Phenolic compounds in water and the implications for rapid detection of indicator micro-organisms using ß-D-Galactosidase and ß-D-Glucuronidase
- Authors: Abboo, Sagaran
- Date: 2009
- Subjects: Water -- Purification -- Biological treatment , Pollutants -- Biodegradation , Phenol , Organic water pollutants , Water quality biological assessment , Water -- Pollution
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3978 , http://hdl.handle.net/10962/d1004037 , Water -- Purification -- Biological treatment , Pollutants -- Biodegradation , Phenol , Organic water pollutants , Water quality biological assessment , Water -- Pollution
- Description: Faecal contamination in water is detected using appropriate microbial models such as total coliforms, faecal coliforms and E. coli. Βeta-D-Galactosidase (β-GAL) and Beta-D-glucuronidase (β-GUD) are two marker enzymes that are used to test for the presence of total coliforms and E. coli in water samples, respectively. Various assay methods have been developed using chromogenic and fluorogenic substrates. In this study, the chromogenic substrates chlorophenol red β-D-galactopyranoside (CPRG) for β-GAL and p-nitrophenyl-β-D-galactopyranoside (PNPG) for β-GUD were used. Potential problems associated with this approach include interference from other organisms present in the environment (e.g. plants, algae and other bacteria), as well as the presence of certain chemicals, such as phenolic compounds in water. Phenolic compounds are present in the aquatic environment due to their extensive industrial applications. The USA Enviromental Protection Agency (EPA) lists 11 Priority Pollutant Phenols (PPP) due to their high level of toxicity. This study investigated the interfering effects of the eleven PPP found in water on the enzyme activities of both the β-GAL and β-GUD enzyme assays. The presence of these PPP in the β-GAL and β-GUD enzyme assays showed that over and underestimation of activity may occur due to inhibition or activation of these enzymes. Three types of inhibition to enzyme activities were identified from double reciprocal Lineweaver-Burk plots. The inhibition constants (Ki) were determined for all inhibitory phenolic compounds from appropriate secondary plots. Furthermore, this study presented a validated reverse phase high performance liquid chromatography (RP-HPLC) method, developed for the simultaneous detection, separation and determination of all eleven phenolic compounds found in the environment. This method demonstrated good linearity, reproducibility, accuracy and sensitivity. Environmental water samples were collected from rivers, streams, industrial sites and wastewater treatment plant effluent. These samples were extracted and concentrated using a solid phase extraction (SPE) procedure prior to analysis employing the newly developed HPLC method in this study. Seasonal variations on the presence of the PPP in the environment were observed at certain collection sites. The concentrations found were between 0.033 μg/ml for 2,4-dinitrophenol in a running stream to 0.890 mg/ml for pentachlorophenol from an tannery industrial site. These concentrations of phenolic compounds found in these environments were able to interfere with the β-GAL and β-GUD enzyme assays.
- Full Text:
- Authors: Abboo, Sagaran
- Date: 2009
- Subjects: Water -- Purification -- Biological treatment , Pollutants -- Biodegradation , Phenol , Organic water pollutants , Water quality biological assessment , Water -- Pollution
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3978 , http://hdl.handle.net/10962/d1004037 , Water -- Purification -- Biological treatment , Pollutants -- Biodegradation , Phenol , Organic water pollutants , Water quality biological assessment , Water -- Pollution
- Description: Faecal contamination in water is detected using appropriate microbial models such as total coliforms, faecal coliforms and E. coli. Βeta-D-Galactosidase (β-GAL) and Beta-D-glucuronidase (β-GUD) are two marker enzymes that are used to test for the presence of total coliforms and E. coli in water samples, respectively. Various assay methods have been developed using chromogenic and fluorogenic substrates. In this study, the chromogenic substrates chlorophenol red β-D-galactopyranoside (CPRG) for β-GAL and p-nitrophenyl-β-D-galactopyranoside (PNPG) for β-GUD were used. Potential problems associated with this approach include interference from other organisms present in the environment (e.g. plants, algae and other bacteria), as well as the presence of certain chemicals, such as phenolic compounds in water. Phenolic compounds are present in the aquatic environment due to their extensive industrial applications. The USA Enviromental Protection Agency (EPA) lists 11 Priority Pollutant Phenols (PPP) due to their high level of toxicity. This study investigated the interfering effects of the eleven PPP found in water on the enzyme activities of both the β-GAL and β-GUD enzyme assays. The presence of these PPP in the β-GAL and β-GUD enzyme assays showed that over and underestimation of activity may occur due to inhibition or activation of these enzymes. Three types of inhibition to enzyme activities were identified from double reciprocal Lineweaver-Burk plots. The inhibition constants (Ki) were determined for all inhibitory phenolic compounds from appropriate secondary plots. Furthermore, this study presented a validated reverse phase high performance liquid chromatography (RP-HPLC) method, developed for the simultaneous detection, separation and determination of all eleven phenolic compounds found in the environment. This method demonstrated good linearity, reproducibility, accuracy and sensitivity. Environmental water samples were collected from rivers, streams, industrial sites and wastewater treatment plant effluent. These samples were extracted and concentrated using a solid phase extraction (SPE) procedure prior to analysis employing the newly developed HPLC method in this study. Seasonal variations on the presence of the PPP in the environment were observed at certain collection sites. The concentrations found were between 0.033 μg/ml for 2,4-dinitrophenol in a running stream to 0.890 mg/ml for pentachlorophenol from an tannery industrial site. These concentrations of phenolic compounds found in these environments were able to interfere with the β-GAL and β-GUD enzyme assays.
- Full Text:
SDF-1 and PDGF enhance αvβ5-mediated ERK activation and adhesion-independent growth of human pre-B cell lines:
- Acharya, Mridu, Edkins, Adrienne L, Ozanne, B, Cushley, W
- Authors: Acharya, Mridu , Edkins, Adrienne L , Ozanne, B , Cushley, W
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/165044 , vital:41204 , DOI: 10.1038/leu.2009.126
- Description: CD23 acts through the αvβ5 integrin to promote growth of human pre-B cell lines in an adhesion-independent manner. αvβ5 is expressed on normal B-cell precursors in the bone marrow. Soluble CD23 (sCD23), short CD23-derived peptides containing the arg-lys-cys (RKC) motif recognized by αvβ5 and anti-αvβ5 monoclonal antibodies (MAbs) all sustain growth of pre-B cell lines. The chemokine stromal cell-derived factor-1 (SDF-1) regulates key processes during B-cell development. SDF-1 enhanced the growth-sustaining effect driven by ligation of αvβ5 with anti-αvβ5 MAb 15F-11, sCD23 or CD23-derived RKC-containing peptides. This effect was restricted to B-cell precursors and was specific to SDF-1.
