Knowledge practices and student access and success in General Chemistry at a Large South African University
- Authors: Mtombeni, Thabile Nokuthula
- Date: 2018
- Subjects: Chemistry -- Study and teaching (Higher) -- South Africa , Knowledge management , Education, Higher -- Curricula -- South Africa , Critical realism , Social integration -- South Africa , Educational equalization -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62873 , vital:28305
- Description: This dissertation reports on an investigation into the structuring principles of the General Chemistry curriculum at a Large South African University (LSAU). Student learning in the introductory modules of General Chemistry is critical for access to a range of fields since it is a requisite course for a variety of degree programmes. However, there is ample evidence that success in this subject remains a major challenge, particularly for black students. My quest in this study was to explore how the curriculum could enable greater epistemic access and thus include more students in science programmes at the LSAU. I investigated the organising principles underlying the curriculum practices of the General Chemistry module and explored the effects of the curriculum structure on student learning. Theoretically and conceptually, the study was underpinned by a social realist approach which holds that knowledge is stratified, differentiated, and has real emergent properties, powers and effects. The research question that I attempted to answer in this study was: How do knowledge practices privileged in the General Chemistry curriculum at the LSAU enable or constrain student learning? I adopted an intensive research design approach to conduct a qualitative case study using social realism and LCT as theoretical and analytical lenses. I used empirical data such as curriculum documents and interviews with lecturers to uncover the underlying generative mechanisms of the curriculum. I adopted a multi-layered data analysis process to make visible the underlying organising principles informing knowledge practices in the curriculum so that I could explain their potential effects on student learning. The first level of analysis explored the context of the curriculum and associated knowledge practices, and examined the pedagogic discourse evident in the curriculum. The second level of analysis revealed the inner logic structuring the curriculum and the associated knowledge practices. I used Maton’s Legitimation Code Theory (LCT): Specialisation to identify the specialisation codes, gazes and insights generated by the curriculum. For the third level of analysis, LCT: Semantics was used to generate the semantic profiles of learning activities to determine the extent to which the curriculum structure made cumulative learning possible. From the findings, it is evident that the verticality of knowledge in General Chemistry points to a recontextualising principle that prescribes the selection and arrangement of knowledge, and the special relationship of actors and discourses. As a result, the strong framing of the instructional discourse of General Chemistry curriculum structure is likely to constrain epistemological access for large numbers of students. In order to improve epistemological access to the field, weaker framing of the instructional discourse in introductory science is necessary. Weaker framing of the General Chemistry curriculum would require, in particular, changes to pacing, and that the evaluative criteria are made explicit. This is especially necessary when certain abstract and complex curricular content is taught, especially in the first semester. The findings also indicate that the nature of the organising principles in the curriculum are significant for improving epistemological access to knowledge. In terms of LCT: Specialisation, the General Chemistry curriculum generated a knowledge code and downplayed differences among social categories of students, thus positioning all equally in relation to the knowledge and practices of the field. Therefore, the structuring of the curriculum emphasises and legitimates students who have attained specialist knowledge without considering the nature of the new student coming into the educational setting. Simply, what is privileged is both the object of study (theoretical knowledge) and how it is studied (procedural knowledge). This finding is in line with the general outcomes of Chemistry education. In addition, the purist insight generated by the curriculum further attests to where the emphasis is placed in the curriculum. I argue that the lack of social relations in the curriculum poses a challenge for the holistic development of students as science knowers. The analysis of the learning activities shows rapid code shifts that indicate changes in cognitive demand and modes of thinking required of students. I argue that signposting the changes in complexity of knowledge and in the mode of thinking required could make learning, and thus epistemological access, more possible. Given the imperative of access to powerful knowledge, I contend that the curriculum should be reshaped to enable epistemological access for more students.
- Full Text:
- Date Issued: 2018
- Authors: Mtombeni, Thabile Nokuthula
- Date: 2018
- Subjects: Chemistry -- Study and teaching (Higher) -- South Africa , Knowledge management , Education, Higher -- Curricula -- South Africa , Critical realism , Social integration -- South Africa , Educational equalization -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62873 , vital:28305
- Description: This dissertation reports on an investigation into the structuring principles of the General Chemistry curriculum at a Large South African University (LSAU). Student learning in the introductory modules of General Chemistry is critical for access to a range of fields since it is a requisite course for a variety of degree programmes. However, there is ample evidence that success in this subject remains a major challenge, particularly for black students. My quest in this study was to explore how the curriculum could enable greater epistemic access and thus include more students in science programmes at the LSAU. I investigated the organising principles underlying the curriculum practices of the General Chemistry module and explored the effects of the curriculum structure on student learning. Theoretically and conceptually, the study was underpinned by a social realist approach which holds that knowledge is stratified, differentiated, and has real emergent properties, powers and effects. The research question that I attempted to answer in this study was: How do knowledge practices privileged in the General Chemistry curriculum at the LSAU enable or constrain student learning? I adopted an intensive research design approach to conduct a qualitative case study using social realism and LCT as theoretical and analytical lenses. I used empirical data such as curriculum documents and interviews with lecturers to uncover the underlying generative mechanisms of the curriculum. I adopted a multi-layered data analysis process to make visible the underlying organising principles informing knowledge practices in the curriculum so that I could explain their potential effects on student learning. The first level of analysis explored the context of the curriculum and associated knowledge practices, and examined the pedagogic discourse evident in the curriculum. The second level of analysis revealed the inner logic structuring the curriculum and the associated knowledge practices. I used Maton’s Legitimation Code Theory (LCT): Specialisation to identify the specialisation codes, gazes and insights generated by the curriculum. For the third level of analysis, LCT: Semantics was used to generate the semantic profiles of learning activities to determine the extent to which the curriculum structure made cumulative learning possible. From the findings, it is evident that the verticality of knowledge in General Chemistry points to a recontextualising principle that prescribes the selection and arrangement of knowledge, and the special relationship of actors and discourses. As a result, the strong framing of the instructional discourse of General Chemistry curriculum structure is likely to constrain epistemological access for large numbers of students. In order to improve epistemological access to the field, weaker framing of the instructional discourse in introductory science is necessary. Weaker framing of the General Chemistry curriculum would require, in particular, changes to pacing, and that the evaluative criteria are made explicit. This is especially necessary when certain abstract and complex curricular content is taught, especially in the first semester. The findings also indicate that the nature of the organising principles in the curriculum are significant for improving epistemological access to knowledge. In terms of LCT: Specialisation, the General Chemistry curriculum generated a knowledge code and downplayed differences among social categories of students, thus positioning all equally in relation to the knowledge and practices of the field. Therefore, the structuring of the curriculum emphasises and legitimates students who have attained specialist knowledge without considering the nature of the new student coming into the educational setting. Simply, what is privileged is both the object of study (theoretical knowledge) and how it is studied (procedural knowledge). This finding is in line with the general outcomes of Chemistry education. In addition, the purist insight generated by the curriculum further attests to where the emphasis is placed in the curriculum. I argue that the lack of social relations in the curriculum poses a challenge for the holistic development of students as science knowers. The analysis of the learning activities shows rapid code shifts that indicate changes in cognitive demand and modes of thinking required of students. I argue that signposting the changes in complexity of knowledge and in the mode of thinking required could make learning, and thus epistemological access, more possible. Given the imperative of access to powerful knowledge, I contend that the curriculum should be reshaped to enable epistemological access for more students.
