 , vital:20660
- Description: This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.
- Full Text:
- Date Issued: 2017
Exploring perspectives of South African fathers of a child with Down syndrome
- Authors: Webber, Heidi
- Date: 2017
- Subjects: Parents of children with disabilities -- Attitudes , Parenting -- Psychological aspects Down syndrome -- Care Mental retardation
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/13535 , vital:27220
- Description: A mere glance at a family photograph of the Victorian era leaves little doubt of the position of the figure exuding impervious, authoritarian detachment. Austere, rigid and solemn, it is not hard to guess who cast the shadow over the picture. Arrestingly imposing in his role as backbone of the family, this is the nineteenth century legacy image of the father. However, the last century has seen fatherhood redefine itself and the more liberal, lenient and openly loving figure replaced the strict patriarchal model. In contemporary times, fathers are regularly seen comfortably behind a stroller, outdoors with children on their shoulders, at home tousling with their children, and considerably more involved in school and social events. Unashamedly, fathers have moved toward both acknowledging and displaying a softer paternal image. By definition fatherhood is a decidedly individual concept and a unique experience, involving much more than being the male parent in a family, the family protector, or the provider of paycheques. Although the past decade has seen a surge of research and interest in fatherhood with an increased recognition that the involvement of fathers contribute to the well-being, cognitive growth and social competence of their children, there remains a deficit in research on the experiences, perceptions and involvement of fathers of children diagnosed with Down syndrome. And whilst most of this knowledge base is extrapolated from studies about the mother’s experience, true understanding requires that fathers are studied directly. Mothers and fathers respond differently to the pressure associated with raising a child with Down syndrome and literature supports the common view that men are less likely and easy to engage in therapy than women, are less likely to attend therapy, or seek help for physical or psychological problems. For fathers of any differently abled child, the distance between the idealized fathering experience and the actual one may be enormous. Based upon the patriarchy model of the family, in many conventional homes, the wife and mother is like a thermometer, sensing and reflecting the home’s temperature, whilst the father and husband is like the home’s thermostat, which determines and regulates the temperature. The equilibrium of the father plays an important role in his ‘thermostat settings’ to set the right temperature in the marriage and his family. Having a differently abled child is almost never expected and often necessitates a change in plans as the family members adjust their views of their own future, their future with their child, as well as how they will henceforth operate as a family.Some fathers may experience uncertainty about their parenting role of a child diagnosed with Down syndrome, often resulting in peculiar behaviours of the father. This may include engrossing themselves into their work, hobbies, sport, and so forth, almost abdicating their duty as father; believing that the mother knows best (sometimes using their own lack of knowledge as a cop-out); or, they simply withdraw because the mother takes such complete control of every aspect of the child that the father feels inadequate, superfluous, and peripheral as parent. Each parent grieves the ‘loss’ of the child they expected in their own individual way. However, such a highly emotive situation may be compounded by the following aspects: the undeniable pressure of caring for the differently abled child; the additional financial burden; a waning social life; and, the incapacity to cope emotionally whilst invariably displaying the contrary purely to create the illusion that they are indeed coping. Fathers need to develop strategies and skills to cope with the very real and practical needs of parenting their child with Down syndrome, to furthermore minimize relationship conflict and misunderstanding, and to support their child’s optimal development. How these specific issues are embraced and managed may dramatically influence the peace and harmony of family life as well as the marital relationship. This study explores the perspectives of fathers of a child with Down syndrome to ultimately support this unique journey as they navigate their way through “Down”town Holland, as illustrated in the analogy to follow.
- Full Text:
- Date Issued: 2017
- Authors: Webber, Heidi
- Date: 2017
- Subjects: Parents of children with disabilities -- Attitudes , Parenting -- Psychological aspects Down syndrome -- Care Mental retardation
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/13535 , vital:27220
- Description: A mere glance at a family photograph of the Victorian era leaves little doubt of the position of the figure exuding impervious, authoritarian detachment. Austere, rigid and solemn, it is not hard to guess who cast the shadow over the picture. Arrestingly imposing in his role as backbone of the family, this is the nineteenth century legacy image of the father. However, the last century has seen fatherhood redefine itself and the more liberal, lenient and openly loving figure replaced the strict patriarchal model. In contemporary times, fathers are regularly seen comfortably behind a stroller, outdoors with children on their shoulders, at home tousling with their children, and considerably more involved in school and social events. Unashamedly, fathers have moved toward both acknowledging and displaying a softer paternal image. By definition fatherhood is a decidedly individual concept and a unique experience, involving much more than being the male parent in a family, the family protector, or the provider of paycheques. Although the past decade has seen a surge of research and interest in fatherhood with an increased recognition that the involvement of fathers contribute to the well-being, cognitive growth and social competence of their children, there remains a deficit in research on the experiences, perceptions and involvement of fathers of children diagnosed with Down syndrome. And whilst most of this knowledge base is extrapolated from studies about the mother’s experience, true understanding requires that fathers are studied directly. Mothers and fathers respond differently to the pressure associated with raising a child with Down syndrome and literature supports the common view that men are less likely and easy to engage in therapy than women, are less likely to attend therapy, or seek help for physical or psychological problems. For fathers of any differently abled child, the distance between the idealized fathering experience and the actual one may be enormous. Based upon the patriarchy model of the family, in many conventional homes, the wife and mother is like a thermometer, sensing and reflecting the home’s temperature, whilst the father and husband is like the home’s thermostat, which determines and regulates the temperature. The equilibrium of the father plays an important role in his ‘thermostat settings’ to set the right temperature in the marriage and his family. Having a differently abled child is almost never expected and often necessitates a change in plans as the family members adjust their views of their own future, their future with their child, as well as how they will henceforth operate as a family.Some fathers may experience uncertainty about their parenting role of a child diagnosed with Down syndrome, often resulting in peculiar behaviours of the father. This may include engrossing themselves into their work, hobbies, sport, and so forth, almost abdicating their duty as father; believing that the mother knows best (sometimes using their own lack of knowledge as a cop-out); or, they simply withdraw because the mother takes such complete control of every aspect of the child that the father feels inadequate, superfluous, and peripheral as parent. Each parent grieves the ‘loss’ of the child they expected in their own individual way. However, such a highly emotive situation may be compounded by the following aspects: the undeniable pressure of caring for the differently abled child; the additional financial burden; a waning social life; and, the incapacity to cope emotionally whilst invariably displaying the contrary purely to create the illusion that they are indeed coping. Fathers need to develop strategies and skills to cope with the very real and practical needs of parenting their child with Down syndrome, to furthermore minimize relationship conflict and misunderstanding, and to support their child’s optimal development. How these specific issues are embraced and managed may dramatically influence the peace and harmony of family life as well as the marital relationship. This study explores the perspectives of fathers of a child with Down syndrome to ultimately support this unique journey as they navigate their way through “Down”town Holland, as illustrated in the analogy to follow.