- Full Text:
- Authors: Acharya, Mridu , Edkins, Adrienne L , Ozanne, B , Cushley, W
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/165044 , vital:41204 , DOI: 10.1038/leu.2009.126
- Description: CD23 acts through the αvβ5 integrin to promote growth of human pre-B cell lines in an adhesion-independent manner. αvβ5 is expressed on normal B-cell precursors in the bone marrow. Soluble CD23 (sCD23), short CD23-derived peptides containing the arg-lys-cys (RKC) motif recognized by αvβ5 and anti-αvβ5 monoclonal antibodies (MAbs) all sustain growth of pre-B cell lines. The chemokine stromal cell-derived factor-1 (SDF-1) regulates key processes during B-cell development. SDF-1 enhanced the growth-sustaining effect driven by ligation of αvβ5 with anti-αvβ5 MAb 15F-11, sCD23 or CD23-derived RKC-containing peptides. This effect was restricted to B-cell precursors and was specific to SDF-1.
- Full Text:
The phenomenolgoical experience of posttraumatic growth in the context of a traumatic bereavement
- Authors: Acheson, Kerry
- Date: 2009 , 2013-07-15
- Subjects: Post-traumatic stress disorder -- Case studies Bereavement -- Psychological aspects Death -- Psychological aspects Phenomenological psychology Grief
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3102 , http://hdl.handle.net/10962/d1004456
- Description: The present study involves an exploration of the phenomenological expenence of posttraumatic growth in the context of a traumatic bereavement. An idiographic case study of a student who had witnessed her mother's death twelve years previously was conducted. Semi-structured interviews elicited data which was analysed using interpretative phenomenological analysis (IP A). Posttraumatic growth was found to have developed with regards to self-perception, relationships, and also in a broader spiritual and existential domain. The findings of this study shed light on the extant posttraumatic growth literature. In particular, findings were discussed in relation to the posttraumatic growth model as proposed by Calhoun and Tedeschi (2006). As posttraumatic growth is a relatively young concept, further research is needed in order to understand the meaning of reported growth more fully. While posttraumatic growth has been investigated in the context of bereavement, future research should distinguish more clearly between growth following traumatic and non-traumatic bereavement. Posttraumatic growth has received minimal empirical attention in South Africa, and therefore exploration of this area is suggested in the future. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Acheson, Kerry
- Date: 2009 , 2013-07-15
- Subjects: Post-traumatic stress disorder -- Case studies Bereavement -- Psychological aspects Death -- Psychological aspects Phenomenological psychology Grief
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3102 , http://hdl.handle.net/10962/d1004456
- Description: The present study involves an exploration of the phenomenological expenence of posttraumatic growth in the context of a traumatic bereavement. An idiographic case study of a student who had witnessed her mother's death twelve years previously was conducted. Semi-structured interviews elicited data which was analysed using interpretative phenomenological analysis (IP A). Posttraumatic growth was found to have developed with regards to self-perception, relationships, and also in a broader spiritual and existential domain. The findings of this study shed light on the extant posttraumatic growth literature. In particular, findings were discussed in relation to the posttraumatic growth model as proposed by Calhoun and Tedeschi (2006). As posttraumatic growth is a relatively young concept, further research is needed in order to understand the meaning of reported growth more fully. While posttraumatic growth has been investigated in the context of bereavement, future research should distinguish more clearly between growth following traumatic and non-traumatic bereavement. Posttraumatic growth has received minimal empirical attention in South Africa, and therefore exploration of this area is suggested in the future. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
Synthesis, spectroscopic and electrochemical properties of manganese, nickel and iron octakis-(2-diethylaminoethanethiol)-phthalocyanine
- Adebayo, A I, Nyokong, Tebello
- Authors: Adebayo, A I , Nyokong, Tebello
- Date: 2009
- Language: English
- Type: Article
- Identifier: vital:6563 , http://hdl.handle.net/10962/d1004122
- Description: The syntheses, spectroscopic and electrochemical properties of manganese (3), nickel (4) and iron (5) phthalocyanine complexes, octa-substituted at the peripheral positions with diethlyaminoethanethiol substituent, are reported. The electrochemistry of these complexes and the corresponding cobalt complex (6) are reported. Complex 3 showed two reversible reduction couples attributed to the MnIIIPc−2/MnIIPc−2 (E½ = −0.12 V versus Ag|AgCl) and MnIIPc−2/MnIIPc−3 (E½ = −0.82 V versus Ag|AgCl) species. Two ring-based reduction couples were also observed for complex 4. Two reduction couples, assigned to the FeIIPc−2/FeIPc−2 (E½ = −0.35 V versus Ag|AgCl) and FeIPc−2/FeIPc−3 (E½ = −0.96 V versus Ag|AgCl) species, and an oxidation couple, attributed to FeIIIPc−2/FeIIPc−2 (E½ = 0.26 V versus Ag|AgCl) species, were observed. For complex 6, two reductions and one oxidation were also observed with the potential range of 1.2 to −1.8 V versus Ag|AgCl Spectroelectrochemical studies were used to confirm some of the assigned processes.
- Full Text:
- Authors: Adebayo, A I , Nyokong, Tebello
- Date: 2009
- Language: English
- Type: Article
- Identifier: vital:6563 , http://hdl.handle.net/10962/d1004122
- Description: The syntheses, spectroscopic and electrochemical properties of manganese (3), nickel (4) and iron (5) phthalocyanine complexes, octa-substituted at the peripheral positions with diethlyaminoethanethiol substituent, are reported. The electrochemistry of these complexes and the corresponding cobalt complex (6) are reported. Complex 3 showed two reversible reduction couples attributed to the MnIIIPc−2/MnIIPc−2 (E½ = −0.12 V versus Ag|AgCl) and MnIIPc−2/MnIIPc−3 (E½ = −0.82 V versus Ag|AgCl) species. Two ring-based reduction couples were also observed for complex 4. Two reduction couples, assigned to the FeIIPc−2/FeIPc−2 (E½ = −0.35 V versus Ag|AgCl) and FeIPc−2/FeIPc−3 (E½ = −0.96 V versus Ag|AgCl) species, and an oxidation couple, attributed to FeIIIPc−2/FeIIPc−2 (E½ = 0.26 V versus Ag|AgCl) species, were observed. For complex 6, two reductions and one oxidation were also observed with the potential range of 1.2 to −1.8 V versus Ag|AgCl Spectroelectrochemical studies were used to confirm some of the assigned processes.
