Enhancement of domestic solar photovoltaic unit productivity through the use of a cost effective tracking system
- Authors: Cawood, John Henry
- Date: 2021-04
- Subjects: Photovoltaic power systems , Tracking (Engineering)
- Language: English
- Type: Doctoral's theses , text
- Identifier: http://hdl.handle.net/10948/59215 , vital:60313
- Description: The majority of new and existing small photovoltaic (PV) installations in South Africa are fixed-panel systems, largely due to the cost of photovoltaic panel components having reduced steadily in recent years where an increased requirement is met with a larger number of panels, whilst tracking system costs remain prohibitively expensive. Fixed installations realise only a part of their energy potential as they are truly effective for only short periods of the day. The aim of this study is to investigate and build on the current technology of PV tracking systems with the aim of specifying a simple control and actuation system which performs the tracking function. The eventual purpose of this thesis is to reliably produce more energy from solar photovoltaic installations than similar installations using fixed panels. This would be achieved by the use of an effective and affordable tracking system which yields acceptable accuracy and reliability and opens the potential for the system to be further developed for other purposes. These alternative uses could be the control of sunlight into green buildings, control of dampers for building ventilation and cooling and Trombe wall air control. This study has investigated the potential of several passive and active methods to actuate a sun tracking system. A useful closed loop system, which uses low pressure hydraulics, was developed and tested. The prototype is detailed in the drawings, Appendix D. , Thesis (PhD) -- Faculty of Engineering, the Built Environment, and Technology, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Cawood, John Henry
- Date: 2021-04
- Subjects: Photovoltaic power systems , Tracking (Engineering)
- Language: English
- Type: Doctoral's theses , text
- Identifier: http://hdl.handle.net/10948/59215 , vital:60313
- Description: The majority of new and existing small photovoltaic (PV) installations in South Africa are fixed-panel systems, largely due to the cost of photovoltaic panel components having reduced steadily in recent years where an increased requirement is met with a larger number of panels, whilst tracking system costs remain prohibitively expensive. Fixed installations realise only a part of their energy potential as they are truly effective for only short periods of the day. The aim of this study is to investigate and build on the current technology of PV tracking systems with the aim of specifying a simple control and actuation system which performs the tracking function. The eventual purpose of this thesis is to reliably produce more energy from solar photovoltaic installations than similar installations using fixed panels. This would be achieved by the use of an effective and affordable tracking system which yields acceptable accuracy and reliability and opens the potential for the system to be further developed for other purposes. These alternative uses could be the control of sunlight into green buildings, control of dampers for building ventilation and cooling and Trombe wall air control. This study has investigated the potential of several passive and active methods to actuate a sun tracking system. A useful closed loop system, which uses low pressure hydraulics, was developed and tested. The prototype is detailed in the drawings, Appendix D. , Thesis (PhD) -- Faculty of Engineering, the Built Environment, and Technology, 2021
- Full Text:
- Date Issued: 2021-04
Enhancing professionalism through the implementation of Batho Pele principles: the case of the Eastern Cape Provincial Legislature
- Authors: Mhlwatika, Zandile
- Date: 2021-04
- Subjects: Public administration -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/53467 , vital:45156
- Description: The study investigated how Batho Pele Principles can enhance professionalism in the Eastern Cape Provincial Legislature. The New Public Management approach (NPM) was used to explore how professionalism can be promoted through the implementation of the Batho Pele Principles. The study adopted a qualitative research method by means of which secondary information was obtained from various sources to explore ways and means of enhancing professionalism through the implementation of Batho Pele Principles. This study discussed factors promoting the implementation of the Batho Pele Principles and revealed various factors that can inhibit the implementation of the Batho Pele Principles. The study also discussed the importance of codes of conduct and ethics in promoting professionalism as well as the strategies used to implement the Batho Pele Principles in the Eastern Cape Provincial Legislature. The findings of the study revealed that professionalism can be enhanced through the implementation of Batho Pele Principles. For this to be successful in the Eastern Cape Provincial Legislature, the Batho Pele Principles should be implemented in conjunction with codes of conduct and ethics. , Thesis (MPA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mhlwatika, Zandile
- Date: 2021-04
- Subjects: Public administration -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/53467 , vital:45156
- Description: The study investigated how Batho Pele Principles can enhance professionalism in the Eastern Cape Provincial Legislature. The New Public Management approach (NPM) was used to explore how professionalism can be promoted through the implementation of the Batho Pele Principles. The study adopted a qualitative research method by means of which secondary information was obtained from various sources to explore ways and means of enhancing professionalism through the implementation of Batho Pele Principles. This study discussed factors promoting the implementation of the Batho Pele Principles and revealed various factors that can inhibit the implementation of the Batho Pele Principles. The study also discussed the importance of codes of conduct and ethics in promoting professionalism as well as the strategies used to implement the Batho Pele Principles in the Eastern Cape Provincial Legislature. The findings of the study revealed that professionalism can be enhanced through the implementation of Batho Pele Principles. For this to be successful in the Eastern Cape Provincial Legislature, the Batho Pele Principles should be implemented in conjunction with codes of conduct and ethics. , Thesis (MPA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
Enhancing the provision of social housing through public-private partnerships in Buffalo City Metropolitan Municipality
- Authors: Sobuza, Duduzile
- Date: 2021-04
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/54806 , vital:47905
- Description: The purpose of this study was to establish the extent to which the provision of social housing can be enhanced through public-private partnerships (PPPs) in the Buffalo City Municipality. A total quality management approach was used as a foundation to understand the application of PPPs in social housing delivery in the Buffalo City Municipality. The study was desktop research to understand the role of PPPs in the provision of social housing. The findings of the study revealed that PPPs provide additional capital for social housing development. The study highlighted that PPPs play a crucial role in providing alternative management and implementation skills as well as offering greater efficiency in the utilisation of financial resources in the delivery of social housing. The findings of the study further revealed that PPPs accelerate social housing delivery through the provision of additional sources of finance where the government is unable to increase public debt to meet investment needs. The study also identified a plethora of constraints that can hinder the adoption of PPP initiatives in social housing delivery. These include capacity constraints, financial constraints, lack of access to land and an unfavourable policy environment. Subsequently, the study advanced a set of recommendations in this regard that includes the creation of transparent and competitive procurement processes, government support in terms of financial incentives, review of the regulatory framework to improve access to land and the regulation of financial services institutions for access to affordable housing credit. , Thesis (MA) -- Faculty of Humanities, Department of Public Management and Leadership , 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Sobuza, Duduzile
- Date: 2021-04
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/54806 , vital:47905
- Description: The purpose of this study was to establish the extent to which the provision of social housing can be enhanced through public-private partnerships (PPPs) in the Buffalo City Municipality. A total quality management approach was used as a foundation to understand the application of PPPs in social housing delivery in the Buffalo City Municipality. The study was desktop research to understand the role of PPPs in the provision of social housing. The findings of the study revealed that PPPs provide additional capital for social housing development. The study highlighted that PPPs play a crucial role in providing alternative management and implementation skills as well as offering greater efficiency in the utilisation of financial resources in the delivery of social housing. The findings of the study further revealed that PPPs accelerate social housing delivery through the provision of additional sources of finance where the government is unable to increase public debt to meet investment needs. The study also identified a plethora of constraints that can hinder the adoption of PPP initiatives in social housing delivery. These include capacity constraints, financial constraints, lack of access to land and an unfavourable policy environment. Subsequently, the study advanced a set of recommendations in this regard that includes the creation of transparent and competitive procurement processes, government support in terms of financial incentives, review of the regulatory framework to improve access to land and the regulation of financial services institutions for access to affordable housing credit. , Thesis (MA) -- Faculty of Humanities, Department of Public Management and Leadership , 2021
- Full Text:
- Date Issued: 2021-04
Enriching the physical education pedagogical content knowledge of foundation phase teachers
- Kahts-Kramer, Samantha Andrea
- Authors: Kahts-Kramer, Samantha Andrea
- Date: 2021-04
- Subjects: Physical education and training , Early childhood education -- Curricula
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/51242 , vital:43236
- Description: Physical Education (PE) is vital for the holistic development of Foundation Phase learners. Foundation Phase teachers working in low resource contexts, however, being generalists rather than specialists, struggle to teach PE effectively, even when supplied with programmes by external experts. I was interested in finding out why, and what could be done to help them integrate Fundamental Movement Skills (FMS) into their teaching, to benefit their learners. I proceeded from the hypothesis that teachers should play an active part in their own development, otherwise any Continual Professional Teacher Development (CPTD) would not bring about the change desired. I argued that if CPTD training and support is embedded within their context and based on teaching philosophies that foster teacher transformation, empowerment, and advocacy, then teachers might be more likely to commit to teaching PE. My aim in this study was thus to develop a collaborative process of CPTD with Foundation Phase teachers in low resource schools to enrich their pedagogical content knowledge (PCK) of PE and FMS within their contexts of social disadvantage. I initially adopted a qualitative design, but during this study, I realised that a more participatory approach was needed. I therefore present my study in two phases In Phase One, I answered the question: What are Foundation Phase teachers’ experiences of implementing PE in low resource schools? I did so to inform the design of an appropriately suited CPTD model for Phase Two of this study. I used a qualitative research design situated within the interpretive paradigm. I purposively sampled 24 Foundation Phase teachers to partake in semi-structured interviews. Thematic analysis revealed three broad themes, namely, personal, and systemic barriers to PE, as well as positive responses to challenges. The overlap between themes was significant, highlighting the complexity of teachers’ experiences and perceptions of PE. Teachers’ positive responses emphasised that they possess the creativity and advocacy to overcome challenges posed and necessitated that I adopt a participatory design to work with teachers to develop a collaborative form of CPTD. Phase Two of this study was guided by the questions set by the participating teachers. Ten Foundation Phase teachers from two schools volunteered to be part of the study. In Cycle One they asked: What do we need to learn to be able to effectively implement PE? The findings of Cycle One led them to ask the following question in Cycle Two: How can we improve our confidence to teach PE within our school contexts? Participants did so through collaboratively creating PE lessons which they then implemented and evaluated. The findings of Phase Two highlighted how Foundation Phase teachers can be guided to empower themselves to overcome the barriers to teaching PE that they face in their low resource schools. Based on teachers’ CPTD experiences, I then addressed the third question of this study: What CPTD guidelines can be generated to enable Foundation Phase teachers to improve on and to implement their PCK of PE and FMS at low resource schools? Five CPTD guidelines aimed at collaborative and transformative PE-based CPTD focused on whole school transformation were identified. I provide a graphic depiction of the CPTD guidelines that explains how it can be operationalised. These CPTD guidelines and process model provide valuable knowledge to inform CPTD policy and practice of PE in the Foundation Phase in low resource schools. , Thesis (PhD) -- Faculty of Health Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kahts-Kramer, Samantha Andrea