- Full Text:
- Date Issued: 2017
Exploring transformative social learning and sustainability in community based irrigation scheme contexts in Mozambique
- Authors: Baloi, Aristides
- Date: 2017
- Subjects: Social learning -- Mozambique , Irrigation -- Social aspects -- Mozambique , Water resources development -- Mozambique , Sustainable agriculture -- Mozambique , Community development -- Mozambique
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/50154 , vital:25963
- Description: This study set out to examine transformative social learning and sustainability in the context of community-based irrigation systems in Mozambique. These irrigation systems are socio-ecological in nature. The history of irrigation systems in Mozambique can be described in two periods: pre-Independence period (mainly the colonial period) and the post-Independence period from 1975 onwards. Most recently, the Mozambique Government has introduced a policy which supports community-based irrigation system implementation and management via irrigation associations in a move to support a shift from rain-fed farming practices to irrigation-supported farming practices amongst smallholder farmers. It is this shift in the object of activity that this study focusses on. It does this by studying learning process in the constituted irrigation associations, examining whether such learning is transformative and sustainability oriented or not, and how such learning can be further expanded and supported. Learning may occur in socio-ecological systems, but whether that learning enables transformation and sustainability of irrigation systems and the constituted associations is as yet under-explored in the Mozambique context and in the context of Education for Sustainable Development in southern Africa. The aim of this research was therefore to understand transformative social learning within the development of sustainable irrigation practices in the context of irrigation associations and new agrarian policy development in Mozambique. To examine transformative social learning in sustainable irrigation system practices (including management practices), the study worked with three research goals, which also formed phases of the study’s design: GOAL 1: Examine how and what transformative social learning has (or has not) emerged in existing activity systems to date (Phase 1: Activity System Analysis). GOAL 2: Examine how transformative social learning could emerge through expansive learning processes (Phase 2: Identification of contradictions and new solution modelling through Developmental Work Research and Change Laboratories). GOAL 3: Identify what opportunities exist for ongoing transformative social learning (Phase 3: Identification of absences and ongoing dialectical transformation possibilities). The study draws on theories of Social Learning, Transformative Learning and Cultural Historical Activity Theory’s (CHAT) expansive learning and formative interventionist research framework to develop insights into the learning processes. It works especially with third generation Cultural Historical Activity Theory which provides a theory of expansive social learning and collective transformative agency formation, which I deemed most appropriate for the need to understand the transformation of farmers’ activities in a collective formation such as an irrigation association. The study involved identification and examination of interacting activity systems, contradictions or dissonances in two case studies of community-based irrigation system development via the respective associations. It involved identifying existing learning, as well as engaging in formative intervention research to expand learning in two case study sites: namely the Macubulane and Massaca Irrigation Associations, located near Maputo, Mozambique in the Inkomati and Umbeluzi river basins. The Macubulane community practices a monocropping system of sugar cane plantations using sprinkler irrigation methods and the Massaca community practices a mixed cropping system growing vegetables using mainly gravity or furrow irrigation methods. The study uses a qualitative research approach and is underlaboured by Dialectical Critical Realism which allowed for a deeper probing of ontology and transformative praxis, and transformative learning. The study used methods which included in-depth interviews, change laboratory workshops, document analysis and focus group interviews with farmers and subjects in associated activity systems. Analysis involved activity system analysis, identification of contradictions, modeling of solutions, transformative agency analysis, as well as analysis of real and nominal absences and generative mechanisms as recommended in dialectical critical realism. I used inductive, abductive and retroductive modes of inference, relying on the latter to identify further potential for transformative learning. The study demonstrates that within the associations, transformative social learning is taking place as farmers seek to address problems and contradictions. This learning leads to the creation of new agency and capabilities by ensuring good yields and continuous improvement of management practices and social status. Learning operates through formal mediation in the irrigation system of workplace-based operation, maintenance and crop management practices (i.e. through workplace learning). Social learning occurs through collective engagement with the constraints that the association faces while applying new knowledge, introducing new technology, in the process of administration and planning of irrigation activities. Expansive learning is possible when mediated actively through formative interventions in change laboratory workshops. All three types of learning were found to be present and possible in the context of the two irrigation scheme contexts. The main study findings are that transformative social learning is a collective object-driven process in the context of a transforming object (from rain-fed to sustainable community-based irrigation scheme farming in this study), that can be explained from the level of generative mechanisms and associated real absences that shape nominal absences and contradictions within and between activity systems. These induce, and have potential to induce, transformative learning in irrigation systems, including the emergence of transformative agency via learning through workplace-based, wider social learning, and expansive learning interaction processes amongst subjects in interacting activity systems. Absenting absences is also crucial for extending the potential of transformative learning in irrigation associations. The study further shows how critical realism helps to interpret learning processes and how it strengthens the empirical findings obtained from qualitative analysis. A key outcome of the study is a model that frames conceptualisation of transformative social learning in irrigation systems. The model and the insights gained into farmers learning around the transformation of the object of activity explored in this study have implications for wider curriculum and policy development interventions. The study therefore also makes recommendations for curriculum development and policy implementation intervention. The curriculum development recommendations are not at the level of making recommendations for new courses only, but frame how the design of new courses should take into account the wider processes of learning and change associated with the transformation of an object of activity as articulated in the study. It recommends an approach that allows for in-field engagement with contradictions and the absenting of absences (a problem-based type of curriculum) that will also allow for conceptual development and understanding of the changing object of activity (i.e. community-based irrigation scheme practice and management). The main policy recommendation made from the study is to invest more in farmer support and farmers’ learning so that they can transition from rain-fed agriculture to sustainable irrigation scheme development and management via their associations. The research contributes to knowledge production on irrigation practices; considering that substantial understandings were generated through analysis of communal irrigation scheme practice and management and its implications, especially from a transformative learning perspective. As shown in this study, transformative social learning theories are still not well understood in the context of irrigation system development, and this study has contributed knowledge to this field. The study contributes towards understanding of sustainability learning in irrigation associations in terms of concepts and practices. The study offers a model for transformative social learning in irrigation scheme development and suggests an expanded curriculum for community-based irrigation association practice and management. Overall, the study contributes to an understanding of transformative, sustainability oriented learning processes as support for the emergence of community-based irrigation associations. Additionally, the study has added perspectives on how to frame transformative social learning from a CHAT and critical realist perspective in Education for Sustainable Development. The study also contributes to a growing body of scholarship in southern Africa which seeks to develop expansive, transformative social learning approaches in response to concerns experienced by communities who are reliant on natural resources and the environment for their livelihoods and well-being, and who are also seeking to emerge out of poverty.
- Full Text:
- Date Issued: 2017
- Authors: Baloi, Aristides
- Date: 2017
- Subjects: Social learning -- Mozambique , Irrigation -- Social aspects -- Mozambique , Water resources development -- Mozambique , Sustainable agriculture -- Mozambique , Community development -- Mozambique
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/50154 , vital:25963
- Description: This study set out to examine transformative social learning and sustainability in the context of community-based irrigation systems in Mozambique. These irrigation systems are socio-ecological in nature. The history of irrigation systems in Mozambique can be described in two periods: pre-Independence period (mainly the colonial period) and the post-Independence period from 1975 onwards. Most recently, the Mozambique Government has introduced a policy which supports community-based irrigation system implementation and management via irrigation associations in a move to support a shift from rain-fed farming practices to irrigation-supported farming practices amongst smallholder farmers. It is this shift in the object of activity that this study focusses on. It does this by studying learning process in the constituted irrigation associations, examining whether such learning is transformative and sustainability oriented or not, and how such learning can be further expanded and supported. Learning may occur in socio-ecological systems, but whether that learning enables transformation and sustainability of irrigation systems and the constituted associations is as yet under-explored in the Mozambique context and in the context of Education for Sustainable Development in southern Africa. The aim of this research was therefore to understand transformative social learning within the development of sustainable irrigation practices in the context of irrigation associations and new agrarian policy development in Mozambique. To examine transformative social learning in sustainable irrigation system practices (including management practices), the study worked with three research goals, which also formed phases of the study’s design: GOAL 1: Examine how and what transformative social learning has (or has not) emerged in existing activity systems to date (Phase 1: Activity System Analysis). GOAL 2: Examine how transformative social learning could emerge through expansive learning processes (Phase 2: Identification of contradictions and new solution modelling through Developmental Work Research and Change Laboratories). GOAL 3: Identify what opportunities exist for ongoing transformative social learning (Phase 3: Identification of absences and ongoing dialectical transformation possibilities). The study draws on theories of Social Learning, Transformative Learning and Cultural Historical Activity Theory’s (CHAT) expansive learning and formative interventionist research framework to develop insights into the learning processes. It works especially with third generation Cultural Historical Activity Theory which provides a theory of expansive social learning and collective transformative agency formation, which I deemed most appropriate for the need to understand the transformation of farmers’ activities in a collective formation such as an irrigation association. The study involved identification and examination of interacting activity systems, contradictions or dissonances in two case studies of community-based irrigation system development via the respective associations. It involved identifying existing learning, as well as engaging in formative intervention research to expand learning in two case study sites: namely the Macubulane and Massaca Irrigation Associations, located near Maputo, Mozambique in the Inkomati and Umbeluzi river basins. The Macubulane community practices a monocropping system of sugar cane plantations using sprinkler irrigation methods and the Massaca community practices a mixed cropping system growing vegetables using mainly gravity or furrow irrigation methods. The study uses a qualitative research approach and is underlaboured by Dialectical Critical Realism which allowed for a deeper probing of ontology and transformative praxis, and transformative learning. The study used methods which included in-depth interviews, change laboratory workshops, document analysis and focus group interviews with farmers and subjects in associated activity systems. Analysis involved activity system analysis, identification of contradictions, modeling of solutions, transformative agency analysis, as well as analysis of real and nominal absences and generative mechanisms