- Full Text:
Characterization of polymeric film of a new manganese phthalocyanine complex octa-substituted with 2-diethylaminoethanethiol, and its use for the electrochemical detection of bentazon
- Akinbulu, Isaac A, Nyokong, Tebello
- Authors: Akinbulu, Isaac A , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/262568 , vital:53534 , xlink:href="https://doi.org/10.1016/j.electacta.2009.07.074"
- Description: Manganese acetate octakis-(2-diethyaminoethanethiol) phthalocyanine (AcMnODEAETPc) was newly synthesized and characterized by spectroscopic and electrochemical methods. Solution electrochemistry of the complex showed three redox processes assigned to MnIIIPc−1/MnIIIPc−2, MnIIIPc−2/MnIIPc−2 and MnIIPc−2/MnIIPc−3 species. The new molecule was polymerized onto a glassy carbon electrode (GCE) to form thin films of different thickness, giving poly-10-AcMnODEAETPc-GCE, poly-20-AcMnODEAETPc-GCE and poly-30-AcMnODEAETPc-GCE, where 10, 20 and 30 represent the number of voltammetry scans during polymerization. Three distinct redox processes were observed on the modified electrode in 0.1 M phosphate buffer solution, pH 5, which confirmed the formation of the polymer. The current signal due to the herbicide, bentazon, was dependent on film thickness; the best signal was obtained on poly-20-AcMnODEAETPc-GCE while poly-10-AcMnODEAETPc-GCE gave the least signal. However, the signals due to the herbicide were better on the different films compared to the bare electrode. Electrochemical impedance spectroscopy (EIS) technique revealed that differences in film thickness offered different charge transfer resistances, Rct, hence difference in current signals for bentazon oxidation were observed on these films. A Tafel slope of 77 mV/decade, obtained for the herbicide on poly-20-AcMnODEAETPc-GCE, denotes a fast one electron transfer followed by a slow chemical step in the electro-oxidation of bentazon. The voltammetry signals of the herbicide on the films indicated the likely involvement of ring-based redox processes in the detection of the herbicide. A plot of background corrected current response, on this film, versus the concentration of bentazon was linear within the range 50–750 μM with a detection limit of 2.48 × 10−7 M.
- Full Text:
- Authors: Akinbulu, Isaac A , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/262568 , vital:53534 , xlink:href="https://doi.org/10.1016/j.electacta.2009.07.074"
- Description: Manganese acetate octakis-(2-diethyaminoethanethiol) phthalocyanine (AcMnODEAETPc) was newly synthesized and characterized by spectroscopic and electrochemical methods. Solution electrochemistry of the complex showed three redox processes assigned to MnIIIPc−1/MnIIIPc−2, MnIIIPc−2/MnIIPc−2 and MnIIPc−2/MnIIPc−3 species. The new molecule was polymerized onto a glassy carbon electrode (GCE) to form thin films of different thickness, giving poly-10-AcMnODEAETPc-GCE, poly-20-AcMnODEAETPc-GCE and poly-30-AcMnODEAETPc-GCE, where 10, 20 and 30 represent the number of voltammetry scans during polymerization. Three distinct redox processes were observed on the modified electrode in 0.1 M phosphate buffer solution, pH 5, which confirmed the formation of the polymer. The current signal due to the herbicide, bentazon, was dependent on film thickness; the best signal was obtained on poly-20-AcMnODEAETPc-GCE while poly-10-AcMnODEAETPc-GCE gave the least signal. However, the signals due to the herbicide were better on the different films compared to the bare electrode. Electrochemical impedance spectroscopy (EIS) technique revealed that differences in film thickness offered different charge transfer resistances, Rct, hence difference in current signals for bentazon oxidation were observed on these films. A Tafel slope of 77 mV/decade, obtained for the herbicide on poly-20-AcMnODEAETPc-GCE, denotes a fast one electron transfer followed by a slow chemical step in the electro-oxidation of bentazon. The voltammetry signals of the herbicide on the films indicated the likely involvement of ring-based redox processes in the detection of the herbicide. A plot of background corrected current response, on this film, versus the concentration of bentazon was linear within the range 50–750 μM with a detection limit of 2.48 × 10−7 M.
- Full Text:
A civic engagement:
- Authors: Amner, Roderick J
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/159366 , vital:40291 , https://hdl.handle.net/10520/EJC139908
- Description: Rod Amner looks at how a small South African newspaper is managing to punch well above its weight.
- Full Text:
- Authors: Amner, Roderick J
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/159366 , vital:40291 , https://hdl.handle.net/10520/EJC139908
- Description: Rod Amner looks at how a small South African newspaper is managing to punch well above its weight.
- Full Text:
Film Review: Hollywood on Safari
- Authors: Amner, Roderick J
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142680 , vital:38101 , https://doi.org/10.1386/jams.1.2.335_4
- Description: Film Review: Hollywood on Safari.
- Full Text:
- Authors: Amner, Roderick J
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142680 , vital:38101 , https://doi.org/10.1386/jams.1.2.335_4
- Description: Film Review: Hollywood on Safari.
- Full Text:
Paper recycling patterns and potential interventions in the education sector: A case study of paper streams at Rhodes University, South Africa
- Amutenya, N, Shackleton, Charlie M, Whittington-Jones, Kevin J
- Authors: Amutenya, N , Shackleton, Charlie M , Whittington-Jones, Kevin J
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/181180 , vital:43705 , xlink:href="https://doi.org/10.1016/j.resconrec.2008.12.001"
- Description: This paper considers the use of paper by academics and student computer laboratories at Rhodes University as a basis for identifying areas to reduce the amounts used and increase rates of recycling. A sample of 50 academic staff monitored the volume and purpose of the paper they used over 5 months, and the procurement officers in all the academic departments were interviewed regarding the total amount of paper used per academic department. Mean use was 34 ± 20 new sheets of paper per working day, of which 3% were trashed, 15% were kept for later use (as scrap or printed on the opposite side) and 79% were given out as notes to students, filed as records or posted out as mail to other departments or institutions. There was a significant relationship between number of students served by a department and the overall demand for paper, as well the number of staff per department and the number of recycling bins. The university could save approximately US$ 7000 per year for every 10% reduction in current use of paper (12,784 reams/year). Reduction in paper usage could be achieved through an increase in re-use of paper, printing handouts for students on both sides of each sheet of paper and by investing in printers that are capable of printing on both sides of a sheet of paper. Double-sided printers are only 20–25% more expensive than single-sided ones, but will potentially reduce paper usage by half. A 40% reduction would save the university approximately US $ 20,000 per year in direct costs, and more in reduced waste streams, as well as help promote the environmental image of the university. On a per unit basis, the higher costs for a double-sided printer in offices would be repaid in 9 months or less through reduced paper use.
- Full Text:
- Authors: Amutenya, N , Shackleton, Charlie M , Whittington-Jones, Kevin J
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/181180 , vital:43705 , xlink:href="https://doi.org/10.1016/j.resconrec.2008.12.001"
- Description: This paper considers the use of paper by academics and student computer laboratories at Rhodes University as a basis for identifying areas to reduce the amounts used and increase rates of recycling. A sample of 50 academic staff monitored the volume and purpose of the paper they used over 5 months, and the procurement officers in all the academic departments were interviewed regarding the total amount of paper used per academic department. Mean use was 34 ± 20 new sheets of paper per working day, of which 3% were trashed, 15% were kept for later use (as scrap or printed on the opposite side) and 79% were given out as notes to students, filed as records or posted out as mail to other departments or institutions. There was a significant relationship between number of students served by a department and the overall demand for paper, as well the number of staff per department and the number of recycling bins. The university could save approximately US$ 7000 per year for every 10% reduction in current use of paper (12,784 reams/year). Reduction in paper usage could be achieved through an increase in re-use of paper, printing handouts for students on both sides of each sheet of paper and by investing in printers that are capable of printing on both sides of a sheet of paper. Double-sided printers are only 20–25% more expensive than single-sided ones, but will potentially reduce paper usage by half. A 40% reduction would save the university approximately US $ 20,000 per year in direct costs, and more in reduced waste streams, as well as help promote the environmental image of the university. On a per unit basis, the higher costs for a double-sided printer in offices would be repaid in 9 months or less through reduced paper use.
