Gender bias in the field of economics: an analysis of South African academia
- Authors: Hitchcock, Siobhan
- Date: 2020-10-30
- Subjects: Sexism South Africa , Sexism in higher education South Africa , Economics Study and teaching (Higher) South Africa , Economics teachers South Africa , Women in higher education South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/366275 , vital:65850
- Description: In recent years there has been a growing focus internationally on the low participation of females in Economics, both in academia and business. While female enrolment in higher education, including other maths-based subjects, has grown substantially, this has not been the case for Economics. Economics, particularly as one progresses through postgraduate studies to doctoral degrees now stands out as an outlier. A number of reasons have been advanced for this, including the nature of the subject, the type of people it attracts and the lack of female role models. Male and female enrolments in South African HEIs have grown between 2007 and 2017, but females have grown at a faster rate, thus increasing the female share of total enrolments to 59%. Female students are more successful and so make up an even greater proportion of South African graduates. Female enrolments and graduates are also higher than in the US. As in the US there is a significant drop off in female representation when progressing from undergraduate to postgraduate studies in South Africa. When looking at Economics in South Africa in comparison to the broad CESM categories, female enrolment in Economics Bachelor degrees is significantly lower than in Business and Humanities, but on a par with STEM subjects. At the Doctoral level, there are sharp drop offs in female enrolments for all categories. Business and Economics are the laggards at the Doctoral level, below STEM and Humanities. Furthermore, females make up a minority of academic staff in South African HEIs, with males dominating in especially the higher academic ranks. As one moves up the academic ladder, the female share decreases. This research analyses gender compositions of staff and students at South African HEIs. National data are obtained from government publications and data relating to four specific South African universities was obtained directly from the universities. Questionnaires were sent to a sample of academic staff and students who are in the field of economics to identify whether there is a role model effect for economics students and whether female academics experience the same forms of biases, discrimination, or treatment as that identified in international studies. It was concluded that while there are drop offs in the overall female representation of students at the Masters and Doctoral levels in South Africa, this share is gradually increasing. Additionally, Economics seems to perform better than what is depicted in the US, and in comparison to some STEM subjects in South Africa. Furthermore, the environment within the field of academic economics for both female students and staff seems to be more positive than what the international literature depicts for the US. But there are nonetheless different levels of satisfaction between male and female academic economists. While the student surveys revealed that female Economics students do not attach great importance to female role models, there is some evidence of correlation between the percentage of female professors and the percentage of female PhD students across a range of STEM subjects in South Africa. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2020
- Full Text:
- Date Issued: 2020-10-30
- Authors: Hitchcock, Siobhan
- Date: 2020-10-30
- Subjects: Sexism South Africa , Sexism in higher education South Africa , Economics Study and teaching (Higher) South Africa , Economics teachers South Africa , Women in higher education South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/366275 , vital:65850
- Description: In recent years there has been a growing focus internationally on the low participation of females in Economics, both in academia and business. While female enrolment in higher education, including other maths-based subjects, has grown substantially, this has not been the case for Economics. Economics, particularly as one progresses through postgraduate studies to doctoral degrees now stands out as an outlier. A number of reasons have been advanced for this, including the nature of the subject, the type of people it attracts and the lack of female role models. Male and female enrolments in South African HEIs have grown between 2007 and 2017, but females have grown at a faster rate, thus increasing the female share of total enrolments to 59%. Female students are more successful and so make up an even greater proportion of South African graduates. Female enrolments and graduates are also higher than in the US. As in the US there is a significant drop off in female representation when progressing from undergraduate to postgraduate studies in South Africa. When looking at Economics in South Africa in comparison to the broad CESM categories, female enrolment in Economics Bachelor degrees is significantly lower than in Business and Humanities, but on a par with STEM subjects. At the Doctoral level, there are sharp drop offs in female enrolments for all categories. Business and Economics are the laggards at the Doctoral level, below STEM and Humanities. Furthermore, females make up a minority of academic staff in South African HEIs, with males dominating in especially the higher academic ranks. As one moves up the academic ladder, the female share decreases. This research analyses gender compositions of staff and students at South African HEIs. National data are obtained from government publications and data relating to four specific South African universities was obtained directly from the universities. Questionnaires were sent to a sample of academic staff and students who are in the field of economics to identify whether there is a role model effect for economics students and whether female academics experience the same forms of biases, discrimination, or treatment as that identified in international studies. It was concluded that while there are drop offs in the overall female representation of students at the Masters and Doctoral levels in South Africa, this share is gradually increasing. Additionally, Economics seems to perform better than what is depicted in the US, and in comparison to some STEM subjects in South Africa. Furthermore, the environment within the field of academic economics for both female students and staff seems to be more positive than what the international literature depicts for the US. But there are nonetheless different levels of satisfaction between male and female academic economists. While the student surveys revealed that female Economics students do not attach great importance to female role models, there is some evidence of correlation between the percentage of female professors and the percentage of female PhD students across a range of STEM subjects in South Africa. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2020
- Full Text:
- Date Issued: 2020-10-30
I want them to be confident, to build an argument: an exploration of the structure of knowledge and knowers in Political Studies
- Hlatshwayo, Mlamuli Nkosingphile
- Authors: Hlatshwayo, Mlamuli Nkosingphile
- Date: 2019
- Subjects: Political science -- Study and teaching (Higher) -- South Africa , Education, Higher -- Curricula -- South Africa , Rhodes University. Department of Political Studies
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92392 , vital:30719
- Description: The 2015-2016 student movements in South African higher education sharply critique what was perceived to be the slow pace of institutional transformation and decolonisation in institutions of higher learning (see Badat, 2016; Heleta, 2016b; Mbembe, 2016). One of the academic fields that has come under scrutiny is Political Studies, which has been accused of being un-transformed, irrelevant and not reflecting local, indigenous scholarship in curricula or pedagogy (see for example Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, 2016). Although this literature critiques neo-colonial predominance of western thought within the field, and the need to re-centre non-Western modes of being, thinking and intellectualising, I argue that this literature actually considers epistemologies without necessarily making a razor sharp critique at the underlying mechanisms and processes of Political Studies knowledge, and the extent to which it can be decolonised and transformed. It is on this gap that I make a contribution to the field.This study is positioned in the field of higher education decolonisation, with a specific focus on exploring knowledge and knower structures in Political Studies. I explore the various ways in which knowledge is valued and legitimated in the field of Political Studies by asking the “how” question – that is, how is knowledge legitimated in Political Studies? This includes a consideration of how the Postgraduate Diploma in International Studies (PDIS) programme, designed to promote and enable an “expert in African International Studies”, legitimates a certain kind of knower in the field. I employ Basil Bernstein’s pedagogic device as a theoretical foundation for exploring 1) what the field of Political Studies knowledge production looks like, 2) how knowledge is recontextualised from the field of production and into the PDIS curriculum, and 3), how that knowledge is legitimated and evaluated through the programnme’s assessment documents, and what they revel as valued and legitimate curriculum knowledge in the field. Karl Maton’s Legitimation Code theory (LCT), specifically Specialisation, is called upon to offer sharp analytical tools for investigating the underlying mechanisms and processes of the knower and knowledge structures that the programme legitimates. It particularly sheds some insight on the kinds of gazes that are valued in the field of Political Studies in general, and in the PDIS programme in particular. The case study for this research is Rhodes University, a historically white university which offered insight and contested history into the kinds of being, knowledges and knowers that were historically legitimated and valued in the institution, as well as the current institutional landscape, and challenges that the institution is grappling with. The data generation included the formally planned curriculum as contained in the programme’s curriculum documents. These included course outlines, seminar critiques, presentations, class participation; class discussions; essay questions and exams/exam portfolio. The data generation also included semi-structured interviews with the lecturers who were regarded as the “recontextualising agents”, who taught in the programme and who offered key insights on some of the curriculum choices regarding selection, pacing, sequencing and evaluation of the curriculum knowledge in the PDIS programme.This study revealed that that the PDIS programmes values and legitimates curriculum knowledge by ensuring that students have a critical understanding of African political economy, war and conflict on the African continent, as well as the challenges of peacekeeping and peace building in new and fragile African states. This was also seen in how the attributes and dispositions of knowers were also valued in how students needed to have