Voltammetric behavior of cysteine and metallothionein on cobalt (II) tetrasulfonated phthalocyanine modified glassy carbon electrodes
- Limson, Janice L, Nyokong, Tebello
- Authors: Limson, Janice L , Nyokong, Tebello
- Date: 1997
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/293346 , vital:57077 , xlink:href="https://doi.org/10.1002/elan.1140090314"
- Description: Cysteine, and rat Cd, Zn-metallothionein (Cd, Zn-MT) have been studied electrochemically at glassy carbon electrodes modified with cobalt(II) tetrasulfonated phthalocyanine, [CoIITSPc]4−, where Pc(2-) = phthalocyanine dianion. The electrode was modified by electrodeposition of [CoIITSPc]4−. The anodic currents for the oxidation of cysteine on these electrodes are observed at 0.82 V (vs. Ag/AgCl) in acidic media. The anodic currents for the oxidation of Cd, Zn-MT are observed at 0.90 V at pH 8.4 (Tris buffer).
- Full Text:
- Date Issued: 1997
- Authors: Limson, Janice L , Nyokong, Tebello
- Date: 1997
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/293346 , vital:57077 , xlink:href="https://doi.org/10.1002/elan.1140090314"
- Description: Cysteine, and rat Cd, Zn-metallothionein (Cd, Zn-MT) have been studied electrochemically at glassy carbon electrodes modified with cobalt(II) tetrasulfonated phthalocyanine, [CoIITSPc]4−, where Pc(2-) = phthalocyanine dianion. The electrode was modified by electrodeposition of [CoIITSPc]4−. The anodic currents for the oxidation of cysteine on these electrodes are observed at 0.82 V (vs. Ag/AgCl) in acidic media. The anodic currents for the oxidation of Cd, Zn-MT are observed at 0.90 V at pH 8.4 (Tris buffer).
- Full Text:
- Date Issued: 1997
The interaction of melatonin and its precursors with aluminium, cadmium, copper, iron, lead, and zinc
- Limson, Janice L, Nyokong, Tebello, Daya, Santy
- Authors: Limson, Janice L , Nyokong, Tebello , Daya, Santy
- Date: 1998
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/293323 , vital:57075 , xlink:href="https://doi.org/10.1111/j.1600-079X.1998.tb00361.x"
- Description: Melatonin, a pineal secretory product, and its precursors, tryptophan and serotonin, were examined for their metal binding affinities for both essential and toxic metals: aluminium, cadmium, copper, iron, lead, and zinc. An electrochemical technique, adsorptive stripping voltammetry, showed the varying abilities of melatonin and its precursors to bind the metals in situ. The results show that the following metal complexes were formed: aluminium with melatonin, tryptophan, and serotonin; cadmium with melatonin and tryptophan; copper with melatonin and serotonin; iron(III) with melatonin and serotonin; lead with melatonin, tryptophan, and serotonin; and zinc with melatonin and tryptophan. Iron(II) showed the formation of an in situ complex with tryptophan only. These studies suggest a further role for melatonin in the reduction of free radical generation and metal detoxification, and they may explain the accumulation of aluminium in Alzheimer's disease.
- Full Text:
- Date Issued: 1998
- Authors: Limson, Janice L , Nyokong, Tebello , Daya, Santy
- Date: 1998
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/293323 , vital:57075 , xlink:href="https://doi.org/10.1111/j.1600-079X.1998.tb00361.x"
- Description: Melatonin, a pineal secretory product, and its precursors, tryptophan and serotonin, were examined for their metal binding affinities for both essential and toxic metals: aluminium, cadmium, copper, iron, lead, and zinc. An electrochemical technique, adsorptive stripping voltammetry, showed the varying abilities of melatonin and its precursors to bind the metals in situ. The results show that the following metal complexes were formed: aluminium with melatonin, tryptophan, and serotonin; cadmium with melatonin and tryptophan; copper with melatonin and serotonin; iron(III) with melatonin and serotonin; lead with melatonin, tryptophan, and serotonin; and zinc with melatonin and tryptophan. Iron(II) showed the formation of an in situ complex with tryptophan only. These studies suggest a further role for melatonin in the reduction of free radical generation and metal detoxification, and they may explain the accumulation of aluminium in Alzheimer's disease.
- Full Text:
- Date Issued: 1998
Simulating Collective agency: Joint purpose, presence and power as Constraints to learning in a social Context
- Authors: Kulundu, Injairu
- Date: 2011
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386530 , vital:68149 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122249"
- Description: This paper reflects on the practice of social learning by using my experiences as a social development practitioner in two projects. The first, the Arkwork Collective, is an art-junk process that engages marginalised youth in Grahamstown, South Africa in a process that uses creative sculpture and drama to explore personal and social issues that exist in their immediate context. The second, Jonga Phambili Sinethemba looks into the impact of climate change and HIV/AIDS (amongst other issues) in the rural and peri-urban communities of Willowvale and Lesseyton in the Eastern Cape, South Africa. It seeks to provide a platform where members of each community can define the vulnerabilities, capabilities, social networks in their areas with the aim of bolstering the adaptive capacity of these communities. Snippets of my experiences in these projects are shared with the intention of demonstrating constraints to learning in a social context. Key ideas that the paper explores include honouring the lived experiences of participants as part of the process, prioritising the participation of each individual present as part of the ongoing conversation, the challenge of surfacing the vital independent links of a collective, drawing on the reflective capacity of a diverse group, assessing the quality of participation, building capabilities for ‘response-ability’ and rethinking facilitation. Each section sets out challenges and questions for practitioners in this field to reflect on. The paper suggests that in order to achieve the laudable aims of social learning, we need to peel back the common rhetoric of its participatory aims and acknowledge the complexity, flexibility and dedication that it requires.
