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Stable Covalent pH-Sensitive Metallophthalocyanines Thin Monolayer Films for Selective Detection of Neurotransmitters

- Idowu, Abosede Omowumi Atinuke

Authors: Idowu, Abosede Omowumi Atinuke
Date: 2021-10-29
Subjects: Uncatalogued
Language: English
Type: Doctoral theses , text
Identifier: http://hdl.handle.net/10962/192922 , vital:45279 , DOI 10.21504/10962/192922
Description: The global challenge in solving the problem of neurodegenerative diseases (NDDs) that affect neurons in the human brain is to date unresolved. The statistical population of the affected people increases each year. Neurons are prone to damage or death as a result of an imbalanced level of released neurotransmitters (NTs). These imbalances affect the proper functioning of the brain and body. Early detection of the imbalances of NTs could suppress or correct the symptoms of NDDs. The detection has been the focus of researchers employing different techniques for both in-vivo and in-vitro detection of NTs. The research is based on electrochemical technique due to its fast response with adequate qualitative and quantitative results. The electrochemical methods are easy to handle, and the working electrode in the system can be modified for a specific purpose. The materials used in this work were the first-row transition metals octacarboxyphenoxy phthalocyanines complexes. The complexes were immobilized onto gold electrode surfaces and used as electrocatalysts for the detection of NTs. The immobilization method used to modify gold electrode was highly stable throughout the analyses in this study. The complexes improved the efficiency of the gold electrodes towards the detection of the NTs and suppressed the presence of ascorbic acid as a strong interference. The focus of this research is to solve the problem of interference faced during the detection of NTs. The thin film of octacarboxyphenoxy metallophthalocyanines was immobilized onto the gold electrode. The complexes, due to their catalytic activity, detected dopamine, epinephrine, serotonin and norepinephrine accurately. The range of detection of prominent chemicals associated with NTs was done using electroanalytical methods. Due to the pH sensitive functional groups (COOH), the thin monolayer phthalocyanine films suppressed ascorbic acid interference. The electrochemical analysis of neurotransmitters gave excellent limit of detection at μM range for all studied NTs. The results obtained with the modified electrode are proof of good electrocatalytic abilities of the complexes synthesized. This study recommends the use of the methods in this work for development of electrodes for NTs detection in human serum and tissue samples. , Thesis (PhD) -- Faculty of Science, Chemistry, 2021
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Date Issued: 2021-10-29

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Creative Cities and Regional Development: the Case of Makhanda and the Creative City Project

- Campbell, Guy John

Authors: Campbell, Guy John
Date: 2021
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/174448 , vital:42478
Description: The ‘Creative City’ is a popular term describing a method of regional/urban development through the development of creative and cultural industries (CCIs). Research into this topic has mostly focused on large cities in developed nations. Research into its applicability to small, underdeveloped regions located in developing nations has been severely limited. This research drew on the creative city theory of Richard Florida (2002) and other relevant literature in the realm of creative and cultural economics. The extent to which the ‘Creative City’ Project of Makhanda, located in the Eastern Cape Province of South Africa, was successful in meeting its stated goals was assessed. The institutional frameworks and operational context of the project were investigated. A mixed-methods approach was applied. This included qualitative research techniques, drawing from multiple international and national case studies and literature. It also involved interviews with key stakeholders involved with the project. A quantitative survey assessed the extent to which the project has been successful in its goal to market Makhanda as the “Creative City” and whether it could become “South Africa’s Creative and Cultural Capital”. There is no reliable standard blueprint for how to develop a creative city. However, factors for success can be found in the development of new and growing creative spaces for the centralisation of creative and cultural activity; in associated employment opportunities and industry experience made available; and in strong partnerships forged between the project, local government and a range of key stakeholders. The Makhanda project faced significant challenges – namely, scarce financial support, small local consumer markets, an insufficiently recognised brand, limited support from local business and no vertical alignment with the national policy agenda. Despite the challenges several advantages were identified, including; a generous endowment in hard and soft infrastructures, a socially diverse and open environment, and a project rooted in the community interest. The project exhibits the potential to develop a thriving arts and culture sector in Makhanda. But it will be critical for the project to become self-sufficient and remain, and further embed itself, in the interests of the broad community for whom the project ultimately aims to benefit. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
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Date Issued: 2021

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Exploring pre-service teachers’ reflective practice in the context of video-based lesson analysis

- Chikiwa, Samukeliso

Authors: Chikiwa, Samukeliso
Date: 2020-04-30
Subjects: Uncatalogued
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/355357 , vital:64492
Description: This study explored the development of reflective practice in foundation phase pre-service teachers in the context of video-based lesson analysis at a university in South Africa. The study was conducted in the field of mathematics education, responding to the urgent need to equip pre-service South African teachers with the knowledge and skills for effective mathematics teaching. The research is foregrounded by the continuing poor performance of South African learners in mathematics at all levels of education in the country, which has been linked to the inadequate knowledge and skills of mathematics teachers. Pre-service teacher education is putting considerable effort into improving the preparation of mathematics teachers and developing their ability to reflect on their teaching practice is one of the strategies being employed for this purpose. Research has demonstrated the importance of reflective practice (RP) in both developing and extending teachers’ mathematical knowledge for teaching. This study therefore contributes to current research that supports the development of RP as a professional skill for promoting the acquisition of knowledge for teaching in pre-service teacher education. The study adopted a qualitative case study approach with two phases of data collection. In Phase 1 I collected and analysed three sets of 19 pre-service teachers’ written reflections to establish the nature of the reflections that they developed when analysing video-recorded mathematics lessons of experienced teachers’ practice. Phase 2 was conducted with four PSTs who reflected on video-recorded mathematics lessons of their own practice, and similarly sought to investigate the nature of the reflections they developed when reflecting on practice. The four PSTs wrote one set of reflections on their own lessons, went through three sessions of facilitator-guided reflections, then wrote another set of reflections to establish if the support provided in small group facilitator-guided sessions improved their reflections. Iterative content analysis was employed to analyse the PSTs’ written reflections, using an analytic tool that I developed for this purpose through merging Lee’s (2007) and Muir and Beswick’s (2007) levels of reflection frameworks. My model had four levels of reflection: description, explanation, suggestion and reflectivity. The names of each of the levels connect to the key indicator for that level. PSTs’ written reflections were coded and analysed according to these levels. The study found that PSTs’ initial reflections were mostly description of general classroom events with little reflection at the levels of explanation and suggestion, and an absence of reflectivity. Most reflections focused on general events in the lesson rather than mathematical events, even though the six lens framework they were given to guide their reflections prompted them to steer their attention towards mathematical events. The second and third sets of reflections, although mostly still at level 1, showed some shifts towards explanation and suggestion, although an increased focus on mathematical events though reflectivity was still largely absent. No PST reached the fourth level of reflectivity in Phase 1. However, in Phase 2, the PSTs’ reflections after the three small group facilitator-guided sessions included some evidence of reflectivity. The findings suggest the need for pre-service teacher educators to make a concerted effort to teach PSTs what reflection is and how to reflect on their practice. The findings also showed the need for small group facilitator-guided support in the development of PSTs’ reflective practice. , Thesis (PhD) -- Faculty of Education, Education, 2020
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Date Issued: 2020-04-30

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