social and cultural gazes in order to access the curriculum and to successfully participate as knowers in the field. This suggested that access to both curriculum knowledge and to being a valued knower in the field, could be said to be relatively open and unrestrictive. In this study, I first argue that looking critically at how Political Studies knowledge is recontextualised from the field of production and into the PDIS curriculum can be seen as a decolonising process as it enables us to see the underlying mechanisms and processes of how Political studies knowledge and knowers are valued and legitimated in the field. This offers us an insightful space to see to what extent the fields of production, recontextualisation, as well as reproduction of Political Studies in general, and the PDIS programme in particular, could be said to have a colonising gaze. It also offers insight on how we can go about exploring, transforming and decolonising Political Studies and the PDIS programme. Secondly, exploring the knowledge and knower structures of the PDIS programme can help curriculum designers, lecturers and students identify the knowledge and knower codes of the curriculum, and to critically reflect on their curriculum codes and how to enable epistemological access to students. Furthermore, this study can help lecturers and curriculum designers construct their curriculum in ways that are inclusive, open, and socially just, by being critically aware of the kind of knowledge that they choose to legitimate, and those they choose to disregard in their knowledge recontextualisation and its evaluation. , Unyaka wezi 2015-2016 wombhikisho wabafundi eningizimu afrika zemfundo ephakeme umcwaningi nokungabikhona kakhulu ukuthi kube kancane awuhambi zesikhungo kanye decolonisation ezikhungweni of higher learning (bheka badat, nowezi-2016; Heleta, 2016b; Mbembe, nowezi-2016). Enye yenkambu yezemfundo ephakeme ethe yaba ngaphansi kokuhlolisiswa kabanzi izifundo zezombusazwe, ebhekene nezingqinamba zokungashinsthi, ukungabi lusizo endaweni, ukungabi yisithombe somphakathi, nokukungangeneleli isifundo somdabu kwezemfundo noma i-pedagogy (bheka isibonelo Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, nowezi-2016). Nakuba lo mbhalo ugxeka ineo-kholoni ikakhulukazi imicabango yasentshonalanga, nokudinga ukubuyekezwa indlela yokucabanga nobuhlakani okungasibo baseNtshonalanga. Ngiyaphikisana nokuthi lo mbhalo ubuyekeza i-epistomology ngempela ngaphandle kokucwaninga kabanzi ukusetsenziswa kobuhlakani nolwazi lwezemfundo yombusazwe, kanye nokwandisa izinguquko noshintsho. Ngizophonsa esivivaneni kulolu gebe olulapho. Lolu cwaningo lusesimeni sokwenza izinguquko kwinkundlazwelo yemfundo ephakeme, ikakhulu ukuhlola ulwazi kanye nezakhiwo ze-knower kwezemfundo yombusazwe. Ngibheka izindlela ezahlukene ngolwazi kanye nokuba semthethweni kwinkundlazwelo yezemfundo zombusazwe ngokubuza umbuzo “kanjani”-ngokuthi, ulwazi lubekwa kanjani ngokomthethwo wezemfundo yombusazwe? Lokhu kubandakanya inkokhelo yombuzo wokuthi kwenzakala kanjani ukuthi ipostgraduate Diploma in International Studies (pdis), yenzelwe ukukhuthaza kanye nokuba wumpetha kwi African International studies”, ukwenza semthethweni eminye yenkundlazwelo yama-knower. Ngisebenzisa ithiyori ya Basil Bernstein ukuhlola 1) Ibukeka kanjani inkundla yokuhkiqiza yezemfundo zezombusazwe, 2) ngolwazi lobuhlakani enkundleni lapho nasesikhathini uhlelo lwezemfundo PDIS yenza umkhiqizo kanye 3), futhi ukwazi ukuthi khona lusemthethweni uhlelo nokuhlola, nokuthi yini abayiveza ukuthi isemthethweni kwizifundo zolwazi. Ithiyori ka Karl matonâ legitimation code theory (lct), ikakhulu Specialisation, yiyona enganikeza kafuphi izinsiza zokuphenya indlela kanye nenqubo ye-knower kanye nolwazi lwesakhiwo esisemthethweni. Iveza kabanzi izindlela zokubheka ezisemqoka nezisematheni kwinkundla yezemfundo zombusazwe kanye nohlelo lwe PDIS ikakhulukazi Indawo lapho ngizoqhuba khona lolu cwaningo iNyuvesi yaseRhodes, ngokomlando iNyuvesi yabamhlophe enikezana ukuqonda nokuncintana komlando kokungena kwezinhlobo, ubuhlakani kanye nama-knower omlando osemthethweni kanye nokhethekile kulesi sikhungo, kanjalo ne-Landscape yesikhungo samanje, kanye nezinselelo lesi sikhungo sikahulumeni esibheke nazo. Idatha equkethwe ifaka izifundo ezihleliwe ngokomthetho njengokuba zitholakala ezifundweni ezihleliwe kumbhalo. Lokhu, kubandakanya isifundo esinye, amasemina abuyekeziwe, izethulo, nokubamba iqhaza ekilasini; izingxoxo zekilasi; imibuzo yendaba kanye nezivivinyo / nokuhlolwa kwezivivinyo. Idatha yesizukulwane iphinde ibandakanye izingxoxo ezihleliwe kanye nabafundisi abathathwa njengabantu abayizingcithabuchopho, abafundisiwe kulo mkhakha kanye naba neso ekukhethweni kwamanye amakharikhulamu abhekelele ukuhlunga, i-pacing, ukulandelela kanye nokuhlolwa kwekharikhulamu kulwazi lohlelo i-PDIS Lolu cwaningo ludalule ukuthi izinhlelo ze-PDIS zikubeka emqoka kanye nokubeka emthethweni ubuhlakani bekhurikhulamu ngokucophelela ukuthi abafundi bakuqonda ukubaluleka okulunzulu ngezomnotho wombusazwe wase Afrika, yimpi nokungqubuzana ezwenikazi lase-Afrika, ukugcina ukuthula kanye nezinkinga ekwakheni uxolo kanye nobuthakathaka / nophukayo kwezwekazi i-Afrika. Lokhu futhi kubonakele ngendlela yokubambisana kanye nokuziqhathulula kwama-knower aabalulekile ekufundiseni abafundi ngokudinga kokuba nezenhlalo kanye nesiko ukuze bakwazi ukuthola ikhurikhulamu kanye nokubamba iqhaza ngempumelelo njengama-knower kule nkundla. Lokhu kuchaze ukuthi ukufinyelela kuhlelo lokufunda kanye nokuba yilunga lama-knower, kungaba ukuba babonisane ngendlela evulelekile kanye nengenamkhawulo. Kulolu cwaningo, ngaqala ngabheka kabanzi ngokubalulekile ukuthi izifundo zezombusazwe ngolwazi lobuhlakani kwinkundlazwelo yokukhiqiza kanye nePDIS kungabonwa njengenguquko eyenza ukuba sikwazi ukubona ezinye izindlela zokusebenza kwezemfundo zombusazwe kanye nokubeka phambili ama-knower. Lokhu kusenza sibone ukubaluleka komkhiqizo wale nkundla, ukubuyekezwa kwezobuhlakani, kanye nomkhiqizo wezemfundo zombusazwe, kanye nohlelo lwe PDIS ikakhulukazi, kungathiwa ingaba nokubanjwa kokubheka. Iphinde isambulele kabanzi ukuthi singahlola, sense izinguquko kanye noshintsho kwezemfundo zombusazwe kanye nohlelo lwe PDIS. Okwesibili, ukuhlola ulwazi kanye nezakhiwo ze-knower ze-PDIS kungasiza abaklami bekhurikhulamu, abafundisi kanye nabafunsi ukukwazi ukuhlonza ulwazi nekhurikhulamu yekhodi ye-knower, kanye nokwazi ukubuyekeza kabanzi amakhodi ekhurikhulami yabo kanye nokwazi ukwenza i-epistemology ukuba abafundi bafinyelele kuyo. Ngaphezu kwalokhu, lolu cwaningo lungasiza abafundisi kanye nabaklamu bekhurikhulamu ukuba bakwazi ukwakha ikhurikhulamu yabo ngendlela ekhethekile, evulelekile, ngokwenhlalo nje, okubalulekile ukuthi uhlobo lophi lolwazi abakhetha lube semthethweni, kanye nalabo abakhetha ukungayilandeli inqubomgomo yolwazi kanye nokuhlola.
- Full Text:
- Date Issued: 2019
- Authors: Hlatshwayo, Mlamuli Nkosingphile
- Date: 2019
- Subjects: Political science -- Study and teaching (Higher) -- South Africa , Education, Higher -- Curricula -- South Africa , Rhodes University. Department of Political Studies
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92392 , vital:30719
- Description: The 2015-2016 student movements in South African higher education sharply critique what was perceived to be the slow pace of institutional transformation and decolonisation in institutions of higher learning (see Badat, 2016; Heleta, 2016b; Mbembe, 2016). One of the academic fields that has come under scrutiny is Political Studies, which has been accused of being un-transformed, irrelevant and not reflecting local, indigenous scholarship in curricula or pedagogy (see for example Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, 2016). Although this literature critiques neo-colonial predominance of western thought within the field, and the need to re-centre non-Western modes of being, thinking and intellectualising, I argue that this literature actually considers epistemologies without necessarily making a razor sharp critique at the underlying mechanisms and processes of Political Studies knowledge, and the extent to which it can be decolonised and transformed. It is on this gap that I make a contribution to the field.This study is positioned in the field of higher education decolonisation, with a specific focus on exploring knowledge and knower structures in Political Studies. I explore the various ways in which knowledge is valued and legitimated in the field of Political Studies by asking the “how” question – that is, how is knowledge legitimated in Political Studies? This includes a consideration of how the Postgraduate Diploma in International Studies (PDIS) programme, designed to promote and enable an “expert in African International Studies”, legitimates a certain kind of knower in the field. I employ Basil Bernstein’s pedagogic device as a theoretical foundation for exploring 1) what the field of Political Studies knowledge production looks like, 2) how knowledge is recontextualised from the field of production and into the PDIS curriculum, and 3), how that knowledge is legitimated and evaluated through the programnme’s assessment documents, and what they revel as valued and legitimate curriculum knowledge in the field. Karl Maton’s Legitimation Code theory (LCT), specifically Specialisation, is called upon to offer sharp analytical tools for investigating the underlying mechanisms and processes of the knower and knowledge structures that the programme legitimates. It particularly sheds some insight on the kinds of gazes that are valued in the field of Political Studies in general, and in the PDIS programme in particular. The case study for this research is Rhodes University, a historically white university which offered insight and contested history into the kinds of being, knowledges and knowers that were historically legitimated and valued in the institution, as well as the current institutional landscape, and challenges that the institution is grappling with. The data generation included the formally planned curriculum as contained in the programme’s curriculum documents. These included course outlines, seminar critiques, presentations, class participation; class discussions; essay questions and exams/exam portfolio. The data generation also included semi-structured interviews with the lecturers who were regarded as the “recontextualising agents”, who taught in the programme and who offered key insights on some of the curriculum choices regarding selection, pacing, sequencing and evaluation of the curriculum knowledge in the PDIS programme.This study revealed that that the PDIS programmes values and legitimates curriculum knowledge by ensuring that students have a critical understanding of African political economy, war and conflict on the African continent, as well as the challenges of peacekeeping and peace building in new and fragile African states. This was also seen in how the attributes and dispositions of knowers were also valued in how students needed to have social and cultural gazes in order to access the curriculum and to successfully participate as knowers in the field. This suggested that access to both curriculum knowledge and to being a valued knower in the field, could be said to be relatively open and unrestrictive. In this study, I first argue that looking critically at how Political Studies knowledge is recontextualised from the field of production and into the PDIS curriculum can