- Full Text:
- Date Issued: 2011
- Authors: Kulundu, Injairu
- Date: 2011
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/386530 , vital:68149 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122249"
- Description: This paper reflects on the practice of social learning by using my experiences as a social development practitioner in two projects. The first, the Arkwork Collective, is an art-junk process that engages marginalised youth in Grahamstown, South Africa in a process that uses creative sculpture and drama to explore personal and social issues that exist in their immediate context. The second, Jonga Phambili Sinethemba looks into the impact of climate change and HIV/AIDS (amongst other issues) in the rural and peri-urban communities of Willowvale and Lesseyton in the Eastern Cape, South Africa. It seeks to provide a platform where members of each community can define the vulnerabilities, capabilities, social networks in their areas with the aim of bolstering the adaptive capacity of these communities. Snippets of my experiences in these projects are shared with the intention of demonstrating constraints to learning in a social context. Key ideas that the paper explores include honouring the lived experiences of participants as part of the process, prioritising the participation of each individual present as part of the ongoing conversation, the challenge of surfacing the vital independent links of a collective, drawing on the reflective capacity of a diverse group, assessing the quality of participation, building capabilities for ‘response-ability’ and rethinking facilitation. Each section sets out challenges and questions for practitioners in this field to reflect on. The paper suggests that in order to achieve the laudable aims of social learning, we need to peel back the common rhetoric of its participatory aims and acknowledge the complexity, flexibility and dedication that it requires.
- Full Text:
- Date Issued: 2011
Think Piece. Intersectional Resonance and the Multiplicity of Being in a Polarised World
- Authors: Kulundu, Injairu
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388037 , vital:68301 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172212"
- Description: Understandings of collective learning and change agency often conjure up an image of a particular group or community identifying important concerns and finding the momentum to learn together to address them. In reality, gaining consensus around what issues need to be addressed is a complex process in polarised societies. It requires an attentiveness to different standpoints and experiences of the social dynamics at play, and the ways in which ecological, political, socio-economic and psychic experiences manifest themselves within different contexts, generating disparate and connected views on what is missing and what is needed to create a more just society. This paper asks questions about what it means to learn in-between and through complex and interrelated societal dynamics amongst a community of change drivers. By highlighting the individual, communal and collective learning of a diverse group of change drivers in a very polarised South Africa, we can begin to ask questions about the following: 1) how different embodied experiences or ‘a multiplicity of being’, as referred to in this paper, are essential in the pursuit of a sustainable society; and 2) why we need to learn in ways that can foster a sense of ‘intersectional resonance’ between and amongst change drivers in a polarised world.
- Full Text:
- Date Issued: 2018
- Authors: Kulundu, Injairu
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388037 , vital:68301 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/172212"
- Description: Understandings of collective learning and change agency often conjure up an image of a particular group or community identifying important concerns and finding the momentum to learn together to address them. In reality, gaining consensus around what issues need to be addressed is a complex process in polarised societies. It requires an attentiveness to different standpoints and experiences of the social dynamics at play, and the ways in which ecological, political, socio-economic and psychic experiences manifest themselves within different contexts, generating disparate and connected views on what is missing and what is needed to create a more just society. This paper asks questions about what it means to learn in-between and through complex and interrelated societal dynamics amongst a community of change drivers. By highlighting the individual, communal and collective learning of a diverse group of change drivers in a very polarised South Africa, we can begin to ask questions about the following: 1) how different embodied experiences or ‘a multiplicity of being’, as referred to in this paper, are essential in the pursuit of a sustainable society; and 2) why we need to learn in ways that can foster a sense of ‘intersectional resonance’ between and amongst change drivers in a polarised world.
- Full Text:
- Date Issued: 2018
Diversity is an asset to science not a threat
- Authors: Blackie, Margaret A
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426624 , vital:72373 , xlink:href="https://www.jstor.org/stable/48687065"
- Description: In this paper, Critical Realism is used as a theoretical framework to show that diversity is an asset to science not a threat. Critical Realism situates the reliability and reproducibility of science in the realm of the real and thus relocates the notion of “objectivity” from the person of the scientist to the process of science. This means that it no longer necessary to attempt to minimise the person of the scientist in pursuit of rigorous knowledge. The implication is that diversity both in terms of intellectual training (within limits) and in terms of being multicultural, gender, sexuality, multilingual, is revealed to be an asset. This is because the construction of knowledge draws on personal experience and having people with divergent experience interrogating the same problem is more likely to provide a reliable, reproducible solution. In the latter parts of the paper, the implications for teaching are described. In addition, it is demonstrated that this argument can be extended into different knowledge areas.
- Full Text:
- Date Issued: 2021
- Authors: Blackie, Margaret A
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426624 , vital:72373 , xlink:href="https://www.jstor.org/stable/48687065"
- Description: In this paper, Critical Realism is used as a theoretical framework to show that diversity is an asset to science not a threat. Critical Realism situates the reliability and reproducibility of science in the realm of the real and thus relocates the notion of “objectivity” from the person of the scientist to the process of science. This means that it no longer necessary to attempt to minimise the person of the scientist in pursuit of rigorous knowledge. The implication is that diversity both in terms of intellectual training (within limits) and in terms of being multicultural, gender, sexuality, multilingual, is revealed to be an asset. This is because the construction of knowledge draws on personal experience and having people with divergent experience interrogating the same problem is more likely to provide a reliable, reproducible solution. In the latter parts of the paper, the implications for teaching are described. In addition, it is demonstrated that this argument can be extended into different knowledge areas.