- Date: 2021-04
- Subjects: Physical education and training , Early childhood education -- Curricula
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/51242 , vital:43236
- Description: Physical Education (PE) is vital for the holistic development of Foundation Phase learners. Foundation Phase teachers working in low resource contexts, however, being generalists rather than specialists, struggle to teach PE effectively, even when supplied with programmes by external experts. I was interested in finding out why, and what could be done to help them integrate Fundamental Movement Skills (FMS) into their teaching, to benefit their learners. I proceeded from the hypothesis that teachers should play an active part in their own development, otherwise any Continual Professional Teacher Development (CPTD) would not bring about the change desired. I argued that if CPTD training and support is embedded within their context and based on teaching philosophies that foster teacher transformation, empowerment, and advocacy, then teachers might be more likely to commit to teaching PE. My aim in this study was thus to develop a collaborative process of CPTD with Foundation Phase teachers in low resource schools to enrich their pedagogical content knowledge (PCK) of PE and FMS within their contexts of social disadvantage. I initially adopted a qualitative design, but during this study, I realised that a more participatory approach was needed. I therefore present my study in two phases In Phase One, I answered the question: What are Foundation Phase teachers’ experiences of implementing PE in low resource schools? I did so to inform the design of an appropriately suited CPTD model for Phase Two of this study. I used a qualitative research design situated within the interpretive paradigm. I purposively sampled 24 Foundation Phase teachers to partake in semi-structured interviews. Thematic analysis revealed three broad themes, namely, personal, and systemic barriers to PE, as well as positive responses to challenges. The overlap between themes was significant, highlighting the complexity of teachers’ experiences and perceptions of PE. Teachers’ positive responses emphasised that they possess the creativity and advocacy to overcome challenges posed and necessitated that I adopt a participatory design to work with teachers to develop a collaborative form of CPTD. Phase Two of this study was guided by the questions set by the participating teachers. Ten Foundation Phase teachers from two schools volunteered to be part of the study. In Cycle One they asked: What do we need to learn to be able to effectively implement PE? The findings of Cycle One led them to ask the following question in Cycle Two: How can we improve our confidence to teach PE within our school contexts? Participants did so through collaboratively creating PE lessons which they then implemented and evaluated. The findings of Phase Two highlighted how Foundation Phase teachers can be guided to empower themselves to overcome the barriers to teaching PE that they face in their low resource schools. Based on teachers’ CPTD experiences, I then addressed the third question of this study: What CPTD guidelines can be generated to enable Foundation Phase teachers to improve on and to implement their PCK of PE and FMS at low resource schools? Five CPTD guidelines aimed at collaborative and transformative PE-based CPTD focused on whole school transformation were identified. I provide a graphic depiction of the CPTD guidelines that explains how it can be operationalised. These CPTD guidelines and process model provide valuable knowledge to inform CPTD policy and practice of PE in the Foundation Phase in low resource schools. , Thesis (PhD) -- Faculty of Health Sciences, 2021
- Full Text:
- Date Issued: 2021-04
Essential employee knowledge management and re-skilling within the 4ir in the South African automotive industry towards 2030
- Authors: Hufkie, Brian
- Date: 2021-04
- Subjects: Knowledge management , Technological innovations -- Economic aspects , Automobile industry and trade -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51556 , vital:43304
- Description: It was the purpose of the study to gain an understanding of what Essential Employee Knowledge Management and Re-Skilling is needed in the South African Automotive Industry towards 2030 with regards to the Fourth Industrial Revolution (4IR). The reason for choosing the South African automotive industry was because the automotive industry is South Africa’s most important manufacturing sector. Nearly one-third of value adding within the domestic business sector is from the contribution, directly or indirectly, of vehicle assembly and automotive component manufacturing. According to Muro and Whiton (2017), advanced automation is already disrupting job futures across the globe and the 4IR technologies will contribute to further impacts upon the labour market, as many routine and rule-based jobs that typically involving low to medium skills become automated. Omarjee (2018), further states that the skills gap and structural unemployment are at an ever-increasing pace of change, which means organisations will face more structural unemployment challenges and which, therefore, amplifies the need for a significant amount of talent development, knowledge management, reskilling and up-skilling required in South Africa towards 4IR readiness. According to Statistics South Africa (Stats SA, 2018), South Africa’s skills challenges are because of complications of socio-economic and socio-historic factors. It is undisputed that 4IR requires a highly skilled workforce, and one which South Africa, regrettably, has been struggling to produce. The report further estimates that 30% of South African workers are unskilled, 46% are semiskilled workers and 24% are skilled workers. Therefore, skilling and reskilling of workers is important in preparing for the 4IR. The study undertook a focused environmental scan of recently published and pertinent articles in the public domain media. The aim, furthermore, was to use the environmental scan to contribute meaningful recommendations to all key stakeholders involved. The environmental scan looked at the macro environment and which included the social, technological, political, economic and the environmental factors influencing the South African automotive industry. Secondly, a qualitative case study approach was used to describe the true experiences of assembly workers and their immediate supervisors in a South African automotive plant. An interpretivism paradigm was applied in line with the case study research methodology. A semi-structured interview guide was developed to obtain primary data through the interviewing process and to test the dependent and independent variables. Using convenience sampling, interviews were set up with identified company related respondents, which included supervisors and blue-collar workers at a South African automotive company. The study results revealed that although some of the respondents did not know what 4IR was, there was agreement amongst those who knew what was involved and why 4IR should happen. The shared understanding was that 4IR involves vast amounts of data that assists in improving processes, systems and services. The study results also indicated that the implementation of automation, robotics and AI within the manufacturing industry had increased the fears of employees in terms of technology application is replacing their jobs. Some of the respondents also perceived a lack of transparency with regards to a structured approach towards a reskilling plan targeting the blue-collar workers’ readiness, in line with the 4IR within the automotive industry. Furthermore, what was clear was that reskilling, training and a retraining was needed within the orgainisation. Based on the overall study results, it appears that there is currently limited observed evidence about the current state of readiness of 4IR awareness and its adoption within a South African automotive industry entity. , Thesis (MA) -- Faculty of Business and Economic Sciences, Business Administration, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Hufkie, Brian
- Date: 2021-04
- Subjects: Knowledge management , Technological innovations -- Economic aspects , Automobile industry and trade -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51556 , vital:43304
- Description: It was the purpose of the study to gain an understanding of what Essential Employee Knowledge Management and Re-Skilling is needed in the South African Automotive Industry towards 2030 with regards to the Fourth Industrial Revolution (4IR). The reason for choosing the South African automotive industry was because the automotive industry is South Africa’s most important manufacturing sector. Nearly one-third of value adding within the domestic business sector is from the contribution, directly or indirectly, of vehicle assembly and automotive component manufacturing. According to Muro and Whiton (2017), advanced automation is already disrupting job futures across the globe and the 4IR technologies will contribute to further impacts upon the labour market, as many routine and rule-based jobs that typically involving low to medium skills become automated. Omarjee (2018), further states that the skills gap and structural unemployment are at an ever-increasing pace of change, which means organisations will face more structural unemployment challenges and which, therefore, amplifies the need for a significant amount of talent development, knowledge management, reskilling and up-skilling required in South Africa towards 4IR readiness. According to Statistics South Africa (Stats SA, 2018), South Africa’s skills challenges are because of complications of socio-economic and socio-historic factors. It is undisputed that 4IR requires a highly skilled workforce, and one which South Africa, regrettably, has been struggling to produce. The report further estimates that 30% of South African workers are unskilled, 46% are semiskilled workers and 24% are skilled workers. Therefore, skilling and reskilling of workers is important in preparing for the 4IR. The study undertook a focused environmental scan of recently published and pertinent articles in the public domain media. The aim, furthermore, was to use the environmental scan to contribute meaningful recommendations to all key stakeholders involved. The environmental scan looked at the macro environment and which included the social, technological, political, economic and the environmental factors influencing the South African automotive industry. Secondly, a qualitative case study approach was used to describe the true experiences of assembly workers and their immediate supervisors in a South African automotive plant. An interpretivism paradigm was applied in line with the case study research methodology. A semi-structured interview guide was developed to obtain primary data through the interviewing process and to test the dependent and independent variables. Using convenience sampling, interviews were set up with identified company related respondents, which included supervisors and blue-collar workers at a South African automotive company. The study results revealed that although some of the respondents did not know what 4IR was, there was agreement amongst those who knew what was involved and why 4IR should happen. The shared understanding was that 4IR involves vast amounts of data that assists in improving processes, systems and services. The study results also indicated that the implementation of automation, robotics and AI within the manufacturing industry had increased the fears of employees in terms of technology application is replacing their jobs. Some of the respondents also perceived a lack of transparency with regards to a structured approach towards a reskilling plan targeting the blue-collar workers’ readiness, in line with the 4IR within the automotive industry. Furthermore, what was clear was that reskilling, training and a retraining was needed within the orgainisation. Based on the overall study results, it appears that there is currently limited observed evidence about the current state of readiness of 4IR awareness and its adoption within a South African automotive industry entity. , Thesis (MA) -- Faculty of Business and Economic Sciences, Business Administration, 2021