be seen as a decolonising process as it enables us to see the underlying mechanisms and processes of how Political studies knowledge and knowers are valued and legitimated in the field. This offers us an insightful space to see to what extent the fields of production, recontextualisation, as well as reproduction of Political Studies in general, and the PDIS programme in particular, could be said to have a colonising gaze. It also offers insight on how we can go about exploring, transforming and decolonising Political Studies and the PDIS programme. Secondly, exploring the knowledge and knower structures of the PDIS programme can help curriculum designers, lecturers and students identify the knowledge and knower codes of the curriculum, and to critically reflect on their curriculum codes and how to enable epistemological access to students. Furthermore, this study can help lecturers and curriculum designers construct their curriculum in ways that are inclusive, open, and socially just, by being critically aware of the kind of knowledge that they choose to legitimate, and those they choose to disregard in their knowledge recontextualisation and its evaluation. , Unyaka wezi 2015-2016 wombhikisho wabafundi eningizimu afrika zemfundo ephakeme umcwaningi nokungabikhona kakhulu ukuthi kube kancane awuhambi zesikhungo kanye decolonisation ezikhungweni of higher learning (bheka badat, nowezi-2016; Heleta, 2016b; Mbembe, nowezi-2016). Enye yenkambu yezemfundo ephakeme ethe yaba ngaphansi kokuhlolisiswa kabanzi izifundo zezombusazwe, ebhekene nezingqinamba zokungashinsthi, ukungabi lusizo endaweni, ukungabi yisithombe somphakathi, nokukungangeneleli isifundo somdabu kwezemfundo noma i-pedagogy (bheka isibonelo Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, nowezi-2016). Nakuba lo mbhalo ugxeka ineo-kholoni ikakhulukazi imicabango yasentshonalanga, nokudinga ukubuyekezwa indlela yokucabanga nobuhlakani okungasibo baseNtshonalanga. Ngiyaphikisana nokuthi lo mbhalo ubuyekeza i-epistomology ngempela ngaphandle kokucwaninga kabanzi ukusetsenziswa kobuhlakani nolwazi lwezemfundo yombusazwe, kanye nokwandisa izinguquko noshintsho. Ngizophonsa esivivaneni kulolu gebe olulapho. Lolu cwaningo lusesimeni sokwenza izinguquko kwinkundlazwelo yemfundo ephakeme, ikakhulu ukuhlola ulwazi kanye nezakhiwo ze-knower kwezemfundo yombusazwe. Ngibheka izindlela ezahlukene ngolwazi kanye nokuba semthethweni kwinkundlazwelo yezemfundo zombusazwe ngokubuza umbuzo “kanjani”-ngokuthi, ulwazi lubekwa kanjani ngokomthethwo wezemfundo yombusazwe? Lokhu kubandakanya inkokhelo yombuzo wokuthi kwenzakala kanjani ukuthi ipostgraduate Diploma in International Studies (pdis), yenzelwe ukukhuthaza kanye nokuba wumpetha kwi African International studies”, ukwenza semthethweni eminye yenkundlazwelo yama-knower. Ngisebenzisa ithiyori ya Basil Bernstein ukuhlola 1) Ibukeka kanjani inkundla yokuhkiqiza yezemfundo zezombusazwe, 2) ngolwazi lobuhlakani enkundleni lapho nasesikhathini uhlelo lwezemfundo PDIS yenza umkhiqizo kanye 3), futhi ukwazi ukuthi khona lusemthethweni uhlelo nokuhlola, nokuthi yini abayiveza ukuthi isemthethweni kwizifundo zolwazi. Ithiyori ka Karl matonâ legitimation code theory (lct), ikakhulu Specialisation, yiyona enganikeza kafuphi izinsiza zokuphenya indlela kanye nenqubo ye-knower kanye nolwazi lwesakhiwo esisemthethweni. Iveza kabanzi izindlela zokubheka ezisemqoka nezisematheni kwinkundla yezemfundo zombusazwe kanye nohlelo lwe PDIS ikakhulukazi Indawo lapho ngizoqhuba khona lolu cwaningo iNyuvesi yaseRhodes, ngokomlando iNyuvesi yabamhlophe enikezana ukuqonda nokuncintana komlando kokungena kwezinhlobo, ubuhlakani kanye nama-knower omlando osemthethweni kanye nokhethekile kulesi sikhungo, kanjalo ne-Landscape yesikhungo samanje, kanye nezinselelo lesi sikhungo sikahulumeni esibheke nazo. Idatha equkethwe ifaka izifundo ezihleliwe ngokomthetho njengokuba zitholakala ezifundweni ezihleliwe kumbhalo. Lokhu, kubandakanya isifundo esinye, amasemina abuyekeziwe, izethulo, nokubamba iqhaza ekilasini; izingxoxo zekilasi; imibuzo yendaba kanye nezivivinyo / nokuhlolwa kwezivivinyo. Idatha yesizukulwane iphinde ibandakanye izingxoxo ezihleliwe kanye nabafundisi abathathwa njengabantu abayizingcithabuchopho, abafundisiwe kulo mkhakha kanye naba neso ekukhethweni kwamanye amakharikhulamu abhekelele ukuhlunga, i-pacing, ukulandelela kanye nokuhlolwa kwekharikhulamu kulwazi lohlelo i-PDIS Lolu cwaningo ludalule ukuthi izinhlelo ze-PDIS zikubeka emqoka kanye nokubeka emthethweni ubuhlakani bekhurikhulamu ngokucophelela ukuthi abafundi bakuqonda ukubaluleka okulunzulu ngezomnotho wombusazwe wase Afrika, yimpi nokungqubuzana ezwenikazi lase-Afrika, ukugcina ukuthula kanye nezinkinga ekwakheni uxolo kanye nobuthakathaka / nophukayo kwezwekazi i-Afrika. Lokhu futhi kubonakele ngendlela yokubambisana kanye nokuziqhathulula kwama-knower aabalulekile ekufundiseni abafundi ngokudinga kokuba nezenhlalo kanye nesiko ukuze bakwazi ukuthola ikhurikhulamu kanye nokubamba iqhaza ngempumelelo njengama-knower kule nkundla. Lokhu kuchaze ukuthi ukufinyelela kuhlelo lokufunda kanye nokuba yilunga lama-knower, kungaba ukuba babonisane ngendlela evulelekile kanye nengenamkhawulo. Kulolu cwaningo, ngaqala ngabheka kabanzi ngokubalulekile ukuthi izifundo zezombusazwe ngolwazi lobuhlakani kwinkundlazwelo yokukhiqiza kanye nePDIS kungabonwa njengenguquko eyenza ukuba sikwazi ukubona ezinye izindlela zokusebenza kwezemfundo zombusazwe kanye nokubeka phambili ama-knower. Lokhu kusenza sibone ukubaluleka komkhiqizo wale nkundla, ukubuyekezwa kwezobuhlakani, kanye nomkhiqizo wezemfundo zombusazwe, kanye nohlelo lwe PDIS ikakhulukazi, kungathiwa ingaba nokubanjwa kokubheka. Iphinde isambulele kabanzi ukuthi singahlola, sense izinguquko kanye noshintsho kwezemfundo zombusazwe kanye nohlelo lwe PDIS. Okwesibili, ukuhlola ulwazi kanye nezakhiwo ze-knower ze-PDIS kungasiza abaklami bekhurikhulamu, abafundisi kanye nabafunsi ukukwazi ukuhlonza ulwazi nekhurikhulamu yekhodi ye-knower, kanye nokwazi ukubuyekeza kabanzi amakhodi ekhurikhulami yabo kanye nokwazi ukwenza i-epistemology ukuba abafundi bafinyelele kuyo. Ngaphezu kwalokhu, lolu cwaningo lungasiza abafundisi kanye nabaklamu bekhurikhulamu ukuba bakwazi ukwakha ikhurikhulamu yabo ngendlela ekhethekile, evulelekile, ngokwenhlalo nje, okubalulekile ukuthi uhlobo lophi lolwazi abakhetha lube semthethweni, kanye nalabo abakhetha ukungayilandeli inqubomgomo yolwazi kanye nokuhlola.
- Full Text:
- Date Issued: 2019
‘Yummy or crummy?': the multisensory components of medicines-taking among HIV-positive youth
- Hodes, Rebecca, Vale, Beth, Toska, Elona, Cluver, Lucie, Dowse, Roslind, Ashorn, Mikael
- Authors: Hodes, Rebecca , Vale, Beth , Toska, Elona , Cluver, Lucie , Dowse, Roslind , Ashorn, Mikael
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156663 , vital:40036 , DOI: 10.1080/17441692.2018.1504103
- Description: The global rollout of Antiretroviral Treatment (ART) has revealed an urgent need to understand the medicines-taking practices of HIV-positive adolescents. In the last decade, the literature on the social determinants of health has broadened the evidence-base on ART adherence. Interdisciplinary studies have expanded conceptions of medicines-taking beyond clinical or health systems frameworks, recognising the importance of socio-structural conditions and of patients’ beliefs and experiences. Participatory research techniques which foreground the perspectives of adolescents provide greater insights still into their adherence. This article explores the use of participatory methods within a broader study on the social determinants of ART adherence among HIV-positive adolescents in South Africa. We describe how participatory methods were incorporated into this study (n = 1,059 in the quantitative baseline). We focus on an exercise, ‘Yummy or crummy?’, that explored the multisensory dimensions of medicines-taking, including their colour, smell, shape, and delivery mechanism. We describe two principal findings: first, adolescents’ preference for greater understanding of the chemical workings of medicines, manifested in their preferences for colour, taste and shape of medicines; and second, the vital relationship between sensory preferences and the social imperatives of discretion and confidentiality regarding HIV-status.
- Full Text:
- Date Issued: 2019
- Authors: Hodes, Rebecca , Vale, Beth , Toska, Elona , Cluver, Lucie , Dowse, Roslind , Ashorn, Mikael
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156663 , vital:40036 , DOI: 10.1080/17441692.2018.1504103
- Description: The global rollout of Antiretroviral Treatment (ART) has revealed an urgent need to understand the medicines-taking practices of HIV-positive adolescents. In the last decade, the literature on the social determinants of health has broadened the evidence-base on ART adherence. Interdisciplinary studies have expanded conceptions of medicines-taking beyond clinical or health systems frameworks, recognising the importance of socio-structural conditions and of patients’ beliefs and experiences. Participatory research techniques which foreground the perspectives of adolescents provide greater insights still into their adherence. This article explores the use of participatory methods within a broader study on the social determinants of ART adherence among HIV-positive adolescents in South Africa. We describe how participatory methods were incorporated into this study (n = 1,059 in the quantitative baseline). We focus on an exercise, ‘Yummy or crummy?’, that explored the multisensory dimensions of medicines-taking, including their colour, smell, shape, and delivery mechanism. We describe two principal findings: first, adolescents’ preference for greater understanding of the chemical workings of medicines, manifested in their preferences for colour, taste and shape of medicines; and second, the vital relationship between sensory preferences and the social imperatives of discretion and confidentiality regarding HIV-status.
- Full Text:
- Date Issued: 2019
Conceptualizing, categorizing and recording the outcomes of biological control of invasive plant species, at a population level
- Hoffman, John H, Moran, Cliff V, Hill, Martin P
- Authors: Hoffman, John H , Moran, Cliff V , Hill, Martin P
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/423315 , vital:72047 , xlink:href="https://doi.org/10.1016/j.biocontrol.2019.02.005"
- Description: Rates of establishment of agents, their population dynamics after release, and measures of the damage they inflict on their target hosts are all useful indicators of progress and success in weed biological control but cannot account for the overall degree and extent of weed biocontrol achievements (i.e. outcomes) at a plant population level. Current conventions that describe weed biocontrol outcomes as ‘negligible’, ‘partial’, ‘substantial’ or ‘complete’, are often idiosyncratic and imprecise and are inadequate for describing the complexities involved. Using selected examples from South Africa, an extension of the present system is proposed for conceptualizing and categorizing weed biocontrol outcomes more easily; it incorporates four different invasion parameters i.e. density, area, biomass and number of propagules, for different regions and habitats. This approach should help to provide weed biocontrol practitioners with a shared basis for describing, succinctly and with greater precision, the results of their weed biocontrol programs, at a plant population level.
