Development and optimisation of a mucoadhesive chitosan-based intranasal microemulsion and nanomicelle solution for lamotrigine using artificial neural networks
- Authors: Melamane, Siyabonga
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:45247
- Description: Thesis (PhD) -- Faculty of Science, Pharmacy, 2021
- Full Text:
- Authors: Melamane, Siyabonga
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:45247
- Description: Thesis (PhD) -- Faculty of Science, Pharmacy, 2021
- Full Text:
Exploring indiginising the university’s science curriculum through bottom-up decolonisation: Affordances and hindrances
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
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Human capital in the context of high levels of inequality in South Africa
- Authors: Friderichs, Tamaryn Jean
- Date: 2021-10-29
- Subjects: Human capital South Africa , Income distribution South Africa , Labor market South Africa , Latent variables , Confirmatory factor analysis , Education Economic aspects South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192672 , vital:45248 , 10.21504/10962/192672
- Description: Piketty’s (2014) book titled “Capital in the Twenty-First Century” sparked widespread interest in global inequality, the distinction between wealth and income inequality and the economic, social and political processes accounting for changes in economic inequality over time. Piketty’s (2014) study controversially stated that widening economic inequality is the normal state of affairs in capitalist societies. The return from capital/wealth (terms used interchangeably) will almost always outpace the returns from labour. In contrast with Piketty’s (2014) thesis that the returns on non-human capital drive growing income inequality, economists such as Leibbrandt et al. (2012), Van der Berg (2014) and Hundenborn et al. (2016) have found that the labour market and human capital (HC) are the primary sources of income inequality. The research problem for this study stems from these contrasting views. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Authors: Friderichs, Tamaryn Jean
- Date: 2021-10-29
- Subjects: Human capital South Africa , Income distribution South Africa , Labor market South Africa , Latent variables , Confirmatory factor analysis , Education Economic aspects South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192672 , vital:45248 , 10.21504/10962/192672
- Description: Piketty’s (2014) book titled “Capital in the Twenty-First Century” sparked widespread interest in global inequality, the distinction between wealth and income inequality and the economic, social and political processes accounting for changes in economic inequality over time. Piketty’s (2014) study controversially stated that widening economic inequality is the normal state of affairs in capitalist societies. The return from capital/wealth (terms used interchangeably) will almost always outpace the returns from labour. In contrast with Piketty’s (2014) thesis that the returns on non-human capital drive growing income inequality, economists such as Leibbrandt et al. (2012), Van der Berg (2014) and Hundenborn et al. (2016) have found that the labour market and human capital (HC) are the primary sources of income inequality. The research problem for this study stems from these contrasting views. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
Legal ethics and the lawyer-client relationship in South Africa: A proposal for reform using local values
- Authors: Kruuse, Helen Julia
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192765 , vital:45262
- Description: Thesis (PhD) -- Faculty of Law, Law, 2021
- Full Text:
- Authors: Kruuse, Helen Julia
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192765 , vital:45262
- Description: Thesis (PhD) -- Faculty of Law, Law, 2021
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Phthalocyanine-nanoparticle conjugates supported on inorganic nanofibers as photocatalysts for the treatment of biological and organic pollutants as well as for hydrogen generation
- Authors: Mapukata, Sivuyisiwe
- Date: 2021-10-29
- Subjects: Phthalocyanines , Nanofibers , Nanoparticles , Zinc , Hydrogen , Organic water pollutants , Water Purification , Electrospinning , Photocatalysis , Photodegradation , Anti-infective agents
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192831 , vital:45268 , 10.21504/10962/192831