- Full Text:
- Date Issued: 2021-04
Ethical sensitivity of internal audit university students
- Authors: Chauke, Deroul
- Date: 2021-04
- Subjects: Accounting -- Study and teaching (Higher) -- South Africa , Ethics , Management -- Moral and ethical aspects
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51074 , vital:43206
- Description: Ethics is an important aspect of business, particularly in the internal audit profession, and especially after the corporate scandals in the twenty-first century. Internal auditors play an important role in business and society as they hold executive directors of organisations accountable on behalf of various stakeholders and shareholders, by reviewing the effectiveness of internal control systems, risk management, and governance processes. Similar to the legal and medical professions, internal auditors are expected by the public and clients they serve, to uphold high ethical standards. The overall objective of this study is to determine whether internal audit university students possess sufficient ethical sensitivity to appropriately respond to ethical challenges they could face when they enter the internal audit profession. To achieve the objective of this study, a qualitative research approach was followed. To collect the primary data, a questionnaire containing six vignettes was administered to internal audit university students at three universities in South Africa. The qualitative data provided the researcher with rich and in-depth evidence about the ethical sensitivity of internal audit university students. The findings of this study revealed that most students have the necessary ethical sensitivity to respond to ethical challenges. The findings also revealed that taking an ethics course enhanced the students’ ethical sensitivity. It has also emerged from the findings that a few participants were not ethically sensitive as they failed to report an unethical activity. They chose instead to detach themselves from the unethical activity by maintaining their silence. This finding indicates the need to conduct further studies on the ethical sensitivity of internal audit university students using different research instruments and more universities or larger samples. , Thesis (MCom) -- Faculty of Business and Economic Sciences, Accounting, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Chauke, Deroul
- Date: 2021-04
- Subjects: Accounting -- Study and teaching (Higher) -- South Africa , Ethics , Management -- Moral and ethical aspects
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51074 , vital:43206
- Description: Ethics is an important aspect of business, particularly in the internal audit profession, and especially after the corporate scandals in the twenty-first century. Internal auditors play an important role in business and society as they hold executive directors of organisations accountable on behalf of various stakeholders and shareholders, by reviewing the effectiveness of internal control systems, risk management, and governance processes. Similar to the legal and medical professions, internal auditors are expected by the public and clients they serve, to uphold high ethical standards. The overall objective of this study is to determine whether internal audit university students possess sufficient ethical sensitivity to appropriately respond to ethical challenges they could face when they enter the internal audit profession. To achieve the objective of this study, a qualitative research approach was followed. To collect the primary data, a questionnaire containing six vignettes was administered to internal audit university students at three universities in South Africa. The qualitative data provided the researcher with rich and in-depth evidence about the ethical sensitivity of internal audit university students. The findings of this study revealed that most students have the necessary ethical sensitivity to respond to ethical challenges. The findings also revealed that taking an ethics course enhanced the students’ ethical sensitivity. It has also emerged from the findings that a few participants were not ethically sensitive as they failed to report an unethical activity. They chose instead to detach themselves from the unethical activity by maintaining their silence. This finding indicates the need to conduct further studies on the ethical sensitivity of internal audit university students using different research instruments and more universities or larger samples. , Thesis (MCom) -- Faculty of Business and Economic Sciences, Accounting, 2021
- Full Text:
- Date Issued: 2021-04
Evaluation of anti-diabetic activity of selected red marine macro-algae found along South African coastal areas
- Bambo, Karabo https://orcid.org/0000-0002-3721-2424
- Authors: Bambo, Karabo https://orcid.org/0000-0002-3721-2424
- Date: 2021-04
- Subjects: Marine algae , Phytochemicals
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/22533 , vital:52405
- Description: Marine macro-algae are a good source of potential primary and secondary metabolites. Phytochemicals of the samples were extracted using methanol and water. This study evaluated the phytochemical constituents, antioxidant activity and antidiabetic activity of selected red marine macro-algae sampled from Gqeberha, South Africa. The species collected were identified as Gelidium pristoides, Scinaia furcellata and Portieria tripinita using DNA barcoding. Results showed the presence of several phytochemicals such as saponins, phenols, flavonols, tannins, proanthocyanidins and flavonoids. Methanol was a more effective polyphenol extraction solvent than water. Gelidium pristoides (H2O) was observed to contain the highest phenol and proanthocyanidin content, which correlated to Gelidium pristoides (H2O) having the greatest FRAP and DPPH radical scavenging activity IC50 at 0.227. Portieria tripinita (MeOH) extract had the greatest flavonoid content. Flavonol content was high for Scinaia furcellata while the highest tannin content was observed in both H2O and MeOH extracts of Gelidium pristoides. All the selected marine macro-algae species showed concentration-dependent reducing power. The extract with the highest ABTS scavenging activity was Gelidium pristoides (MeOH) IC50 at 0.227. Portieria tripinita was the only species that showed Nitric oxide scavenging activity, with (H2O) extract showing the highest activity IC50 at 3.052. Only MeOH extracts of Gelidium pristoides and Scinaia furcellata showed very slight α-amylase inhibition, however, all extracts successfully inhibited the activity of α-glucosidase with the exception of the H2O extracts of Scinaia furcellata. All crude extracts of Gelidium pristoides, Scinaia furcellata and Portieria tripinita showed no significant/weak effect on glucose uptake and utilization by C3A cells following 24 hours of treatment, with the exception of the aqueous extracts of Scinaia furcellata at the highest concentration of 100 μg/ml. The in-vitro MTT cytotoxicity assay revealed that only MeOH extracts of Gelidium pristoides and Scinaia furcellata had a 15 significant toxic effect on C3A hepatocytes at concentrations of 100 μg/ml and 25μg/ml, respectively. Portieria tripinita aqueous extract showed cytotoxicity when evaluated using Hoechst 33342/Propidium iodide (PI) dual staining. , Thesis (MSc) -- Faculty of Science and Agriculture, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Bambo, Karabo https://orcid.org/0000-0002-3721-2424
- Date: 2021-04
- Subjects: Marine algae , Phytochemicals
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/22533 , vital:52405
- Description: Marine macro-algae are a good source of potential primary and secondary metabolites. Phytochemicals of the samples were extracted using methanol and water. This study evaluated the phytochemical constituents, antioxidant activity and antidiabetic activity of selected red marine macro-algae sampled from Gqeberha, South Africa. The species collected were identified as Gelidium pristoides, Scinaia furcellata and Portieria tripinita using DNA barcoding. Results showed the presence of several phytochemicals such as saponins, phenols, flavonols, tannins, proanthocyanidins and flavonoids. Methanol was a more effective polyphenol extraction solvent than water. Gelidium pristoides (H2O) was observed to contain the highest phenol and proanthocyanidin content, which correlated to Gelidium pristoides (H2O) having the greatest FRAP and DPPH radical scavenging activity IC50 at 0.227. Portieria tripinita (MeOH) extract had the greatest flavonoid content. Flavonol content was high for Scinaia furcellata while the highest tannin content was observed in both H2O and MeOH extracts of Gelidium pristoides. All the selected marine macro-algae species showed concentration-dependent reducing power. The extract with the highest ABTS scavenging activity was Gelidium pristoides (MeOH) IC50 at 0.227. Portieria tripinita was the only species that showed Nitric oxide scavenging activity, with (H2O) extract showing the highest activity IC50 at 3.052. Only MeOH extracts of Gelidium pristoides and Scinaia furcellata showed very slight α-amylase inhibition, however, all extracts successfully inhibited the activity of α-glucosidase with the exception of the H2O extracts of Scinaia furcellata. All crude extracts of Gelidium pristoides, Scinaia furcellata and Portieria tripinita showed no significant/weak effect on glucose uptake and utilization by C3A cells following 24 hours of treatment, with the exception of the aqueous extracts of Scinaia furcellata at the highest concentration of 100 μg/ml. The in-vitro MTT cytotoxicity assay revealed that only MeOH extracts of Gelidium pristoides and Scinaia furcellata had a 15 significant toxic effect on C3A hepatocytes at concentrations of 100 μg/ml and 25μg/ml, respectively. Portieria tripinita aqueous extract showed cytotoxicity when evaluated using Hoechst 33342/Propidium iodide (PI) dual staining. , Thesis (MSc) -- Faculty of Science and Agriculture, 2021
- Full Text:
- Date Issued: 2021-04
Evaluation of water quality, selected metals and endocrine-disrupting compounds in the rivers and municipal wastewaters of Eastern Cape province, South Africa
- Authors: Farounbi, Adebayo Ibikunle
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177327 , vital:42810
- Description: Thesis embargoed. Release date April 2022. , Thesis (PhD) -- Faculty of Science, Institute of Water Research, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Farounbi, Adebayo Ibikunle
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177327 , vital:42810
- Description: Thesis embargoed. Release date April 2022. , Thesis (PhD) -- Faculty of Science, Institute of Water Research, 2021
- Full Text:
- Date Issued: 2021-04
Evolutionary robotics controllers with location perception facilitated by neural network-based simulators
- Authors: Phillips, Antin Paul
- Date: 2021-04
- Subjects: Evolutionary Robots -- South Africa , Neural networks (Computer science) -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/61613 , vital:71474