- Full Text:
- Date Issued: 2018
Modernisation and extension of InetVis: a network security data visualisation tool
- Authors: Johnson, Yestin
- Date: 2019
- Subjects: Data visualization , InetVis (Application software)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/69223 , vital:29447
- Description: This research undertook an investigation in digital archaeology, modernisation, and revitalisation of the InetVis software application, developed at Rhodes University in 2007. InetVis allows users to visualise network traffic in an interactive 3D scatter plot. This software is based on the idea of the Spinning Cube of Potential Doom, introduced by Stephen Lau. The original InetVis research project aimed to extend this concept and implementation, specifically for use in analysing network telescope traffic. The InetVis source code was examined and ported to run on modern operating systems. The porting process involved updating the UI framework, Qt, from version 3 to 5, as well as adding support for 64-bit compilation. This research extended its usefulness with the implementation of new, high-value, features and improvements. The most notable new features include the addition of a general settings framework, improved screenshot generation, automated visualisation modes, new keyboard shortcuts, and support for building and running InetVis on macOS. Additional features and improvements were identified for future work. These consist of support for a plug-in architecture and an extended heads-up display. A user survey was then conducted, determining that respondents found InetVis to be easy to use and useful. The user survey also allowed the identification of new and proposed features that the respondents found to be most useful. At this point, no other tool offers the simplicity and user-friendliness of InetVis when it comes to the analysis of network packet captures, especially those from network telescopes.
- Full Text:
- Date Issued: 2019
- Authors: Johnson, Yestin
- Date: 2019
- Subjects: Data visualization , InetVis (Application software)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/69223 , vital:29447
- Description: This research undertook an investigation in digital archaeology, modernisation, and revitalisation of the InetVis software application, developed at Rhodes University in 2007. InetVis allows users to visualise network traffic in an interactive 3D scatter plot. This software is based on the idea of the Spinning Cube of Potential Doom, introduced by Stephen Lau. The original InetVis research project aimed to extend this concept and implementation, specifically for use in analysing network telescope traffic. The InetVis source code was examined and ported to run on modern operating systems. The porting process involved updating the UI framework, Qt, from version 3 to 5, as well as adding support for 64-bit compilation. This research extended its usefulness with the implementation of new, high-value, features and improvements. The most notable new features include the addition of a general settings framework, improved screenshot generation, automated visualisation modes, new keyboard shortcuts, and support for building and running InetVis on macOS. Additional features and improvements were identified for future work. These consist of support for a plug-in architecture and an extended heads-up display. A user survey was then conducted, determining that respondents found InetVis to be easy to use and useful. The user survey also allowed the identification of new and proposed features that the respondents found to be most useful. At this point, no other tool offers the simplicity and user-friendliness of InetVis when it comes to the analysis of network packet captures, especially those from network telescopes.
- Full Text:
- Date Issued: 2019
Vocabulary proficiency in English of students in the primary teachers' certificate course
- Authors: Harlech-Jones, Brian Arthur
- Date: 1981
- Subjects: English language -- Study and teaching (Elementary) Vocabulary -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1903 , http://hdl.handle.net/10962/d1006347
- Description: This work investigates vocabulary proficiency in English of a group of students in the Primary Teacher's Certificate course. It is shown that this is the major certification course for teachers in Black education in South Africa, and, that primary school teachers are the major source of English for Black pupils for a considerable period, if not for the duration of their school education. The quality of the teachers' English thus has a major influence on that used by the pupils. In addition to the established needs for proficiency in a national and international medium such as English, it is emphasized that , with the increasing use of English as a medium of instruction, a lack of proficiency will adversely affect general scholastic achievement. The investigation proceeds by two means: (1) a series of vocabulary tests and (2) an error analysis (lexis and morphology) , based on scripts produced by the same group to whom the tests were administered. Prior to the presentation of the tests and the results and conclusions, there is a discussion of what constitutes vocabulary. This is introduced by a discussion of the dichotemy 'structure/lexis', primarily by reference to the writings on structuralism by Charles Fries - This discussion shows that the progress in vocabulary study is intimately related to the as-yet undeveloped state of investigations into the semantics of the language . There is a referenoe to the role of frequency-counts in vocabulary teaching with specific reference to Michael West's General Service List of English Words. In the absence of other prescribed standards of attainment in vocabulary, the General Service List serves as control for the tests , and is itself under examination as a possible major resource for vocabulary teaching. It is shown that structuralism has produced the instructional method known as 'audio- lingualism', which has gained wide credence, not least in the educational system through which the subjects of this study have passed. The contributions and defects of this method are discussed , with particular reference to its deleterious effect on vocabulary teaching. It is shown that vocabulary teaching becomes increasingly important in the later stages of language learning. There is reference to the current emphasis on ' commununicative' language teaching/learning, and it is shown that a major area of application is in the presentation of materials which embody an across-the-curriculum approach. The Pre- Tests are concerned only with the four major 'parts of speech ' and use only items from the General Service List ('G.S.L'). A particular feature is the development of tests based on the 'partial productivity of lexical rules' , which proved significantly effective in distinguishing between testees of high and low proficiency . The Final Tests, compiled from items which discriminated successfully in the Pre-Tests , are presented , and a Post- Final Test form of ultimately successful items is provided. There is a brief theoretical discussion of Error Analysis, and this is followed by the presentation of the categorization of lexical and morphological errors extracted from a corpus produced by the same group which provided subjects for the tests . There is comment on this categorization, which points to both the usefulness and shortcomings of such data . Amongst the conclusions and recommendations are the following: that vocabulary teaching has languished, both because of present inadequacies in semantic investigation, and because of the predominance of structuralism; that vocabulary teaching is important throughout , but particularly in the post-initial stages ; that word-counts (specifically the G. S. L.)have a valuable place in vocabulary teaching, as controls, prompts and suppliers of resource material ; that there is a wide range of proficiency amongst these subjects , even within the limits of a word-count such as the G.S.L. (the most frequent 2000 'words ' in English , with a samantic count, and related items formed by various processes) ; that this range of proficiency and the shortcomings shown are disturbing in teachers- in- training , who are also in their eleventh and twelfth years of formal instruction in English; that there is further cause for concern when it is remembered that their pupils will need English for success in a number of subjects , and will be instructed in English mainly by teachers. drawn from this group ; that there is some evidence of a relationship between vocabulary proficiency and the frequency of items in the G.S .L. (reinforcing the suggesting that the G.S .L. is a useful ' teaching tool ' ) ; that the categorization of errors shows that mastery of the · contents of the G. S. L. would , in theory , eliminate the great majority of errors attested in the categorization, and that mastery of even the most common areas of lexis and lexical formation cannot and should not be taken for granted; and that acquaintance with the contents of a word frequency-count , and with categorizations of errors , will sharpen teachers' perceptions as to the nature of their task and the directions in which vocabulary teaching should proceed.