as recommended in dialectical critical realism. I used inductive, abductive and retroductive modes of inference, relying on the latter to identify further potential for transformative learning. The study demonstrates that within the associations, transformative social learning is taking place as farmers seek to address problems and contradictions. This learning leads to the creation of new agency and capabilities by ensuring good yields and continuous improvement of management practices and social status. Learning operates through formal mediation in the irrigation system of workplace-based operation, maintenance and crop management practices (i.e. through workplace learning). Social learning occurs through collective engagement with the constraints that the association faces while applying new knowledge, introducing new technology, in the process of administration and planning of irrigation activities. Expansive learning is possible when mediated actively through formative interventions in change laboratory workshops. All three types of learning were found to be present and possible in the context of the two irrigation scheme contexts. The main study findings are that transformative social learning is a collective object-driven process in the context of a transforming object (from rain-fed to sustainable community-based irrigation scheme farming in this study), that can be explained from the level of generative mechanisms and associated real absences that shape nominal absences and contradictions within and between activity systems. These induce, and have potential to induce, transformative learning in irrigation systems, including the emergence of transformative agency via learning through workplace-based, wider social learning, and expansive learning interaction processes amongst subjects in interacting activity systems. Absenting absences is also crucial for extending the potential of transformative learning in irrigation associations. The study further shows how critical realism helps to interpret learning processes and how it strengthens the empirical findings obtained from qualitative analysis. A key outcome of the study is a model that frames conceptualisation of transformative social learning in irrigation systems. The model and the insights gained into farmers learning around the transformation of the object of activity explored in this study have implications for wider curriculum and policy development interventions. The study therefore also makes recommendations for curriculum development and policy implementation intervention. The curriculum development recommendations are not at the level of making recommendations for new courses only, but frame how the design of new courses should take into account the wider processes of learning and change associated with the transformation of an object of activity as articulated in the study. It recommends an approach that allows for in-field engagement with contradictions and the absenting of absences (a problem-based type of curriculum) that will also allow for conceptual development and understanding of the changing object of activity (i.e. community-based irrigation scheme practice and management). The main policy recommendation made from the study is to invest more in farmer support and farmers’ learning so that they can transition from rain-fed agriculture to sustainable irrigation scheme development and management via their associations. The research contributes to knowledge production on irrigation practices; considering that substantial understandings were generated through analysis of communal irrigation scheme practice and management and its implications, especially from a transformative learning perspective. As shown in this study, transformative social learning theories are still not well understood in the context of irrigation system development, and this study has contributed knowledge to this field. The study contributes towards understanding of sustainability learning in irrigation associations in terms of concepts and practices. The study offers a model for transformative social learning in irrigation scheme development and suggests an expanded curriculum for community-based irrigation association practice and management. Overall, the study contributes to an understanding of transformative, sustainability oriented learning processes as support for the emergence of community-based irrigation associations. Additionally, the study has added perspectives on how to frame transformative social learning from a CHAT and critical realist perspective in Education for Sustainable Development. The study also contributes to a growing body of scholarship in southern Africa which seeks to develop expansive, transformative social learning approaches in response to concerns experienced by communities who are reliant on natural resources and the environment for their livelihoods and well-being, and who are also seeking to emerge out of poverty.
- Full Text:
- Date Issued: 2017
Facilitating alumni support for a low-resourced high school using a participatory action research approach
- Authors: Rensburg, Cheryl Dawn
- Date: 2017
- Subjects: Action research in education , Active learning
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/14167 , vital:27438
- Description: South African public schools in disadvantaged areas are experiencing serious levels of under resourcing which negatively impact the educational experiences of learners. Attempts to lessen such negative impact include involving alumni who know the school‟s context, history and ethos. Unfortunately, the concept of alumni support in terms of mentoring and motivating learners is not the norm in many under resourced schools. This research focuses on fostering partnerships with alumni using participatory action research (PAR), because it is holistic, relationally driven and inclusive. Embedded in complexity theory that views the school community as a nonlinear system of different interacting parts functioning to improve the school context, the research follows actionreflection cycles of a group of ten past pupils and five educators from various backgrounds, levels of education and expertise collaborating with and mobilizing other alumni. Data were generated using drawings, photo voice and interviews. Thematic data analysis was used to build patterns and form categories. The following themes emerged namely, the importance of establishing a collective vision for sustained alumni engagement for alumni‟s personal and professional aspirations to serve the vision of the school, the importance of creating an alumni culture that reinforces the concept of „paying it forward‟. Lastly, establishing a sustainable alumni association through sustained actions and interactions and by creating an organisation of excellence The newly developed alumni structure as a „resource fountain‟ generating and cascading energy around the school emerged as an anchor for sustainability. The cascaded energy evolved into a structured „Alumni Week‟ providing ongoing motivation for current learners to sustain alumni engagement.
- Full Text:
- Date Issued: 2017
- Authors: Rensburg, Cheryl Dawn
- Date: 2017
- Subjects: Action research in education , Active learning
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/14167 , vital:27438
- Description: South African public schools in disadvantaged areas are experiencing serious levels of under resourcing which negatively impact the educational experiences of learners. Attempts to lessen such negative impact include involving alumni who know the school‟s context, history and ethos. Unfortunately, the concept of alumni support in terms of mentoring and motivating learners is not the norm in many under resourced schools. This research focuses on fostering partnerships with alumni using participatory action research (PAR), because it is holistic, relationally driven and inclusive. Embedded in complexity theory that views the school community as a nonlinear system of different interacting parts functioning to improve the school context, the research follows actionreflection cycles of a group of ten past pupils and five educators from various backgrounds, levels of education and expertise collaborating with and mobilizing other alumni. Data were generated using drawings, photo voice and interviews. Thematic data analysis was used to build patterns and form categories. The following themes emerged namely, the importance of establishing a collective vision for sustained alumni engagement for alumni‟s personal and professional aspirations to serve the vision of the school, the importance of creating an alumni culture that reinforces the concept of „paying it forward‟. Lastly, establishing a sustainable alumni association through sustained actions and interactions and by creating an organisation of excellence The newly developed alumni structure as a „resource fountain‟ generating and cascading energy around the school emerged as an anchor for sustainability. The cascaded energy evolved into a structured „Alumni Week‟ providing ongoing motivation for current learners to sustain alumni engagement.
- Full Text:
- Date Issued: 2017
Factor analysis for dtetermination of metabolic syndrome components of anthropometric data from Kinshasa hiterland of the Democractic Republic of Congo
- Authors: Nasila, John Sungwacha
- Date: 2017
- Subjects: Factor analysis Multivariate analysis
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/14032 , vital:39799
- Description: Factor analysis is a multivariate statistical approach commonly used in psychology, education, and more recently in the health-related professions. This thesis will attempt to provide novice and experienced researchers an application of two factor analysis methods which are; exploratory factor analysis (EFA) and Confirmatory Factor Analysis (CFA) to medical data. As Biostatistics knowledge continues to grow, it is timely that this thesis contributes immensely; firstly to the discipline of Biostatistics and secondly to Medicine both nationally and internationally. Factor analysis is an important tool that can be used in the development, refinement, and evaluation of tests, scales, and measures that can be used in education and in health-related professions such as medicine. This thesis is focused on applying Factor Analysis on medical data, specifically on data obtained from patients that suffer from Metabolic Syndrome and patients who don’t suffer from Metabolic Syndrome. Metabolic Syndrome (MS) is a constellation of components (factors) such as obesity, lipid-lipoprotein (fats) disorders, increase in glucose (sugar), hypertension (blood pressure), and inflammation/ hypercoagulability (clotting). MS and other risk factors; (smoking, physical inactivity, excessive alcohol intake, and inappropriate diet) determine high morbidity and mortality for the cardiovascular disease (CVD=heart attack, brain attack, peripheral vascular disease) or cardio-metabolic risk (CMR=type 2 diabetes, kidney disease, retinopathy). Obesity, CVD, and CMR are emerging as epidemic conditions worldwide. However, Africa is not paying priority to early detection, treatment, prevention and control of atherosclerotic diseases (MS, CMR) from valid and reliable data. The aim of this thesis was to examine anthropometry, glucose and blood pressure (non-lipid components of MS) as most valid, reliable, less time-consuming, less complex and less expensive procedure of identifying people at high risks of CVD and CMR. A further contribution of this thesis was its understanding of the economic implications of the burden of Metabolic Syndrome. Other burden factors have been identified and also discussed. The study has revealed that the presence of metabolic syndrome has contributed to an enormous economic burden by about 20percent of the total economic loss experienced by many countries. The prevalence has risen recently and elevated patients’ use of more health care resources, and face higher morbidity and mortality, resulting in an enormous economic burden. Some studies have shown healthcare costs to be as much as 20percent higher than those accrued by patients without the risk factors. Patients with the Metabolic Syndrome have been shown to have greater drug expenditures, more frequent hospitalizations, and higher utilization of outpatient and physician services. When considered alone, the individual risk factor components account for a substantial economic burden to patients, health plans, and society as a whole. Overall, this has had serious economic impacts on many countries. The diagnosis of Metabolic Syndrome as a condition may encourage appropriate management and thus help prevent disease progression and reduce the considerable economic impact. This study was a cross-sectional, comparative, and correlational survey conducted between January and April 2005, in Kinshasa Hinterland, DRC. Participants were black Bantu Africans. In this study, the researcher attempted to determine latent factors that could explain the variability in a large set of data collected on many individuals of mixed health statuses. The original population consisted of 9770 people of whom, only 977 (10percent) participated. Factor analysis and interpretation of the results were based on anthropometric parameters (body mass index or BMI and waist circumference or WC), blood pressure (BP), lipid (triglycerides)-lipoprotein (HDL-C) and glucose with different numbers and cutoffs of components of Metabolic Syndrome. A number of different statistical procedural methods have been employed to clearly scrutinize and bring out the information which is concealed in a variety of variables observed/collected on many human participants. A large portion of these approaches was based on multivariate statistical methods. The approach, in this case, was the application of Principal Component Analysis (PCA); a multivariate statistical approach used under Factor Analysis to reduce many variables into a few latent variables which are seen as capable of explaining the variability. The approach was effected under both conditions of presence and absence of metabolic risk. Other data settings were: within males, within females, in the rural and in urban communities.