- Description: Humans impressively maintain a real-time approximation of their bodily form. For instance, one knows where one’s arm is, relative to the body, without needing to directly observe it. This ability, in part, allows humans to interact with the environment without direct observation. This bodily sense is referred to as ”proprioception“. The human body contains various proprioceptors, sensory neurons which provide information about the physical state of the body. This information, along with internal body representations that humans develop over time, allows one to maintain an approximation of their bodily form. Humans also possess an impressive sense of direction and navigation ability. For instance, a blindfolded human can move around a familiar environment and maintain an approximate sense of where they are within that environment. This ability is, in part, enabled by proprioception as it provides one with an approximation of the effects their actions have on their body. The field of Evolutionary Robots (ER) makes extensive use of robotic simulators to carry out simulated robotic evaluations. Research has been conducted into alternate forms of simulation and Simulator Neural Networks (SNNs) were subsequently developed. The speed and accuracy of these SNNs, relative to more typical simulation techniques, is what inspired the approach explored in this research. Robots do not necessarily possess the appropriate hardware to sense their position within an environment. Thus, it was proposed that SNNs could be incorporated into ER controllers to approximate the position of the robot. These SNNs would be executed in parallel to the robot and provide a constant approximation of the robot’s position. This would provide controllers with information that they would not otherwise have, albeit approximate information. Various experiments were carried out which examined both typical ER controllers as well as those which were augmented in the proposed fashion. The augmented controllers were found to outperform typical controllers as well as develop more advanced and efficient behaviours. Furthermore, the augmented controllers demonstrated the ability to solve tasks that regular controllers could not. A potential criticism of the approach suggested in this research is that ER controllers could hypothetically be trained in such a way that the proposed augmentation would be unnecessary. This possibility was investigated and it was found that successfully training controllers in such a manner would be unlikely. Furthermore, the effort involved in fine-tuning this training process would be greater than simply following the approach suggested in this research. Another potential drawback of the suggested approach involved the accuracy of the information that SNNs could provide to controllers. The approximated information was found to diverge over time and negatively affected controller performance. A method to address this issue was proposed and subsequently implemented. This method was demonstrated to be an effective means of reducing the divergence of the SNNs outputs and, in turn, improved controller performance. , Thesis (MSc) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Phillips, Antin Paul
- Date: 2021-04
- Subjects: Evolutionary Robots -- South Africa , Neural networks (Computer science) -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/61613 , vital:71474
- Description: Humans impressively maintain a real-time approximation of their bodily form. For instance, one knows where one’s arm is, relative to the body, without needing to directly observe it. This ability, in part, allows humans to interact with the environment without direct observation. This bodily sense is referred to as ”proprioception“. The human body contains various proprioceptors, sensory neurons which provide information about the physical state of the body. This information, along with internal body representations that humans develop over time, allows one to maintain an approximation of their bodily form. Humans also possess an impressive sense of direction and navigation ability. For instance, a blindfolded human can move around a familiar environment and maintain an approximate sense of where they are within that environment. This ability is, in part, enabled by proprioception as it provides one with an approximation of the effects their actions have on their body. The field of Evolutionary Robots (ER) makes extensive use of robotic simulators to carry out simulated robotic evaluations. Research has been conducted into alternate forms of simulation and Simulator Neural Networks (SNNs) were subsequently developed. The speed and accuracy of these SNNs, relative to more typical simulation techniques, is what inspired the approach explored in this research. Robots do not necessarily possess the appropriate hardware to sense their position within an environment. Thus, it was proposed that SNNs could be incorporated into ER controllers to approximate the position of the robot. These SNNs would be executed in parallel to the robot and provide a constant approximation of the robot’s position. This would provide controllers with information that they would not otherwise have, albeit approximate information. Various experiments were carried out which examined both typical ER controllers as well as those which were augmented in the proposed fashion. The augmented controllers were found to outperform typical controllers as well as develop more advanced and efficient behaviours. Furthermore, the augmented controllers demonstrated the ability to solve tasks that regular controllers could not. A potential criticism of the approach suggested in this research is that ER controllers could hypothetically be trained in such a way that the proposed augmentation would be unnecessary. This possibility was investigated and it was found that successfully training controllers in such a manner would be unlikely. Furthermore, the effort involved in fine-tuning this training process would be greater than simply following the approach suggested in this research. Another potential drawback of the suggested approach involved the accuracy of the information that SNNs could provide to controllers. The approximated information was found to diverge over time and negatively affected controller performance. A method to address this issue was proposed and subsequently implemented. This method was demonstrated to be an effective means of reducing the divergence of the SNNs outputs and, in turn, improved controller performance. , Thesis (MSc) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics, 2021
- Full Text:
- Date Issued: 2021-04
Exploring an effective energy transition management framework for the South African energy sector
- Authors: Lloyd, Vuyisile Patrick
- Date: 2021-04
- Subjects: Energy development -- South Africa , Business planning -- South Africa , Power resources -- Economic aspects -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51753 , vital:43369
- Description: The global energy transition slowed in 2019 according to the Energy Transition Index report from World Economic Forum, and South Africa (SA) was ranked one hundred and fourteenth out of the one hundred and fifteen countries assessed South Africa thus demonstrated low results in both the energy system performance index and the readiness for energy transition. A range of countries are also facing challenges that are central to the transformation of the energy sector, including protecting the environment, energy security and climate change. These persistent global crises and problems experienced by the energy sector in relation also to scarcity of natural resources, widening social inequalities and environmental degradation, have necessitated reforms and transitions in the energy sector. This study follows an interpretivism research philosophy because it is more suitable for a qualitative research methodology. The strategy of case study research is related to the paradigm of interpretivism approach and thus to the methodology of qualitative research. Various research strategies are used to gain in-depth knowledge, including the use of a case study research methodology to investigate a particular natural setting phenomenon. The research methodology with the embedded sub-units of analysis uses a single case study instrument. The primary unit of analysis considered for this study is the energy sector in South Africa in its current state. For this study, semi-structured interviews are utilised as the research instrument forming the primary data. Transition management and research propositions as conceptualised in this case study are theoretical concepts that management could use to positively influence the South African energy transition. SA is seriously impacted by the spread of the COVID-19 pandemic since the beginning of 2020. The online research approach used resulted in some limitations during data collection, not being able to conduct interviews face-to-face and inability to observe participants during data collection. The researcher also found limitations on accessing data from some of the energy experts recruited to participate in the research. Some reported being busy and not having time to fill out the questionnaires. The researcher carried out follow-ups and recruited new participants. Primary data was ultimately collected from a total of five energy experts who participated in the study against the initial plan for eight participants. Most energy transition studies have focused almost entirely on energy technologies choices. The research intends to contribute to the body of knowledge and provides solutions for management, government and energy sector stakeholders to build strategies to resolve the complex and persistent challenges that slow down the energy transition in South Africa. , Thesis (MBA) -- Faculty of Business and Economic Sciences , Business Administration, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Lloyd, Vuyisile Patrick
- Date: 2021-04
- Subjects: Energy development -- South Africa , Business planning -- South Africa , Power resources -- Economic aspects -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51753 , vital:43369
- Description: The global energy transition slowed in 2019 according to the Energy Transition Index report from World Economic Forum, and South Africa (SA) was ranked one hundred and fourteenth out of the one hundred and fifteen countries assessed South Africa thus demonstrated low results in both the energy system performance index and the readiness for energy transition. A range of countries are also facing challenges that are central to the transformation of the energy sector, including protecting the environment, energy security and climate change. These persistent global crises and problems experienced by the energy sector in relation also to scarcity of natural resources, widening social inequalities and environmental degradation, have necessitated reforms and transitions in the energy sector. This study follows an interpretivism research philosophy because it is more suitable for a qualitative research methodology. The strategy of case study research is related to the paradigm of interpretivism approach and thus to the methodology of qualitative research. Various research strategies are used to gain in-depth knowledge, including the use of a case study research methodology to investigate a particular natural setting phenomenon. The research methodology with the embedded sub-units of analysis uses a single case study instrument. The primary unit of analysis considered for this study is the energy sector in South Africa in its current state. For this study, semi-structured interviews are utilised as the research instrument forming the primary data. Transition management and research propositions as conceptualised in this case study are theoretical concepts that management could use to positively influence the South African energy transition. SA is seriously impacted by the spread of the COVID-19 pandemic since the beginning of 2020. The online research approach used resulted in some limitations during data collection, not being able to conduct interviews face-to-face and inability to observe participants during data collection. The researcher also found limitations on accessing data from some of the energy experts recruited to participate in the research. Some reported being busy and not having time to fill out the questionnaires. The researcher carried out follow-ups and recruited new participants. Primary data was ultimately collected from a total of five energy experts who participated in the study against the initial plan for eight participants. Most energy transition studies have focused almost entirely on energy technologies choices. The research intends to contribute to the body of knowledge and provides solutions for management, government and energy sector stakeholders to build strategies to resolve the complex and persistent challenges that slow down the energy transition in South Africa. , Thesis (MBA) -- Faculty of Business and Economic Sciences , Business Administration, 2021
- Full Text:
- Date Issued: 2021-04
Exploring how Grade 9 Physical Science teachers mediate learning of the topic of chemical changes
- Likando, Orrice Munukayumbwa
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Exploring learners’ proficiency in stoichiometry and attitudes towards science through Process Oriented Guided Inquiry Learning (POGIL) intervention
- Authors: Agunbiade, Arinola Esther
- Date: 2021-04
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Nigeria , Chemistry -- Study and teaching (Secondary) -- Nigeria , Process-oriented guided inquiry learning , Student-centered learning -- Nigeria , Science students -- Attitudes
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174402 , vital:42474
- Description: Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study.
- Full Text:
- Date Issued: 2021-04
- Authors: Agunbiade, Arinola Esther
- Date: 2021-04
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Nigeria , Chemistry -- Study and teaching (Secondary) -- Nigeria , Process-oriented guided inquiry learning , Student-centered learning -- Nigeria , Science students -- Attitudes
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174402 , vital:42474
- Description: Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study.