- Full Text:
- Date Issued: 2019
- Authors: Hoffman, John H , Moran, Cliff V , Hill, Martin P
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/423315 , vital:72047 , xlink:href="https://doi.org/10.1016/j.biocontrol.2019.02.005"
- Description: Rates of establishment of agents, their population dynamics after release, and measures of the damage they inflict on their target hosts are all useful indicators of progress and success in weed biological control but cannot account for the overall degree and extent of weed biocontrol achievements (i.e. outcomes) at a plant population level. Current conventions that describe weed biocontrol outcomes as ‘negligible’, ‘partial’, ‘substantial’ or ‘complete’, are often idiosyncratic and imprecise and are inadequate for describing the complexities involved. Using selected examples from South Africa, an extension of the present system is proposed for conceptualizing and categorizing weed biocontrol outcomes more easily; it incorporates four different invasion parameters i.e. density, area, biomass and number of propagules, for different regions and habitats. This approach should help to provide weed biocontrol practitioners with a shared basis for describing, succinctly and with greater precision, the results of their weed biocontrol programs, at a plant population level.
- Full Text:
- Date Issued: 2019
Simulated global increases in atmospheric CO2 alter the tissue composition, but not the growth of some submerged aquatic plant bicarbonate users growing in DIC rich waters
- Hussner, Andreas, Smith, Rosali, Mettler-Altmann, Tabea, Hill, Martin P, Coetzee, Julie A
- Authors: Hussner, Andreas , Smith, Rosali , Mettler-Altmann, Tabea , Hill, Martin P , Coetzee, Julie A
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/419388 , vital:71640 , xlink:href="https://doi.org/10.1016/j.aquabot.2018.11.009"
- Description: Current global change scenarios predict an increase in atmospheric CO2 from the current 380 ppm to a value ranging from 540 ppm to 960 ppm by the year 2100. The effects of three air CO2 levels (400, 600 and 800 ppm) on five submerged aquatic plants that utilize HCO3− were studied, using the elevated CO2 Open Top Chamber facility at Rhodes University (Grahamstown, South Africa). Plants grew in water with two different initial dissolved inorganic carbon (DIC) concentrations of 1.5 and 3.0 mM. Overall, the growth rates and biomass allocation to roots were not affected by the initial DIC and air CO2, even though differences between the species were found. Furthermore, no overall effects were found on net photosynthesis, chlorophyll and starch content, even though significant effects of CO2 and DIC were observed in some species. In contrast, with increasing DIC and air CO2 a significant global decline in leaf nitrogen content linked with an increased C:N molar ratio was observed. The results indicate that submerged aquatic HCO3− users will be less affected by atmospheric CO2 increases when growing in DIC rich waters, in comparison to obligate CO2 users growing under CO2 limiting conditions as documented in previous studies. However, the changes found in plant nitrogen illustrate that atmospheric CO2 increases will affect nitrogen absorption by submerged plants, with subsequent ecosystem level effects.
- Full Text:
- Date Issued: 2019
- Authors: Hussner, Andreas , Smith, Rosali , Mettler-Altmann, Tabea , Hill, Martin P , Coetzee, Julie A
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/419388 , vital:71640 , xlink:href="https://doi.org/10.1016/j.aquabot.2018.11.009"
- Description: Current global change scenarios predict an increase in atmospheric CO2 from the current 380 ppm to a value ranging from 540 ppm to 960 ppm by the year 2100. The effects of three air CO2 levels (400, 600 and 800 ppm) on five submerged aquatic plants that utilize HCO3− were studied, using the elevated CO2 Open Top Chamber facility at Rhodes University (Grahamstown, South Africa). Plants grew in water with two different initial dissolved inorganic carbon (DIC) concentrations of 1.5 and 3.0 mM. Overall, the growth rates and biomass allocation to roots were not affected by the initial DIC and air CO2, even though differences between the species were found. Furthermore, no overall effects were found on net photosynthesis, chlorophyll and starch content, even though significant effects of CO2 and DIC were observed in some species. In contrast, with increasing DIC and air CO2 a significant global decline in leaf nitrogen content linked with an increased C:N molar ratio was observed. The results indicate that submerged aquatic HCO3− users will be less affected by atmospheric CO2 increases when growing in DIC rich waters, in comparison to obligate CO2 users growing under CO2 limiting conditions as documented in previous studies. However, the changes found in plant nitrogen illustrate that atmospheric CO2 increases will affect nitrogen absorption by submerged plants, with subsequent ecosystem level effects.
- Full Text:
- Date Issued: 2019
Knowledge and knowledge sources on the importance of fruits for nutritional security are unaffected by deforestation status in Cameroon
- Ijang, T N P, Shackleton, Charlie M, Degrande, A
- Authors: Ijang, T N P , Shackleton, Charlie M , Degrande, A
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/177454 , vital:42823 , DOI: 10.17660/th2019/74.6.2
- Description: The Congo basin forest is experiencing increasing rate of deforestation, and is prone to inconsistent food supply and sporadic food shortages with corresponding high levels of malnutrition. Maintenance or planting of fruit trees can help mitigate deforestation while supplying fruits for home consumption. However, data on rates of fruit consumption are lacking for many developing countries, including Cameroon.
- Full Text:
- Date Issued: 2019
- Authors: Ijang, T N P , Shackleton, Charlie M , Degrande, A
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/177454 , vital:42823 , DOI: 10.17660/th2019/74.6.2
- Description: The Congo basin forest is experiencing increasing rate of deforestation, and is prone to inconsistent food supply and sporadic food shortages with corresponding high levels of malnutrition. Maintenance or planting of fruit trees can help mitigate deforestation while supplying fruits for home consumption. However, data on rates of fruit consumption are lacking for many developing countries, including Cameroon.
- Full Text:
- Date Issued: 2019
The Art of Life in South Africa by Daniel Magaziner: a review
- Authors: Ijisakin, Eyitayo Tolulope
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/146101 , vital:38495 , https://www.muse.jhu.edu/article/702008
- Description: In The Art of Life in South Africa, Daniel Magaziner examines the history of art education under apartheid in South Africa. The book focuses on Ndaleni, an art school for black South Africans, and considers the travails and triumphs of its artists and their teachers under white supremacy. At Ndaleni, students and teachers were bound together in learning “the art of life”; due to lack of funds, they improvised materials for artistic production. While the school existed, between the 1950s and 1980s, about 1,000 students graduated; about 2,000 could not be admitted due to constraints of space. This shows how Ndaleni appealed to many black South Africans as one of the few places they could develop their art. According to the Bantu Education Act of 1953 (p. 3), the purpose of the school was to preserve white supremacy, the segregation between African and European education—what Oguibe (2004) refers to as “Play me the other.” The book is organized into seven chapters, with a prologue, an epilogue, and endnotes.
- Full Text:
- Date Issued: 2019
- Authors: Ijisakin, Eyitayo Tolulope
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/146101 , vital:38495 , https://www.muse.jhu.edu/article/702008
- Description: In The Art of Life in South Africa, Daniel Magaziner examines the history of art education under apartheid in South Africa. The book focuses on Ndaleni, an art school for black South Africans, and considers the travails and triumphs of its artists and their teachers under white supremacy. At Ndaleni, students and teachers were bound together in learning “the art of life”; due to lack of funds, they improvised materials for artistic production. While the school existed, between the 1950s and 1980s, about 1,000 students graduated; about 2,000 could not be admitted due to constraints of space. This shows how Ndaleni appealed to many black South Africans as one of the few places they could develop their art. According to the Bantu Education Act of 1953 (p. 3), the purpose of the school was to preserve white supremacy, the segregation between African and European education—what Oguibe (2004) refers to as “Play me the other.” The book is organized into seven chapters, with a prologue, an epilogue, and endnotes.
- Full Text:
- Date Issued: 2019
The morphological complexity of L1 Arabic-speaking children
- Authors: Issa, Iyad
- Date: 2019
- Subjects: Cognition in children , Reading , Arabic language -- Orthography and spelling , Arabic language -- Orthography and spelling -- Study and teaching , Arabic language -- Study and teaching , Arabic language -- Phonetics
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92831 , vital:30754
- Description: Spelling poses a challenge to Arabic-speaking learners due to the complexity of the morphological and orthographic system in Arabic. Arabic morphology has been argued to play a critical role in spelling since its morphological operations are built on a system consisting of a root that is interlocking into different patterns of vowels to form different categories of words. In addition, Arabic orthography is considered to be loyal to the morphographic principle (Ravid, 2012), where morphemes correspond to graphic representation regardless of the pronunciation, especially in the non-vowelized texts. This study made a detailed classification of spelling errors in a word dictation task, based on morphological structures, undertaken by 107 Typically-developing learners (TD) and learners with learning disabiities (LD) attending the same schools. All participants ranged in age from 7 years, 3 months to 15 years, 2 months (grades 2 to 8). The spelling task was made up of 400 common words representing all morphological forms in different conjugations and grammatical classes. The results indicated that learners made three types of errors: errors with respect to the root, errors with respect to the word pattern, and errors with respect to both the root and the word pattern. The results also showed that TD and LD learners follow a similar pattern of complexity even though the LD group produced more errors than the TD group. The results revealed that MA and PA exhibited significant positive regression (b= 9.398, 16.106 respectively) with spelling, indicating that learners with higher scores in PA and MA have higher scores in spelling. The results argued for the crucial contribution that morphological awareness makes towards the general spelling abilities among learners and provide additional evidence for the nonlinear growth of morphological knowedge in spelling. In addition, spelling errors suggested that the spelling process goes in a hierarchical way where words can be accessed and processed either according to the root or according to the stem. Intact verbs are processed according to their root and word pattern. Some weak verb forms, whose radicals undergo modifications, are processed according to their stem, while those whose radicals are fully represented in the spoken word, are processed according to their root and word patterns. Therefore, roots or stems are firstly accessed and attached to basic word patterns (the grapheme without diacritics and affixes). Thereafter, prefixes and, then, suffixes are attached to the word pattern and, finally, diacritics are accessed and attached to the word pattern.