- Full Text:
- Date Issued: 2017
- Authors: Nasila, John Sungwacha
- Date: 2017
- Subjects: Factor analysis Multivariate analysis
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/14032 , vital:39799
- Description: Factor analysis is a multivariate statistical approach commonly used in psychology, education, and more recently in the health-related professions. This thesis will attempt to provide novice and experienced researchers an application of two factor analysis methods which are; exploratory factor analysis (EFA) and Confirmatory Factor Analysis (CFA) to medical data. As Biostatistics knowledge continues to grow, it is timely that this thesis contributes immensely; firstly to the discipline of Biostatistics and secondly to Medicine both nationally and internationally. Factor analysis is an important tool that can be used in the development, refinement, and evaluation of tests, scales, and measures that can be used in education and in health-related professions such as medicine. This thesis is focused on applying Factor Analysis on medical data, specifically on data obtained from patients that suffer from Metabolic Syndrome and patients who don’t suffer from Metabolic Syndrome. Metabolic Syndrome (MS) is a constellation of components (factors) such as obesity, lipid-lipoprotein (fats) disorders, increase in glucose (sugar), hypertension (blood pressure), and inflammation/ hypercoagulability (clotting). MS and other risk factors; (smoking, physical inactivity, excessive alcohol intake, and inappropriate diet) determine high morbidity and mortality for the cardiovascular disease (CVD=heart attack, brain attack, peripheral vascular disease) or cardio-metabolic risk (CMR=type 2 diabetes, kidney disease, retinopathy). Obesity, CVD, and CMR are emerging as epidemic conditions worldwide. However, Africa is not paying priority to early detection, treatment, prevention and control of atherosclerotic diseases (MS, CMR) from valid and reliable data. The aim of this thesis was to examine anthropometry, glucose and blood pressure (non-lipid components of MS) as most valid, reliable, less time-consuming, less complex and less expensive procedure of identifying people at high risks of CVD and CMR. A further contribution of this thesis was its understanding of the economic implications of the burden of Metabolic Syndrome. Other burden factors have been identified and also discussed. The study has revealed that the presence of metabolic syndrome has contributed to an enormous economic burden by about 20percent of the total economic loss experienced by many countries. The prevalence has risen recently and elevated patients’ use of more health care resources, and face higher morbidity and mortality, resulting in an enormous economic burden. Some studies have shown healthcare costs to be as much as 20percent higher than those accrued by patients without the risk factors. Patients with the Metabolic Syndrome have been shown to have greater drug expenditures, more frequent hospitalizations, and higher utilization of outpatient and physician services. When considered alone, the individual risk factor components account for a substantial economic burden to patients, health plans, and society as a whole. Overall, this has had serious economic impacts on many countries. The diagnosis of Metabolic Syndrome as a condition may encourage appropriate management and thus help prevent disease progression and reduce the considerable economic impact. This study was a cross-sectional, comparative, and correlational survey conducted between January and April 2005, in Kinshasa Hinterland, DRC. Participants were black Bantu Africans. In this study, the researcher attempted to determine latent factors that could explain the variability in a large set of data collected on many individuals of mixed health statuses. The original population consisted of 9770 people of whom, only 977 (10percent) participated. Factor analysis and interpretation of the results were based on anthropometric parameters (body mass index or BMI and waist circumference or WC), blood pressure (BP), lipid (triglycerides)-lipoprotein (HDL-C) and glucose with different numbers and cutoffs of components of Metabolic Syndrome. A number of different statistical procedural methods have been employed to clearly scrutinize and bring out the information which is concealed in a variety of variables observed/collected on many human participants. A large portion of these approaches was based on multivariate statistical methods. The approach, in this case, was the application of Principal Component Analysis (PCA); a multivariate statistical approach used under Factor Analysis to reduce many variables into a few latent variables which are seen as capable of explaining the variability. The approach was effected under both conditions of presence and absence of metabolic risk. Other data settings were: within males, within females, in the rural and in urban communities.
- Full Text:
- Date Issued: 2017
Faith-based organisations and social reintegration of recovering drug-addicts in South-Western Nigeria : a sociological evaluation
- Authors: Faloore, Omiyinka Olutola
- Date: 2017
- Subjects: Drug addiction -- Treatment -- Religious aspects Recovering addicts -- Nigeria Religious institutions -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5741 , vital:29373
- Description: Against the backdrop of debates and contestations in the literature on the efficacy of interventions of Faith-based organisations (FBOs) with regard to vulnerable people, this study subjects the social reintegration programmes of three selected FBOs working with recovering drug-addicts in South-western Nigeria to a sociological scrutiny so as to understand the social character, effectiveness and local appropriateness of their programmes. Specifically, the study examined the key attributes of the social reintegration programmes offered by the selected FBOs as well as the level and extent of compliance of such programmes with the prescriptions and idealisations as enunciated in relevant global and national policies and institutional frameworks. The theoretical underpinning of this study was derived from assumptions of structural-functionalism of Durkheim and Expectancy disconfirmation theory. Adopting an exploratory approach, the study utilised a blend of survey, key informant interviews, in-depth interviews, observation and document review to gather data. Survey data were collected from a random sample of 156 inmates of the social reintegration facilities of three (3) FBOs in Oyo, Ogun and Lagos states in South-West Nigeria. Qualitative data were sourced through 15 in-depth interviews, 9 key informant interviews and scientific information generated from observation and document review. The quantitative data gathered were analysed using descriptive statistics, while the qualitative data were processed with the use of content analysis. Findings from the study indicate that the selected FBOs have only recorded little success in terms of addressing the social needs of the inmates. For one thing, FBOs’ detoxification programme for recovering drug-addicts tilted more towards human rights violation than serve as an exercise that aided recovery. One key finding was that there was a huge disconnect between global prescriptions on social reintegration services and what the selected FBOs offered to the inmates. The study concluded from its findings that any social reintegration programmes aimed at protecting recovering drug-addicts from further social exclusion and facilitate their social inclusion in South-West Nigeria must extend beyond mere spiritual provisioning to upholding their rights to human dignity and providing opportunities and tools that address their crucial social needs in terms of housing, education, vocation and employment.