- Full Text:
- Date Issued: 1981
- Authors: Harlech-Jones, Brian Arthur
- Date: 1981
- Subjects: English language -- Study and teaching (Elementary) Vocabulary -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1903 , http://hdl.handle.net/10962/d1006347
- Description: This work investigates vocabulary proficiency in English of a group of students in the Primary Teacher's Certificate course. It is shown that this is the major certification course for teachers in Black education in South Africa, and, that primary school teachers are the major source of English for Black pupils for a considerable period, if not for the duration of their school education. The quality of the teachers' English thus has a major influence on that used by the pupils. In addition to the established needs for proficiency in a national and international medium such as English, it is emphasized that , with the increasing use of English as a medium of instruction, a lack of proficiency will adversely affect general scholastic achievement. The investigation proceeds by two means: (1) a series of vocabulary tests and (2) an error analysis (lexis and morphology) , based on scripts produced by the same group to whom the tests were administered. Prior to the presentation of the tests and the results and conclusions, there is a discussion of what constitutes vocabulary. This is introduced by a discussion of the dichotemy 'structure/lexis', primarily by reference to the writings on structuralism by Charles Fries - This discussion shows that the progress in vocabulary study is intimately related to the as-yet undeveloped state of investigations into the semantics of the language . There is a referenoe to the role of frequency-counts in vocabulary teaching with specific reference to Michael West's General Service List of English Words. In the absence of other prescribed standards of attainment in vocabulary, the General Service List serves as control for the tests , and is itself under examination as a possible major resource for vocabulary teaching. It is shown that structuralism has produced the instructional method known as 'audio- lingualism', which has gained wide credence, not least in the educational system through which the subjects of this study have passed. The contributions and defects of this method are discussed , with particular reference to its deleterious effect on vocabulary teaching. It is shown that vocabulary teaching becomes increasingly important in the later stages of language learning. There is reference to the current emphasis on ' commununicative' language teaching/learning, and it is shown that a major area of application is in the presentation of materials which embody an across-the-curriculum approach. The Pre- Tests are concerned only with the four major 'parts of speech ' and use only items from the General Service List ('G.S.L'). A particular feature is the development of tests based on the 'partial productivity of lexical rules' , which proved significantly effective in distinguishing between testees of high and low proficiency . The Final Tests, compiled from items which discriminated successfully in the Pre-Tests , are presented , and a Post- Final Test form of ultimately successful items is provided. There is a brief theoretical discussion of Error Analysis, and this is followed by the presentation of the categorization of lexical and morphological errors extracted from a corpus produced by the same group which provided subjects for the tests . There is comment on this categorization, which points to both the usefulness and shortcomings of such data . Amongst the conclusions and recommendations are the following: that vocabulary teaching has languished, both because of present inadequacies in semantic investigation, and because of the predominance of structuralism; that vocabulary teaching is important throughout , but particularly in the post-initial stages ; that word-counts (specifically the G. S. L.)have a valuable place in vocabulary teaching, as controls, prompts and suppliers of resource material ; that there is a wide range of proficiency amongst these subjects , even within the limits of a word-count such as the G.S.L. (the most frequent 2000 'words ' in English , with a samantic count, and related items formed by various processes) ; that this range of proficiency and the shortcomings shown are disturbing in teachers- in- training , who are also in their eleventh and twelfth years of formal instruction in English; that there is further cause for concern when it is remembered that their pupils will need English for success in a number of subjects , and will be instructed in English mainly by teachers. drawn from this group ; that there is some evidence of a relationship between vocabulary proficiency and the frequency of items in the G.S .L. (reinforcing the suggesting that the G.S .L. is a useful ' teaching tool ' ) ; that the categorization of errors shows that mastery of the · contents of the G. S. L. would , in theory , eliminate the great majority of errors attested in the categorization, and that mastery of even the most common areas of lexis and lexical formation cannot and should not be taken for granted; and that acquaintance with the contents of a word frequency-count , and with categorizations of errors , will sharpen teachers' perceptions as to the nature of their task and the directions in which vocabulary teaching should proceed.
- Full Text:
- Date Issued: 1981
Rhodeo, Vol. 18, No. 15
- Date: 1964-08-27
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14513 , http://hdl.handle.net/10962/d1019385
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1964-08-27
- Date: 1964-08-27
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14513 , http://hdl.handle.net/10962/d1019385
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1964-08-27
Green Synthesis of HIV-1 Protease Inhibitors
- Authors: Hartley, Shaun Neil
- Date: 2021-10
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190145 , vital:44967
- Description: Thesis embargoed until October 2022 , Thesis (MSc) -- Faculty of Science, Chemistry, 2021
- Full Text:
- Date Issued: 2021-10
- Authors: Hartley, Shaun Neil
- Date: 2021-10
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190145 , vital:44967
- Description: Thesis embargoed until October 2022 , Thesis (MSc) -- Faculty of Science, Chemistry, 2021
- Full Text:
- Date Issued: 2021-10
Haul Music : transnationalism and musical performance in the Saharaui refugee camps of Tindouf, Algeria
- Authors: Gimenez Amoros, Luis
- Date: 2012
- Subjects: Bedouins -- Music -- Research Sahrawi (African people) -- Migrations Social change -- Arab countries Arab countries -- Social life and customs Civilization, Arab
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:2637 , http://hdl.handle.net/10962/d1002302
- Description: The thesis presents ethnographic data and musical analysis (in the form of transcriptions) of Haul music which is the music style performed by Bedouin societies in Trab el Bidan region (Mauritania, Western Sahara, northern Mali, southern Algeria and northern Morocco). It is based on field research undertaken in Algeria in 2004-05 in the refugee camps of Tindouf, Algeria, where Saharaui people (a Bedouin society)live in exile. This research is unique and original as Haul has not, until now, been explored in depth by any scholar. My research on Haul reveals that the changes in Saharaui music in the refugee camps of Tindouf reflect changes in the musical traditions of Bedouin societies as whole; changes that can be traced to the revolution which occurred in Western Sahara in 1975, and changes that are a result of the migrations and life in exile that followed. I argue that these changes occurred due to the transnational experiences undergone by Saharaui people in their forced exile (caused by the Moroccan state) from their homeland in Western Sahara to Algeria. Further, I assert that the invocation of memory in Bedouin musical styles is evidence of past musical practices being retained in contemporary Haul performance, although other musical changes are similarly in progress.