- Full Text:
- Date Issued: 2021
From affirmative to transformative approaches to academic development
- McKenna, Sioux, Hlengwa, Amanda, Quinn, Lyn, Vorster, Jo-Anne
- Authors: McKenna, Sioux , Hlengwa, Amanda , Quinn, Lyn , Vorster, Jo-Anne
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426651 , vital:72375 , xlink:href="https://doi.org/10.1080/13562517.2022.2119077"
- Description: Much academic development work, whether it be student, academic staff, institutional or curriculum development, is undertaken from an affirmative rather than a transformative approach (Luckett, L., and S. Shay. 2020.“Reframing the Curriculum: A Transformative Approach.” Critical Studies in Education61 (1): 50–65). To be transformative, academic development has to reframe the problem beyond one of poor student retention and throughput. We need to make sense of the conditions from which issues such as poor retention and throughput rates emerge, rather than focusing on mitigating the effects of such conditions within the status quo. Drawing on Fraser’s concept of parity of participation, we suggest that if academic development is to engage in transformative approaches, it needs to adjust the scale of the problem and challenge underpinning assumptions, and thereby review the fitness of universities, curricula and academic development practices for a pluralist society. In sum, a transformative approach to academic development work will entail conceptualising academic development as a political knowledge project.
- Full Text:
- Date Issued: 2022
- Authors: McKenna, Sioux , Hlengwa, Amanda , Quinn, Lyn , Vorster, Jo-Anne
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426651 , vital:72375 , xlink:href="https://doi.org/10.1080/13562517.2022.2119077"
- Description: Much academic development work, whether it be student, academic staff, institutional or curriculum development, is undertaken from an affirmative rather than a transformative approach (Luckett, L., and S. Shay. 2020.“Reframing the Curriculum: A Transformative Approach.” Critical Studies in Education61 (1): 50–65). To be transformative, academic development has to reframe the problem beyond one of poor student retention and throughput. We need to make sense of the conditions from which issues such as poor retention and throughput rates emerge, rather than focusing on mitigating the effects of such conditions within the status quo. Drawing on Fraser’s concept of parity of participation, we suggest that if academic development is to engage in transformative approaches, it needs to adjust the scale of the problem and challenge underpinning assumptions, and thereby review the fitness of universities, curricula and academic development practices for a pluralist society. In sum, a transformative approach to academic development work will entail conceptualising academic development as a political knowledge project.
- Full Text:
- Date Issued: 2022
Book Review Quinn, L.(ed.) 2019. Re-imagining Curriculum: Spaces for Disruption
- Authors: McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185865 , vital:44441 , xlink:href="https://journals.co.za/doi/abs/10.14426/cristal.v9i1.434"
- Description: This book is in some ways a continuation of the conversation begun with Reimaging Academic Staff Development: Spaces for Disruption (2012), also edited by Lynn Quinn. But the 2019 volume takes a much wider viewpoint including, as it does, twenty chapters by forty-two authors who are academics and academic developers across institutional types from Australia, Canada, South Africa, the United States of America, the United Kingdom, and the West Indies. Quinn and Vorster (2019: 2) state in Chapter One that the purpose of the book is 'to share theoretical perspectives and practical ideas for ways in which academic developers (and academic leaders) can work in partnership with lecturers and students to respond to the urgent calls for curriculum transformation and decolonisation'. This captures the four threads that run throughout the collection.
- Full Text:
- Date Issued: 2021
- Authors: McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185865 , vital:44441 , xlink:href="https://journals.co.za/doi/abs/10.14426/cristal.v9i1.434"
- Description: This book is in some ways a continuation of the conversation begun with Reimaging Academic Staff Development: Spaces for Disruption (2012), also edited by Lynn Quinn. But the 2019 volume takes a much wider viewpoint including, as it does, twenty chapters by forty-two authors who are academics and academic developers across institutional types from Australia, Canada, South Africa, the United States of America, the United Kingdom, and the West Indies. Quinn and Vorster (2019: 2) state in Chapter One that the purpose of the book is 'to share theoretical perspectives and practical ideas for ways in which academic developers (and academic leaders) can work in partnership with lecturers and students to respond to the urgent calls for curriculum transformation and decolonisation'. This captures the four threads that run throughout the collection.
- Full Text:
- Date Issued: 2021
Hybrid approaches to teaching: Re-imagining the teaching of a foundational science course during a global pandemic
- Parker, Daniel M, Vorster, Jo-Anne, Quinn, Lynn, Blackie, Margaret
- Authors: Parker, Daniel M , Vorster, Jo-Anne , Quinn, Lynn , Blackie, Margaret
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426662 , vital:72377 , xlink:href="https://www.ajol.info/index.php/cristal/article/view/240803"
- Description: Access to scientific knowledge, and teaching in the sciences, is believed to be about training because scientific knowledge is, generally, specialised. However, for students to gain full epistemological access in the sciences, they also need to be inducted as scientists and learners of science. We use Bernstein’s regulative and instructional discourse to engage with the notion of epistemological access and effectiveness of a foundational science course. We examine how the course can cultivate scientific identities amongst first year students at a recently established South African university. Our analysis assesses the impact of the forced shift from contact teaching to Emergency Remote Teaching due to the COVID-19 pandemic. We demonstrate that the course was able to begin to facilitate the cultivation of different kinds of knowers in science. However, several gaps remain. Thus, we argue that foundational science lecturers should focus on hybrid teaching approaches to promote enhanced learning amongst students.
- Full Text:
- Date Issued: 2022
- Authors: Parker, Daniel M , Vorster, Jo-Anne , Quinn, Lynn , Blackie, Margaret
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426662 , vital:72377 , xlink:href="https://www.ajol.info/index.php/cristal/article/view/240803"
- Description: Access to scientific knowledge, and teaching in the sciences, is believed to be about training because scientific knowledge is, generally, specialised. However, for students to gain full epistemological access in the sciences, they also need to be inducted as scientists and learners of science. We use Bernstein’s regulative and instructional discourse to engage with the notion of epistemological access and effectiveness of a foundational science course. We examine how the course can cultivate scientific identities amongst first year students at a recently established South African university. Our analysis assesses the impact of the forced shift from contact teaching to Emergency Remote Teaching due to the COVID-19 pandemic. We demonstrate that the course was able to begin to facilitate the cultivation of different kinds of knowers in science. However, several gaps remain. Thus, we argue that foundational science lecturers should focus on hybrid teaching approaches to promote enhanced learning amongst students.