- Full Text:
- Date Issued: 2017
- Authors: Faloore, Omiyinka Olutola
- Date: 2017
- Subjects: Drug addiction -- Treatment -- Religious aspects Recovering addicts -- Nigeria Religious institutions -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5741 , vital:29373
- Description: Against the backdrop of debates and contestations in the literature on the efficacy of interventions of Faith-based organisations (FBOs) with regard to vulnerable people, this study subjects the social reintegration programmes of three selected FBOs working with recovering drug-addicts in South-western Nigeria to a sociological scrutiny so as to understand the social character, effectiveness and local appropriateness of their programmes. Specifically, the study examined the key attributes of the social reintegration programmes offered by the selected FBOs as well as the level and extent of compliance of such programmes with the prescriptions and idealisations as enunciated in relevant global and national policies and institutional frameworks. The theoretical underpinning of this study was derived from assumptions of structural-functionalism of Durkheim and Expectancy disconfirmation theory. Adopting an exploratory approach, the study utilised a blend of survey, key informant interviews, in-depth interviews, observation and document review to gather data. Survey data were collected from a random sample of 156 inmates of the social reintegration facilities of three (3) FBOs in Oyo, Ogun and Lagos states in South-West Nigeria. Qualitative data were sourced through 15 in-depth interviews, 9 key informant interviews and scientific information generated from observation and document review. The quantitative data gathered were analysed using descriptive statistics, while the qualitative data were processed with the use of content analysis. Findings from the study indicate that the selected FBOs have only recorded little success in terms of addressing the social needs of the inmates. For one thing, FBOs’ detoxification programme for recovering drug-addicts tilted more towards human rights violation than serve as an exercise that aided recovery. One key finding was that there was a huge disconnect between global prescriptions on social reintegration services and what the selected FBOs offered to the inmates. The study concluded from its findings that any social reintegration programmes aimed at protecting recovering drug-addicts from further social exclusion and facilitate their social inclusion in South-West Nigeria must extend beyond mere spiritual provisioning to upholding their rights to human dignity and providing opportunities and tools that address their crucial social needs in terms of housing, education, vocation and employment.
- Full Text:
- Date Issued: 2017
Fans of film franchises - the online alien universe: a study of online participation as a catalyst for fan-created objects that expand the film universe
- Vermaak, Janelle Leigh, Moodley, Subeshini
- Authors: Vermaak, Janelle Leigh , Moodley, Subeshini
- Date: 2017
- Subjects: Motion picture audiences Fans (Persons) Motion picture industry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13938 , vital:27359
- Description: This thesis will analyse the ways in which fan participation and creation in online communities extends the film world beyond the film object, and the extent to which fandom influences identity within the fan group. The study will seek to determine the ways in which fans become part of the franchise through online engagement, as well as the manner in which they appropriate the franchise identity through their creations. The central hypothesis of the study is that online participation and creation amplifies fan connection with the film franchise, and increases the sense of identification with the world and characters of the films. By being or becoming fans, and engaging with other fans in online and real spaces, they are joining a larger community of people who seem to have blurred the lines between fiction and reality by engaging in a fictional, virtual space as a source of real personal entertainment, based on an anchor media product. This appropriation is enabled through digital communities which expand and extend the reach of fan interaction and further develop the identity of the individual as ‘fan’. Thus, the study will reflect on the implications of fan engagement with the film franchise in the digital space.
- Full Text:
- Date Issued: 2017
- Authors: Vermaak, Janelle Leigh , Moodley, Subeshini
- Date: 2017
- Subjects: Motion picture audiences Fans (Persons) Motion picture industry
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13938 , vital:27359
- Description: This thesis will analyse the ways in which fan participation and creation in online communities extends the film world beyond the film object, and the extent to which fandom influences identity within the fan group. The study will seek to determine the ways in which fans become part of the franchise through online engagement, as well as the manner in which they appropriate the franchise identity through their creations. The central hypothesis of the study is that online participation and creation amplifies fan connection with the film franchise, and increases the sense of identification with the world and characters of the films. By being or becoming fans, and engaging with other fans in online and real spaces, they are joining a larger community of people who seem to have blurred the lines between fiction and reality by engaging in a fictional, virtual space as a source of real personal entertainment, based on an anchor media product. This appropriation is enabled through digital communities which expand and extend the reach of fan interaction and further develop the identity of the individual as ‘fan’. Thus, the study will reflect on the implications of fan engagement with the film franchise in the digital space.
- Full Text:
- Date Issued: 2017
Female teachers teaching sexuality education in the HIV and AIDS curriculum in Zimbabwean urban secondary schools
- Authors: Gudyanga, Ephias
- Date: 2017
- Subjects: Sex instruction for youth -- Zimbabwe , Women in education -- Zimbabwe AIDS (Disease) -- Study and teaching (Secondary) -- Zimbabwe Sex instruction for children -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/15104 , vital:28124
- Description: This study is focussed on female teachers teaching sexuality education in the HIV and AIDS curriculum in Zimbabwean urban secondary schools. In spite of the importance of education and HIV and AIDS education in preventing HIV infections, Zimbabwe secondary school Guidance and Counseling teachers are not engaging optimally with the current Guidance and Counseling, HIV and AIDS & Life Skills education curriculum, and hence, they are not serving the needs of the learners in the context of the HIV and AIDS pandemic. This study, therefore, explored the following research question with its set of secondary research questions: How can Guidance and Counseling teachers be enabled to teach sexuality education within the HIV and AIDS education curriculum suitable for the Zimbabwe secondary school context? What are Guidance and Counseling teachers’ understandings and interpretations of the current HIV and AIDS education curriculum in Zimbabwe secondary schools? What are Guidance and Counseling teachers’ values and beliefs that underpin their approach to teaching sexuality education within the HIV and AIDS education curriculum in Zimbabwe secondary schools? What do Guidance and Counseling teachers experience as challenges to teaching the necessary critical content in sexuality education within the HIV and AIDS education curriculum? How can Guidance and Counseling teachers be enabled to overcome the challenges they experience and teach the necessary critical content in sexuality education in the HIV and AIDS education curriculum? Eight female Guidance and Counseling urban secondary school teachers, conveniently and purposively selected from Gweru district in Zimbabwe, comprised the sample of participants. Situated within a qualitative research design, and informed by a critical paradigm, I used participatory visual methodology, with drawing and focus group discussion as methods for data generation. Participatory and thematic analysis was used to analyse the data which was theoretically framed by Cultural Historical Activity Theory, as a lens through which I explained the meaning of my findings. The findings, in four themes, revealed that the Guidance and Counseling teachers have an understanding of the Guidance and Counseling curriculum and made their voices heard on how it was designed but also how it should be designed, with whose input it should be designed and why, and how teachers should be supported in implementing it and ensuring that it is appropriate to the context in which they teach. The Guidance and Counseling teachers reflected on and reconsidered their own values and beliefs in relation to the values underpinning the sexuality education within the HIV and AIDS curriculum in order to fulfil their professional role in the context of the HIV epidemic. Even though the Guidance and Counseling female teachers were enthusiastic to teach sexuality education - in the age of HIV and AIDS - in the particular school and community context, they found themselves in an educational system that did not seem to support their work in an optimal way, and in a community with diverse cultures, cultural practices and beliefs of which some seemed to contradict what was supposed to be taught in the curriculum. The participatory visual methodology, however, enabled a process in which the Guidance and Counseling female teachers could reflect on themselves, the context in which they taught, their sexuality education work and also learn from each other. In this way their agency seemed to have been enabled to address the challenges and consider how they could teach sexuality education in their secondary schools in Zimbabwe. The findings have several implications for policy in terms of the Guidance and Counseling curriculum, resource mobilization, pedagogy, engaging with cultural issues, and supporting vulnerable children; and for practice in terms of teacher professional development, teacher training, and for stakeholder contribution. I therefore argue, drawing on Cultural Historical Activity Theory, that the Guidance and Counseling teachers could be enabled to teach sexuality education if the three Activity Systems, namely the Guidance and Counseling teachers, the school system, and the community, work together as one Activity System, engaging with each other in a generative way focused on the same outcome. The Guidance and Counseling teachers could therefore transform their realities if they are enabled to see how their teaching of sexuality education in school is linked to the context of the school and the culture of the community in which they teach and live, and engage with each other to achieve the same objective, namely teaching sexuality education in secondary schools in Zimbabwe, and in so doing enable the learners to make informed choices in the context of HIV and AIDS.