- Full Text:
- Date Issued: 2021-04
Exploring livelihood strategies of rural households: the meanings and experiences of isidima se khaya at Gwiligwili Village, Eastern Cape
- Authors: Dyantyi, Phila
- Date: 2021-04
- Subjects: Proverbs, African -- South Africa -- Eastern Cape , Ethnology -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52446 , vital:43643
- Description: This research study explores how rural households under harsh socio-economic rural life in the Eastern Cape, South Africa define the different meanings of Isidima se khaya, which translates in English as household dignity. The research uses isintu (IsiXhosa-Nguni) languages with African proverbs and idioms to understand the complexity of the African household in rural areas and to show how rural households’ livelihood strategies influence Isidima se khaya beyond work. The study objectives include assessing the different meanings of Isidima se khaya among the rural population in Eastern Cape. To assess the position of women in definitions of Isidima – Gendered connotations of Isidima se Khaya; establish from the community members where Isidima se khaya is found in the household; establish the links between livelihood strategies of the home and Isidima se khaya. The study focused mainly on the evolution of the rural economy as it relates to the quality of life and dignity in rural areas. Conducted through an ethnographic study at Gwiligwili village, Keiskammahoek, the data was collected using both participant observations and life history with semi-structured questionnaire interview methods. The data collection and analysis processes were grounded in principles of Constructivist Grounded Theory, which seeks to centre data in building concepts. Findings show legacies of apartheid persist in former South African homelands with many rural households relying on government safety nets as stable and reliable livelihood strategies. It argues that these safety nets, such as public work and social protection, serve as the tools only to conceal the economy of shame and restore Isidima se khaya in precarious rural poor communities and broader South Africa. The study concludes with an interrogation of the concept of personhood attached to Isidima beyond the legalistic and human rights definitions of dignity. , Thesis (MA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Dyantyi, Phila
- Date: 2021-04
- Subjects: Proverbs, African -- South Africa -- Eastern Cape , Ethnology -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52446 , vital:43643
- Description: This research study explores how rural households under harsh socio-economic rural life in the Eastern Cape, South Africa define the different meanings of Isidima se khaya, which translates in English as household dignity. The research uses isintu (IsiXhosa-Nguni) languages with African proverbs and idioms to understand the complexity of the African household in rural areas and to show how rural households’ livelihood strategies influence Isidima se khaya beyond work. The study objectives include assessing the different meanings of Isidima se khaya among the rural population in Eastern Cape. To assess the position of women in definitions of Isidima – Gendered connotations of Isidima se Khaya; establish from the community members where Isidima se khaya is found in the household; establish the links between livelihood strategies of the home and Isidima se khaya. The study focused mainly on the evolution of the rural economy as it relates to the quality of life and dignity in rural areas. Conducted through an ethnographic study at Gwiligwili village, Keiskammahoek, the data was collected using both participant observations and life history with semi-structured questionnaire interview methods. The data collection and analysis processes were grounded in principles of Constructivist Grounded Theory, which seeks to centre data in building concepts. Findings show legacies of apartheid persist in former South African homelands with many rural households relying on government safety nets as stable and reliable livelihood strategies. It argues that these safety nets, such as public work and social protection, serve as the tools only to conceal the economy of shame and restore Isidima se khaya in precarious rural poor communities and broader South Africa. The study concludes with an interrogation of the concept of personhood attached to Isidima beyond the legalistic and human rights definitions of dignity. , Thesis (MA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
Exploring recurring dreams as a catalyst for image-making in Visual Art
- Authors: Adams, Demi
- Date: 2021-04
- Subjects: Dreams and the arts , Dreams in motion pictures
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52424 , vital:43640
- Description: The purpose of this study was to create a body of work which focused on the recurring dreams I have been experiencing since early childhood. I had dreams about a world which I could access through the back of my bedroom cupboard or a crack in my ceiling. This world is one which never experiences daytime; it is covered in various crystals and has its own inhabitants. I started keeping dream diaries to create my artworks, essentially creating a Paracosm. Paracosm is: “… a detailed imaginary world, especially one created by a child” (Your dictionary, 2020: 1). The problem of this study was thus: was it possible to recreate my Crystal-Lunar World (personal dream narrative) using visual art so others could experience it and which methods should be employed to substantiate these recurring dreams. Thus, the overarching research question is how do recurring personal dreams translate into visual art to sustain a language which manifests in an individual visual narrative. I made use of mixed media paintings and three-dimensional objects to illustrate scenes from my Crystal-Lunar World. I kept Dream Diaries to collect data on my recurring dreams and extract frequencies and group them into themes to create my artworks. The dream diaries also substantiated what I was painting and making. I also kept drawing journals to study the various crystals and to illustrate them and the creatures I see. , Thesis (MA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Adams, Demi
- Date: 2021-04
- Subjects: Dreams and the arts , Dreams in motion pictures
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52424 , vital:43640
- Description: The purpose of this study was to create a body of work which focused on the recurring dreams I have been experiencing since early childhood. I had dreams about a world which I could access through the back of my bedroom cupboard or a crack in my ceiling. This world is one which never experiences daytime; it is covered in various crystals and has its own inhabitants. I started keeping dream diaries to create my artworks, essentially creating a Paracosm. Paracosm is: “… a detailed imaginary world, especially one created by a child” (Your dictionary, 2020: 1). The problem of this study was thus: was it possible to recreate my Crystal-Lunar World (personal dream narrative) using visual art so others could experience it and which methods should be employed to substantiate these recurring dreams. Thus, the overarching research question is how do recurring personal dreams translate into visual art to sustain a language which manifests in an individual visual narrative. I made use of mixed media paintings and three-dimensional objects to illustrate scenes from my Crystal-Lunar World. I kept Dream Diaries to collect data on my recurring dreams and extract frequencies and group them into themes to create my artworks. The dream diaries also substantiated what I was painting and making. I also kept drawing journals to study the various crystals and to illustrate them and the creatures I see. , Thesis (MA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
Exploring Social Learning within the Context of Community-Based Farming : Implications for Farmers’ Agency and Capabilities
- Authors: Dirwai, Crispen
- Date: 2021-04
- Subjects: Crops and climate -- Zimbabwe -- Mutasa District , Livestock -- Climatic factors -- Zimbabwe -- Mutasa District , Social learning -- Zimbabwe -- Mutasa District , Community-supported agriculture -- Zimbabwe -- Mutasa District , Environmental education -- Zimbabwe -- Mutasa District , Climatic changes -- Social aspects -- Zimbabwe -- Mutasa District , Critical realism
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174526 , vital:42485 , https://doi.org/10.21504/10962/174526
- Description: This thesis, ‘Exploring social learning within the context of community-based farming: Implications for farmers’ agency and capabilities’, provided an opportunity to investigate how community-based farmers engaged a social learning process in adjusting their practices to the observed climate change and variability risks and vulnerabilities. The social learning and pedagogic trajectory towards climate change adaptation, involved a multi-sectoral approach in a community of practice that was inclusive of extension service, developmental agencies, a university, climate change activists, a primary school, a university, the agro-industrial community, the urban open market and the local standards association. Social learning, in this community of practice, took place during field days, field tours, focus groups and observations in a multi-case study approach. The main research question addressed in this thesis was ‘How can and does social learning facilitate or constrain the conversion of resources into functionings and new adaptation capabilities of communal farmers in Muchena village in the face of increasing climate change and associated climate variability related socio-ecological risks and vulnerabilities?’ In order to address this main research question and its corresponding sub-questions, two main categories of climate change adaptive agricultural practices, crop and non-crop, were studied in the context of social learning and collective and individual capabilities and agency. The research ontology and epistemology were grounded in critical realism, with the epistemic work in the multiple case study being drawing on a constructivist approach where eleven Farmers’ Case Stories [FCS] from crop and non-crop community-based farmers were purposively followed throughout this thesis journey, while the ontological dynamics were pursued through critical realist depth ontological enquiry. The theoretical framework for this thesis encompassed Bhaskar’s (1998; 2016) dialectical critical realist MELD schema, which underlabours conversion factors from Sen’s (1993; 2005) capabilities theory mobilised via the six sequential moments of the pedagogic practice of social learning as articulated by Wals (2007). This gave the theoretical framework a multi-dimensional facet. In this multi-dimensional theoretical framework, the ontologically influential generative mechanisms identified at 1M, were droughts, food insecurity, economic poverty, poor farming methods, floods, pests, socio-political stress, socio-cultural and intergenerational knowledge transfer, government policies and market forces. Effort was made to absent these ills at 2E, through knowledge co-creation within the communities of practice, through individual and collective reflexivity and was guided by the six sequential moments of Wals’ (2007) social learning pedagogic trajectory and by the three capabilities conversion factors; personal, environmental and social. At 3L’s totalities (laminated) and false totalities and compromises, the community-based farmers came to realise, appreciate and utilised the benefits of individual and collective agency as knowledge generation. In the theoretical framework, the social learning process was a product of collective and individual agency, a product of co-creation, co-sharing and co-monitoring and mentoring of each other’s work in a non-linear process towards transformation at 4D. The thesis identified the following capability sets and their corresponding functionings: education with the new achieved functionings of knowledge on market oriented economy with more functionings such as apiary, dendrology, aqua-culture and horticultural practices, partnerships including contract farming and company registration; health as a capability set had the new functionings of improved people’s and soil’s health from organic and conservation production practices; nutrition as a capability set with new functionings of organic and conservation farming as well as, through testing of products and soils to ascertain nutritional parameters, nutritional functionings. These identified capability sets as valued beings and doings all attempted to absent climate change induced droughts, food insecurity and economic poverty through the social learning process. The new achieved functionings of knowledge on related market oriented economy, were used for food security as farmers were able to buy maize, the staple food, which has been constrained by climate change induced droughts and pests. The new capability sets and achieved functionings in alternatives to maize crop farming could be viewed in this thesis as a positive emancipatory cyclic movement in the community-based farmers from non-being to agency [1M to 4D]. The thesis found that for the social learning process to be transformative, the community-based farmers had to reflect as individuals and collectively as a community from T1 [social learning layer 1] to T00 [social learning as multi-layered and infinite]. Learning starts from T1 by engaging the ontological and epistemological question ‘what?’ and the pedagogical question, ‘how?’, in order to understand existing ills and how best to absent them. Tensions existed as the community still take maize meal as their staple food and yet maize production is less resilient to droughts in the absence of water harvesting for irrigation. Despite realising the nutritional value of small grains, the research findings claimed that small grains were difficult to process into a mealie-meal and so, could not replace maize as a staple food. Theoretical contributions from this thesis entailed both epistemological and ontological implications as the community-based farmers started to question positivism as the only benchmark for organic standards by sending what they self-perceived as ‘organic’ products and soils, for verification from observed laboratory tests. This might have indicated a recognised shift in the epistemology of the poor community-based farmer, who are