- Full Text:
- Date Issued: 2019
- Authors: Issa, Iyad
- Date: 2019
- Subjects: Cognition in children , Reading , Arabic language -- Orthography and spelling , Arabic language -- Orthography and spelling -- Study and teaching , Arabic language -- Study and teaching , Arabic language -- Phonetics
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92831 , vital:30754
- Description: Spelling poses a challenge to Arabic-speaking learners due to the complexity of the morphological and orthographic system in Arabic. Arabic morphology has been argued to play a critical role in spelling since its morphological operations are built on a system consisting of a root that is interlocking into different patterns of vowels to form different categories of words. In addition, Arabic orthography is considered to be loyal to the morphographic principle (Ravid, 2012), where morphemes correspond to graphic representation regardless of the pronunciation, especially in the non-vowelized texts. This study made a detailed classification of spelling errors in a word dictation task, based on morphological structures, undertaken by 107 Typically-developing learners (TD) and learners with learning disabiities (LD) attending the same schools. All participants ranged in age from 7 years, 3 months to 15 years, 2 months (grades 2 to 8). The spelling task was made up of 400 common words representing all morphological forms in different conjugations and grammatical classes. The results indicated that learners made three types of errors: errors with respect to the root, errors with respect to the word pattern, and errors with respect to both the root and the word pattern. The results also showed that TD and LD learners follow a similar pattern of complexity even though the LD group produced more errors than the TD group. The results revealed that MA and PA exhibited significant positive regression (b= 9.398, 16.106 respectively) with spelling, indicating that learners with higher scores in PA and MA have higher scores in spelling. The results argued for the crucial contribution that morphological awareness makes towards the general spelling abilities among learners and provide additional evidence for the nonlinear growth of morphological knowedge in spelling. In addition, spelling errors suggested that the spelling process goes in a hierarchical way where words can be accessed and processed either according to the root or according to the stem. Intact verbs are processed according to their root and word pattern. Some weak verb forms, whose radicals undergo modifications, are processed according to their stem, while those whose radicals are fully represented in the spoken word, are processed according to their root and word patterns. Therefore, roots or stems are firstly accessed and attached to basic word patterns (the grapheme without diacritics and affixes). Thereafter, prefixes and, then, suffixes are attached to the word pattern and, finally, diacritics are accessed and attached to the word pattern.
- Full Text:
- Date Issued: 2019
Investigating and expanding learning across activity system boundaries in improved cook stove innovation diffusion and adoption in Malawi
- Jalasi, Experencia Madalitso
- Authors: Jalasi, Experencia Madalitso
- Date: 2019
- Subjects: Stoves, Wood -- Technological innovations -- Malawi , Biomass stoves -- Malawi , Economic development projects -- Environmental aspects -- Malawi , Rural development projects -- Environmental aspects -- Malawi
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68170 , vital:29212
- Description: This study investigates and expands learning within and between activity systems working with Improved Cook Stoves (hereafter ICS) in Malawi. The study focuses on how existing learning interactions among ICS actors can be expanded using expansive learning processes, mobilised through Boundary Crossing Change Laboratories (BCCL) to potentially inform more sustained uptake and utilisation of the ICS technology. The ICS, as a socio-technical innovation, seeks to respond to climate change mitigation and adaptation efforts in the country. However, sustained uptake and utilisation has been problematic. The study is located in the field of Environmental Education, with emphasis on the diffusion and adoption of socio-technical innovations in the context of ICS technology. The study addresses societal environmental health risks faced by people using traditional biomass fuels indoors on open fires, commonly referred to as Three Stone Fire (hereafter TSF) through formative intervention supported by Developmental Work Research (hereafter DWR) or Expansive Learning. The study was conducted in three climate change hotspot districts in Malawi: Balaka, Dedza and Mzimba. The case studies are in each of the three administrative regions of the country. Chapita Village case study is in Balaka district, in the Southern region; Waziloya Makwakwa Village is in Mzimba district in the Northern region; and Chilije Village in Dedza district in the Central region. In order to engage the potential for transformation in study areas, I divided the study into two phases. The first phase involved collection of ethnographic data to more deeply understand the context of the problem including existing learning approaches. This informed the second phase, which focused on expansive learning processes in the Chapita and Waziloya Makwakwa case studies. The study used a formative intervention approach, which focused on supporting the actors to manage the challenges they were facing and work out the problematic situations in their joint activity. The study employed a qualitative intensive research design because it aimed at in-depth understanding of uptake and utilisation of ICS. This was an important foundation for improving the existing situations through co-creating solutions with research participants. With this generative and action-oriented approach, the study employed a multiple embedded case study design. CHAT and Critical Realism were the two main theories that I employed as they resonated with the transformative interest of the study through focusing on learning as an emancipatory process with potential for transformation of human practices. In addition, I used the methodological theory of Expansive Learning from CHAT to guide the expansive learning processes. With the critical realist framing of the study, I employed a critical realist analytical framework, and used inductive, abductive and retroductive analyses.The major findings of the study indicate that broadly, uptake and utilisation of ICS is problematic, hence unsustained. The findings indicate that the majority of end-users in Chapita and Chilije case studies switched between TSF and ICS, or abandoned the ICS, which was not the case in Waziloya Makwakwa case study. The underlying causal mechanisms that appear to explain and influence end-users’ actions in all the case studies were the search for convenience during the cooking activity. Further, findings revealed that learning interactions among activity systems were unidirectional which provides evidence for top-down approaches prevalent in cook stove dissemination. The findings also indicated that most of the learning taking place was informative, not transformative. It was also inadequate, particularly for end-users. A causal mechanism that appears to shape how actors are learning ICS technology is poverty, which results in over-reliance on donor-driven projects. Findings also reveal that contradictions in the learning, uptake and utilisation of ICS influence the profile of uptake and utilisation of ICSs. Further, the change-oriented learning processes, as carried out in the Chapita and Waziloya Makwakwa case studies, have shown their potential in expanding learning interactions among ICS actors, evoking and supporting their transformative agency and enhancing their reflexivity. These processes are crucial in development and sustaining learning and change in the uptake and utilisation of ICS innovation. The main contribution of the study is methodological. It contributes broadly to diffusion and adoption of socio-technical innovations through change-oriented expansive learning processes. The study generated an Innovative Extension and Communicative Methodology, which foregrounds interaction and learning and links the socio-technical innovation intention and socio-technical innovation uptake and utilisation that potentially informs the dissemination and implementation of ICS projects. Further, the study contributes to community education by mobilising communities to address contradictions, absences, or ills in the society via change-oriented learning processes. The societal ills facing the case study sites and the areas around them, caused by climate change and variability and deforestation exacerbate the lives of rural women who are afflicted by conditions of poverty. The study contributes to global and local efforts and initiatives to address environmental health risks faced by people using traditional biomass fuels indoors on TSF and climate change mitigation and adaptation. This study has found out that putting the agency of the end-user in the centre in socio-technical transitions through context-based problem resolution and rigorous deliberate1 mediated processes of participation and learning, which allows multivoicedness and takes power relations into account, catalyses transformative agency, reflexivity, collaboration and learning capacity of ICS actors for sustained uptake and utilisation of the ICS socio-technical innovation.
- Full Text:
- Date Issued: 2019
- Authors: Jalasi, Experencia Madalitso
- Date: 2019
- Subjects: Stoves, Wood -- Technological innovations -- Malawi , Biomass stoves -- Malawi , Economic development projects -- Environmental aspects -- Malawi , Rural development projects -- Environmental aspects -- Malawi
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68170 , vital:29212
- Description: This study investigates and expands learning within and between activity systems working with Improved Cook Stoves (hereafter ICS) in Malawi. The study focuses on how existing learning interactions among ICS actors can be expanded using expansive learning processes, mobilised through Boundary Crossing Change Laboratories (BCCL) to potentially inform more sustained uptake and utilisation of the ICS technology. The ICS, as a socio-technical innovation, seeks to respond to climate change mitigation and adaptation efforts in the country. However, sustained uptake and utilisation has been problematic. The study is located in the field of Environmental Education, with emphasis on the diffusion and adoption of socio-technical innovations in the context of ICS technology. The study addresses societal environmental health risks faced by people using traditional biomass fuels indoors on open fires, commonly referred to as Three Stone Fire (hereafter TSF) through formative intervention supported by Developmental Work Research (hereafter DWR) or Expansive Learning. The study was conducted in three climate change hotspot districts in Malawi: Balaka, Dedza and Mzimba. The case studies are in each of the three administrative regions of the country. Chapita Village case study is in Balaka district, in the Southern region; Waziloya Makwakwa Village is in Mzimba district in the Northern region; and Chilije Village in Dedza district in the Central region. In order to engage the potential for transformation in study areas, I divided the study into two phases. The first phase involved collection of ethnographic data to more deeply understand the context of the problem including existing learning approaches. This informed the second phase, which focused on expansive learning processes in the Chapita and Waziloya Makwakwa case studies. The study used a formative intervention approach, which focused on supporting the actors to manage the challenges they were facing and work out the problematic situations in their joint activity. The study employed a qualitative intensive research design because it aimed at in-depth understanding of uptake and utilisation of ICS. This was an important foundation for improving the existing situations through co-creating solutions with research participants. With this generative and action-oriented approach, the study employed a multiple embedded case study design. CHAT and Critical Realism were the two main theories that I employed as they resonated with the transformative interest of the study through focusing on learning as an emancipatory process with potential for transformation of human practices. In addition, I used the methodological theory of Expansive Learning from CHAT to guide the expansive learning processes. With the critical realist framing of the study, I employed a critical realist analytical framework, and used inductive, abductive and retroductive analyses.The major findings of the study indicate that broadly, uptake and utilisation of ICS is problematic, hence unsustained. The findings indicate that the majority of end-users in Chapita and Chilije case studies switched between TSF and ICS, or abandoned the ICS, which was not the case in Waziloya Makwakwa case study. The underlying causal mechanisms that appear to explain and influence end-users’ actions in all the case studies were the search for convenience during the cooking activity. Further, findings revealed that learning interactions among activity systems were unidirectional which provides evidence for top-down approaches prevalent in cook stove dissemination. The findings also indicated that most of the learning taking place was informative, not transformative. It was also inadequate, particularly for end-users. A causal mechanism that appears to shape how actors are learning ICS technology is poverty, which results in over-reliance on donor-driven projects. Findings also reveal that contradictions in the learning, uptake and utilisation of ICS influence the profile of uptake and utilisation of ICSs. Further, the change-oriented learning processes, as carried out in the Chapita and Waziloya Makwakwa case studies, have shown their potential in expanding learning interactions among ICS actors, evoking and supporting their transformative agency and enhancing their reflexivity. These processes are crucial in development and sustaining learning and change in the uptake and utilisation of ICS innovation. The main contribution of the study is methodological. It contributes broadly to diffusion and adoption of socio-technical innovations through change-oriented expansive learning processes. The study generated an Innovative Extension and Communicative Methodology, which foregrounds interaction and learning and links the socio-technical innovation intention and socio-technical innovation uptake and utilisation that potentially informs the dissemination and implementation of ICS projects. Further, the study contributes to community education by mobilising communities to address contradictions, absences, or ills in the society via change-oriented learning processes. The societal ills facing the case study sites and the areas around them, caused by climate change and variability and deforestation exacerbate the lives of rural women who are afflicted by conditions of poverty. The study contributes to global and local efforts and initiatives to address environmental health risks faced by people using traditional biomass fuels indoors on TSF and climate change mitigation and adaptation. This study has found out that putting the agency of the end-user in the centre in socio-technical transitions through context-based problem resolution and rigorous deliberate1 mediated processes of participation and learning, which allows multivoicedness and takes power relations into account, catalyses transformative agency, reflexivity, collaboration and learning capacity of ICS actors for sustained uptake and utilisation of the ICS socio-technical innovation.