- Full Text:
- Date Issued: 2022
South African Lagerstätte reveals middle Permian Gondwanan lakeshore ecosystem in exquisite detail
- Prevec, Rosemary, Nel, André, O.Day, Michael, Muir, Robert, Matiwane, Aviwe, Kirkaldy, Abigail P, Moyo, Sydney, Staniczek, Arnold, Cariglino, Bárbara, Maseko, Zolile, Kom, Nokuthula, Rubidge, Bruce S, Garrouste, Romain, Holland, Alexandra, Barber-James, Helen M
- Authors: Prevec, Rosemary , Nel, André , O.Day, Michael , Muir, Robert , Matiwane, Aviwe , Kirkaldy, Abigail P , Moyo, Sydney , Staniczek, Arnold , Cariglino, Bárbara , Maseko, Zolile , Kom, Nokuthula , Rubidge, Bruce S , Garrouste, Romain , Holland, Alexandra , Barber-James, Helen M
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426673 , vital:72378 , xlink:href="https://doi.org/10.1038/s42003-022-04132-y"
- Description: Continental ecosystems of the middle Permian Period (273–259 million years ago) are poorly understood. In South Africa, the vertebrate fossil record is well documented for this time interval, but the plants and insects are virtually unknown, and are rare globally. This scarcity of data has hampered studies of the evolution and diversification of life, and has precluded detailed reconstructions and analyses of ecosystems of this critical period in Earth’s history. Here we introduce a new locality in the southern Karoo Basin that is producing exceptionally well-preserved and abundant fossils of novel freshwater and terrestrial insects, arachnids, and plants. Within a robust regional geochronological, geological and biostratigraphic context, this Konservat- and Konzentrat-Lagerstätte offers a unique opportunity for the study and reconstruction of a southern Gondwanan deltaic ecosystem that thrived 266–268 million years ago, and will serve as a high-resolution ecological baseline towards a better understanding of Permian extinction events.
- Full Text:
- Date Issued: 2022
- Authors: Prevec, Rosemary , Nel, André , O.Day, Michael , Muir, Robert , Matiwane, Aviwe , Kirkaldy, Abigail P , Moyo, Sydney , Staniczek, Arnold , Cariglino, Bárbara , Maseko, Zolile , Kom, Nokuthula , Rubidge, Bruce S , Garrouste, Romain , Holland, Alexandra , Barber-James, Helen M
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426673 , vital:72378 , xlink:href="https://doi.org/10.1038/s42003-022-04132-y"
- Description: Continental ecosystems of the middle Permian Period (273–259 million years ago) are poorly understood. In South Africa, the vertebrate fossil record is well documented for this time interval, but the plants and insects are virtually unknown, and are rare globally. This scarcity of data has hampered studies of the evolution and diversification of life, and has precluded detailed reconstructions and analyses of ecosystems of this critical period in Earth’s history. Here we introduce a new locality in the southern Karoo Basin that is producing exceptionally well-preserved and abundant fossils of novel freshwater and terrestrial insects, arachnids, and plants. Within a robust regional geochronological, geological and biostratigraphic context, this Konservat- and Konzentrat-Lagerstätte offers a unique opportunity for the study and reconstruction of a southern Gondwanan deltaic ecosystem that thrived 266–268 million years ago, and will serve as a high-resolution ecological baseline towards a better understanding of Permian extinction events.
- Full Text:
- Date Issued: 2022
A peaceful revenge: Achieving structural and agential transformation in a South African context using cognitive justice and emancipatory social learning
- Authors: Burt, Jane C , James, Anna
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392049 , vital:68717 , xlink:href="https://doi.org/10.1080/14767430.2018.1550312"
- Description: This is an account of the emancipatory struggle that faces agents who seek to change the oppressive social structures associated with neo-liberalism. We begin by ‘digging amongst the bones’ of the calls for resistance that have been declared dead or assimilated/co-opted by neoliberal theorists. This leads us to unearth, then utilize, Paulo Freire’s Pedagogy of the Oppressed, Steve Biko’s Black Consciousness and Shiv Visvanathan's ideas; which are examples of Roy Bhaskar’s transformative dialectic. We argue, using examples, that cognitive justice – a concept common to each of our chosen theorists – is vital in enabling emancipatory social learning. By embracing cognitive justice, the agents gained confidence, which led to their increased ability to champion community and non-academic knowledge. It also uncovered structural tensions – attendant in neoliberalism – around privilege. By articulating these tensions, the participants were able to ‘come closer together’. Such processes, initiated by ensuring cognitive justice, are possible steps in achieving universal solidarity; which is likely to be a necessary step along the path of achieving emancipation.
- Full Text:
- Date Issued: 2018
- Authors: Burt, Jane C , James, Anna
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392049 , vital:68717 , xlink:href="https://doi.org/10.1080/14767430.2018.1550312"
- Description: This is an account of the emancipatory struggle that faces agents who seek to change the oppressive social structures associated with neo-liberalism. We begin by ‘digging amongst the bones’ of the calls for resistance that have been declared dead or assimilated/co-opted by neoliberal theorists. This leads us to unearth, then utilize, Paulo Freire’s Pedagogy of the Oppressed, Steve Biko’s Black Consciousness and Shiv Visvanathan's ideas; which are examples of Roy Bhaskar’s transformative dialectic. We argue, using examples, that cognitive justice – a concept common to each of our chosen theorists – is vital in enabling emancipatory social learning. By embracing cognitive justice, the agents gained confidence, which led to their increased ability to champion community and non-academic knowledge. It also uncovered structural tensions – attendant in neoliberalism – around privilege. By articulating these tensions, the participants were able to ‘come closer together’. Such processes, initiated by ensuring cognitive justice, are possible steps in achieving universal solidarity; which is likely to be a necessary step along the path of achieving emancipation.