- Full Text:
- Date Issued: 2012
- Authors: Gimenez Amoros, Luis
- Date: 2012
- Subjects: Bedouins -- Music -- Research Sahrawi (African people) -- Migrations Social change -- Arab countries Arab countries -- Social life and customs Civilization, Arab
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:2637 , http://hdl.handle.net/10962/d1002302
- Description: The thesis presents ethnographic data and musical analysis (in the form of transcriptions) of Haul music which is the music style performed by Bedouin societies in Trab el Bidan region (Mauritania, Western Sahara, northern Mali, southern Algeria and northern Morocco). It is based on field research undertaken in Algeria in 2004-05 in the refugee camps of Tindouf, Algeria, where Saharaui people (a Bedouin society)live in exile. This research is unique and original as Haul has not, until now, been explored in depth by any scholar. My research on Haul reveals that the changes in Saharaui music in the refugee camps of Tindouf reflect changes in the musical traditions of Bedouin societies as whole; changes that can be traced to the revolution which occurred in Western Sahara in 1975, and changes that are a result of the migrations and life in exile that followed. I argue that these changes occurred due to the transnational experiences undergone by Saharaui people in their forced exile (caused by the Moroccan state) from their homeland in Western Sahara to Algeria. Further, I assert that the invocation of memory in Bedouin musical styles is evidence of past musical practices being retained in contemporary Haul performance, although other musical changes are similarly in progress.
- Full Text:
- Date Issued: 2012
John X. Merriman : the making of a South African statesman (1869-1878)
- Authors: Gruber, R F J
- Date: 1961
- Subjects: Merriman, John Xavier, 1841-1926 , Statesmen -- South Africa -- Biography , South Africa -- Politics and government -- 1836-1909
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2623 , http://hdl.handle.net/10962/d1015002
- Description: With the possible exception of Hofmeyr and Schreiner, there is no Cape statesman whose career raises more tantalising questions than that of John X. Merr1man. Last Prime Minister of the Cape Colony, doyen of Parliamentarians, brilliant orator, versatile administrator, veteran politician, his public life stretched across fifty-five years of south African History. He entered upon it before the grant of Responsible Government, the discovery of diamonds and gold, and the awakening. of Afrikaner Nationalism; he departed from it on the eve of the Statute of Westminster, the establishment of Iscor and the coming to power of Hertzog and Malan. His contemporaries looked upon him as a man of immense knowledge and olympian ability. In the eyes of many his position as leader of the largest and oldest settled community in South Africa, not to mention his role as heir to the Cape tradition, made him the natural choice as first Prime Minister of the Union he had helped to establish. He was not called to office. Barely seventy, in the full maturity of his years, he withdrew trom active political leadership in the country of his adoption. He is hardly remembered today. This thesis seeks to contribute something to an understanding of the man and an assessment of his qualities by a study of his formative years. It attempts both to reconstruct his personality and analyse the nature of his statesmanship - not only by an examination of the role he played in the years under review, but also by an assessment of the part he failed to play. For this purpose both the structure of Cape politics and the ramifications of the various problems that presented themselves have been explored in greater detail than might otherwise have been the case.
- Full Text:
- Date Issued: 1961
- Authors: Gruber, R F J
- Date: 1961
- Subjects: Merriman, John Xavier, 1841-1926 , Statesmen -- South Africa -- Biography , South Africa -- Politics and government -- 1836-1909
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2623 , http://hdl.handle.net/10962/d1015002
- Description: With the possible exception of Hofmeyr and Schreiner, there is no Cape statesman whose career raises more tantalising questions than that of John X. Merr1man. Last Prime Minister of the Cape Colony, doyen of Parliamentarians, brilliant orator, versatile administrator, veteran politician, his public life stretched across fifty-five years of south African History. He entered upon it before the grant of Responsible Government, the discovery of diamonds and gold, and the awakening. of Afrikaner Nationalism; he departed from it on the eve of the Statute of Westminster, the establishment of Iscor and the coming to power of Hertzog and Malan. His contemporaries looked upon him as a man of immense knowledge and olympian ability. In the eyes of many his position as leader of the largest and oldest settled community in South Africa, not to mention his role as heir to the Cape tradition, made him the natural choice as first Prime Minister of the Union he had helped to establish. He was not called to office. Barely seventy, in the full maturity of his years, he withdrew trom active political leadership in the country of his adoption. He is hardly remembered today. This thesis seeks to contribute something to an understanding of the man and an assessment of his qualities by a study of his formative years. It attempts both to reconstruct his personality and analyse the nature of his statesmanship - not only by an examination of the role he played in the years under review, but also by an assessment of the part he failed to play. For this purpose both the structure of Cape politics and the ramifications of the various problems that presented themselves have been explored in greater detail than might otherwise have been the case.
- Full Text:
- Date Issued: 1961
A study of barred preferential arrangements with applications to numerical approximation in electric circuits
- Authors: Nkonkobe, Sithembele
- Date: 2015
- Subjects: Electric circuits , Numerical calculations , Sequences (Mathematics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5433 , http://hdl.handle.net/10962/d1020394
- Description: In 1854 Cayley proposed an interesting sequence 1,1,3,13,75,541,... in connection with analytical forms called trees. Since then there has been various combinatorial interpretations of the sequence. The sequence has been interpreted as the number of preferential arrangements of members of a set with n elements. Alternatively the sequence has been interpreted as the number of ordered partitions; the outcomes in races in which ties are allowed or geometrically the number of vertices, edges and faces of simplicial objects. An interesting application of the sequence is found in combination locks. The idea of a preferential arrangement has been extended to a wider combinatorial object called barred preferential arrangement with multiple bars. In this thesis we study barred preferential arrangements combinatorially with application to resistance of certain electrical circuits. In the process we derive some results on cyclic properties of the last digit of the number of barred preferential arrangements. An algorithm in python has been developed to find the number of barred preferential arrangements.
- Full Text:
- Date Issued: 2015
- Authors: Nkonkobe, Sithembele
- Date: 2015
- Subjects: Electric circuits , Numerical calculations , Sequences (Mathematics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5433 , http://hdl.handle.net/10962/d1020394
- Description: In 1854 Cayley proposed an interesting sequence 1,1,3,13,75,541,... in connection with analytical forms called trees. Since then there has been various combinatorial interpretations of the sequence. The sequence has been interpreted as the number of preferential arrangements of members of a set with n elements. Alternatively the sequence has been interpreted as the number of ordered partitions; the outcomes in races in which ties are allowed or geometrically the number of vertices, edges and faces of simplicial objects. An interesting application of the sequence is found in combination locks. The idea of a preferential arrangement has been extended to a wider combinatorial object called barred preferential arrangement with multiple bars. In this thesis we study barred preferential arrangements combinatorially with application to resistance of certain electrical circuits. In the process we derive some results on cyclic properties of the last digit of the number of barred preferential arrangements. An algorithm in python has been developed to find the number of barred preferential arrangements.