- Full Text:
- Date Issued: 2019
Making (non) sense of urban water flows: Qualities and processes for transformative and transgressive learning moments
- Authors: James, Anna
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390665 , vital:68572 , xlink:href="https://doi.org/10.3390/su11236817"
- Description: Urban sustainability and justice depend upon the flow of water across complex urban space. Yet, the characteristics of urban space produce a fragmented sense of our water resources. Cape Town, South Africa, the context of this research, is one such city whose water challenges have been exacerbated by climate change-induced drought, to the extent that the city nearly shut off the water running to residents’ taps. This context presents a particular challenge for the focus of this special issue, transformative and transgressive learning, an emerging arena of thought and practice concerned with learning processes that might foster more sustainable socio-ecological relations. The empirical material for this research draws from 12 arts-based inquiry workshops run with youth in an environmental organisation over four months, exploring a local water crisis. The data were generated through an engaged arts-based research process. The paper traces how transformative and transgressive learning in the context of urban water crisis might be characterised as making (non)sense by bringing the empirical material into dialogue with five entry points of transformative and transgressive learning literature rooted in Freirean educational praxis. This paper crafts and engages the concept of making (non)sense, a way of thinking about qualities and processes of learning praxis that responds to the wicked sustainability challenges we face today, particularly in terms of a Global South perspective. I argue such a praxis needs qualities and processes that disrupt and trouble the norm in the context of the socio-ecological challenge of urban water.
- Full Text:
- Date Issued: 2019
- Authors: James, Anna
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/390665 , vital:68572 , xlink:href="https://doi.org/10.3390/su11236817"
- Description: Urban sustainability and justice depend upon the flow of water across complex urban space. Yet, the characteristics of urban space produce a fragmented sense of our water resources. Cape Town, South Africa, the context of this research, is one such city whose water challenges have been exacerbated by climate change-induced drought, to the extent that the city nearly shut off the water running to residents’ taps. This context presents a particular challenge for the focus of this special issue, transformative and transgressive learning, an emerging arena of thought and practice concerned with learning processes that might foster more sustainable socio-ecological relations. The empirical material for this research draws from 12 arts-based inquiry workshops run with youth in an environmental organisation over four months, exploring a local water crisis. The data were generated through an engaged arts-based research process. The paper traces how transformative and transgressive learning in the context of urban water crisis might be characterised as making (non)sense by bringing the empirical material into dialogue with five entry points of transformative and transgressive learning literature rooted in Freirean educational praxis. This paper crafts and engages the concept of making (non)sense, a way of thinking about qualities and processes of learning praxis that responds to the wicked sustainability challenges we face today, particularly in terms of a Global South perspective. I argue such a praxis needs qualities and processes that disrupt and trouble the norm in the context of the socio-ecological challenge of urban water.
- Full Text:
- Date Issued: 2019
Virtual Activism: internet memes and political discourse in Nigeria
- Authors: Jimoh, Ganiyu
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/146767 , vital:38555 , http://www.tajuniuyo.ng/Virtual%20Activism%20Internet%20Memes%20and%20Political%20Discourse%20in%20Nigeria.html
- Description: This paper examines internet memes as a unique form of narratives about political discourse in Nigeria. Through the use of social media platforms as a vehicle of political communication, internet memes about politics explore issues that contain visual metaphors aimed at provoking discourse and stimulate political participation. By employing semiotic theory, this paper examines 200 pictorial internet memes on Nigerian politics between 2015 and 2018. I argue that internet memes about politics are related to political cartoons in form and context. But unlike cartoons, memes require less artistic prowess and figurative expression in rendition but could achieve the same desire in viewers. Owing to their composition of easily digestible visual elements, they appeal to more audience who in turn could easily lend their voices to a popular meme by adding more textual or visual enhancement to create more layers of meaning.
- Full Text:
- Date Issued: 2019
- Authors: Jimoh, Ganiyu
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/146767 , vital:38555 , http://www.tajuniuyo.ng/Virtual%20Activism%20Internet%20Memes%20and%20Political%20Discourse%20in%20Nigeria.html
- Description: This paper examines internet memes as a unique form of narratives about political discourse in Nigeria. Through the use of social media platforms as a vehicle of political communication, internet memes about politics explore issues that contain visual metaphors aimed at provoking discourse and stimulate political participation. By employing semiotic theory, this paper examines 200 pictorial internet memes on Nigerian politics between 2015 and 2018. I argue that internet memes about politics are related to political cartoons in form and context. But unlike cartoons, memes require less artistic prowess and figurative expression in rendition but could achieve the same desire in viewers. Owing to their composition of easily digestible visual elements, they appeal to more audience who in turn could easily lend their voices to a popular meme by adding more textual or visual enhancement to create more layers of meaning.
- Full Text:
- Date Issued: 2019
Masked in metaphors: counter narratives in the works of Nigerian cartoonist Mike Asukwo
- Authors: Jimoh, Ganiyu A
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/145974 , vital:38483 , https://0-doi.org.wam.seals.ac.za/10.1162/afar_a_00458
- Description: At the time of independence, most African countries were poised to take charge of their own affairs. However, postcolonial realities characterized by political upheavals, coups and counter-coups, civil wars, and economic downturn, among other setbacks, created a sense of ambivalence in terms of political and economic freedom. In Nigeria, satirical expressions became the tool used against oppressive regimes. In post-independence Nigeria, from the military dictatorial era to the present civilian dispensations,1 sociopolitical issues have been lampooned in different forms of expression such as music, performance, cartoons, and memes. Within this environment, political cartoons began to thrive, as they became a relatively safe way to comment on the political issues of the day (Akande 2002: 2). This was achieved largely by concealing the main subject matter behind the “masks” of metaphoric imagery, which enabled cartoonists to develop narratives that counter the dominant narratives, often opposing governmental policies and practices.
- Full Text:
- Date Issued: 2019
- Authors: Jimoh, Ganiyu A
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/145974 , vital:38483 , https://0-doi.org.wam.seals.ac.za/10.1162/afar_a_00458
- Description: At the time of independence, most African countries were poised to take charge of their own affairs. However, postcolonial realities characterized by political upheavals, coups and counter-coups, civil wars, and economic downturn, among other setbacks, created a sense of ambivalence in terms of political and economic freedom. In Nigeria, satirical expressions became the tool used against oppressive regimes. In post-independence Nigeria, from the military dictatorial era to the present civilian dispensations,1 sociopolitical issues have been lampooned in different forms of expression such as music, performance, cartoons, and memes. Within this environment, political cartoons began to thrive, as they became a relatively safe way to comment on the political issues of the day (Akande 2002: 2). This was achieved largely by concealing the main subject matter behind the “masks” of metaphoric imagery, which enabled cartoonists to develop narratives that counter the dominant narratives, often opposing governmental policies and practices.
- Full Text:
- Date Issued: 2019
Modernisation and extension of InetVis: a network security data visualisation tool
- Authors: Johnson, Yestin
- Date: 2019
- Subjects: Data visualization , InetVis (Application software)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/69223 , vital:29447
- Description: This research undertook an investigation in digital archaeology, modernisation, and revitalisation of the InetVis software application, developed at Rhodes University in 2007. InetVis allows users to visualise network traffic in an interactive 3D scatter plot. This software is based on the idea of the Spinning Cube of Potential Doom, introduced by Stephen Lau. The original InetVis research project aimed to extend this concept and implementation, specifically for use in analysing network telescope traffic. The InetVis source code was examined and ported to run on modern operating systems. The porting process involved updating the UI framework, Qt, from version 3 to 5, as well as adding support for 64-bit compilation. This research extended its usefulness with the implementation of new, high-value, features and improvements. The most notable new features include the addition of a general settings framework, improved screenshot generation, automated visualisation modes, new keyboard shortcuts, and support for building and running InetVis on macOS. Additional features and improvements were identified for future work. These consist of support for a plug-in architecture and an extended heads-up display. A user survey was then conducted, determining that respondents found InetVis to be easy to use and useful. The user survey also allowed the identification of new and proposed features that the respondents found to be most useful. At this point, no other tool offers the simplicity and user-friendliness of InetVis when it comes to the analysis of network packet captures, especially those from network telescopes.
- Full Text:
- Date Issued: 2019
- Authors: Johnson, Yestin
- Date: 2019
- Subjects: Data visualization , InetVis (Application software)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/69223 , vital:29447
- Description: This research undertook an investigation in digital archaeology, modernisation, and revitalisation of the InetVis software application, developed at Rhodes University in 2007. InetVis allows users to visualise network traffic in an interactive 3D scatter plot. This software is based on the idea of the Spinning Cube of Potential Doom, introduced by Stephen Lau. The original InetVis research project aimed to extend this concept and implementation, specifically for use in analysing network telescope traffic. The InetVis source code was examined and ported to run on modern operating systems. The porting process involved updating the UI framework, Qt, from version 3 to 5, as well as adding support for 64-bit compilation. This research extended its usefulness with the implementation of new, high-value, features and improvements. The most notable new features include the addition of a general settings framework, improved screenshot generation, automated visualisation modes, new keyboard shortcuts, and support for building and running InetVis on macOS. Additional features and improvements were identified for future work. These consist of support for a plug-in architecture and an extended heads-up display. A user survey was then conducted, determining that respondents found InetVis to be easy to use and useful. The user survey also allowed the identification of new and proposed features that the respondents found to be most useful. At this point, no other tool offers the simplicity and user-friendliness of InetVis when it comes to the analysis of network packet captures, especially those from network telescopes.