widely viewed in literature, as non-being and subsistence, towards an organised transformative market oriented practice. In this regard, transformative social learning catalysed by the thesis, contributed towards an organic practice characterised by absenting synthetic fertilisers and certain heavy elements from the soils and from the products, thereby adapting and mitigating to global climate change at a micro-scale. The study, though small scale, might be viewed as having global policy implications. For SGD:2 FCS 1, VS absented hunger by transforming from zero tonnage in 2012 to an estimated harvest of four tonnes in 2017. For SDG:3, FCS 3, LN produced close to a tonne of organic peas that passed through laboratory testing for nutritional parameters and testing against heavy metals during the 2018 and 2019 farming season. SDG: 1 could be assessed and reflected through improved livelihoods from income raised under market gardening as shown in FCS 3, LN; FCS, 4 SM2; FCS 5 SS and FCS 6 JM2. Also from SDG 1, were alternatives to maize crop farming and climate change adaptation market oriented apiary practiced by FCS 7, LM2 & FCS 8, LM3 and market oriented dendrology from FCS, 10, VC & FCS 11, JC. FCS 10, VC, managed to register a small company while FCS 11, JC managed to get contracts from reputable tobacco companies in the country and he also managed to access bank loans to purchase a small truck to absent the transport ills that constrained the youths who finally moved out of the achieved functioning of dendrology. FCS, 3, LN and the group of youths valued sending their products and soils for laboratory tests, an indicator of the quality of education that they attained through Social learning process’ communities of practice engagement. By supplying part of their products as raw materials to an agro-industry, the newly achieved functioning of market oriented agriculture from FCS 3, LN and FCS 4, SM2 could be viewed as a move towards SDG: 9. In terms of SDG: 12, the farming practices studied in this thesis were deemed environmentally friendly, green and so were adaptations to climate change which could be read along with SDG: 13. The thesis findings thus could be viewed as those that could open up some ways of assessing and providing practical implementation pathways for some of the sustainable development goals as well as providing a platform to interrogate other ways of understanding critical realism’s underlying generative mechanisms as enablers and constrainers to shaping social learning and people’s measurable functionings in the context of education for sustainable development and the global action programme (GAP) and its immanent successor, the ESD Agenda 2030 framework. The research is therefore well poised to inform this agenda. The study concludes that in order to enhance community-based farmers’ social learning and agency towards climate change adaptation, extension service, the standards association institution, agro-industry, the university as well as the media, might need to engage pro-actively with the farmers’ capabilities and agency. The thesis also attempted to inform the university institution’s community engagement, thereby giving practical meaning to the whole institution approaches to ESD as promoted in the UNESCO ESD Global Action Programme, and the emerging ESD 2030 Agenda. The thesis therefore has potential to inform pedagogic practices at the formal, non-formal and the informal learning sectors. The thesis concludes that the social learning process, when coupled with critical realism and the capabilities theories, could facilitate the conversion of resources into new adaptive functionings. The social learning process is transformative, reflexive and recursive, but might have to start from 1M to 4D and from T1 to T00. Moreover, the thesis concludes that poverty remained one of the major disablers of the farmers’ capabilities and agency in this thesis. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Dirwai, Crispen
- Date: 2021-04
- Subjects: Crops and climate -- Zimbabwe -- Mutasa District , Livestock -- Climatic factors -- Zimbabwe -- Mutasa District , Social learning -- Zimbabwe -- Mutasa District , Community-supported agriculture -- Zimbabwe -- Mutasa District , Environmental education -- Zimbabwe -- Mutasa District , Climatic changes -- Social aspects -- Zimbabwe -- Mutasa District , Critical realism
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174526 , vital:42485 , https://doi.org/10.21504/10962/174526
- Description: This thesis, ‘Exploring social learning within the context of community-based farming: Implications for farmers’ agency and capabilities’, provided an opportunity to investigate how community-based farmers engaged a social learning process in adjusting their practices to the observed climate change and variability risks and vulnerabilities. The social learning and pedagogic trajectory towards climate change adaptation, involved a multi-sectoral approach in a community of practice that was inclusive of extension service, developmental agencies, a university, climate change activists, a primary school, a university, the agro-industrial community, the urban open market and the local standards association. Social learning, in this community of practice, took place during field days, field tours, focus groups and observations in a multi-case study approach. The main research question addressed in this thesis was ‘How can and does social learning facilitate or constrain the conversion of resources into functionings and new adaptation capabilities of communal farmers in Muchena village in the face of increasing climate change and associated climate variability related socio-ecological risks and vulnerabilities?’ In order to address this main research question and its corresponding sub-questions, two main categories of climate change adaptive agricultural practices, crop and non-crop, were studied in the context of social learning and collective and individual capabilities and agency. The research ontology and epistemology were grounded in critical realism, with the epistemic work in the multiple case study being drawing on a constructivist approach where eleven Farmers’ Case Stories [FCS] from crop and non-crop community-based farmers were purposively followed throughout this thesis journey, while the ontological dynamics were pursued through critical realist depth ontological enquiry. The theoretical framework for this thesis encompassed Bhaskar’s (1998; 2016) dialectical critical realist MELD schema, which underlabours conversion factors from Sen’s (1993; 2005) capabilities theory mobilised via the six sequential moments of the pedagogic practice of social learning as articulated by Wals (2007). This gave the theoretical framework a multi-dimensional facet. In this multi-dimensional theoretical framework, the ontologically influential generative mechanisms identified at 1M, were droughts, food insecurity, economic poverty, poor farming methods, floods, pests, socio-political stress, socio-cultural and intergenerational knowledge transfer, government policies and market forces. Effort was made to absent these ills at 2E, through knowledge co-creation within the communities of practice, through individual and collective reflexivity and was guided by the six sequential moments of Wals’ (2007) social learning pedagogic trajectory and by the three capabilities conversion factors; personal, environmental and social. At 3L’s totalities (laminated) and false totalities and compromises, the community-based farmers came to realise, appreciate and utilised the benefits of individual and collective agency as knowledge generation. In the theoretical framework, the social learning process was a product of collective and individual agency, a product of co-creation, co-sharing and co-monitoring and mentoring of each other’s work in a non-linear process towards transformation at 4D. The thesis identified the following capability sets and their corresponding functionings: education with the new achieved functionings of knowledge on market oriented economy with more functionings such as apiary, dendrology, aqua-culture and horticultural practices, partnerships including contract farming and company registration; health as a capability set had the new functionings of improved people’s and soil’s health from organic and conservation production practices; nutrition as a capability set with new functionings of organic and conservation farming as well as, through testing of products and soils to ascertain nutritional parameters, nutritional functionings. These identified capability sets as valued beings and doings all attempted to absent climate change induced droughts, food insecurity and economic poverty through the social learning process. The new achieved functionings of knowledge on related market oriented economy, were used for food security as farmers were able to buy maize, the staple food, which has been constrained by climate change induced droughts and pests. The new capability sets and achieved functionings in alternatives to maize crop farming could be viewed in this thesis as a positive emancipatory cyclic movement in the community-based farmers from non-being to agency [1M to 4D]. The thesis found that for the social learning process to be transformative, the community-based farmers had to reflect as individuals and collectively as a community from T1 [social learning layer 1] to T00 [social learning as multi-layered and infinite]. Learning starts from T1 by engaging the ontological and epistemological question ‘what?’ and the pedagogical question, ‘how?’, in order to understand existing ills and how best to absent them. Tensions existed as the community still take maize meal as their staple food and yet maize production is less resilient to droughts in the absence of water harvesting for irrigation. Despite realising the nutritional value of small grains, the research findings claimed that small grains were difficult to process into a mealie-meal and so, could not replace maize as a staple food. Theoretical contributions from this thesis entailed both epistemological and ontological implications as the community-based farmers started to question positivism as the only benchmark for organic standards by sending what they self-perceived as ‘organic’ products and soils, for verification from observed laboratory tests. This might have indicated a recognised shift in the epistemology of the poor community-based farmer, who are widely viewed in literature, as non-being and subsistence, towards an organised transformative market oriented practice. In this regard, transformative social learning catalysed by the thesis, contributed towards an organic practice characterised by absenting synthetic fertilisers and certain heavy elements from the soils and from the products, thereby adapting and mitigating to global climate change at a micro-scale. The study, though small scale, might be viewed as having global policy implications. For SGD:2 FCS 1, VS absented hunger by transforming from zero tonnage in 2012 to an estimated harvest of four tonnes in 2017. For SDG:3, FCS 3, LN produced close to a tonne of organic peas that passed through laboratory testing for nutritional parameters and testing against heavy metals during the 2018 and 2019 farming season. SDG: 1 could be assessed and reflected through improved livelihoods from income raised under market gardening as shown in FCS 3, LN; FCS, 4 SM2; FCS 5 SS and FCS 6 JM2. Also from SDG 1, were alternatives to maize crop farming and climate change adaptation market oriented apiary practiced by FCS 7, LM2 & FCS 8, LM3 and market oriented dendrology from FCS, 10, VC & FCS 11, JC. FCS 10, VC, managed to register a small company while FCS 11, JC managed to get contracts from reputable tobacco companies in the country and he also managed to access bank loans to purchase a small truck to absent the transport ills that constrained the youths who finally moved out of the achieved functioning of dendrology. FCS, 3, LN and the group of youths valued sending their products and soils for laboratory tests, an indicator of the quality of education that they attained through Social learning process’ communities of practice engagement. By supplying part of their products as raw materials to an agro-industry, the newly achieved functioning of market oriented agriculture from FCS 3, LN and FCS 4, SM2 could be viewed as a move towards SDG: 9. In terms of SDG: 12, the farming practices studied in this thesis were deemed environmentally friendly, green and so were adaptations to climate change which could be read along with SDG: 13. The thesis findings thus could be viewed as those that could open up some ways of assessing and providing practical implementation pathways for some of the sustainable development goals as well as providing a platform to interrogate other ways of understanding critical realism’s underlying generative mechanisms as enablers and constrainers to shaping social learning and people’s measurable functionings in the context of education for sustainable development and the global action programme (GAP) and its immanent successor, the ESD Agenda 2030 framework. The research is therefore well poised to inform this agenda. The study concludes that in order to enhance community-based farmers’ social learning and agency towards climate change adaptation, extension service, the standards association institution, agro-industry, the university as well as the media, might need to engage pro-actively with the farmers’ capabilities and agency. The thesis also attempted to inform the university institution’s community engagement, thereby giving practical meaning to the whole institution approaches to ESD as promoted in the UNESCO ESD Global Action Programme, and the emerging ESD 2030 Agenda. The thesis therefore has potential to inform pedagogic practices at the formal, non-formal and the informal learning sectors. The thesis concludes that the social learning process, when coupled with critical realism and the capabilities theories, could facilitate the conversion of resources into new adaptive functionings. The social learning process is transformative, reflexive and recursive, but might have to start from 1M to 4D and from T1 to T00. Moreover, the thesis concludes that poverty remained one of the major disablers of the farmers’ capabilities and agency in this thesis. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Exploring the influences of an intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding
- Aikanga, Frans Paulus Shintaleleni
- Authors: Aikanga, Frans Paulus Shintaleleni
- Date: 2021-04
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Chemical bonds , Semiotics , Cognition in children , Communication in education , Language and education -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178281 , vital:42927
- Description: Anecdotal evidence from my 10 years’ experience teaching Grade 9 Physical Science in Namibian schools revealed learners’ difficulty with making sense of chemical bonding. The Junior Secondary examiners’ reports in recent consecutive years (2014, 2015, 2016 & 2017) also revealed this challenge among Grade 10 learners (Namibia. Ministry of Education, Arts and Culture [MoEAC], 2017). The language of learning and teaching (LoLT) for most school subjects (including Physical Science) in Namibia is English, which is taken as a second language by most learners (Kisting, 2011). The results of the English Language Proficiency test written by all principals and teachers in Namibia show that most are not proficient in this language (Kisting, 2011). This has raised concern as to how teaching of content subjects may be undertaken effectively with English as the LoLT. In Namibia, chemical bonding is part of the chemistry section of Physical Science, taught as a sub-topic under the Matter section, where the nature, characteristics, and behaviour of three states of matter are explained. The difficulty students have with chemical bonding is identified as being due to complex chemical concepts (Chittleborough & Mamiala, 2006), and the specialised language of the topic these concepts involve (Gilbert & Treagust, 2009). Additionally, this difficulty may be ascribed to lack of suitable pedagogic approaches, which is linked to science teachers not being fluent in the LoLT. Despite this link, Johnstone (1982) posits that addressing the challenge of teaching and learning chemical knowledge requires teachers’ understanding of three levels of representation: macroscopic, sub-microscopic, and symbolic. Addressing this challenge may be accomplished by using multimodality in teaching, which is achievable via intersemiosis of different semiotic modes, drawing from Systemic Functional Linguistics. This is due to non-linguistic modes also having the potential to make meaning as language does, and the fact that language alone cannot fully enable effective meaning-making in discourses that are inherently multimodal, such as science. Some studies have suggested that the intersemiosis of visual and verbal semiotic modes has the potential to enable more meaning-making of scientific discourse than either of these two alone. The study reported on in this thesis has built on such previous studies in order to explore the influences of a visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. No studies from Namibia exploring these influences on Grade 9 learners could be found. This revealed the knowledge gap that this study aimed to contribute to filling. I accomplished this goal by embarking on a two-cycle action research study. The first cycle followed a traditional teaching approach and assessment, whereas the second cycle, the intervention, included a visual-verbal intersemiotic complementarity teaching approach and assessment. I achieved visual-verbal intersemiotic complementarity teaching and assessment by coordinating spoken and written language with visuals in the form of diagrams and physical models. The critical paradigm was adopted to explore the influences of this pedagogic approach, with the underlying aim of exploring the intervention approach for bringing about a change in learners’ sense-making of chemical bonding, compared to traditional approaches that do not consider intersemiosis. This study is informed by Vygotsky’s (1978) social constructivism to account for learning as a product of social construction, and Halliday’s (1978) Systemic Functional Linguistics to account for the role played by semiotic modes in making meanings. This study involved collecting qualitative data that were accessed via document analysis, structured lesson observation, the teacher’s and learners’ reflective journals, and the pre- and post-test. Collecting these data was facilitated by a critical friend. The results reveal a positive influence of the visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. This influence was realised in the noticeable shift from the learners’ discourse (use of talk and visuals) being perceptual (which is less scientific) to being idea-based (which is more scientific). Learners were also found to be self-motivated and keen to learn complex chemical bonding concepts after the intervention – another sign of their making sense of the topic. The implications of this study include that visual-verbal intersemiotic complementarity should be considered a pedagogic approach to chemical bonding by curriculum developers and reviewers, teacher training institutions, and science textbook authors. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Aikanga, Frans Paulus Shintaleleni
- Date: 2021-04
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Chemical bonds , Semiotics , Cognition in children , Communication in education , Language and education -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178281 , vital:42927
- Description: Anecdotal evidence from my 10 years’ experience teaching Grade 9 Physical Science in Namibian schools revealed learners’ difficulty with making sense of chemical bonding. The Junior Secondary examiners’ reports in recent consecutive years (2014, 2015, 2016 & 2017) also revealed this challenge among Grade 10 learners (Namibia. Ministry of Education, Arts and Culture [MoEAC], 2017). The language of learning and teaching (LoLT) for most school subjects (including Physical Science) in Namibia is English, which is taken as a second language by most learners (Kisting, 2011). The results of the English Language Proficiency test written by all principals and teachers in Namibia show that most are not proficient in this language (Kisting, 2011). This has raised concern as to how teaching of content subjects may be undertaken effectively with English as the LoLT. In Namibia, chemical bonding is part of the chemistry section of Physical Science, taught as a sub-topic under the Matter section, where the nature, characteristics, and behaviour of three states of matter are explained. The difficulty students have with chemical bonding is identified as being due to complex chemical concepts (Chittleborough & Mamiala, 2006), and the specialised language of the topic these concepts involve (Gilbert & Treagust, 2009). Additionally, this difficulty may be ascribed to lack of suitable pedagogic approaches, which is linked to science teachers not being fluent in the LoLT. Despite this link, Johnstone (1982) posits that addressing the challenge of teaching and learning chemical knowledge requires teachers’ understanding of three levels of representation: macroscopic, sub-microscopic, and symbolic. Addressing this challenge may be accomplished by using multimodality in teaching, which is achievable via intersemiosis of different semiotic modes, drawing from Systemic Functional Linguistics. This is due to non-linguistic modes also having the potential to make meaning as language does, and the fact that language alone cannot fully enable effective meaning-making in discourses that are inherently multimodal, such as science. Some studies have suggested that the intersemiosis of visual and verbal semiotic modes has the potential to enable more meaning-making of scientific discourse than either of these two alone. The study reported on in this thesis has built on such previous studies in order to explore the influences of a visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. No studies from Namibia exploring these influences on Grade 9 learners could be found. This revealed the knowledge gap that this study aimed to contribute to filling. I accomplished this goal by embarking on a two-cycle action research study. The first cycle followed a traditional teaching approach and assessment, whereas the second cycle, the intervention, included a visual-verbal intersemiotic complementarity teaching approach and assessment. I achieved visual-verbal intersemiotic complementarity teaching and assessment by coordinating spoken and written language with visuals in the form of diagrams and physical models. The critical paradigm was adopted to explore the influences of this pedagogic approach, with the underlying aim of exploring the intervention approach for bringing about a change in learners’ sense-making of chemical bonding, compared to traditional approaches that do not consider intersemiosis. This study is informed by Vygotsky’s (1978) social constructivism to account for learning as a product of social construction, and Halliday’s (1978) Systemic Functional Linguistics to account for the role played by semiotic modes in making meanings. This study involved collecting qualitative data that were accessed via document analysis, structured lesson observation, the teacher’s and learners’ reflective journals, and the pre- and post-test. Collecting these data was facilitated by a critical friend. The results reveal a positive influence of the visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. This influence was realised in the noticeable shift from the learners’ discourse (use of talk and visuals) being perceptual (which is less scientific) to being idea-based (which is more scientific). Learners were also found to be self-motivated and keen to learn complex chemical bonding concepts after the intervention – another sign of their making sense of the topic. The implications of this study include that visual-verbal intersemiotic complementarity should be considered a pedagogic approach to chemical bonding by curriculum developers and reviewers, teacher training institutions, and science textbook authors. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Exploring the management-union relationship in an automotive component manufacturer
- Authors: Gunyazile, Bongani
- Date: 2021-04
- Subjects: Industrial relations -- South Africa , Labor unions -- South Africa , Management -- Employee participation
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51464 , vital:43280
- Description: This study explored the management-union relationship in an automotive component manufacturer. The study was explorative and descriptive, using a qualitative approach. This was done in order to provide an accurate and valid representation of the factors and variables that are relevant to the research question. The sample of the study consisted of both members of management and union representatives who had been with the company before 2002. A combination of descriptive statistics and content analysis were used to analyse data from the survey questionnaire and interview guide. The literature review dealt with the overview of the South African industrial relations system, the need for the company to be globally competitive, the role of employee participation and the need for cooperative union-management relationships. Further, the usefulness of the Relationship by Objectives (RBO) intervention in creating and securing cooperative union-management relations was appraised. The company, in consultation with the union acquired the services of an independent third party to facilitate the RBO intervention. The findings illustrate that both management and the union found the institutional framework put in place by the RBO process helpful to their relationship in that it allowed both parties to engage with each other frequently, in a more respectful and structured manner. It is recommended that the company, through HR in consultation with the union and strengthen the forums of engagements currently in place by scheduling meetings in advance, accommodate each other in order to afford all stakeholders an opportunity to plan ahead and attend all forums of engagement where possible. , Thesis (MA) -- Faculty of Business and Economic Sciences, Labour Relations and Human Resources, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Gunyazile, Bongani
- Date: 2021-04
- Subjects: Industrial relations -- South Africa , Labor unions -- South Africa , Management -- Employee participation
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51464 , vital:43280
- Description: This study explored the management-union relationship in an automotive component manufacturer. The study was explorative and descriptive, using a qualitative approach. This was done in order to provide an accurate and valid representation of the factors and variables that are relevant to the research question. The sample of the study consisted of both members of management and union representatives who had been with the company before 2002. A combination of descriptive statistics and content analysis were used to analyse data from the survey questionnaire and interview guide. The literature review dealt with the overview of the South African industrial relations system, the need for the company to be globally competitive, the role of employee participation and the need for cooperative union-management relationships. Further, the usefulness of the Relationship by Objectives (RBO) intervention in creating and securing cooperative union-management relations was appraised. The company, in consultation with the union acquired the services of an independent third party to facilitate the RBO intervention. The findings illustrate that both management and the union found the institutional framework put in place by the RBO process helpful to their relationship in that it allowed both parties to engage with each other frequently, in a more respectful and structured manner. It is recommended that the company, through HR in consultation with the union and strengthen the forums of engagements currently in place by scheduling meetings in advance, accommodate each other in order to afford all stakeholders an opportunity to plan ahead and attend all forums of engagement where possible. , Thesis (MA) -- Faculty of Business and Economic Sciences, Labour Relations and Human Resources, 2021
- Full Text:
- Date Issued: 2021-04
Exploring the perceived wellbeing of adolescents participating in a mindfulness-based adolescent programme
- Authors: Munro, Belinda Patricia
- Date: 2021-04
- Subjects: Mindfulness (Psychology) -- South Africa -- Eastern Cape , Adolescent psychotherapy -- Evaluation