- Full Text:
- Date Issued: 2015
Interest rate pass-through in Cameroon and Nigeria: a comparative analysis
- Authors: Tita, Anthanasius Fomum
- Date: 2012
- Subjects: Interest rates -- Cameroon Interest rates -- Nigeria Interest rates -- Effect of inflation on -- Cameroon Interest rates -- Effect of inflation on -- Nigeria Interest rates -- Econometric models Cointegration Monetary policy -- Cameroon Monetary policy -- Nigeria Banque des états de l'Afrique centrale Banks and banking -- Cameroon Banks and banking -- Nigeria
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1005 , http://hdl.handle.net/10962/d1002740
- Description: One of the most important aspects of monetary policy is an understanding of the transmission process: the mechanism through which the monetary policy actions of the Central Bank impact on aggregate demand and prices by influencing the investment and consumption decisions of households and firms. Thus, commercial banks are regarded as conveyers of monetary policy shocks and are expected to adjust retail interest rates in response to policy shocks one-to-one. In practice, commercial banks adjust their retail rates in response to changes in monetary policy with a lag of several months and this delay is often viewed as an impediment on the ability of the Central Bank to steer the economy. Several reasons, such as credit rationing and adverse selection, switching costs, risk sharing, consumer irrationality, structure of the financial system, menu costs and asymmetric information are some of the causes advanced for commercial banks retail rates being sticky. In spite of the important role of pass-through analysis in the monetary policy transmission process, it has received very little attention in Sub-Saharan Africa, especially in Cameroon and Nigeria, which have implemented a series of reforms. To this end, this study gives a comparative analysis of interest rate pass-through in Nigeria and Cameroon using retail rates (lending and deposit) and a discount rate (policy rate) from January 1990 to December 2010 for Nigeria and from January 1990 to June 2008 for Cameroon. The study examines the magnitude and speed of retail rate adjustments to changes in the Central Bank policy rate as well as examining the possibility of symmetric and asymmetric pass-through in both countries. In addition, the study also investigates whether there is pass-through of monetary policy from one country to the other. The empirical analysis employs four different types of co-integration techniques to test the presence of a long run co-integrating relationship between retail and the policy rates in order to ensure that the relationship detected is robust. Three sets of analyses are carried out in the study. Following Cottarelli and Kourelis (1994), the study employed a co-integration technique, firstly, to analyse pass-through for the entire sample, secondly, to analyse symmetric and asymmetric pass-through using a ten year rolling window analysis in an error correction framework. Finally, the policy rates were swapped around to investigate if there are transmissions of impulses from one country to the other. Overall, evidence from the entire sample and rolling window analysis suggests that monetary policy in Cameroon is less effective. This is perhaps one of the reasons why the Banque Des Etats De L’Afrique Centrale (BEAC) is unable to sterilise the excess liquidity of the banking sector in Cameroon. The long run pass-through of 0.72 and 0.71 for the entire sample, and the average long run pass-through for the rolling window of 0.78 and 0.76 for the lending and deposit rates, suggest that monetary policy is highly effective in Nigeria compared to Cameroon. The empirical evidence confirmed asymmetric adjustment in six rolling windows in the lending rate in Nigeria. Three rolling windows indicated that the direction of rigidity is downward, supporting Scholnick’s (1996) collusive pricing arrangement between banks, and the other three suggested that the lending rate is rigid in the upward direction, corroborating Scholnick’s (1996) customer reaction hypothesis. The deposit rate in Cameroon was also found to adjust asymmetrically and the direction of rigidity is downward, supporting Hannan and Berger’s (1991) customer reaction hypothesis. The investigation of impulse transmission between the two countries revealed that only the policy rate in Nigeria exerts some influence on the deposit rate in Cameroon. Policy recommendations are also discussed.
- Full Text:
- Date Issued: 2012
- Authors: Tita, Anthanasius Fomum
- Date: 2012
- Subjects: Interest rates -- Cameroon Interest rates -- Nigeria Interest rates -- Effect of inflation on -- Cameroon Interest rates -- Effect of inflation on -- Nigeria Interest rates -- Econometric models Cointegration Monetary policy -- Cameroon Monetary policy -- Nigeria Banque des états de l'Afrique centrale Banks and banking -- Cameroon Banks and banking -- Nigeria
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1005 , http://hdl.handle.net/10962/d1002740
- Description: One of the most important aspects of monetary policy is an understanding of the transmission process: the mechanism through which the monetary policy actions of the Central Bank impact on aggregate demand and prices by influencing the investment and consumption decisions of households and firms. Thus, commercial banks are regarded as conveyers of monetary policy shocks and are expected to adjust retail interest rates in response to policy shocks one-to-one. In practice, commercial banks adjust their retail rates in response to changes in monetary policy with a lag of several months and this delay is often viewed as an impediment on the ability of the Central Bank to steer the economy. Several reasons, such as credit rationing and adverse selection, switching costs, risk sharing, consumer irrationality, structure of the financial system, menu costs and asymmetric information are some of the causes advanced for commercial banks retail rates being sticky. In spite of the important role of pass-through analysis in the monetary policy transmission process, it has received very little attention in Sub-Saharan Africa, especially in Cameroon and Nigeria, which have implemented a series of reforms. To this end, this study gives a comparative analysis of interest rate pass-through in Nigeria and Cameroon using retail rates (lending and deposit) and a discount rate (policy rate) from January 1990 to December 2010 for Nigeria and from January 1990 to June 2008 for Cameroon. The study examines the magnitude and speed of retail rate adjustments to changes in the Central Bank policy rate as well as examining the possibility of symmetric and asymmetric pass-through in both countries. In addition, the study also investigates whether there is pass-through of monetary policy from one country to the other. The empirical analysis employs four different types of co-integration techniques to test the presence of a long run co-integrating relationship between retail and the policy rates in order to ensure that the relationship detected is robust. Three sets of analyses are carried out in the study. Following Cottarelli and Kourelis (1994), the study employed a co-integration technique, firstly, to analyse pass-through for the entire sample, secondly, to analyse symmetric and asymmetric pass-through using a ten year rolling window analysis in an error correction framework. Finally, the policy rates were swapped around to investigate if there are transmissions of impulses from one country to the other. Overall, evidence from the entire sample and rolling window analysis suggests that monetary policy in Cameroon is less effective. This is perhaps one of the reasons why the Banque Des Etats De L’Afrique Centrale (BEAC) is unable to sterilise the excess liquidity of the banking sector in Cameroon. The long run pass-through of 0.72 and 0.71 for the entire sample, and the average long run pass-through for the rolling window of 0.78 and 0.76 for the lending and deposit rates, suggest that monetary policy is highly effective in Nigeria compared to Cameroon. The empirical evidence confirmed asymmetric adjustment in six rolling windows in the lending rate in Nigeria. Three rolling windows indicated that the direction of rigidity is downward, supporting Scholnick’s (1996) collusive pricing arrangement between banks, and the other three suggested that the lending rate is rigid in the upward direction, corroborating Scholnick’s (1996) customer reaction hypothesis. The deposit rate in Cameroon was also found to adjust asymmetrically and the direction of rigidity is downward, supporting Hannan and Berger’s (1991) customer reaction hypothesis. The investigation of impulse transmission between the two countries revealed that only the policy rate in Nigeria exerts some influence on the deposit rate in Cameroon. Policy recommendations are also discussed.