- Full Text:
The WHO UNESCO FIP Pharmacy Education Taskforce (commentary)
- Anderson, Claire, Bates, Ian, Beck, Diane, Penick Brock, Tina, Futter, William T, Mercer, Hugo, Rouse, Mike, Whitmarsh, Sarah, Wuliji, Tana, Yonemura, Akemi
- Authors: Anderson, Claire , Bates, Ian , Beck, Diane , Penick Brock, Tina , Futter, William T , Mercer, Hugo , Rouse, Mike , Whitmarsh, Sarah , Wuliji, Tana , Yonemura, Akemi
- Date: 2009
- Language: English
- Type: Article
- Identifier: vital:6347 , http://hdl.handle.net/10962/d1006020
- Description: Pharmacists' roles are evolving from that of compounders and dispensers of medicines to that of experts on medicines within multidisciplinary health care teams. In the developing country context, the pharmacy is often the most accessible or even the sole point of access to health care advice and services. Because of their knowledge of medicines and clinical therapeutics, pharmacists are suitably placed for task shifting in health care and could be further trained to undertake functions such as clinical management and laboratory diagnostics. Indeed, pharmacists have been shown to be willing, competent, and cost-effective providers of what the professional literature calls "pharmaceutical care interventions"; however, internationally, there is an underuse of pharmacists for patient care and public health efforts. A coordinated and multifaceted effort to advance workforce planning, training and education is needed in order to prepare an adequate number of well-trained pharmacists for such roles. Acknowledging that health care needs can vary across geography and culture, an international group of key stakeholders in pharmacy education and global health has reached unanimous agreement that pharmacy education must be quality-driven and directed towards societal health care needs, the services required to meet those needs, the competences necessary to provide these services and the education needed to ensure those competences. Using that framework, this commentary describes the Pharmacy Education Taskforce of the World Health Organization, United Nations Educational, Scientific and Cultural Organization and the International Pharmaceutical Federation Global Pharmacy and the Education Action Plan 2008–2010, including the foundation, domains, objectives and outcome measures, and includes several examples of current activities within this scope.
- Full Text:
- Authors: Anderson, Claire , Bates, Ian , Beck, Diane , Penick Brock, Tina , Futter, William T , Mercer, Hugo , Rouse, Mike , Whitmarsh, Sarah , Wuliji, Tana , Yonemura, Akemi
- Date: 2009
- Language: English
- Type: Article
- Identifier: vital:6347 , http://hdl.handle.net/10962/d1006020
- Description: Pharmacists' roles are evolving from that of compounders and dispensers of medicines to that of experts on medicines within multidisciplinary health care teams. In the developing country context, the pharmacy is often the most accessible or even the sole point of access to health care advice and services. Because of their knowledge of medicines and clinical therapeutics, pharmacists are suitably placed for task shifting in health care and could be further trained to undertake functions such as clinical management and laboratory diagnostics. Indeed, pharmacists have been shown to be willing, competent, and cost-effective providers of what the professional literature calls "pharmaceutical care interventions"; however, internationally, there is an underuse of pharmacists for patient care and public health efforts. A coordinated and multifaceted effort to advance workforce planning, training and education is needed in order to prepare an adequate number of well-trained pharmacists for such roles. Acknowledging that health care needs can vary across geography and culture, an international group of key stakeholders in pharmacy education and global health has reached unanimous agreement that pharmacy education must be quality-driven and directed towards societal health care needs, the services required to meet those needs, the competences necessary to provide these services and the education needed to ensure those competences. Using that framework, this commentary describes the Pharmacy Education Taskforce of the World Health Organization, United Nations Educational, Scientific and Cultural Organization and the International Pharmaceutical Federation Global Pharmacy and the Education Action Plan 2008–2010, including the foundation, domains, objectives and outcome measures, and includes several examples of current activities within this scope.
- Full Text:
Lead-radium dating of two deep-water fishes from the southern hemisphere, Patagonian toothfish (Dissostichus eleginoides) and Orange Roughy (Hoplostethus atlanticus)
- Authors: Andrews, Allen Hia
- Date: 2009
- Subjects: Fishes -- Age determination , Fishes -- Southern hemisphere -- Longevity , Fishes -- Growth , Radioactive dating , Patagonian toothfish , Patagonian toothfish -- Fisheries , Orange roughy , Orange roughy -- Fisheries , Deep-sea fishes -- Southern hemisphere , Deep-sea fisheries , Deep-sea fisheries -- Southern hemisphere
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5295 , http://hdl.handle.net/10962/d1005140
- Description: Patagonian toothfish (Dissostichus eleginoides) or "Chilean sea bass" support a valuable and controversial fishery, but the life history is little known and longevity estimates range from ~20 to more than 40 or 50 yr. In this study, lead-radium dating provided validated age estimates from juveniles to older adults, supporting the use of otoliths as accurate indicators of age. The oldest age groups were near 30 yr, which provided support for age estimates exceeding 40 or 50 yr from grow zone counts in otolith sections. Hence, scale reading, which rarely exceeds 20 years, has the potential for age underestimation. Lead-radium dating revealed what may be minor differences in age interpretation between two facilities and findings may provide an age-validated opportunity for the CCAMLR Otolith Network to reassess otolith interpretations. Orange roughy (Hoplostethus atlanticus) support a major deep-sea fishery and stock assessments often depend on age analyses, but lifespan estimates range from ~20 to over 100 yr and validation of growth zone counts remained unresolved. An early application of lead-radium dating supported centenarian ages, but the findings were met with disbelief and some studies have attempted to discredit the technique and the long lifespan. In this study, an improved lead-radium dating technique used smaller samples than previously possible and circumvented assumptions that were previously necessary. Lead-radium dating of otolith cores, the first few years of growth, provided ratios that correlated well with the ingrowth curve. This provided robust support for age estimates from otolith thin sections. Use of radiometric ages as independent age estimates indicated the fish in the oldest group were at least 93 yr. Lead-radium dating has validated a centenarian lifespan for orange roughy. To date, radium-226 has been measured in otoliths of 39 fish species ranging from the northern Pacific and Atlantic Oceans to the Southern Ocean. In total, 367 reliable radium-226 measurements were made in 36 studies since the first lead-radium dating study on fish in 1982. The activity of radium-226 measurements ranged over 3 orders of magnitude (<0.001 to >1.0 dpm.g⁻¹). An analysis revealed ontogenetic differences in radium-226 uptake that may be attributed to changes in habitat or diet. Radiometric age from otolith core studies was used to describe a radium-226 uptake time-series for some species, which revealed interesting patterns over long periods. This synopsis provides information on the uptake of radium-226 to otoliths from an environmental perspective, which can be used as a basis for future studies.