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51361 , vital:43268
- Description: Mindfulness techniques can potentially facilitate increased self-awareness, improve impulse control, decrease emotional reactivity to challenging events, and improve one’s subjective experience of wellbeing. As yet, research within the child and adolescent population are in its early stages (Dellbridge, 2002. This study explores and describes the perceived wellbeing of adolescents participating in a Mindfulness-based adolescent programme. It uses a multiple case study format, within a qualitative paradigm. The sample of five adolescents are from the NGO, Masifunde, in the Eastern Cape, and were selected through a nonprobability purposive sampling. Participants were between the ages of 16 and 18 years. Data was collected using a pre-test post-test format, administering the Child and Adolescent Mindfulness Measure (CAMM), the Five Facet Mindfulness Questionnaire (FFMQ-15), and the Emotional Regulation Questionnaire for Children and Adolescents (ERQ-CA). After the Mindfulness-based Adolescent Programme (MBAP), individual semi-structured interviews were used to explore the adolescent’s perceived experience of the programme. Data was analysed using Braun and Clarke’s (2006) method of thematic analysis for qualitative data. The researchers reflective journaling was also used to expand on findings. Themes that emerged include the participants reflecting awareness of change in perceived experience of mindfulness, growing emotional awareness and regulation, development of attentional abilities, development of metacognition, reduction in physical discomfort, building and enhancing relationships, and experiencing body-based practices as most beneficial. The themes that came out most strongly were the reduction of physical discomfort, and positive experiences of body-based practices, which was understood by the researcher within the cultural heritage of participants. , Thesis (MA) -- Faculty of Health Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Munro, Belinda Patricia
- Date: 2021-04
- Subjects: Mindfulness (Psychology) -- South Africa -- Eastern Cape , Adolescent psychotherapy -- Evaluation
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51361 , vital:43268
- Description: Mindfulness techniques can potentially facilitate increased self-awareness, improve impulse control, decrease emotional reactivity to challenging events, and improve one’s subjective experience of wellbeing. As yet, research within the child and adolescent population are in its early stages (Dellbridge, 2002. This study explores and describes the perceived wellbeing of adolescents participating in a Mindfulness-based adolescent programme. It uses a multiple case study format, within a qualitative paradigm. The sample of five adolescents are from the NGO, Masifunde, in the Eastern Cape, and were selected through a nonprobability purposive sampling. Participants were between the ages of 16 and 18 years. Data was collected using a pre-test post-test format, administering the Child and Adolescent Mindfulness Measure (CAMM), the Five Facet Mindfulness Questionnaire (FFMQ-15), and the Emotional Regulation Questionnaire for Children and Adolescents (ERQ-CA). After the Mindfulness-based Adolescent Programme (MBAP), individual semi-structured interviews were used to explore the adolescent’s perceived experience of the programme. Data was analysed using Braun and Clarke’s (2006) method of thematic analysis for qualitative data. The researchers reflective journaling was also used to expand on findings. Themes that emerged include the participants reflecting awareness of change in perceived experience of mindfulness, growing emotional awareness and regulation, development of attentional abilities, development of metacognition, reduction in physical discomfort, building and enhancing relationships, and experiencing body-based practices as most beneficial. The themes that came out most strongly were the reduction of physical discomfort, and positive experiences of body-based practices, which was understood by the researcher within the cultural heritage of participants. , Thesis (MA) -- Faculty of Health Sciences, 2021
- Full Text:
- Date Issued: 2021-04
Exploring the principles of conflict management in community policing: a case study of Broadlands Park
- Authors: De Lange, Romeo
- Date: 2021-04
- Subjects: Conflict management -- South Africa -- Cape Town , Community policing -- South Africa -- Cape Town
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52435 , vital:43642
- Description: Conflict management is about an intervention to help resolve a conflict, and to prevent any harmful outbreak through a process which encourages the interaction of different knowledge, skills and attitudes, towards effectively resolving conflict between people and organisations. The differences of opinion between the police and community causes issues of mistrust and disrespect and can be indicative of a fundamental conflict between them. This treatise explores the principles of conflict management in community policing. The study examines the different theories relating to conflict and the interdisciplinary perspectives on conflict management styles and how this literature relates to community policing. The study applied the interpretive paradigm as a qualitative design to understand the social reality experiences of participants in the empirical study of community policing and how they perceived the research problem; namely, the trust relationships between police officials and community members. A purposive sampling method was used and five Community Police Forum members and five former police officials participated and provided abundant and accurate data that assisted in answering the research questions and guided the researcher towards suitable conflict management tools for community policing. Coding procedures and thematic analysis were applied in the study to perform the data analysis. The findings suggest that utilising conflict management principles can be useful as a tool to manage conflict between the community and police; particular in gang and drug related crime areas. The results of the research study appear to suggest how conflict management in community policing can be applied to alleviate the negative impact conflict is having on community policing. , Thesis (MA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: De Lange, Romeo
- Date: 2021-04
- Subjects: Conflict management -- South Africa -- Cape Town , Community policing -- South Africa -- Cape Town
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52435 , vital:43642
- Description: Conflict management is about an intervention to help resolve a conflict, and to prevent any harmful outbreak through a process which encourages the interaction of different knowledge, skills and attitudes, towards effectively resolving conflict between people and organisations. The differences of opinion between the police and community causes issues of mistrust and disrespect and can be indicative of a fundamental conflict between them. This treatise explores the principles of conflict management in community policing. The study examines the different theories relating to conflict and the interdisciplinary perspectives on conflict management styles and how this literature relates to community policing. The study applied the interpretive paradigm as a qualitative design to understand the social reality experiences of participants in the empirical study of community policing and how they perceived the research problem; namely, the trust relationships between police officials and community members. A purposive sampling method was used and five Community Police Forum members and five former police officials participated and provided abundant and accurate data that assisted in answering the research questions and guided the researcher towards suitable conflict management tools for community policing. Coding procedures and thematic analysis were applied in the study to perform the data analysis. The findings suggest that utilising conflict management principles can be useful as a tool to manage conflict between the community and police; particular in gang and drug related crime areas. The results of the research study appear to suggest how conflict management in community policing can be applied to alleviate the negative impact conflict is having on community policing. , Thesis (MA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
Export diversification, export specialization and economic growth in G20 countries
- Authors: Siswana, Sinesipho
- Date: 2021-04
- Subjects: International economic relations , Macroeconomics , Economics
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52621 , vital:43693
- Description: This study sought out to empirically investigate whether it is export diversification or export concentration that would help achieve and sustain higher economic growth in the G20 countries using data over the period of 1995 to 2017. The empirical analysis uses the Autoregressive Distributed Lag (ARDL) model within a Pooled Mean Group (PMG) to evaluate the existence of a long run cointegration and as a baseline for examining whether the relationship between export diversification (concentration) and growth is nonlinear through a Nonlinear Autoregressive Distributed Lag (NARDL) model. The ARDL model confirms that the is a long run cointegration between the variables where both export diversification and concentration have a positive impact on growth. On the other hand, the NARDL model confirms that the relationship between export diversification and growth in the G20 countries is a nonlinear where a positive change in diversification has a negative effect on growth, while negative changes have a positive effect, thus, diversification has a negative effect on growth. The NARDL results for concentration do not confirm any nonlinearities, this implies that both positive and negative changes in concentration have negative and statistically insignificant effects on growth. Both the panel ARDL and panel NARDL model are superior models that can account and correct any serial autocorrelation that may exist, thus making the results robust enough. Seemingly, that both export diversification and concentration have a negative effect on growth and this effect may be attributed to the sample being a mixture of developed and developing economies, the study further analysed the effect on to sub-samples (G7 and non-G7). The results for the G7 panel show that there is no evidence of a nonlinear relationship between growth and concentration, as a positive change has a positive effect and a negative change has a negative effect. Overall, the G7 NARDL results are show that concentration will accelerate growth in developed economies in the long run more than diversification. The results for the non-G7 panel the NARDL results show that there is a linear relationship between export diversification (concentration) and growth. The overall, results of the study suggest, that for the G20 countries developmental levels need to be considered in order to know the correct export composition strategy to adopt in order to accelerate growth. With that said, in developed countries like the G7 export concentration would be beneficial in accelerating growth, while in developing countries like the non-G7 countries export diversification would accelerate growth. , Thesis (MCom) -- Faculty of Business and Economic Sciences , Economics, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Siswana, Sinesipho
- Date: 2021-04
- Subjects: International economic relations , Macroeconomics , Economics
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52621 , vital:43693
- Description: This study sought out to empirically investigate whether it is export diversification or export concentration that would help achieve and sustain higher economic growth in the G20 countries using data over the period of 1995 to 2017. The empirical analysis uses the Autoregressive Distributed Lag (ARDL) model within a Pooled Mean Group (PMG) to evaluate the existence of a long run cointegration and as a baseline for examining whether the relationship between export diversification (concentration) and growth is nonlinear through a Nonlinear Autoregressive Distributed Lag (NARDL) model. The ARDL model confirms that the is a long run cointegration between the variables where both export diversification and concentration have a positive impact on growth. On the other hand, the NARDL model confirms that the relationship between export diversification and growth in the G20 countries is a nonlinear where a positive change in diversification has a negative effect on growth, while negative changes have a positive effect, thus, diversification has a negative effect on growth. The NARDL results for concentration do not confirm any nonlinearities, this implies that both positive and negative changes in concentration have negative and statistically insignificant effects on growth. Both the panel ARDL and panel NARDL model are superior models that can account and correct any serial autocorrelation that may exist, thus making the results robust enough. Seemingly, that both export diversification and concentration have a negative effect on growth and this effect may be attributed to the sample being a mixture of developed and developing economies, the study further analysed the effect on to sub-samples (G7 and non-G7). The results for the G7 panel show that there is no evidence of a nonlinear relationship between growth and concentration, as a positive change has a positive effect and a negative change has a negative effect. Overall, the G7 NARDL results are show that concentration will accelerate growth in developed economies in the long run more than diversification. The results for the non-G7 panel the NARDL results show that there is a linear relationship between export diversification (concentration) and growth. The overall, results of the study suggest, that for the G20 countries developmental levels need to be considered in order to know the correct export composition strategy to adopt in order to accelerate growth. With that said, in developed countries like the G7 export concentration would be beneficial in accelerating growth, while in developing countries like the non-G7 countries export diversification would accelerate growth. , Thesis (MCom) -- Faculty of Business and Economic Sciences , Economics, 2021
- Full Text:
- Date Issued: 2021-04