- Full Text:
- Date Issued: 2019
The predictors of student performance in a blended learning environment at Higher Education Institutions (HEIs) in Tanzania: a case study conducted at the University of Dar-es-Salaam
- Authors: Kabudi, Tumaini John
- Date: 2019
- Subjects: Prediction of scholastic success -- Tanzania -- Case studies , Motivation in education -- Tanzania -- Case studies , Academic achievement -- Tanzania -- Case studies , Blended learning -- Tanzania -- Case studies , Chuo Kikuu cha Dar es Salaam -- Students
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/68358 , vital:29242
- Description: Blended Learning is an important technological platform which has the potential to enhance the efficiency and efficacy of educational provision, especially in Tanzania universities. Despite a high level of investment into Blended learning, students face various challenges that have impeded them performing well in Blended learning courses. The purpose of this research is to examine and explore how student’s performance in a Blended learning environment is influenced by motivation and learning strategies; using the University of Dar es Salaam as a case study. This is a pragmatic research that utilises a mixed research design. The research design includes both qualitative design (in-depth single case study) and quantitative design (survey). The target population for this study is students participating in Blended learning modules. Primary data will be collected by means of Motivational Strategies for Learning Questionnaire and observation. It was found that motivation and learning strategies are significant predictors of student performance in a Blended learning environment. In terms of the motivation categories, Intrinsic Goal Orientation and Self-efficacy have statistically significant effect on student performance. With learning strategies sub factors, it was found out that Rehearsal, Effort Regulation and Peer Learning have significance effect on student performance. Moreover, age and gender significantly influence performance. The findings obtained are significant in building a better understanding of the influence that the mentioned predictors have on predicting the performance of students in Blended learning courses in Tanzania.
- Full Text:
- Date Issued: 2019
- Authors: Kabudi, Tumaini John
- Date: 2019
- Subjects: Prediction of scholastic success -- Tanzania -- Case studies , Motivation in education -- Tanzania -- Case studies , Academic achievement -- Tanzania -- Case studies , Blended learning -- Tanzania -- Case studies , Chuo Kikuu cha Dar es Salaam -- Students
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/68358 , vital:29242
- Description: Blended Learning is an important technological platform which has the potential to enhance the efficiency and efficacy of educational provision, especially in Tanzania universities. Despite a high level of investment into Blended learning, students face various challenges that have impeded them performing well in Blended learning courses. The purpose of this research is to examine and explore how student’s performance in a Blended learning environment is influenced by motivation and learning strategies; using the University of Dar es Salaam as a case study. This is a pragmatic research that utilises a mixed research design. The research design includes both qualitative design (in-depth single case study) and quantitative design (survey). The target population for this study is students participating in Blended learning modules. Primary data will be collected by means of Motivational Strategies for Learning Questionnaire and observation. It was found that motivation and learning strategies are significant predictors of student performance in a Blended learning environment. In terms of the motivation categories, Intrinsic Goal Orientation and Self-efficacy have statistically significant effect on student performance. With learning strategies sub factors, it was found out that Rehearsal, Effort Regulation and Peer Learning have significance effect on student performance. Moreover, age and gender significantly influence performance. The findings obtained are significant in building a better understanding of the influence that the mentioned predictors have on predicting the performance of students in Blended learning courses in Tanzania.
- Full Text:
- Date Issued: 2019
A platform for women’s experiences? a case of the hip hop scene in Grahamstown, Eastern Cape
- Authors: Kabwato, Sasha Nyasha
- Date: 2019
- Subjects: Hip-hop -- South Africa -- Makhanda , Popular culture -- South Africa -- Makhanda , Rap musicians -- South Africa -- Makhanda , Musicians, Black -- South Africa -- Makhanda , Women musicians, Black -- South Africa -- Makhanda , Women, Black -- South Africa -- Makhanda -- Psychology
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/96503 , vital:31287
- Description: The main aim of this research is to examine the hip hop scene in Grahamstown, Eastern Cape and whether hip hop can serve as a significant platform to discuss women’s lived experiences. This study also places focus on how female rappers construct their rap personas, as well as how they are perceived by their male counterparts. In order to understand the multifaceted viewpoints, it was necessary to interview both male and female hip hop artists. Eight interviews were conducted with eight young black rappers who are actively involved in the Grahamstown hip hop scene. It was found that hip hop, like any other art form, is a significant platform for women to express themselves, however gender constraints limit who is willing to listen to and promote their music. Male rappers advocate for women to talk about their stories, yet are more unlikely to listen because it does not relate to their struggles. In addition, there seem to be four specific tropes that female rappers choose to construct their identities from. Female rappers tend to create their personas around: Queen Mother, Fly Sista, Bitch with Attitude, and Lesbian. However, these categories are fluid and it was found that women navigate these categories depending on their audience and message they want to convey at a particular moment. Lastly, there is a split between Grahamstown West (Rhodes University) and Grahamstown East (township). University students are unlikely to perform in the township, and township residents rarely perform at organised events in Grahamstown West. In addition, Rhodes University students are more likely to feature on the university run radio station, rather than Radio Grahamstown, the local community radio.
- Full Text:
- Date Issued: 2019
- Authors: Kabwato, Sasha Nyasha
- Date: 2019
- Subjects: Hip-hop -- South Africa -- Makhanda , Popular culture -- South Africa -- Makhanda , Rap musicians -- South Africa -- Makhanda , Musicians, Black -- South Africa -- Makhanda , Women musicians, Black -- South Africa -- Makhanda , Women, Black -- South Africa -- Makhanda -- Psychology
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/96503 , vital:31287
- Description: The main aim of this research is to examine the hip hop scene in Grahamstown, Eastern Cape and whether hip hop can serve as a significant platform to discuss women’s lived experiences. This study also places focus on how female rappers construct their rap personas, as well as how they are perceived by their male counterparts. In order to understand the multifaceted viewpoints, it was necessary to interview both male and female hip hop artists. Eight interviews were conducted with eight young black rappers who are actively involved in the Grahamstown hip hop scene. It was found that hip hop, like any other art form, is a significant platform for women to express themselves, however gender constraints limit who is willing to listen to and promote their music. Male rappers advocate for women to talk about their stories, yet are more unlikely to listen because it does not relate to their struggles. In addition, there seem to be four specific tropes that female rappers choose to construct their identities from. Female rappers tend to create their personas around: Queen Mother, Fly Sista, Bitch with Attitude, and Lesbian. However, these categories are fluid and it was found that women navigate these categories depending on their audience and message they want to convey at a particular moment. Lastly, there is a split between Grahamstown West (Rhodes University) and Grahamstown East (township). University students are unlikely to perform in the township, and township residents rarely perform at organised events in Grahamstown West. In addition, Rhodes University students are more likely to feature on the university run radio station, rather than Radio Grahamstown, the local community radio.
- Full Text:
- Date Issued: 2019
Nonlinear optical properties of metal free and nickel binuclear phthalocyanines
- Kabwe, Kapambwe P, Louzada, Marcel, Britton, Jonathan, Olomola,Temitope O, Nyokong, Tebello, Khene, Samson M
- Authors: Kabwe, Kapambwe P , Louzada, Marcel , Britton, Jonathan , Olomola,Temitope O , Nyokong, Tebello , Khene, Samson M
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/186846 , vital:44539 , xlink:href="https://doi.org/10.1016/j.dyepig.2019.05.003"
- Description: This work employs the open and closed Z-scan aperture technique to comparatively study the nonlinear optical (NLO) properties of nickel and metal free 4-tert-butylphenoxy phthalocyanine, biphenyl bridged bis-4-tert-butylphenoxy phthalocyanine and naphthalene bridged bis-4-tert-butylphenoxy phthalocyanine. Density functional theory (DFT) calculations of dipolar and octupolar ( J=1 and J=3) contribution were determined theoretically from hyper-Rayleigh scattering (HRS) response ( HRS) values.
- Full Text:
- Date Issued: 2019
- Authors: Kabwe, Kapambwe P , Louzada, Marcel , Britton, Jonathan , Olomola,Temitope O , Nyokong, Tebello , Khene, Samson M
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/186846 , vital:44539 , xlink:href="https://doi.org/10.1016/j.dyepig.2019.05.003"
- Description: This work employs the open and closed Z-scan aperture technique to comparatively study the nonlinear optical (NLO) properties of nickel and metal free 4-tert-butylphenoxy phthalocyanine, biphenyl bridged bis-4-tert-butylphenoxy phthalocyanine and naphthalene bridged bis-4-tert-butylphenoxy phthalocyanine. Density functional theory (DFT) calculations of dipolar and octupolar ( J=1 and J=3) contribution were determined theoretically from hyper-Rayleigh scattering (HRS) response ( HRS) values.
- Full Text:
- Date Issued: 2019
A sociological analysis of Rhodes University students’ understanding of depression
- Authors: Kadula, Tadala
- Date: 2019
- Subjects: College students -- South Africa -- Mental health , College students -- South Africa -- Mental health -- Case studies , Depression, Mental , Rhodes University -- Students -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/96258 , vital:31255
- Description: Using the theoretical framework of symbolic interactionism, this research sought to analyse and explore how Rhodes University students, both depressed and not depressed, understand depression, and how their understanding influences their interaction with people who do suffer from depression. For the purposes of this paper, eight participants were involved in an in-depth interview process. Out of the eight participants, six of them suffered from depression while the other remaining two participants had never suffered from depression, but they were close to someone who had depression. The findings of this research varied, some understood depression as a mental disturbance, others understood it as a condition that affects your emotions, and others understood it as a multifaceted condition that is highly subjective and cannot be understood using standardized measures. The participants’ personal experience and introduction into a new environment, in this context, university, changed their understanding of depression. The change in how they understood depression correlated with the change in how they interacted with depressed people.
- Full Text:
- Date Issued: 2019
- Authors: Kadula, Tadala
- Date: 2019
- Subjects: College students -- South Africa -- Mental health , College students -- South Africa -- Mental health -- Case studies , Depression, Mental , Rhodes University -- Students -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/96258 , vital:31255
- Description: Using the theoretical framework of symbolic interactionism, this research sought to analyse and explore how Rhodes University students, both depressed and not depressed, understand depression, and how their understanding influences their interaction with people who do suffer from depression. For the purposes of this paper, eight participants were involved in an in-depth interview process. Out of the eight participants, six of them suffered from depression while the other remaining two participants had never suffered from depression, but they were close to someone who had depression. The findings of this research varied, some understood depression as a mental disturbance, others understood it as a condition that affects your emotions, and others understood it as a multifaceted condition that is highly subjective and cannot be understood using standardized measures. The participants’ personal experience and introduction into a new environment, in this context, university, changed their understanding of depression. The change in how they understood depression correlated with the change in how they interacted with depressed people.