- Full Text:
- Date Issued: 2012
Primary maths teacher learning and identity within a numeracy in-service community of practice
- Authors: Pausigere, Peter
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Teachers -- In-service training -- South Africa , Student-centered learning -- South Africa , Communities of practice -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2019 , http://hdl.handle.net/10962/d1017183
- Description: This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.
- Full Text:
- Date Issued: 2015
- Authors: Pausigere, Peter
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Teachers -- In-service training -- South Africa , Student-centered learning -- South Africa , Communities of practice -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2019 , http://hdl.handle.net/10962/d1017183
- Description: This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.
- Full Text:
- Date Issued: 2015
Transformative ICT education practices in rural secondary schools for developmental needs and realities: the Eastern Cape Province, South Africa
- Authors: Simuja, Clement
- Date: 2020
- Subjects: Education, Secondary -- South Africa -- Data processing , Information technology -- Study and teaching (Secondary) --South Africa , Educational technology -- Developing countries , Rural development -- Developing countries , Computer-assisted instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa , Rural schools -- South Africa -- Eastern Cape , Community and school -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/150631 , vital:38991
- Description: The perceived social development significance of Information and Communication Technology (ICT) has dramatically expanded the domains in which this cluster of ICTs is being discussed and acted upon. The action to promote community development in rural areas in South Africa has made its way into the introduction of ICT education in secondary schools. Since rural secondary schools form part of the framework for rural communities, they are being challenged to provide ICT education that makes a difference in learners’ lives. This requires engaging education practices that inspire learners to construct knowledge of ICT that does not only respond to examination purposes but rather, to the needs and development aspirations of the community. This research examines the experience of engaging learners and communities in socially informed ICT education in rural secondary schools. Specifically, it seeks to develop a critique of current practices involved in ICT education in rural secondary schools, and explores plausible alternatives to such practices that would make ICT education more transformative and structured towards the developmental concerns of communities. The main empirical focus for the research was five rural secondary schools in the Eastern Cape Province in South Africa. The research involved 53 participants that participated in a socially informed ICT training process. The training was designed to inspire participants to share their self-defined ICT education and ICT knowledge experiences. Critical Action Learning and Philosophical Inquiry provided the methodological framework, whilst the theoretical framework draws on Foucault’s philosophical ideas on power-knowledge relations. Through this theoretical analysis, the research examines the dynamic interplay of practices in ICT education with the values, ideals, and knowledge that form the core-life experiences of learners and rural communities. The research findings of this study indicate that current ICT education practices in rural secondary schools are endowed with ideologies that are affecting learners’ identity, social experiences, power, and ownership of the reflective meaning of using ICTs in community development. The contribution of this thesis lies in demonstrating ways that reframe ICT education transformatively, and more specifically its practices in the light of the way power, identity, ownership and social experience construct and offer learners a transformative view of self and the world. This could enable ICT education to fulfil the potential of contributing to social development in rural communities. The thesis culminates by presenting a theoretical framework that articulates the structural and authoritative components of ICT education practices – these relate to learners’ conscious understandings and represented thoughts, sensations and meanings embedded in the context, and actions and locations of using their knowledge of ICT.
- Full Text:
- Date Issued: 2020
- Authors: Simuja, Clement
- Date: 2020
- Subjects: Education, Secondary -- South Africa -- Data processing , Information technology -- Study and teaching (Secondary) --South Africa , Educational technology -- Developing countries , Rural development -- Developing countries , Computer-assisted instruction -- South Africa -- Eastern Cape , Internet in education -- South Africa , Rural schools -- South Africa -- Eastern Cape , Community and school -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/150631 , vital:38991
- Description: The perceived social development significance of Information and Communication Technology (ICT) has dramatically expanded the domains in which this cluster of ICTs is being discussed and acted upon. The action to promote community development in rural areas in South Africa has made its way into the introduction of ICT education in secondary schools. Since rural secondary schools form part of the framework for rural communities, they are being challenged to provide ICT education that makes a difference in learners’ lives. This requires engaging education practices that inspire learners to construct knowledge of ICT that does not only respond to examination purposes but rather, to the needs and development aspirations of the community. This research examines the experience of engaging learners and communities in socially informed ICT education in rural secondary schools. Specifically, it seeks to develop a critique of current practices involved in ICT education in rural secondary schools, and explores plausible alternatives to such practices that would make ICT education more transformative and structured towards the developmental concerns of communities. The main empirical focus for the research was five rural secondary schools in the Eastern Cape Province in South Africa. The research involved 53 participants that participated in a socially informed ICT training process. The training was designed to inspire participants to share their self-defined ICT education and ICT knowledge experiences. Critical Action Learning and Philosophical Inquiry provided the methodological framework, whilst the theoretical framework draws on Foucault’s philosophical ideas on power-knowledge relations. Through this theoretical analysis, the research examines the dynamic interplay of practices in ICT education with the values, ideals, and knowledge that form the core-life experiences of learners and rural communities. The research findings of this study indicate that current ICT education practices in rural secondary schools are endowed with ideologies that are affecting learners’ identity, social experiences, power, and ownership of the reflective meaning of using ICTs in community development. The contribution of this thesis lies in demonstrating ways that reframe ICT education transformatively, and more specifically its practices in the light of the way power, identity, ownership and social experience construct and offer learners a transformative view of self and the world. This could enable ICT education to fulfil the potential of contributing to social development in rural communities. The thesis culminates by presenting a theoretical framework that articulates the structural and authoritative components of ICT education practices – these relate to learners’ conscious understandings and represented thoughts, sensations and meanings embedded in the context, and actions and locations of using their knowledge of ICT.