- Full Text:
- Date Issued: 2018
Research for the people, by the people: The political practice of cognitive justice and transformative learning in environmental social movements
- Authors: Burt, Jane C
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392177 , vital:68728 , xlink:href="https://doi.org/10.3390/su11205611"
- Description: This paper describes how Changing Practice courses, developed by environmental activists in South Africa and based on social learning practice, have seeded cognitive justice action. For the educator-activists who facilitated these courses, it became apparent that we needed a bold emancipatory pedagogy which included cognitive justice issues. This enabled us and the activist-researcher participants to understand the extent to which local, indigenous, and spiritual knowledge had been excluded from water governance. The paper investigates how participants in the ‘Water and Tradition’ change project, established by the Vaal Environmental Justice Alliance (VEJA, engaged with cognitive justice, to demonstrate how African spiritual practice offers a re-visioning of the natural world. Finally, using the tools of critical realist theory, the paper reviews how VEJA bring about transformative social action through their participation in the Changing Practice course.
- Full Text:
- Date Issued: 2019
- Authors: Burt, Jane C
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392177 , vital:68728 , xlink:href="https://doi.org/10.3390/su11205611"
- Description: This paper describes how Changing Practice courses, developed by environmental activists in South Africa and based on social learning practice, have seeded cognitive justice action. For the educator-activists who facilitated these courses, it became apparent that we needed a bold emancipatory pedagogy which included cognitive justice issues. This enabled us and the activist-researcher participants to understand the extent to which local, indigenous, and spiritual knowledge had been excluded from water governance. The paper investigates how participants in the ‘Water and Tradition’ change project, established by the Vaal Environmental Justice Alliance (VEJA, engaged with cognitive justice, to demonstrate how African spiritual practice offers a re-visioning of the natural world. Finally, using the tools of critical realist theory, the paper reviews how VEJA bring about transformative social action through their participation in the Changing Practice course.
- Full Text:
- Date Issued: 2019
Think Piece. Working for Living: Popular Education as/at Work for Social-ecological Justice
- Burt, Jane C, James, Anna, Walters, Shirley, Von Kotze, Astrid
- Authors: Burt, Jane C , James, Anna , Walters, Shirley , Von Kotze, Astrid
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388150 , vital:68310 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/165826"
- Description: Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.
- Full Text:
- Date Issued: 2020
- Authors: Burt, Jane C , James, Anna , Walters, Shirley , Von Kotze, Astrid
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/388150 , vital:68310 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/165826"
- Description: Drawing on the working lives of popular educators who are striving for socioeconomic and socio-ecological justice, we demonstrate how popular education is a form of care work which is feminised, often undervalued and unrecognised as highly skilled work. It is relational work that aims to forge solidarity with communities and the environment. Given the state of the planet, the radical transformations that are needed, and the future projection of ‘work’ as including the care economy in large measure, we argue that popular education is a generative site for further exploration of research into work and learning. However, to move popular education as work from the margins means to rethink the current economic system of value. Addressing the contradiction that undervalues work for life/living, popular education engages transformative action motivated by a deep sense of solidarity and a focus on imagining alternatives as an act of hope.
- Full Text:
- Date Issued: 2020
Education in times of COVID-19: Looking for silver linings in the Southern Africa’s educational responses
- Mukute, Mutizwa, Francis, Buhle, Burt, Jane C, De Souza, Ben
- Authors: Mukute, Mutizwa , Francis, Buhle , Burt, Jane C , De Souza, Ben
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389799 , vital:68484 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/198219"
- Description: Coronavirus Disease 2019 (COVID-19) has disrupted socio-economic activities, including formal and non-formal education, across the world at lightning speed. By mid-April 2020, it had interrupted the formal education of nearly 1.6 billion students in 192 countries. COVID-19’s disruption of education in Africa, and especially in southern Africa, has been severe for several reasons. However, educational responses to COVID-19 suggest that it has stimulated the appetite for developing educational innovations – silver linings to the COVID-19 cloud. This paper is based on interviews conducted with 56 parents, students and educators involved in formal and non-formal education in Botswana, Malawi, Namibia, South Africa, Zambia and Zimbabwe. We identified the main educational challenges in these countries as being concerned with adapting to: (i) online education and learning, (ii) continuity of education from home, and (iii) community-based learning in small groups. The silver linings that we identified are: (i) putting greater emphasis on finding context-specific solutions to education and health problems (improvisation), which is important for educational relevance and reveals the value of local actors, (ii) making linkages between social and ecological systems clearer, which is making the value of education for sustainable development (ESD) in this century more explicit, and (iii) revealing structural inequality and justice issues in education, which draws attention to the need for urgently addressing them as part of transformative change in education and sustainable development.
- Full Text:
- Date Issued: 2020
- Authors: Mukute, Mutizwa , Francis, Buhle , Burt, Jane C , De Souza, Ben
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389799 , vital:68484 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/198219"
- Description: Coronavirus Disease 2019 (COVID-19) has disrupted socio-economic activities, including formal and non-formal education, across the world at lightning speed. By mid-April 2020, it had interrupted the formal education of nearly 1.6 billion students in 192 countries. COVID-19’s disruption of education in Africa, and especially in southern Africa, has been severe for several reasons. However, educational responses to COVID-19 suggest that it has stimulated the appetite for developing educational innovations – silver linings to the COVID-19 cloud. This paper is based on interviews conducted with 56 parents, students and educators involved in formal and non-formal education in Botswana, Malawi, Namibia, South Africa, Zambia and Zimbabwe. We identified the main educational challenges in these countries as being concerned with adapting to: (i) online education and learning, (ii) continuity of education from home, and (iii) community-based learning in small groups. The silver linings that we identified are: (i) putting greater emphasis on finding context-specific solutions to education and health problems (improvisation), which is important for educational relevance and reveals the value of local actors, (ii) making linkages between social and ecological systems clearer, which is making the value of education for sustainable development (ESD) in this century more explicit, and (iii) revealing structural inequality and justice issues in education, which draws attention to the need for urgently addressing them as part of transformative change in education and sustainable development.