- Full Text:
- Date Issued: 2019
Environmental niche patterns of native and non-native fishes within an invaded African river system
- Kadye, Wilbert T, Booth, Anthony J
- Authors: Kadye, Wilbert T , Booth, Anthony J
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124407 , vital:35605 , https://doi.10.1111/jfb.13988
- Description: To test ecological niche theory, this study investigated the spatial patterns and the environmental niches of native and non-native fishes within the invaded Great Fish River system, South Africa. For the native fishes, there were contrasting environmental niche breadths that varied from being small to being large and overlapped for most species, except minnows that were restricted to headwater tributaries. In addition, there was high niche overlap in habitat association among fishes with similar distribution. It was therefore inferred that habitat filtering-driven spatial organization was important in explaining native species distribution patterns. In comparison, most non-native fishes were found to have broad environmental niches and these fishes showed high tolerance to environmental conditions, which generally supported the niche opportunity hypothesis. The proliferation of multiple non-native fishes in the mainstem section suggest that they form a functional assemblage that is probably facilitated by the anthropogenic modification of flow regimes through inter-basin water transfer. Based on the distribution patterns observed in the study, it was inferred that there was a likelihood of negative interactions between native and nonnative fishes. Such effects are likely to be exacerbated by altered flow regime that was likely to have negative implications for native ichthyofauna.
- Full Text:
- Date Issued: 2019
- Authors: Kadye, Wilbert T , Booth, Anthony J
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124407 , vital:35605 , https://doi.10.1111/jfb.13988
- Description: To test ecological niche theory, this study investigated the spatial patterns and the environmental niches of native and non-native fishes within the invaded Great Fish River system, South Africa. For the native fishes, there were contrasting environmental niche breadths that varied from being small to being large and overlapped for most species, except minnows that were restricted to headwater tributaries. In addition, there was high niche overlap in habitat association among fishes with similar distribution. It was therefore inferred that habitat filtering-driven spatial organization was important in explaining native species distribution patterns. In comparison, most non-native fishes were found to have broad environmental niches and these fishes showed high tolerance to environmental conditions, which generally supported the niche opportunity hypothesis. The proliferation of multiple non-native fishes in the mainstem section suggest that they form a functional assemblage that is probably facilitated by the anthropogenic modification of flow regimes through inter-basin water transfer. Based on the distribution patterns observed in the study, it was inferred that there was a likelihood of negative interactions between native and nonnative fishes. Such effects are likely to be exacerbated by altered flow regime that was likely to have negative implications for native ichthyofauna.
- Full Text:
- Date Issued: 2019
Molecular Networking Reveals Two Distinct Chemotypes in Pyrroloiminoquinone-Producing Tsitsikamma favus Sponges
- Kalinski, Jarmo-Charles J, Waterworth, Samantha C, Noundou, Xavier S, Jiwaji, Meesbah, Parker-Nance, Shirley, Krause, Rui W M, McPhail, Kerry L, Dorrington, Rosemary A
- Authors: Kalinski, Jarmo-Charles J , Waterworth, Samantha C , Noundou, Xavier S , Jiwaji, Meesbah , Parker-Nance, Shirley , Krause, Rui W M , McPhail, Kerry L , Dorrington, Rosemary A
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/131618 , vital:36673 , https://doi.org/10.3390/md17010060
- Description: The temperate marine sponge, Tsitsikamma favus, produces pyrroloiminoquinone alkaloids with potential as anticancer drug leads. We profiled the secondary metabolite reservoir of T. favus sponges using HR-ESI-LC-MS/MS-based molecular networking analysis followed by preparative purification efforts to map the diversity of new and known pyrroloiminoquinones and related compounds in extracts of seven specimens. Molecular taxonomic identification confirmed all sponges as T. favus and five specimens (chemotype I) were found to produce mainly discorhabdins and tsitsikammamines. Remarkably, however, two specimens (chemotype II) exhibited distinct morphological and chemical characteristics: the absence of discorhabdins, only trace levels of tsitsikammamines and, instead, an abundance of unbranched and halogenated makaluvamines. Targeted chromatographic isolation provided the new makaluvamine Q, the known makaluvamines A and I, tsitsikammamine B, 14-bromo-7,8-dehydro-3-dihydro-discorhabdin C, and the related pyrrolo-ortho-quinones makaluvamine O and makaluvone. Purified compounds displayed different activity profiles in assays for topoisomerase I inhibition, DNA intercalation and antimetabolic activity against human cell lines. This is the first report of makaluvamines from a Tsitsikamma sponge species, and the first description of distinct chemotypes within a species of the Latrunculiidae family. This study sheds new light on the putative pyrroloiminoquinone biosynthetic pathway of latrunculid sponges
- Full Text:
- Date Issued: 2019
- Authors: Kalinski, Jarmo-Charles J , Waterworth, Samantha C , Noundou, Xavier S , Jiwaji, Meesbah , Parker-Nance, Shirley , Krause, Rui W M , McPhail, Kerry L , Dorrington, Rosemary A
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/131618 , vital:36673 , https://doi.org/10.3390/md17010060
- Description: The temperate marine sponge, Tsitsikamma favus, produces pyrroloiminoquinone alkaloids with potential as anticancer drug leads. We profiled the secondary metabolite reservoir of T. favus sponges using HR-ESI-LC-MS/MS-based molecular networking analysis followed by preparative purification efforts to map the diversity of new and known pyrroloiminoquinones and related compounds in extracts of seven specimens. Molecular taxonomic identification confirmed all sponges as T. favus and five specimens (chemotype I) were found to produce mainly discorhabdins and tsitsikammamines. Remarkably, however, two specimens (chemotype II) exhibited distinct morphological and chemical characteristics: the absence of discorhabdins, only trace levels of tsitsikammamines and, instead, an abundance of unbranched and halogenated makaluvamines. Targeted chromatographic isolation provided the new makaluvamine Q, the known makaluvamines A and I, tsitsikammamine B, 14-bromo-7,8-dehydro-3-dihydro-discorhabdin C, and the related pyrrolo-ortho-quinones makaluvamine O and makaluvone. Purified compounds displayed different activity profiles in assays for topoisomerase I inhibition, DNA intercalation and antimetabolic activity against human cell lines. This is the first report of makaluvamines from a Tsitsikamma sponge species, and the first description of distinct chemotypes within a species of the Latrunculiidae family. This study sheds new light on the putative pyrroloiminoquinone biosynthetic pathway of latrunculid sponges
- Full Text:
- Date Issued: 2019
Phototransferred thermoluminescence and thermally-assisted optically stimulated luminescence dosimetry using α-Al2O3:C,Mg annealed at 1200°C
- Kalita, Jitumani M, Chithambo, Makaiko L
- Authors: Kalita, Jitumani M , Chithambo, Makaiko L
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/105422 , vital:32511 , https://doi.org/10.1016/j.jlumin.2018.08.085
- Description: We report phototransferred thermoluminescence (PTTL) and thermally-assisted optically stimulated luminescence (TA-OSL) of α-Al2O3:C,Mg annealed at 1200 °C. PTTL is TL measured from an irradiated phosphor after its exposure to light. The other theme of this study, TA-OSL is the additional amount of luminescence optically stimulated from a sample over and above the amount that would be measured at room temperature. A sample irradiated to 10 Gy and preheated to 230 °C at 1 °C/s followed by illumination by 470 nm blue light produced four PTTL peaks at 53, 80, 102 and 173 °C. The PTTL peaks occur at the same positions as the corresponding conventional TL peaks. Their kinetic parameters are also similar. The intensity of the PTTL peaks increased with duration of illumination to a maximum within 200 s for doses between 1 Gy and 10 Gy. The dose response of each of the PTTL peaks at 80, 102 and 173 °C is linear within 1–15 Gy. The rate of fading is low and the peaks are reproducible. When the irradiated sample is optically stimulated at temperatures between 30 °C and 300 °C, after preheating to 500 °C, the intensity of its TA-OSL goes through a peak with temperature at 200 °C. Using the rising edge of the plot, activation energy of thermal assistance for a deep electron trap was estimated as (0.21 ± 0.02) eV. The TA-OSL dose response is sublinear from 10–250 Gy and saturates thereafter. The PTTL and TA-OSL analyses signify that the concentration of deep traps in α-Al2O3:C,Mg increased after annealing at 1200 °C. As a result, the sample produced better PTTL and TA-OSL response than when annealed at lower temperature.
- Full Text: false
- Date Issued: 2018
- Authors: Kalita, Jitumani M , Chithambo, Makaiko L
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/105422 , vital:32511 , https://doi.org/10.1016/j.jlumin.2018.08.085
- Description: We report phototransferred thermoluminescence (PTTL) and thermally-assisted optically stimulated luminescence (TA-OSL) of α-Al2O3:C,Mg annealed at 1200 °C. PTTL is TL measured from an irradiated phosphor after its exposure to light. The other theme of this study, TA-OSL is the additional amount of luminescence optically stimulated from a sample over and above the amount that would be measured at room temperature. A sample irradiated to 10 Gy and preheated to 230 °C at 1 °C/s followed by illumination by 470 nm blue light produced four PTTL peaks at 53, 80, 102 and 173 °C. The PTTL peaks occur at the same positions as the corresponding conventional TL peaks. Their kinetic parameters are also similar. The intensity of the PTTL peaks increased with duration of illumination to a maximum within 200 s for doses between 1 Gy and 10 Gy. The dose response of each of the PTTL peaks at 80, 102 and 173 °C is linear within 1–15 Gy. The rate of fading is low and the peaks are reproducible. When the irradiated sample is optically stimulated at temperatures between 30 °C and 300 °C, after preheating to 500 °C, the intensity of its TA-OSL goes through a peak with temperature at 200 °C. Using the rising edge of the plot, activation energy of thermal assistance for a deep electron trap was estimated as (0.21 ± 0.02) eV. The TA-OSL dose response is sublinear from 10–250 Gy and saturates thereafter. The PTTL and TA-OSL analyses signify that the concentration of deep traps in α-Al2O3:C,Mg increased after annealing at 1200 °C. As a result, the sample produced better PTTL and TA-OSL response than when annealed at lower temperature.
- Full Text: false
- Date Issued: 2018