- Full Text:
- Date Issued: 2020
Rhodeo, Vol. 18, No. 18
- Date: 1964-09-17
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14516 , http://hdl.handle.net/10962/d1019388
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1964-09-17
- Date: 1964-09-17
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14516 , http://hdl.handle.net/10962/d1019388
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1964-09-17
Structural bioinformatics studies and tool development related to drug discovery
- Authors: Hatherley, Rowan
- Date: 2016
- Subjects: Structural bioinformatics , Drug development , Natural products -- Databases , Natural products -- Biotechnology , Sequence alignment (Bioinformatics) , Malaria -- Chemotherapy , Heat shock proteins , Plasmodium falciparum
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4164 , http://hdl.handle.net/10962/d1020021
- Description: This thesis is divided into two distinct sections which can be combined under the broad umbrella of structural bioinformatics studies related to drug discovery. The first section involves the establishment of an online South African natural products database. Natural products (NPs) are chemical entities synthesised in nature and are unrivalled in their structural complexity, chemical diversity, and biological specificity, which has long made them crucial to the drug discovery process. South Africa is rich in both plant and marine biodiversity and a great deal of research has gone into isolating compounds from organisms found in this country. However, there is no official database containing this information, making it difficult to access for research purposes. This information was extracted manually from literature to create a database of South African natural products. In order to make the information accessible to the general research community, a website, named “SANCDB”, was built to enable compounds to be quickly and easily searched for and downloaded in a number of different chemical formats. The content of the database was assessed and compared to other established natural product databases. Currently, SANCDB is the only database of natural products in Africa with an online interface. The second section of the thesis was aimed at performing structural characterisation of proteins with the potential to be targeted for antimalarial drug therapy. This looked specifically at 1) The interactions between an exported heat shock protein (Hsp) from Plasmodium falciparum (P. falciparum), PfHsp70-x and various host and exported parasite J proteins, as well as 2) The interface between PfHsp90 and the heat shock organising protein (PfHop). The PfHsp70-x:J protein study provided additional insight into how these two proteins potentially interact. Analysis of the PfHsp90:PfHop also provided a structural insight into the interaction interface between these two proteins and identified residues that could be targeted due to their contribution to the stability of the Hsp90:Hop binding complex and differences between parasite and human proteins. These studies inspired the development of a homology modelling tool, which can be used to assist researchers with homology modelling, while providing them with step-by-step control over the entire process. This thesis presents the establishment of a South African NP database and the development of a homology modelling tool, inspired by protein structural studies. When combined, these two applications have the potential to contribute greatly towards in silico drug discovery research.
- Full Text:
- Date Issued: 2016
- Authors: Hatherley, Rowan
- Date: 2016
- Subjects: Structural bioinformatics , Drug development , Natural products -- Databases , Natural products -- Biotechnology , Sequence alignment (Bioinformatics) , Malaria -- Chemotherapy , Heat shock proteins , Plasmodium falciparum
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4164 , http://hdl.handle.net/10962/d1020021
- Description: This thesis is divided into two distinct sections which can be combined under the broad umbrella of structural bioinformatics studies related to drug discovery. The first section involves the establishment of an online South African natural products database. Natural products (NPs) are chemical entities synthesised in nature and are unrivalled in their structural complexity, chemical diversity, and biological specificity, which has long made them crucial to the drug discovery process. South Africa is rich in both plant and marine biodiversity and a great deal of research has gone into isolating compounds from organisms found in this country. However, there is no official database containing this information, making it difficult to access for research purposes. This information was extracted manually from literature to create a database of South African natural products. In order to make the information accessible to the general research community, a website, named “SANCDB”, was built to enable compounds to be quickly and easily searched for and downloaded in a number of different chemical formats. The content of the database was assessed and compared to other established natural product databases. Currently, SANCDB is the only database of natural products in Africa with an online interface. The second section of the thesis was aimed at performing structural characterisation of proteins with the potential to be targeted for antimalarial drug therapy. This looked specifically at 1) The interactions between an exported heat shock protein (Hsp) from Plasmodium falciparum (P. falciparum), PfHsp70-x and various host and exported parasite J proteins, as well as 2) The interface between PfHsp90 and the heat shock organising protein (PfHop). The PfHsp70-x:J protein study provided additional insight into how these two proteins potentially interact. Analysis of the PfHsp90:PfHop also provided a structural insight into the interaction interface between these two proteins and identified residues that could be targeted due to their contribution to the stability of the Hsp90:Hop binding complex and differences between parasite and human proteins. These studies inspired the development of a homology modelling tool, which can be used to assist researchers with homology modelling, while providing them with step-by-step control over the entire process. This thesis presents the establishment of a South African NP database and the development of a homology modelling tool, inspired by protein structural studies. When combined, these two applications have the potential to contribute greatly towards in silico drug discovery research.
- Full Text:
- Date Issued: 2016
Self-esteem of coloured and white scholars and students in South Africa
- Authors: Momberg, Allan
- Date: 1976
- Subjects: Self-esteem in children , Self-esteem -- Cross-cultural studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3217 , http://hdl.handle.net/10962/d1012876
- Description: A measure of the self-esteem of 426 subjects was obtained by means of the Coopersmith Self-Esteem Inventory. The sample comprised two Afrikaans, two Coloured and two English groups. Each of the above three groups was made up of pupils and students, (i. e. there were six separate sample groups). The major purpose of this study was to ascertain whether or not the Coloureds could be said to differ meaningfully from their White counterparts with regard to their general level of self-esteem. A secondary objective was to investigate the possibility of the Afrikaans and English groups differing in self-esteem. No significant differences were found to exist between any of the three student sample groups. The ranking of the mean self-esteem scores of these groups was: Afrikaans (highest), Coloured, English (lowest). The only groups that differed significantly from one another at the pupil level were the Afrikaans and the Coloureds. Their ranking was: Afrikaans (highest), English, Coloured (lowest). The prediction arising from the hypothesis of this study was that the Coloureds do not necessarily differ from Whites in their general level of self-esteem. This view is held because factors similar to those which are believed to have facilitated the rise in the self-esteem of the American Negroes are now operating in South Africa. It was concluded that this prediction was upheld.
- Full Text:
- Date Issued: 1976
- Authors: Momberg, Allan
- Date: 1976
- Subjects: Self-esteem in children , Self-esteem -- Cross-cultural studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3217 , http://hdl.handle.net/10962/d1012876
- Description: A measure of the self-esteem of 426 subjects was obtained by means of the Coopersmith Self-Esteem Inventory. The sample comprised two Afrikaans, two Coloured and two English groups. Each of the above three groups was made up of pupils and students, (i. e. there were six separate sample groups). The major purpose of this study was to ascertain whether or not the Coloureds could be said to differ meaningfully from their White counterparts with regard to their general level of self-esteem. A secondary objective was to investigate the possibility of the Afrikaans and English groups differing in self-esteem. No significant differences were found to exist between any of the three student sample groups. The ranking of the mean self-esteem scores of these groups was: Afrikaans (highest), Coloured, English (lowest). The only groups that differed significantly from one another at the pupil level were the Afrikaans and the Coloureds. Their ranking was: Afrikaans (highest), English, Coloured (lowest). The prediction arising from the hypothesis of this study was that the Coloureds do not necessarily differ from Whites in their general level of self-esteem. This view is held because factors similar to those which are believed to have facilitated the rise in the self-esteem of the American Negroes are now operating in South Africa. It was concluded that this prediction was upheld.