- Full Text:
- Authors: Andrews, Allen Hia
- Date: 2009
- Subjects: Fishes -- Age determination , Fishes -- Southern hemisphere -- Longevity , Fishes -- Growth , Radioactive dating , Patagonian toothfish , Patagonian toothfish -- Fisheries , Orange roughy , Orange roughy -- Fisheries , Deep-sea fishes -- Southern hemisphere , Deep-sea fisheries , Deep-sea fisheries -- Southern hemisphere
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5295 , http://hdl.handle.net/10962/d1005140
- Description: Patagonian toothfish (Dissostichus eleginoides) or "Chilean sea bass" support a valuable and controversial fishery, but the life history is little known and longevity estimates range from ~20 to more than 40 or 50 yr. In this study, lead-radium dating provided validated age estimates from juveniles to older adults, supporting the use of otoliths as accurate indicators of age. The oldest age groups were near 30 yr, which provided support for age estimates exceeding 40 or 50 yr from grow zone counts in otolith sections. Hence, scale reading, which rarely exceeds 20 years, has the potential for age underestimation. Lead-radium dating revealed what may be minor differences in age interpretation between two facilities and findings may provide an age-validated opportunity for the CCAMLR Otolith Network to reassess otolith interpretations. Orange roughy (Hoplostethus atlanticus) support a major deep-sea fishery and stock assessments often depend on age analyses, but lifespan estimates range from ~20 to over 100 yr and validation of growth zone counts remained unresolved. An early application of lead-radium dating supported centenarian ages, but the findings were met with disbelief and some studies have attempted to discredit the technique and the long lifespan. In this study, an improved lead-radium dating technique used smaller samples than previously possible and circumvented assumptions that were previously necessary. Lead-radium dating of otolith cores, the first few years of growth, provided ratios that correlated well with the ingrowth curve. This provided robust support for age estimates from otolith thin sections. Use of radiometric ages as independent age estimates indicated the fish in the oldest group were at least 93 yr. Lead-radium dating has validated a centenarian lifespan for orange roughy. To date, radium-226 has been measured in otoliths of 39 fish species ranging from the northern Pacific and Atlantic Oceans to the Southern Ocean. In total, 367 reliable radium-226 measurements were made in 36 studies since the first lead-radium dating study on fish in 1982. The activity of radium-226 measurements ranged over 3 orders of magnitude (<0.001 to >1.0 dpm.g⁻¹). An analysis revealed ontogenetic differences in radium-226 uptake that may be attributed to changes in habitat or diet. Radiometric age from otolith core studies was used to describe a radium-226 uptake time-series for some species, which revealed interesting patterns over long periods. This synopsis provides information on the uptake of radium-226 to otoliths from an environmental perspective, which can be used as a basis for future studies.
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The implementation of project work by selected grade 10 life science teachers in Namibia
- Authors: Angula, Alina Hambelela
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Project method in teaching -- Namibia School improvement programs -- Namibia Teachers -- Training of -- Namibia Curriculum planning -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1567 , http://hdl.handle.net/10962/d1003449
- Description: Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ understanding and implementation of projects in the Namibian context. This study investigates how Grade 10 Life Science teachers understand and implement projects in selected schools in Namibia. The study focused on two teachers in two schools, a combined and a senior secondary school in the Oshikoto educational region of Namibia. The research was conducted through an interpretive case study aiming to gain a better understanding about the implementation of projects in schools. Data were collected through semi-structured interviews, classroom observation and document analysis. The findings indicate that despite the focus on projects in the Life Science syllabus and broad curriculum, policy documents do not give detailed guidelines on how projects should be planned, organized and assessed. The results revealed that knowledge about projects and their implementation is primarily informed by practical activities rather than the critical enquiries or investigations required by the Life Science curriculum policy. The study also revealed that despite the in-service training received by the two teachers participating in this study on syllabus interpretation, it is apparent from the findings that project work in these in-service programmes was neglected. This has further hampered teachers’ understanding and implementation of projects. The findings of this study point to a need for project guidelines as well as in-service programmes in this area if the stated nature and role of projects in the context of Namibian education policy is to be achieved.
- Full Text:
- Authors: Angula, Alina Hambelela
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Project method in teaching -- Namibia School improvement programs -- Namibia Teachers -- Training of -- Namibia Curriculum planning -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1567 , http://hdl.handle.net/10962/d1003449
- Description: Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ understanding and implementation of projects in the Namibian context. This study investigates how Grade 10 Life Science teachers understand and implement projects in selected schools in Namibia. The study focused on two teachers in two schools, a combined and a senior secondary school in the Oshikoto educational region of Namibia. The research was conducted through an interpretive case study aiming to gain a better understanding about the implementation of projects in schools. Data were collected through semi-structured interviews, classroom observation and document analysis. The findings indicate that despite the focus on projects in the Life Science syllabus and broad curriculum, policy documents do not give detailed guidelines on how projects should be planned, organized and assessed. The results revealed that knowledge about projects and their implementation is primarily informed by practical activities rather than the critical enquiries or investigations required by the Life Science curriculum policy. The study also revealed that despite the in-service training received by the two teachers participating in this study on syllabus interpretation, it is apparent from the findings that project work in these in-service programmes was neglected. This has further hampered teachers’ understanding and implementation of projects. The findings of this study point to a need for project guidelines as well as in-service programmes in this area if the stated nature and role of projects in the context of Namibian education policy is to be achieved.
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Synthesis and photophysical behavior of axially substituted phthalocyanine, tetrabenzotriazaporphyrin, and triazatetrabenzcorrole phosphorous complexes
- Antunes, Edith M, Nyokong, Tebello
- Authors: Antunes, Edith M , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/264518 , vital:53741 , xlink:href="https://doi.org/10.1142/S1088424609000048"
- Description: The synthesis of phosphorous phthalocyanines, triazatetrabenzcorroles, and tetrabenzotriazaporphyrins with a variety of axial ligands is reported. The new complexes are: phosphorous dihydroxy tetrabenzotriazaporphyrin (5, PV(OH)2TBTAP), diphenyl phosphorous phthalocyanine (6, [PV(Ph)2Pc](OH)), diphenyl phosphorous triazatetrabenzcorrole (7, PV(Ph)2TBC), and dioctyl phosphorous triazatetrabenzcorrole (8, PV(C8H17)2TBC). The complexes are not aggregated in dimethylsulfoxide (DMSO) and pyridine. Upon axial coordination of a phenyl or octyl group, the complexes are soluble (and not aggregated) in dichloromethane (DCM) and tetrahydrofuran (THF). The triplet lifetimes range from 395 to 546 μs (for complexes 5 to 8), with the P(Ph)2TBC (7) complex showing the longest triplet lifetime (546 μs), while the smallest triplet quantum yield (ΦT = 0.27) was obtained for the [P(Ph)2Pc](OH) (6) complex. [P(OH)2Pc](OH) (3) showed the shortest triplet lifetime (113 μs) and the largest triplet quantum yield (ΦT = 0.52).