- Full Text:
- Date Issued: 2017
- Authors: Gudyanga, Ephias
- Date: 2017
- Subjects: Sex instruction for youth -- Zimbabwe , Women in education -- Zimbabwe AIDS (Disease) -- Study and teaching (Secondary) -- Zimbabwe Sex instruction for children -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/15104 , vital:28124
- Description: This study is focussed on female teachers teaching sexuality education in the HIV and AIDS curriculum in Zimbabwean urban secondary schools. In spite of the importance of education and HIV and AIDS education in preventing HIV infections, Zimbabwe secondary school Guidance and Counseling teachers are not engaging optimally with the current Guidance and Counseling, HIV and AIDS & Life Skills education curriculum, and hence, they are not serving the needs of the learners in the context of the HIV and AIDS pandemic. This study, therefore, explored the following research question with its set of secondary research questions: How can Guidance and Counseling teachers be enabled to teach sexuality education within the HIV and AIDS education curriculum suitable for the Zimbabwe secondary school context? What are Guidance and Counseling teachers’ understandings and interpretations of the current HIV and AIDS education curriculum in Zimbabwe secondary schools? What are Guidance and Counseling teachers’ values and beliefs that underpin their approach to teaching sexuality education within the HIV and AIDS education curriculum in Zimbabwe secondary schools? What do Guidance and Counseling teachers experience as challenges to teaching the necessary critical content in sexuality education within the HIV and AIDS education curriculum? How can Guidance and Counseling teachers be enabled to overcome the challenges they experience and teach the necessary critical content in sexuality education in the HIV and AIDS education curriculum? Eight female Guidance and Counseling urban secondary school teachers, conveniently and purposively selected from Gweru district in Zimbabwe, comprised the sample of participants. Situated within a qualitative research design, and informed by a critical paradigm, I used participatory visual methodology, with drawing and focus group discussion as methods for data generation. Participatory and thematic analysis was used to analyse the data which was theoretically framed by Cultural Historical Activity Theory, as a lens through which I explained the meaning of my findings. The findings, in four themes, revealed that the Guidance and Counseling teachers have an understanding of the Guidance and Counseling curriculum and made their voices heard on how it was designed but also how it should be designed, with whose input it should be designed and why, and how teachers should be supported in implementing it and ensuring that it is appropriate to the context in which they teach. The Guidance and Counseling teachers reflected on and reconsidered their own values and beliefs in relation to the values underpinning the sexuality education within the HIV and AIDS curriculum in order to fulfil their professional role in the context of the HIV epidemic. Even though the Guidance and Counseling female teachers were enthusiastic to teach sexuality education - in the age of HIV and AIDS - in the particular school and community context, they found themselves in an educational system that did not seem to support their work in an optimal way, and in a community with diverse cultures, cultural practices and beliefs of which some seemed to contradict what was supposed to be taught in the curriculum. The participatory visual methodology, however, enabled a process in which the Guidance and Counseling female teachers could reflect on themselves, the context in which they taught, their sexuality education work and also learn from each other. In this way their agency seemed to have been enabled to address the challenges and consider how they could teach sexuality education in their secondary schools in Zimbabwe. The findings have several implications for policy in terms of the Guidance and Counseling curriculum, resource mobilization, pedagogy, engaging with cultural issues, and supporting vulnerable children; and for practice in terms of teacher professional development, teacher training, and for stakeholder contribution. I therefore argue, drawing on Cultural Historical Activity Theory, that the Guidance and Counseling teachers could be enabled to teach sexuality education if the three Activity Systems, namely the Guidance and Counseling teachers, the school system, and the community, work together as one Activity System, engaging with each other in a generative way focused on the same outcome. The Guidance and Counseling teachers could therefore transform their realities if they are enabled to see how their teaching of sexuality education in school is linked to the context of the school and the culture of the community in which they teach and live, and engage with each other to achieve the same objective, namely teaching sexuality education in secondary schools in Zimbabwe, and in so doing enable the learners to make informed choices in the context of HIV and AIDS.
- Full Text:
- Date Issued: 2017
Financial development in the SADC: growth and cross-country spatial spill-over effects
- Authors: Bara, Alex
- Date: 2017
- Subjects: Economic development -- South Africa Economic assistance -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14950 , vital:27943
- Description: This study was prompted by the prevailing imbalance in financial development across SADC countries, which is not consistent with the linkages and interconnectedness of financial systems of these economies. South Africa is the most financially developed country in Africa, yet it is surrounded by economies with relatively small and underdeveloped financial systems, contrary to the spatial proximity theory in finance. The study performed a number of empirical estimations in respect of the spatiality of financial development, motivated by the intention to assess the growth and spatial spill-over effects of financial development in SADC. The study provides new information in spatial spill-over dynamics of financial development, which could inform policy development particularly in view of the on-going financial integration in the SADC region. The study also contributes to regional economic development in SADC from a finance perspective. The analysis was performed using annual data for all the 15 SADC countries, spanning for the period 1985 to 2014. Using the Generalised Method of Moments approach, the study finds that financial development does not support economic growth in SADC. Financial reforms were found to be insufficient to drive growth. A bi-directional causality between financial development and economic growth was established with causality being strong when flowing from economic growth to financial development. The extended Aghion, Howitt and Mayer-Foulkes Model, estimated by an Autoregressive Distributive Lag approach, established that financial innovation has a positive relation to economic growth in SADC, particularly in the long-run. There is no causality, in either direction, between financial innovation and economic growth in both the short and long-run. The Spatial Durbin Model reveals a presence of positive spatial effects on financial development in the region and that proximity to South Africa yields consistent effects of spatial externality in money markets and inconsistent spatial externality in credit markets. The monetary union has no influence on spatial dynamics of financial development in SADC. The generalised impulse response analysis of a Bayesian VAR model indicate that shocks in South Africa’s financial sector has positive, but constrained and in some cases weak, financial spill-over effects on both economic growth and financial development of other SADC countries. The study established, using the Herfindahl-Hirschman Index, a high level of financial market concentration for SADC, cantered in South Africa, and a fair distribution when South Africa is excluded. Dynamic panel models established that financial market concentration reduces financial development in SADC. South Africa’s financial development has mixed and opposing effects on financial market concentration in SADC. The findings also show that international finance has a positive, but currently weak, effect on financial development in SADC and countries with international financial centres contribute more to financial development than countries without. Proximity to South Africa creates huge potential for increasing financial development in SADC through spill-overs and more benefits of spatial proximity are realised in the long-run. Given the strong spatial effects in money markets and significant positive spill-overs in credit markets in the region, countries closer to South Africa need to link their money and credit markets to the South African markets and possibly benchmark to the Rand so as to benefit from proximity and spill-overs from South Africa. The results also suggest that SADC countries need to capitalise on their proximity to South Africa to enhance financial development by promoting economic growth, financial innovation, opening and diversification of financial sectors and linkages to global financial markets. Financial innovation supports financial inclusion, cross-border flows of funds, remittances and trade in SADC and has effects of enabling integration with developed markets and facilitating economic activity. Opening financial sectors enhances diversification of financial systems, increases competition and efficiency. To enhance access to international finance, the study suggests the creation of information centres in South Africa with SADC countries as economic hinterlands, commercialisation of solutions to SADC countries financial challenges, financial integration and support for deepening of financial systems in these countries. Strengthening economic growth could also increase financial development given a strong demand-following causality. The major challenge, however, is that some of the SADC countries have underdeveloped and highly concentrated financial systems characterised by high financial intermediation inefficiencies, high financial exclusion, weak financial infrastructure and regulations. Consequently, countries suffer financial leakages, are not receptive to spatial externalities and financial spill-overs from South Africa and often generate financial spillbacks to South Africa. SADC countries should, however, first address the issue of financial exclusion, financial infrastructure and regulation as well as efficiency in the financial markets. The SADC countries need mechanisms to attract financial development from South Africa to benefit from positive spill-overs and instruments to deal with negative externalities of financial shocks in South Africa. Overall, there is potential for increased financial development in SADC by consolidating absorption of positive financial spill-overs and externalities of proximity to South Africa -particularly in the medium to long term. Heterogeneity among SADC countries and the varying levels of financial development, however, dictates that the region should promote financial integration in order to enhance development of underdeveloped financial systems through spatial spill-over gains.