- Full Text:
- Date Issued: 2020
Melatonin protects against copper‐mediated free radical damage
- Parmar, Paresh, Limson, Janice L, Nyokong, Tebello, Daya, Santy
- Authors: Parmar, Paresh , Limson, Janice L , Nyokong, Tebello , Daya, Santy
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/289617 , vital:56654 , xlink:href=" https://doi.org/10.1034/j.1600-079X.2002.01859.x"
- Description: Copper is an essential trace element which forms an integral component of many enzymes. While trace amounts of copper are needed to sustain life, excess copper is extremely toxic. Copper has been implicated in various neurodegenerative disorders, such as Wilson's and Alzheimer's diseases. Previous studies showed that melatonin, the principle secretory product of the pineal gland, binds Cupric chloride (Cu2+) and that this may have implications in copper-induced neurodegenerative diseases. In the present study, in vitro copper-mediated lipid peroxidation was induced. Melatonin (5 mM) protected against copper-mediated lipid peroxidation in liver homogenates. Electron micrographs of in vivo administered Cu2+ and melatonin show that melatonin affords some protection to rat hepatocytes in the presence of copper. Electrochemical studies performed show that melatonin, in addition to binding Cu2+, may provide protection against copper-mediated free radical damage by binding Cu1+. The findings of these studies provide further evidence for the neuroprotective role of melatonin.
- Full Text:
- Date Issued: 2002
- Authors: Parmar, Paresh , Limson, Janice L , Nyokong, Tebello , Daya, Santy
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/289617 , vital:56654 , xlink:href=" https://doi.org/10.1034/j.1600-079X.2002.01859.x"
- Description: Copper is an essential trace element which forms an integral component of many enzymes. While trace amounts of copper are needed to sustain life, excess copper is extremely toxic. Copper has been implicated in various neurodegenerative disorders, such as Wilson's and Alzheimer's diseases. Previous studies showed that melatonin, the principle secretory product of the pineal gland, binds Cupric chloride (Cu2+) and that this may have implications in copper-induced neurodegenerative diseases. In the present study, in vitro copper-mediated lipid peroxidation was induced. Melatonin (5 mM) protected against copper-mediated lipid peroxidation in liver homogenates. Electron micrographs of in vivo administered Cu2+ and melatonin show that melatonin affords some protection to rat hepatocytes in the presence of copper. Electrochemical studies performed show that melatonin, in addition to binding Cu2+, may provide protection against copper-mediated free radical damage by binding Cu1+. The findings of these studies provide further evidence for the neuroprotective role of melatonin.
- Full Text:
- Date Issued: 2002
Synthesis, electrochemical characterization of tetra-and octa-substituted dodecyl-mercapto tin phthalocyanines in solution and as self-assembled monolayers
- Khene, Samson M, Geraldo, Daniela A, Togo, Chamunorwa A, Limson, Janice L, Nyokong, Tebello
- Authors: Khene, Samson M , Geraldo, Daniela A , Togo, Chamunorwa A , Limson, Janice L , Nyokong, Tebello
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/264541 , vital:53743 , xlink:href="https://doi.org/10.1016/j.electacta.2008.08.018"
- Description: Non-peripherally (α) tetra- (9) and octa-(7) substituted dodecyl-mercapto tin(IV) phthalocyanines were synthesized and their electrochemical behavior studied. Cyclic voltammetry and spectroelectrochemistry show ring-based reductions for 7 and 9, the former shows two ring oxidations, while the latter shows only one ring-based oxidation. The adsorption kinetics of (7) and (9) on gold electrode were investigated by electrochemical impedance spectroscopy (EIS). The equilibrium constant (K) for the adsorption and the Gibbs free energy (ΔGads) of the SAMs were evaluated based on the Frumkin isotherm.
- Full Text:
- Date Issued: 2008
- Authors: Khene, Samson M , Geraldo, Daniela A , Togo, Chamunorwa A , Limson, Janice L , Nyokong, Tebello
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/264541 , vital:53743 , xlink:href="https://doi.org/10.1016/j.electacta.2008.08.018"
- Description: Non-peripherally (α) tetra- (9) and octa-(7) substituted dodecyl-mercapto tin(IV) phthalocyanines were synthesized and their electrochemical behavior studied. Cyclic voltammetry and spectroelectrochemistry show ring-based reductions for 7 and 9, the former shows two ring oxidations, while the latter shows only one ring-based oxidation. The adsorption kinetics of (7) and (9) on gold electrode were investigated by electrochemical impedance spectroscopy (EIS). The equilibrium constant (K) for the adsorption and the Gibbs free energy (ΔGads) of the SAMs were evaluated based on the Frumkin isotherm.