- Full Text:
- Authors: Antunes, Edith M , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/264518 , vital:53741 , xlink:href="https://doi.org/10.1142/S1088424609000048"
- Description: The synthesis of phosphorous phthalocyanines, triazatetrabenzcorroles, and tetrabenzotriazaporphyrins with a variety of axial ligands is reported. The new complexes are: phosphorous dihydroxy tetrabenzotriazaporphyrin (5, PV(OH)2TBTAP), diphenyl phosphorous phthalocyanine (6, [PV(Ph)2Pc](OH)), diphenyl phosphorous triazatetrabenzcorrole (7, PV(Ph)2TBC), and dioctyl phosphorous triazatetrabenzcorrole (8, PV(C8H17)2TBC). The complexes are not aggregated in dimethylsulfoxide (DMSO) and pyridine. Upon axial coordination of a phenyl or octyl group, the complexes are soluble (and not aggregated) in dichloromethane (DCM) and tetrahydrofuran (THF). The triplet lifetimes range from 395 to 546 μs (for complexes 5 to 8), with the P(Ph)2TBC (7) complex showing the longest triplet lifetime (546 μs), while the smallest triplet quantum yield (ΦT = 0.27) was obtained for the [P(Ph)2Pc](OH) (6) complex. [P(OH)2Pc](OH) (3) showed the shortest triplet lifetime (113 μs) and the largest triplet quantum yield (ΦT = 0.52).
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Unearthed : personifications of widowhood and acts of memory : volume 1 and 2
- Authors: Arbi, Linda Margaret
- Date: 2009
- Subjects: Widowhood -- Social aspects -- South Africa Widowhood -- Social aspects -- Cape of Good Hope (South Africa) Widows in art -- South Africa Widows in art -- Cape of Good Hope (South Africa) Memory in art -- South Africa Memory in art -- Cape of Good Hope (South Africa)
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2428 , http://hdl.handle.net/10962/d1002225
- Description: By researching visual traditions of representing widows in relation to a social role, I explore how these may be related to processes of mourning and memory. My study begins with an historical reading and, along with an analysis of Renaissance widow portraiture, I trace the experiences of widows in the Cape of Good Hope. For the purposes of this thesis, I have selected images of widows to investigate memory-work particularly when speaking of loss. I re-view these memory processes through recent historical and art historical discourse with reference to contemporary South African artworks in order to understand how public memory is formed by way of visual documentation. These narratives around widowhood have informed the subject matter for my Master’s exhibition and shed light on my own experience as a widow. The interaction between objects and memory are of particular interest and manifest in my studio art practice.
- Full Text:
- Authors: Arbi, Linda Margaret
- Date: 2009
- Subjects: Widowhood -- Social aspects -- South Africa Widowhood -- Social aspects -- Cape of Good Hope (South Africa) Widows in art -- South Africa Widows in art -- Cape of Good Hope (South Africa) Memory in art -- South Africa Memory in art -- Cape of Good Hope (South Africa)
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2428 , http://hdl.handle.net/10962/d1002225
- Description: By researching visual traditions of representing widows in relation to a social role, I explore how these may be related to processes of mourning and memory. My study begins with an historical reading and, along with an analysis of Renaissance widow portraiture, I trace the experiences of widows in the Cape of Good Hope. For the purposes of this thesis, I have selected images of widows to investigate memory-work particularly when speaking of loss. I re-view these memory processes through recent historical and art historical discourse with reference to contemporary South African artworks in order to understand how public memory is formed by way of visual documentation. These narratives around widowhood have informed the subject matter for my Master’s exhibition and shed light on my own experience as a widow. The interaction between objects and memory are of particular interest and manifest in my studio art practice.
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Student's van Hiele levels of geometric thought and conception in plane geometry: a collective case study of Nigeria and South Africa
- Authors: Atebe, Humphrey Uyouyo
- Date: 2009
- Subjects: Geometry -- Study and teaching (Secondary) -- Nigeria -- Case studies Geometry -- Study and teaching (Secondary) -- South Africa -- Case studies Mathematics -- Study and teaching (Secondary) -- Nigeria -- Case studies Mathematics -- Study and teaching (Secondary) -- South Africa -- Case studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1777 , http://hdl.handle.net/10962/d1003662
- Description: This study is inspired by and utilises the van Hiele theory of geometric thought levels, currently acclaimed as one of the best frameworks for studying teaching and learning processes in geometry. The study aims both to explore and explicate the van Hiele levels of geometric thinking of a selected group of grade 10, 11 and 12 learners in Nigerian and South African schools. The study further aims to provide a rich and indepth description of the geometry instructional practices that possibly contributed to the levels of geometric conceptualisation exhibited by this cohort of high school learners. This collective case study, presented in two volumes, is oriented within an interpretive research paradigm and characterised by both qualitative and quantitative methods. The sample for the study comprised a total of 144 mathematics learners and 6 mathematics teachers from Nigeria and South Africa. They were selected using both purposive and stratified sampling techniques. In using the van Hiele model to interrogate both learners’ levels of geometric conceptualisation and teaching methods in geometry classrooms, the study employs a qualitative and qunatitative approach to the data-collection process, involving the use of questionnaires (in the form of various pen-and-paper tests, hands-on activity-based tests), interviews and classroom videos. Although the data analysis was done largely through descriptive statistics, the whole process inevitably incorporated elements of inferential statistics (e.g. ANOVA and Tukey HSD post-hoc test) in the quest for indepth analysis and deeper interpretation of the data. Learners were assigned to various van Hiele levels, mainly according to Usiskin’s (1982) forced van Hiele level determination scheme. The whole process of analysing the classroom videos involved a consultative panel of 4 observers and 3 critical readers, using the checklist of van Hiele phase descriptors to guide the analysis process. Concerning learners’ levels of geometric conceptualisation, the results from this study reveal that the most of the learners were not yet ready for the formal deductive study of school geometry, as only 2% and 3% of them were respectively at van Hiele levels 3 and 4, while 47%, 22% and 24% were at levels 0, 1 and 2, respectively. More learners from the Nigerian subsample (53%) were at van Hiele level 0 than learners from the South African subsample (41%) at this level. No learner from the Nigerian subsample was at van Hiele level 4, while 6% of the South African learners were at level 4. In general, learners from the Nigerian subsample had a poorer knowledge of school geometry than their peers from the South African subsample, as learners from the latter subsample obtained significantly higher mean scores in the van Hiele Geometry Test (VHGT) and each of the other tests used in this study. Results relating to gender differences in performance generally favour the male learners in this study. For each of the participating schools, learners’ van Hiele levels (as determined by their scores on the VHGT) strongly correlate with their performance in geometry content tests and mathematics generally. For each of the Nigerian and South African subsamples, for n ≤ 2, learners at van Hiele level n obtained higher means on nearly all the tests administered in this study than their peers at level n–1. This finding provides support for the hierarchical property of the van Hiele levels.