- Full Text:
- Date Issued: 2017
- Authors: Bara, Alex
- Date: 2017
- Subjects: Economic development -- South Africa Economic assistance -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14950 , vital:27943
- Description: This study was prompted by the prevailing imbalance in financial development across SADC countries, which is not consistent with the linkages and interconnectedness of financial systems of these economies. South Africa is the most financially developed country in Africa, yet it is surrounded by economies with relatively small and underdeveloped financial systems, contrary to the spatial proximity theory in finance. The study performed a number of empirical estimations in respect of the spatiality of financial development, motivated by the intention to assess the growth and spatial spill-over effects of financial development in SADC. The study provides new information in spatial spill-over dynamics of financial development, which could inform policy development particularly in view of the on-going financial integration in the SADC region. The study also contributes to regional economic development in SADC from a finance perspective. The analysis was performed using annual data for all the 15 SADC countries, spanning for the period 1985 to 2014. Using the Generalised Method of Moments approach, the study finds that financial development does not support economic growth in SADC. Financial reforms were found to be insufficient to drive growth. A bi-directional causality between financial development and economic growth was established with causality being strong when flowing from economic growth to financial development. The extended Aghion, Howitt and Mayer-Foulkes Model, estimated by an Autoregressive Distributive Lag approach, established that financial innovation has a positive relation to economic growth in SADC, particularly in the long-run. There is no causality, in either direction, between financial innovation and economic growth in both the short and long-run. The Spatial Durbin Model reveals a presence of positive spatial effects on financial development in the region and that proximity to South Africa yields consistent effects of spatial externality in money markets and inconsistent spatial externality in credit markets. The monetary union has no influence on spatial dynamics of financial development in SADC. The generalised impulse response analysis of a Bayesian VAR model indicate that shocks in South Africa’s financial sector has positive, but constrained and in some cases weak, financial spill-over effects on both economic growth and financial development of other SADC countries. The study established, using the Herfindahl-Hirschman Index, a high level of financial market concentration for SADC, cantered in South Africa, and a fair distribution when South Africa is excluded. Dynamic panel models established that financial market concentration reduces financial development in SADC. South Africa’s financial development has mixed and opposing effects on financial market concentration in SADC. The findings also show that international finance has a positive, but currently weak, effect on financial development in SADC and countries with international financial centres contribute more to financial development than countries without. Proximity to South Africa creates huge potential for increasing financial development in SADC through spill-overs and more benefits of spatial proximity are realised in the long-run. Given the strong spatial effects in money markets and significant positive spill-overs in credit markets in the region, countries closer to South Africa need to link their money and credit markets to the South African markets and possibly benchmark to the Rand so as to benefit from proximity and spill-overs from South Africa. The results also suggest that SADC countries need to capitalise on their proximity to South Africa to enhance financial development by promoting economic growth, financial innovation, opening and diversification of financial sectors and linkages to global financial markets. Financial innovation supports financial inclusion, cross-border flows of funds, remittances and trade in SADC and has effects of enabling integration with developed markets and facilitating economic activity. Opening financial sectors enhances diversification of financial systems, increases competition and efficiency. To enhance access to international finance, the study suggests the creation of information centres in South Africa with SADC countries as economic hinterlands, commercialisation of solutions to SADC countries financial challenges, financial integration and support for deepening of financial systems in these countries. Strengthening economic growth could also increase financial development given a strong demand-following causality. The major challenge, however, is that some of the SADC countries have underdeveloped and highly concentrated financial systems characterised by high financial intermediation inefficiencies, high financial exclusion, weak financial infrastructure and regulations. Consequently, countries suffer financial leakages, are not receptive to spatial externalities and financial spill-overs from South Africa and often generate financial spillbacks to South Africa. SADC countries should, however, first address the issue of financial exclusion, financial infrastructure and regulation as well as efficiency in the financial markets. The SADC countries need mechanisms to attract financial development from South Africa to benefit from positive spill-overs and instruments to deal with negative externalities of financial shocks in South Africa. Overall, there is potential for increased financial development in SADC by consolidating absorption of positive financial spill-overs and externalities of proximity to South Africa -particularly in the medium to long term. Heterogeneity among SADC countries and the varying levels of financial development, however, dictates that the region should promote financial integration in order to enhance development of underdeveloped financial systems through spatial spill-over gains.
- Full Text:
- Date Issued: 2017
Financing sustainable cities in South Africa
- Authors: Ducie, Gregory Justin
- Date: 2017
- Subjects: Sustainable development -- South Africa , Cities and towns -- South Africa -- Economic conditions Finance -- South Africa Developing countries -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/15577 , vital:28273
- Description: Although directives exist with respect to promoting sustainable development, financial strategies to cater for collective sustainable development, along with an increasing population, need to be formulated relevant to metropolitan and urban areas. This study determined the infrastructure investment basis of a sustainable city to investigate various funding mechanisms resulting in the design of a model for the financing of sustainable cities. For the study, first the various infrastructure investment alternatives were established from the literature, and thirteen themes and their relevant interventions were identified. Tangible and intangible methods of assessment were then identified as ways to calculate the acceptability of an intervention. A case study based on a hypothetical city was developed to determine the infrastructure investment base. Initially, only one intervention of a theme was populated and then confirmed by city development experts. Thereafter, all the themes were populated, and the acceptability of the interventions were determined. This provided an overview of the investment base of a sustainable city. The investment base facilitated deriving applicable tools and instruments to finance it. As a result, possible finance alternatives were derived for each of the identified themes. Although most of the financing of sustainable cities revolved around public sector finance, the private sector also played an important role for the financing of sustainable cities. Based on the investment base for sustainable cities and the resultant financing thereof, a model for the financing of sustainable cities was developed. The model consisted of four components. Firstly, the model included an application of financing tools and instruments relevant to the identified themes of sustainable city development. Secondly, the model included the application of financing tools and instruments with respect to an immediate interventionist focus, a facilitative focus, a gradual intervention and an enabling intervention. Thirdly, the model included financing tools and instrument types in terms of incentive, opportunity, punitive and mandatory interventions. Fourthly, the model included the application of financing tools and instruments with respect to scale in terms of a city-wide application, sector-wide application, urban application or suburban application. In addition, the model included the application of financing tools and instruments and their relation to addressing poverty within the city context. Although the public sector will always remain the key initiator behind infrastructure development, various mechanisms of financing, along with applicable financing partners and the basis of investment, are required to address future sustainable cities. This study may potentially form the basis of that platform.
- Full Text:
- Date Issued: 2017
- Authors: Ducie, Gregory Justin
- Date: 2017
- Subjects: Sustainable development -- South Africa , Cities and towns -- South Africa -- Economic conditions Finance -- South Africa Developing countries -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/15577 , vital:28273
- Description: Although directives exist with respect to promoting sustainable development, financial strategies to cater for collective sustainable development, along with an increasing population, need to be formulated relevant to metropolitan and urban areas. This study determined the infrastructure investment basis of a sustainable city to investigate various funding mechanisms resulting in the design of a model for the financing of sustainable cities. For the study, first the various infrastructure investment alternatives were established from the literature, and thirteen themes and their relevant interventions were identified. Tangible and intangible methods of assessment were then identified as ways to calculate the acceptability of an intervention. A case study based on a hypothetical city was developed to determine the infrastructure investment base. Initially, only one intervention of a theme was populated and then confirmed by city development experts. Thereafter, all the themes were populated, and the acceptability of the interventions were determined. This provided an overview of the investment base of a sustainable city. The investment base facilitated deriving applicable tools and instruments to finance it. As a result, possible finance alternatives were derived for each of the identified themes. Although most of the financing of sustainable cities revolved around public sector finance, the private sector also played an important role for the financing of sustainable cities. Based on the investment base for sustainable cities and the resultant financing thereof, a model for the financing of sustainable cities was developed. The model consisted of four components. Firstly, the model included an application of financing tools and instruments relevant to the identified themes of sustainable city development. Secondly, the model included the application of financing tools and instruments with respect to an immediate interventionist focus, a facilitative focus, a gradual intervention and an enabling intervention. Thirdly, the model included financing tools and instrument types in terms of incentive, opportunity, punitive and mandatory interventions. Fourthly, the model included the application of financing tools and instruments with respect to scale in terms of a city-wide application, sector-wide application, urban application or suburban application. In addition, the model included the application of financing tools and instruments and their relation to addressing poverty within the city context. Although the public sector will always remain the key initiator behind infrastructure development, various mechanisms of financing, along with applicable financing partners and the basis of investment, are required to address future sustainable cities. This study may potentially form the basis of that platform.