- Full Text:
- Date Issued: 2008
Characterization of manganese tetraarylthiosubstituted phthalocyanines self assembled monolayers
- Matemadombo, Fungisai, Durmus, Mahmut, Togo, Chamunorwa, Limson, Janice L, Nyokong, Tebello
- Authors: Matemadombo, Fungisai , Durmus, Mahmut , Togo, Chamunorwa , Limson, Janice L , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/263364 , vital:53621 , xlink:href="https://doi.org/10.1016/j.electacta.2009.04.059"
- Description: Manganese tetraarylthiosubstituted phthalocyanines (complexes 1–5) have been deposited on Au electrode surfaces through the self assembled monolayer (SAM) technique. SAM characteristics reported in this work are: ion barrier factor (∼1); interfacial capacitance (303–539 μF cm−2) and surface coverage (1.06 × 10−10–2.80 × 10−10 mol cm−2). Atomic force microscopy was employed in characterizing a SAM. SAMs of complexes 1–5 were employed to detect L-cysteine (with limit of detection ranging from 2.83 × 10−7 to 3.14 × 10−7 M at potentials of 0.68–0.75 V vs. Ag|AgCl) and nitrite (limit of detection ranging from 1.78 × 10−7 to 3.02 × 10−7 M at potentials of 0.69–0.76 V vs. Ag|AgCl).
- Full Text:
- Date Issued: 2009
- Authors: Matemadombo, Fungisai , Durmus, Mahmut , Togo, Chamunorwa , Limson, Janice L , Nyokong, Tebello
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/263364 , vital:53621 , xlink:href="https://doi.org/10.1016/j.electacta.2009.04.059"
- Description: Manganese tetraarylthiosubstituted phthalocyanines (complexes 1–5) have been deposited on Au electrode surfaces through the self assembled monolayer (SAM) technique. SAM characteristics reported in this work are: ion barrier factor (∼1); interfacial capacitance (303–539 μF cm−2) and surface coverage (1.06 × 10−10–2.80 × 10−10 mol cm−2). Atomic force microscopy was employed in characterizing a SAM. SAMs of complexes 1–5 were employed to detect L-cysteine (with limit of detection ranging from 2.83 × 10−7 to 3.14 × 10−7 M at potentials of 0.68–0.75 V vs. Ag|AgCl) and nitrite (limit of detection ranging from 1.78 × 10−7 to 3.02 × 10−7 M at potentials of 0.69–0.76 V vs. Ag|AgCl).
- Full Text:
- Date Issued: 2009
Electrooxidation of hydrazine catalyzed by noncovalently functionalized single-walled carbon nanotubes with CoPc
- Geraldo, Daniela A, Togo, Chamunorwa A, Limson, Janice L, Nyokong, Tebello
- Authors: Geraldo, Daniela A , Togo, Chamunorwa A , Limson, Janice L , Nyokong, Tebello
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/265963 , vital:53904 , xlink:href="https://doi.org/10.1016/j.electacta.2008.05.083"
- Description: We report on the electrooxidation of hydrazine catalyzed by single-walled carbon nanotube (SWCNT) functionalized with cobalt phthalocyanine (CoPc) which shows that the presence of the single-walled carbon nanotubes enhances the catalytic activity of the CoPc itself without any change in the reaction mechanism. A synergistic effect, in terms of reactivity when the new nanocomposite material was adsorbed on the GC electrode, was observed. The obtained hybrid electrodes were tested under hydrodynamic conditions, showing two different oxidation processes, which suggest the presence of two different types of active sites on the electrode surface catalyzing the reaction. Electrochemical impedance spectroscopy (EIS) analyses in the presence of [Fe(CN)6]3−/4− as a redox probe revealed that the GC/SWCNT + CoPc showed much lower electron-resistance (Ret) confirming the synergistic effect of the composite mentioned above. Atomic force microscopy (AFM) images showed the clear differences in surface roughness for each film, confirming the different compositions of the hybrid electrodes used in this study.
- Full Text:
- Date Issued: 2008
- Authors: Geraldo, Daniela A , Togo, Chamunorwa A , Limson, Janice L , Nyokong, Tebello
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/265963 , vital:53904 , xlink:href="https://doi.org/10.1016/j.electacta.2008.05.083"
- Description: We report on the electrooxidation of hydrazine catalyzed by single-walled carbon nanotube (SWCNT) functionalized with cobalt phthalocyanine (CoPc) which shows that the presence of the single-walled carbon nanotubes enhances the catalytic activity of the CoPc itself without any change in the reaction mechanism. A synergistic effect, in terms of reactivity when the new nanocomposite material was adsorbed on the GC electrode, was observed. The obtained hybrid electrodes were tested under hydrodynamic conditions, showing two different oxidation processes, which suggest the presence of two different types of active sites on the electrode surface catalyzing the reaction. Electrochemical impedance spectroscopy (EIS) analyses in the presence of [Fe(CN)6]3−/4− as a redox probe revealed that the GC/SWCNT + CoPc showed much lower electron-resistance (Ret) confirming the synergistic effect of the composite mentioned above. Atomic force microscopy (AFM) images showed the clear differences in surface roughness for each film, confirming the different compositions of the hybrid electrodes used in this study.
- Full Text:
- Date Issued: 2008
Applications of polymerized metal tetra-amino phthalocyanines towards hydrogen peroxide detection
- Mashazi, Philani N, Togo, Chumunorwa, Limson, Janice L, Nyokong, Tebello
- Authors: Mashazi, Philani N , Togo, Chumunorwa , Limson, Janice L , Nyokong, Tebello
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/261840 , vital:53451 , xlink:href="https://doi.org/10.1142/S1088424610001994"
- Description: This work reports the use of metallo tetra-amino phthalocyanines (MTAPc, M = Co and Mn) polymer thin films on gold and glassy carbon electrode surfaces for the detection and monitoring of hydrogen peroxide (H2O2). The polymer-modified electrodes were characterized using electrochemical and microscopic-based methods. Atomic force microscopy (AFM) was used to study the bare and polymer-modified ITO surfaces. The electrocatalytic reduction of H2O2 with glassy carbon polymer-modified electrodes gave higher current densities compared to their gold counterparts. The electroanalytical properties of H2O2 were obtained using a real-time calibration curve of the amperometric determination in pH 7.4 aqueous solution. The limits of detection (LoD) of the polymer-modified electrodes towards electroreduction of H2O2 were of the order of 10–7 M, with high sensitivity ranging from 6.0–15.4 mA.mM-1.cm-2.