- Description: This thesis reports on the synthesis, photophysicochemical and photocatalytic properties of various zinc phthalocyanines (Pcs). For enhanced properties and catalyst support, the reported Pcs were conjugated to different nanoparticles (NPs) through chemisorption as well as amide bond formation to yield Pc-NP conjugates. For increased catalyst surface area and catalyst reusability, the Pcs and some of their conjugates were also supported on electrospun inorganic nanofibers i.e. SiO2, hematite (abbreviated Hem and has formula α-Fe2O3), ZnO and TiO2 nanofibers. The effect that the number of charges on a Pc has on its antimicrobial activities was evaluated by comparing the photoactivities of neutral, octacationic and hexadecacationic Pcs against S. aureus, E. coli and C. albicans. The extent of enhancement of their antimicrobial activities upon conjugation (through chemisorption) to Ag NPs was also studied in solution and when supported on SiO2 nanofibers. The results showed that the hexadecacationic complex 3 possessed the best antimicrobial activity against all three microorganisms, in solution and when supported on the SiO2 nanofibers. Covalent conjugation of Pcs with carboxylic acid moieties (complexes 4-6) to amine functionalised NPs (Cys-Ag, NH2-Fe3O4 and Cys-Fe3O4@Ag) resulted in enhanced singlet oxygen generation and thus antibacterial efficiencies. Comparison of the photodegradation efficiencies of semiconductor nanofibers (hematite, ZnO and TiO2) when bare and when modified with a Pc (complex 6) were evaluated. Modification of the nanofibers with the Pc resulted in enhanced photoactivities for the nanofibers with the hematite nanofibers being the best. Modification of the hematite nanofibers with two different Pcs i.e. monosubstituted (complex 5) and an asymmetrical tetrasubstituted Pc (complex 6) showed that complex 6 better enhanced the activity of the nanofibers. Evaluation of the hydrogen generation efficiencies of the bare and modified TiO2 nanofibers calcined at different temperatures demonstrated that the anatase nanofibers calcined at 500 oC possessed the best catalytic efficiency. The efficiency of the TiO2 nanofibers was enhanced in the presence of the Co and Pd NPs as well as a Pc (complex 7), with the extent of enhancement being the greatest for the nanofibers modified with the Pd NPs. The reported findings therefore demonstrate the versatility of applications of Pcs for different water purification techniques when supported on different nanomaterials. , Thesis (PhD) -- Faculty of Science, Chemistry, 2021
- Full Text:
- Authors: Mapukata, Sivuyisiwe
- Date: 2021-10-29
- Subjects: Phthalocyanines , Nanofibers , Nanoparticles , Zinc , Hydrogen , Organic water pollutants , Water Purification , Electrospinning , Photocatalysis , Photodegradation , Anti-infective agents
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192831 , vital:45268 , 10.21504/10962/192831
- Description: This thesis reports on the synthesis, photophysicochemical and photocatalytic properties of various zinc phthalocyanines (Pcs). For enhanced properties and catalyst support, the reported Pcs were conjugated to different nanoparticles (NPs) through chemisorption as well as amide bond formation to yield Pc-NP conjugates. For increased catalyst surface area and catalyst reusability, the Pcs and some of their conjugates were also supported on electrospun inorganic nanofibers i.e. SiO2, hematite (abbreviated Hem and has formula α-Fe2O3), ZnO and TiO2 nanofibers. The effect that the number of charges on a Pc has on its antimicrobial activities was evaluated by comparing the photoactivities of neutral, octacationic and hexadecacationic Pcs against S. aureus, E. coli and C. albicans. The extent of enhancement of their antimicrobial activities upon conjugation (through chemisorption) to Ag NPs was also studied in solution and when supported on SiO2 nanofibers. The results showed that the hexadecacationic complex 3 possessed the best antimicrobial activity against all three microorganisms, in solution and when supported on the SiO2 nanofibers. Covalent conjugation of Pcs with carboxylic acid moieties (complexes 4-6) to amine functionalised NPs (Cys-Ag, NH2-Fe3O4 and Cys-Fe3O4@Ag) resulted in enhanced singlet oxygen generation and thus antibacterial efficiencies. Comparison of the photodegradation efficiencies of semiconductor nanofibers (hematite, ZnO and TiO2) when bare and when modified with a Pc (complex 6) were evaluated. Modification of the nanofibers with the Pc resulted in enhanced photoactivities for the nanofibers with the hematite nanofibers being the best. Modification of the hematite nanofibers with two different Pcs i.e. monosubstituted (complex 5) and an asymmetrical tetrasubstituted Pc (complex 6) showed that complex 6 better enhanced the activity of the nanofibers. Evaluation of the hydrogen generation efficiencies of the bare and modified TiO2 nanofibers calcined at different temperatures demonstrated that the anatase nanofibers calcined at 500 oC possessed the best catalytic efficiency. The efficiency of the TiO2 nanofibers was enhanced in the presence of the Co and Pd NPs as well as a Pc (complex 7), with the extent of enhancement being the greatest for the nanofibers modified with the Pd NPs. The reported findings therefore demonstrate the versatility of applications of Pcs for different water purification techniques when supported on different nanomaterials. , Thesis (PhD) -- Faculty of Science, Chemistry, 2021
- Full Text:
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