- Full Text:
- Date Issued: 2017
Foraging ecology of gentoo penguins pygoscelis papua at the Falkland Islands
- Authors: Handley, Jonathan Murray
- Date: 2017
- Subjects: Gentoo penguin -- Food -- Falkland Islands Gentoo penguin -- Ecology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/14113 , vital:27431
- Description: Marine top predators often occupy broad geographical ranges that encompass varied habitats. Therefore, a pre-requisite towards conserving these animals is to determine the components of their realized niche, and investigate whether a species is a specialist or a generalist. For generalist species, it is also necessary to understand if local specialisation occurs. Uncovering these components can allow us to build models of a species realized niche that may then be used to infer habitat use in unsampled locations. However, fully understanding the components of a marine top predators realized niche is challenging owing to the limited opportunity for in situ observations. Overcoming these limitations is a key step in marine top predator research. It will enhance our understanding of trophic coupling in marine systems, and aid in the development of tools to better study these predators in their dynamic environment. Seabirds, penguins (Spheniscids) in particular, are a group of animals for which investigating their realized niche is of vital importance. This is because numerous species face growing uncertainty in the Anthropocene, and in a time of rapid environmental change there is furthermore a need to better understand the potential use of these birds as indicators of ecosystem health. The aim of this thesis, therefore, is to investigate the foraging ecology of gentoo penguins (Pygoscelis papua) at the Falkland Islands. At the Falkland Islands, limited historical information exists regarding this species foraging ecology, with most information coming from a single location at the Falklands. As the Falkland Islands have the world’s largest population of gentoo penguins, elucidating factors influencing this population will have global relevance. Furthermore, historical information indicated potential competition with fisheries, and with prospecting for hydrocarbons and an inshore fishery, there is a need to understand the distribution of these birds across the islands. Penguins are also well suited to carry biologging devices allowing for in situ observations of inter and intraspecific interactions, as well as habitat specific interactions. In this study, I sampled birds over three breeding seasons, from four breeding colonies - chosen for their varied surrounding at sea habitat - across the Falkland Islands. I investigated the diet with stomach content and stable isotope analysis, the at-sea distribution with GPS and time depth recorders, and how these birds behaved at sea using custom made animal-borne camera loggers. Furthermore, I developed a method to recognise prey encounter events from back mounted accelerometers, using a supervised machine learning approach. As part of the first species specific description of diet at this scale for the Falklands, I revealed six key prey items for the birds: rock cod (Patagonotothen spp.), lobster krill (Munida spp.), Falkland herring (Sprattus fuegensis), Patagonian squid (Doryteuthis gahi), juvenile fish (likely all nototheniids), and southern blue whiting (Micromesistius australis). The use of animal-borne camera loggers verified that not only do gentoo penguins consume a diverse array of prey items, but they adopted various methods to capture and pursue prey, with evidence of birds following optimal foraging theory. Prey composition varied significantly between study sites with the at-sea distribution and habitat use of penguins reflecting that of local prey. Birds from colonies close to gently sloping, shallow waters, foraged primarily in a benthic manner and had larger niche widths. However, those at a colony surrounded by steeply sloping, deeper waters, typically foraged in a pelagic manner. Contrasting diet patterns were also prevalent from stable isotope data, and the niche widths of birds relating to both stomach content and stable isotope data were larger at colonies where benthic foraging was prevalent. Therefore, it was clear that surrounding bathymetry played a key role in shaping this species’ foraging ecology, and that at the population level at the Falkland Islands birds are generalists. However, at individual colonies some specialisation occurs to take advantage of locally available prey. I developed habitat distribution models - via boosted regression trees – which transferred well in time but poorly across space. Reasons for poor model transfer might relate to the generalist foraging nature of these birds and the reduced availability of environmental predictors owing to the limited range of these birds. I furthermore developed a method to identify prey encounter events that can also, to a degree, distinguish between prey items. This method will be a promising approach to refine habitat distribution models in future. These habitat distribution models could potentially contribute to marine spatial planning at the Falkland Islands. Footage from animal-borne camera loggers clearly showed that prey behaviour can significantly influence trophic coupling in marine systems and should be accounted for in studies using marine top predators as samplers of mid to lower trophic level species. Ultimately, flexibility in foraging strategies and inter-colony variation will play a critical role when assessing factors such as interspecific competition or overlap with anthropogenic activities.
- Full Text:
- Date Issued: 2017
- Authors: Handley, Jonathan Murray
- Date: 2017
- Subjects: Gentoo penguin -- Food -- Falkland Islands Gentoo penguin -- Ecology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/14113 , vital:27431
- Description: Marine top predators often occupy broad geographical ranges that encompass varied habitats. Therefore, a pre-requisite towards conserving these animals is to determine the components of their realized niche, and investigate whether a species is a specialist or a generalist. For generalist species, it is also necessary to understand if local specialisation occurs. Uncovering these components can allow us to build models of a species realized niche that may then be used to infer habitat use in unsampled locations. However, fully understanding the components of a marine top predators realized niche is challenging owing to the limited opportunity for in situ observations. Overcoming these limitations is a key step in marine top predator research. It will enhance our understanding of trophic coupling in marine systems, and aid in the development of tools to better study these predators in their dynamic environment. Seabirds, penguins (Spheniscids) in particular, are a group of animals for which investigating their realized niche is of vital importance. This is because numerous species face growing uncertainty in the Anthropocene, and in a time of rapid environmental change there is furthermore a need to better understand the potential use of these birds as indicators of ecosystem health. The aim of this thesis, therefore, is to investigate the foraging ecology of gentoo penguins (Pygoscelis papua) at the Falkland Islands. At the Falkland Islands, limited historical information exists regarding this species foraging ecology, with most information coming from a single location at the Falklands. As the Falkland Islands have the world’s largest population of gentoo penguins, elucidating factors influencing this population will have global relevance. Furthermore, historical information indicated potential competition with fisheries, and with prospecting for hydrocarbons and an inshore fishery, there is a need to understand the distribution of these birds across the islands. Penguins are also well suited to carry biologging devices allowing for in situ observations of inter and intraspecific interactions, as well as habitat specific interactions. In this study, I sampled birds over three breeding seasons, from four breeding colonies - chosen for their varied surrounding at sea habitat - across the Falkland Islands. I investigated the diet with stomach content and stable isotope analysis, the at-sea distribution with GPS and time depth recorders, and how these birds behaved at sea using custom made animal-borne camera loggers. Furthermore, I developed a method to recognise prey encounter events from back mounted accelerometers, using a supervised machine learning approach. As part of the first species specific description of diet at this scale for the Falklands, I revealed six key prey items for the birds: rock cod (Patagonotothen spp.), lobster krill (Munida spp.), Falkland herring (Sprattus fuegensis), Patagonian squid (Doryteuthis gahi), juvenile fish (likely all nototheniids), and southern blue whiting (Micromesistius australis). The use of animal-borne camera loggers verified that not only do gentoo penguins consume a diverse array of prey items, but they adopted various methods to capture and pursue prey, with evidence of birds following optimal foraging theory. Prey composition varied significantly between study sites with the at-sea distribution and habitat use of penguins reflecting that of local prey. Birds from colonies close to gently sloping, shallow waters, foraged primarily in a benthic manner and had larger niche widths. However, those at a colony surrounded by steeply sloping, deeper waters, typically foraged in a pelagic manner. Contrasting diet patterns were also prevalent from stable isotope data, and the niche widths of birds relating to both stomach content and stable isotope data were larger at colonies where benthic foraging was prevalent. Therefore, it was clear that surrounding bathymetry played a key role in shaping this species’ foraging ecology, and that at the population level at the Falkland Islands birds are generalists. However, at individual colonies some specialisation occurs to take advantage of locally available prey. I developed habitat distribution models - via boosted regression trees – which transferred well in time but poorly across space. Reasons for poor model transfer might relate to the generalist foraging nature of these birds and the reduced availability of environmental predictors owing to the limited range of these birds. I furthermore developed a method to identify prey encounter events that can also, to a degree, distinguish between prey items. This method will be a promising approach to refine habitat distribution models in future. These habitat distribution models could potentially contribute to marine spatial planning at the Falkland Islands. Footage from animal-borne camera loggers clearly showed that prey behaviour can significantly influence trophic coupling in marine systems and should be accounted for in studies using marine top predators as samplers of mid to lower trophic level species. Ultimately, flexibility in foraging strategies and inter-colony variation will play a critical role when assessing factors such as interspecific competition or overlap with anthropogenic activities.
- Full Text:
- Date Issued: 2017