- Full Text:
- Authors: Atebe, Humphrey Uyouyo
- Date: 2009
- Subjects: Geometry -- Study and teaching (Secondary) -- Nigeria -- Case studies Geometry -- Study and teaching (Secondary) -- South Africa -- Case studies Mathematics -- Study and teaching (Secondary) -- Nigeria -- Case studies Mathematics -- Study and teaching (Secondary) -- South Africa -- Case studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1777 , http://hdl.handle.net/10962/d1003662
- Description: This study is inspired by and utilises the van Hiele theory of geometric thought levels, currently acclaimed as one of the best frameworks for studying teaching and learning processes in geometry. The study aims both to explore and explicate the van Hiele levels of geometric thinking of a selected group of grade 10, 11 and 12 learners in Nigerian and South African schools. The study further aims to provide a rich and indepth description of the geometry instructional practices that possibly contributed to the levels of geometric conceptualisation exhibited by this cohort of high school learners. This collective case study, presented in two volumes, is oriented within an interpretive research paradigm and characterised by both qualitative and quantitative methods. The sample for the study comprised a total of 144 mathematics learners and 6 mathematics teachers from Nigeria and South Africa. They were selected using both purposive and stratified sampling techniques. In using the van Hiele model to interrogate both learners’ levels of geometric conceptualisation and teaching methods in geometry classrooms, the study employs a qualitative and qunatitative approach to the data-collection process, involving the use of questionnaires (in the form of various pen-and-paper tests, hands-on activity-based tests), interviews and classroom videos. Although the data analysis was done largely through descriptive statistics, the whole process inevitably incorporated elements of inferential statistics (e.g. ANOVA and Tukey HSD post-hoc test) in the quest for indepth analysis and deeper interpretation of the data. Learners were assigned to various van Hiele levels, mainly according to Usiskin’s (1982) forced van Hiele level determination scheme. The whole process of analysing the classroom videos involved a consultative panel of 4 observers and 3 critical readers, using the checklist of van Hiele phase descriptors to guide the analysis process. Concerning learners’ levels of geometric conceptualisation, the results from this study reveal that the most of the learners were not yet ready for the formal deductive study of school geometry, as only 2% and 3% of them were respectively at van Hiele levels 3 and 4, while 47%, 22% and 24% were at levels 0, 1 and 2, respectively. More learners from the Nigerian subsample (53%) were at van Hiele level 0 than learners from the South African subsample (41%) at this level. No learner from the Nigerian subsample was at van Hiele level 4, while 6% of the South African learners were at level 4. In general, learners from the Nigerian subsample had a poorer knowledge of school geometry than their peers from the South African subsample, as learners from the latter subsample obtained significantly higher mean scores in the van Hiele Geometry Test (VHGT) and each of the other tests used in this study. Results relating to gender differences in performance generally favour the male learners in this study. For each of the participating schools, learners’ van Hiele levels (as determined by their scores on the VHGT) strongly correlate with their performance in geometry content tests and mathematics generally. For each of the Nigerian and South African subsamples, for n ≤ 2, learners at van Hiele level n obtained higher means on nearly all the tests administered in this study than their peers at level n–1. This finding provides support for the hierarchical property of the van Hiele levels.
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An investigation into the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu : a case study
- Authors: Ausiku, Charity M
- Date: 2009
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1852 , http://hdl.handle.net/10962/d1004461
- Description: I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
- Full Text:
- Authors: Ausiku, Charity M
- Date: 2009
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1852 , http://hdl.handle.net/10962/d1004461
- Description: I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
- Full Text:
Grade 10 life science teachers' understanding and development of critical thinking skills in selected schools in Namibia
- Authors: Avia, Ndiyakuphi
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Critical thinking -- Study and teaching (Secondary) -- Namibia Education -- Curricula -- Namibia Educational change -- Namibia Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1550 , http://hdl.handle.net/10962/d1003432
- Description: The educational reform policy in Namibia adopted the principles and practice of learner-centred education, a policy based on constructivist epistemology. This approach emphasises that learners are constructors of knowledge and that they must discover information and construct their own learning. Constructivist techniques require the use of critical thinking through learners’ active involvement in the learning process. The aim is for learners to use critical thinking to identify problems, ask questions, reason, examine and solve problems in real situations and make sound decisions. This approach provides learners with activities and experiences that stimulate them to learn to think for themselves and to ask questions. Therefore, teachers need to design activities that require learners to think critically and act independently through mastering these various modes of inquiry. The purpose of this study was to explore how the selected Grade 10 Life Science teachers understand and implement critical thinking in their teaching practice. I conducted the study in two secondary schools from the Omusati region in Namibia using a case study to gain insight into the implementation of critical thinking. Three data collection instruments: interviews, document analysis and class observations were used. The reason for conducting this study was to gain a better understanding of how teachers use various strategies to foster critical thinking skills in Life Science and the challenges they experience in teaching in secondary schools. The results of the study revealed that teachers have a theoretical understanding of what critical thinking implies and the role it plays in learning. They are also aware of the strategies used to develop critical thinking skills. However, these theoretical perspectives do not reflect in their teaching in that some of the strategies that the teachers used did not bring about meaningful learning. Learners are still required to recall factual knowledge, thus active involvement of the learners is limited. The study also revealed that there are specific issues that hamper the implementation of critical thinking, which include superficial understanding of learner-centered education, teacher-tell approach, overcrowded curriculum, inexplicit syllabus, lack of good examples from the textbooks and examinations, too short lesson periods, lack of language proficiency and lack of professional development. The findings indicate that despite the theoretical understanding of the teachers in this study, their actual practice of developing critical thinking skills is problematic. The study concludes that teachers should be encouraged to design better-structured activities in order to involve learners beyond just being listeners. In light of these findings, the study recognizes a need for ongoing in-service professional development to support teachers in modelling critical thinking to their learners and to teach them to think critically. The findings of the study will serve to inform both my and my colleague’s professional practice as advisory teachers with regard to what to focus on when advising and supporting the teachers in schools.
- Full Text:
- Authors: Avia, Ndiyakuphi
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Critical thinking -- Study and teaching (Secondary) -- Namibia Education -- Curricula -- Namibia Educational change -- Namibia Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1550 , http://hdl.handle.net/10962/d1003432
- Description: The educational reform policy in Namibia adopted the principles and practice of learner-centred education, a policy based on constructivist epistemology. This approach emphasises that learners are constructors of knowledge and that they must discover information and construct their own learning. Constructivist techniques require the use of critical thinking through learners’ active involvement in the learning process. The aim is for learners to use critical thinking to identify problems, ask questions, reason, examine and solve problems in real situations and make sound decisions. This approach provides learners with activities and experiences that stimulate them to learn to think for themselves and to ask questions. Therefore, teachers need to design activities that require learners to think critically and act independently through mastering these various modes of inquiry. The purpose of this study was to explore how the selected Grade 10 Life Science teachers understand and implement critical thinking in their teaching practice. I conducted the study in two secondary schools from the Omusati region in Namibia using a case study to gain insight into the implementation of critical thinking. Three data collection instruments: interviews, document analysis and class observations were used. The reason for conducting this study was to gain a better understanding of how teachers use various strategies to foster critical thinking skills in Life Science and the challenges they experience in teaching in secondary schools. The results of the study revealed that teachers have a theoretical understanding of what critical thinking implies and the role it plays in learning. They are also aware of the strategies used to develop critical thinking skills. However, these theoretical perspectives do not reflect in their teaching in that some of the strategies that the teachers used did not bring about meaningful learning. Learners are still required to recall factual knowledge, thus active involvement of the learners is limited. The study also revealed that there are specific issues that hamper the implementation of critical thinking, which include superficial understanding of learner-centered education, teacher-tell approach, overcrowded curriculum, inexplicit syllabus, lack of good examples from the textbooks and examinations, too short lesson periods, lack of language proficiency and lack of professional development. The findings indicate that despite the theoretical understanding of the teachers in this study, their actual practice of developing critical thinking skills is problematic. The study concludes that teachers should be encouraged to design better-structured activities in order to involve learners beyond just being listeners. In light of these findings, the study recognizes a need for ongoing in-service professional development to support teachers in modelling critical thinking to their learners and to teach them to think critically. The findings of the study will serve to inform both my and my colleague’s professional practice as advisory teachers with regard to what to focus on when advising and supporting the teachers in schools.