- Full Text:
- Date Issued: 2010
- Authors: Mashazi, Philani N , Togo, Chumunorwa , Limson, Janice L , Nyokong, Tebello
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/261840 , vital:53451 , xlink:href="https://doi.org/10.1142/S1088424610001994"
- Description: This work reports the use of metallo tetra-amino phthalocyanines (MTAPc, M = Co and Mn) polymer thin films on gold and glassy carbon electrode surfaces for the detection and monitoring of hydrogen peroxide (H2O2). The polymer-modified electrodes were characterized using electrochemical and microscopic-based methods. Atomic force microscopy (AFM) was used to study the bare and polymer-modified ITO surfaces. The electrocatalytic reduction of H2O2 with glassy carbon polymer-modified electrodes gave higher current densities compared to their gold counterparts. The electroanalytical properties of H2O2 were obtained using a real-time calibration curve of the amperometric determination in pH 7.4 aqueous solution. The limits of detection (LoD) of the polymer-modified electrodes towards electroreduction of H2O2 were of the order of 10–7 M, with high sensitivity ranging from 6.0–15.4 mA.mM-1.cm-2.
- Full Text:
- Date Issued: 2010
Critical assessment of the quartz crystal microbalance with dissipation as an analytical tool for biosensor development and fundamental studies
- Fogel, Ronen, Mashazi, Philani N, Nyokong, Tebello, Limson, Janice L
- Authors: Fogel, Ronen , Mashazi, Philani N , Nyokong, Tebello , Limson, Janice L
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/271204 , vital:54521 , xlink:href="https://doi.org/10.1016/j.bios.2007.03.012"
- Description: One of the challenges in electrochemical biosensor design is gaining a fundamental knowledge of the processes underlying immobilisation of the molecules onto the electrode surface. This is of particular importance in biocomposite sensors where concerns have arisen as to the nature of the interaction between the biological and synthetic molecules immobilised. We examined the use of the Quartz Crystal Microbalance with Dissipation (QCM-D) as a tool for fundamental analyses of a model sensor constructed by the immobilisation of cobalt(II) phthalocyanine (TCACoPc) and glucose oxidase (GOx) onto a gold-quartz electrode (electrode surface) for the enhanced detection of glucose. The model sensor was constructed in aqueous phase and covalently linked the gold surface to the TCACoPc, and the TCACoPc to the GOx, using the QCM-D. The aqueous metallophthalocyanine (MPc) formed a multi-layer over the surface of the electrode, which could be removed to leave a monolayer with a mass loading that compared favourably to the theoretical value expected. Analysis of frequency and dissipation plots indicated covalent attachment of glucose oxidase onto the metallophthalocyanine layer. The amount of GOx bound using the model system compared favourably to calculations derived from the maximal amperometric functioning of the electrochemical sensor (examined in previously-published literature, Mashazi, P.N., Ozoemena, K.I., Nyokong, T., 2006. Electrochim. Acta 52, 177–186), but not to theoretical values derived from dimensions of GOx as established by crystallography. The strength of the binding of the GOx film with the TCACoPc layer was tested by using 2% SDS as a denaturant/surfactant, and the GOx film was not found to be significantly affected by exposure to this. This paper thus showed that QCM-D can be used in order to model essential processes and interactions that dictate the functional parameters of a biosensor.
- Full Text:
- Date Issued: 2007
- Authors: Fogel, Ronen , Mashazi, Philani N , Nyokong, Tebello , Limson, Janice L
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/271204 , vital:54521 , xlink:href="https://doi.org/10.1016/j.bios.2007.03.012"
- Description: One of the challenges in electrochemical biosensor design is gaining a fundamental knowledge of the processes underlying immobilisation of the molecules onto the electrode surface. This is of particular importance in biocomposite sensors where concerns have arisen as to the nature of the interaction between the biological and synthetic molecules immobilised. We examined the use of the Quartz Crystal Microbalance with Dissipation (QCM-D) as a tool for fundamental analyses of a model sensor constructed by the immobilisation of cobalt(II) phthalocyanine (TCACoPc) and glucose oxidase (GOx) onto a gold-quartz electrode (electrode surface) for the enhanced detection of glucose. The model sensor was constructed in aqueous phase and covalently linked the gold surface to the TCACoPc, and the TCACoPc to the GOx, using the QCM-D. The aqueous metallophthalocyanine (MPc) formed a multi-layer over the surface of the electrode, which could be removed to leave a monolayer with a mass loading that compared favourably to the theoretical value expected. Analysis of frequency and dissipation plots indicated covalent attachment of glucose oxidase onto the metallophthalocyanine layer. The amount of GOx bound using the model system compared favourably to calculations derived from the maximal amperometric functioning of the electrochemical sensor (examined in previously-published literature, Mashazi, P.N., Ozoemena, K.I., Nyokong, T., 2006. Electrochim. Acta 52, 177–186), but not to theoretical values derived from dimensions of GOx as established by crystallography. The strength of the binding of the GOx film with the TCACoPc layer was tested by using 2% SDS as a denaturant/surfactant, and the GOx film was not found to be significantly affected by exposure to this. This paper thus showed that QCM-D can be used in order to model essential processes and interactions that dictate the functional parameters of a biosensor.
- Full Text:
- Date Issued: 2007
Using Translanguaging in Higher Education to Empower Students' Voices and Enable Epistemological Becoming
- Asfour, Fouad-Martin, Ndabula, Yanela, Chakona, Gamuchirai, Mason, Paul, Oluwole, David O
- Authors: Asfour, Fouad-Martin , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425506 , vital:72251 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
- Authors: Asfour, Fouad-Martin , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425506 , vital:72251 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020