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Abstract: redressing the apartheid legacy of social exclusion : social equity, redress and admission to higher education in democratic South Africa
- Authors: Badat, Saleem
- Date: 2009
- Language: English
- Type: Text
- Identifier: vital:7734 , http://hdl.handle.net/10962/d1015881
- Full Text:
- Authors: Badat, Saleem
- Date: 2009
- Language: English
- Type: Text
- Identifier: vital:7734 , http://hdl.handle.net/10962/d1015881
- Full Text:
Rhodes University 2009 Graduation Ceremonies Address
- Authors: Badat, Saleem
- Date: 2009
- Language: English
- Type: text
- Identifier: vital:7585 , http://hdl.handle.net/10962/d1006575
- Description: From introduction: To be awarded a degree or diploma from Rhodes University entails dedicated endeavour. When you joined us you were told that at Rhodes learning and education is a partnership, a relationship of mutual commitment to the pursuit of knowledge and understanding, to the development of expertise and skills, and to the embrace of appropriate values and attitudes. Your graduation is testimony that you have fulfilled your side of the partnership. You have displayed the necessary commitment and willingness to learn, to acquire knowledge and to develop expertise. Your achievement, the fruits of many months and years of toil, is,ultimately, your own great accomplishment.
- Full Text:
- Authors: Badat, Saleem
- Date: 2009
- Language: English
- Type: text
- Identifier: vital:7585 , http://hdl.handle.net/10962/d1006575
- Description: From introduction: To be awarded a degree or diploma from Rhodes University entails dedicated endeavour. When you joined us you were told that at Rhodes learning and education is a partnership, a relationship of mutual commitment to the pursuit of knowledge and understanding, to the development of expertise and skills, and to the embrace of appropriate values and attitudes. Your graduation is testimony that you have fulfilled your side of the partnership. You have displayed the necessary commitment and willingness to learn, to acquire knowledge and to develop expertise. Your achievement, the fruits of many months and years of toil, is,ultimately, your own great accomplishment.
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The role of higher education in society: valuing higher education
- Authors: Badat, Saleem
- Date: 2009
- Language: English
- Type: Conference paper , text
- Identifier: vital:7122 , http://hdl.handle.net/10962/d1006571
- Description: From the introduction: Arthur E. Levine, President of the Teachers College of Columbia University, writes that "In the early years of the Industrial Revolution, the Yale Report of 1828 asked whether the needs of a changing society required either major or minor changes in higher education. The report concluded that it had asked the wrong question. The right question was, What is the purpose of higher education?" Levine goes on to add that questions related to higher education “have their deepest roots in that fundamental question” and that “faced with a society in motion, we must not only ask that question again, but must actively pursue answers, if our colleges and universities are to retain their vitality in a dramatically different world”. I propose to speak about three issues: the first is about our changing world; the second is about the three purposes of higher education; the third is about what I consider to be the five key roles of higher education. Finally, I want to conclude by making some observations on the sometimes unrealistic expectations of higher education. , HERS‐SA Academy 2009, University of Cape Town Graduate School of Business, Waterfront, Cape Town, 14 September 2009. Stagnant universities are expensive and ineffectual monuments to a status quo which is more likely to be a status quo ante, yesterday’s world preserved in aspic (Ralf Dahrendorf, 2000:106‐7)
- Full Text:
- Authors: Badat, Saleem
- Date: 2009
- Language: English
- Type: Conference paper , text
- Identifier: vital:7122 , http://hdl.handle.net/10962/d1006571
- Description: From the introduction: Arthur E. Levine, President of the Teachers College of Columbia University, writes that "In the early years of the Industrial Revolution, the Yale Report of 1828 asked whether the needs of a changing society required either major or minor changes in higher education. The report concluded that it had asked the wrong question. The right question was, What is the purpose of higher education?" Levine goes on to add that questions related to higher education “have their deepest roots in that fundamental question” and that “faced with a society in motion, we must not only ask that question again, but must actively pursue answers, if our colleges and universities are to retain their vitality in a dramatically different world”. I propose to speak about three issues: the first is about our changing world; the second is about the three purposes of higher education; the third is about what I consider to be the five key roles of higher education. Finally, I want to conclude by making some observations on the sometimes unrealistic expectations of higher education. , HERS‐SA Academy 2009, University of Cape Town Graduate School of Business, Waterfront, Cape Town, 14 September 2009. Stagnant universities are expensive and ineffectual monuments to a status quo which is more likely to be a status quo ante, yesterday’s world preserved in aspic (Ralf Dahrendorf, 2000:106‐7)
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The challenges of education and development in twenty-first century South Africa
- Authors: Badat, Saleem
- Date: 2009
- Language: English
- Type: Conference paper , text
- Identifier: vital:7121 , http://hdl.handle.net/10962/d1006569
- Description: From the introduction: I have chosen to address the theme of The Challenges of Education and Development in the Twenty First Century. This is not only an extremely important theme but also one that is both complex and broad and can be approached in many different ways. With respect to complexity, the concepts of education and development, like the concepts of freedom and democracy, are defined in various ways and have a variety of meanings associated with them. Moreover, notions of education and development are not neutral in that they are embedded in different views of the world and society, including views on what constitutes a just and good society. Further, the choices, policies, actions and practices that are associated with particular conceptions of education and development are not benign in that they have real and differential effects on different social classes and groups in society. , Keynote Address at the 15th Annual Conference of the Headmasters of the Traditional State Boy’s Schools of South Africa’ Queens College, Queenstown, 26 August 2009.
- Full Text:
- Authors: Badat, Saleem
- Date: 2009
- Language: English
- Type: Conference paper , text
- Identifier: vital:7121 , http://hdl.handle.net/10962/d1006569
- Description: From the introduction: I have chosen to address the theme of The Challenges of Education and Development in the Twenty First Century. This is not only an extremely important theme but also one that is both complex and broad and can be approached in many different ways. With respect to complexity, the concepts of education and development, like the concepts of freedom and democracy, are defined in various ways and have a variety of meanings associated with them. Moreover, notions of education and development are not neutral in that they are embedded in different views of the world and society, including views on what constitutes a just and good society. Further, the choices, policies, actions and practices that are associated with particular conceptions of education and development are not benign in that they have real and differential effects on different social classes and groups in society. , Keynote Address at the 15th Annual Conference of the Headmasters of the Traditional State Boy’s Schools of South Africa’ Queens College, Queenstown, 26 August 2009.
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