- Full Text:
- Date Issued: 1976
Trends and determinants of inward foreign direct investment to South Africa
- Authors: Rusike, Tatonga Gardner
- Date: 2008
- Subjects: International business enterprises -- South Africa , Investments, Foreign -- South Africa , Economic development -- South Africa , Macroeconomics -- South Africa , Foreign exchange rates -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:995 , http://hdl.handle.net/10962/d1002730 , International business enterprises -- South Africa , Investments, Foreign -- South Africa , Economic development -- South Africa , Macroeconomics -- South Africa , Foreign exchange rates -- South Africa
- Description: Foreign direct investment (FDI) is seen as a way to provide the needed capital inflow to stimulate growth in a domestic economy. FDI can also result in increased employment levels, managerial skills and increase in technology. In efforts to attract FDI, host countries have undertaken various policy incentives to attract foreign investors. This study analyses the trends and determinants of inward FDI to South Africa for the period 1975-2005. The study starts by reviewing FDI literature on its determinants and provides the macroeconomic background and FDI related policies undertaken in South Africa. The trend and sectoral analysis provides the actual nature of FDI flows to South Africa. An empirical model linking theoretical and empirical determinants of FDI is estimated using the Johansen cointegration and VECM framework. The study also augments the cointegration framework with impulse response and variance decomposition analyses to complement the long and short run determinants of FDI. Dummy variables are used in each of the estimated FDI models to take into account the possibility of structural breaks. Results show that relative to the size of the economy and to other developing countries, South Africa still receives low levels of inward FDI. Only are few years are exceptional i.e. 1997, 2001 and 2005. From the sectoral distribution, the financial sector is now the major recipient of FDI followed by the mining and manufacturing sectors. The emergence of the financial sector could suggest that FDI motives could have shifted from the natural resource seeking and market seeking to efficiency seeking FDI. The United Kingdom emerges as the major source of FDI to South Africa followed by United States of America and Germany. Empirical analysis indicated that openness, exchange rate and financial development are important long run determinants of FDI. Increased openness and financial development attract FDI while an increase (depreciation) in the exchange rate deters FDI to South Africa. Market size emerges as a short run determinant of FDI although it is declining in importance. Most of the impulse response analysis confirmed the VECM findings. Variance decomposition analysis showed that FDI itself, imports and exchange rate explain a significant amount of the forecast error variance. The influence of market size variable is small and declining over time.
- Full Text:
- Date Issued: 2008
- Authors: Rusike, Tatonga Gardner
- Date: 2008
- Subjects: International business enterprises -- South Africa , Investments, Foreign -- South Africa , Economic development -- South Africa , Macroeconomics -- South Africa , Foreign exchange rates -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:995 , http://hdl.handle.net/10962/d1002730 , International business enterprises -- South Africa , Investments, Foreign -- South Africa , Economic development -- South Africa , Macroeconomics -- South Africa , Foreign exchange rates -- South Africa
- Description: Foreign direct investment (FDI) is seen as a way to provide the needed capital inflow to stimulate growth in a domestic economy. FDI can also result in increased employment levels, managerial skills and increase in technology. In efforts to attract FDI, host countries have undertaken various policy incentives to attract foreign investors. This study analyses the trends and determinants of inward FDI to South Africa for the period 1975-2005. The study starts by reviewing FDI literature on its determinants and provides the macroeconomic background and FDI related policies undertaken in South Africa. The trend and sectoral analysis provides the actual nature of FDI flows to South Africa. An empirical model linking theoretical and empirical determinants of FDI is estimated using the Johansen cointegration and VECM framework. The study also augments the cointegration framework with impulse response and variance decomposition analyses to complement the long and short run determinants of FDI. Dummy variables are used in each of the estimated FDI models to take into account the possibility of structural breaks. Results show that relative to the size of the economy and to other developing countries, South Africa still receives low levels of inward FDI. Only are few years are exceptional i.e. 1997, 2001 and 2005. From the sectoral distribution, the financial sector is now the major recipient of FDI followed by the mining and manufacturing sectors. The emergence of the financial sector could suggest that FDI motives could have shifted from the natural resource seeking and market seeking to efficiency seeking FDI. The United Kingdom emerges as the major source of FDI to South Africa followed by United States of America and Germany. Empirical analysis indicated that openness, exchange rate and financial development are important long run determinants of FDI. Increased openness and financial development attract FDI while an increase (depreciation) in the exchange rate deters FDI to South Africa. Market size emerges as a short run determinant of FDI although it is declining in importance. Most of the impulse response analysis confirmed the VECM findings. Variance decomposition analysis showed that FDI itself, imports and exchange rate explain a significant amount of the forecast error variance. The influence of market size variable is small and declining over time.
- Full Text:
- Date Issued: 2008
Towards a phenomenological model for a critical psychotherapy
- Gennrich-de Lisle, Peter Hirzel
- Authors: Gennrich-de Lisle, Peter Hirzel
- Date: 1985
- Subjects: Psychotherapy , Phenomenology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3106 , http://hdl.handle.net/10962/d1004513 , Psychotherapy , Phenomenology
- Description: This thesis aims to establish a model of psychotherapy that is based on experience, but which takes social structure into account. To do this it first sets up a theoretical model of psychotherapy. Thereafter the model is used to analyse four protocols as a way of examining its effectiveness. The analysis of the protocols provides the basis for coming to certain conclusions about the nature of psychotherapy. The theoretical phase first examines the area traditionally known as etiology, but here the approach is from a broadly existential perspective. Thus this section starts by proposing a view of human nature, and then it goes on to say how this nature comes to be disrupted. The influence of the broader social context upon human existence is also considered here. Secondly, there is an attempt to understand how psychotherapy works. Drawing on existential and cultural anthropological material, various themes of psychotherapy are examined, and these are then placed within their social context. Finally, the theoretical phase brings together the themes emerging from the two foregoing sections and integrates them into a single model of "etiology" and "cure". In the following chapter, the adequacy of this model is examined by using it to analyse four protocols written by subjects on their experience of therapy. In the final chapter various conclusions are drawn.
- Full Text:
- Date Issued: 1985
- Authors: Gennrich-de Lisle, Peter Hirzel
- Date: 1985
- Subjects: Psychotherapy , Phenomenology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3106 , http://hdl.handle.net/10962/d1004513 , Psychotherapy , Phenomenology
- Description: This thesis aims to establish a model of psychotherapy that is based on experience, but which takes social structure into account. To do this it first sets up a theoretical model of psychotherapy. Thereafter the model is used to analyse four protocols as a way of examining its effectiveness. The analysis of the protocols provides the basis for coming to certain conclusions about the nature of psychotherapy. The theoretical phase first examines the area traditionally known as etiology, but here the approach is from a broadly existential perspective. Thus this section starts by proposing a view of human nature, and then it goes on to say how this nature comes to be disrupted. The influence of the broader social context upon human existence is also considered here. Secondly, there is an attempt to understand how psychotherapy works. Drawing on existential and cultural anthropological material, various themes of psychotherapy are examined, and these are then placed within their social context. Finally, the theoretical phase brings together the themes emerging from the two foregoing sections and integrates them into a single model of "etiology" and "cure". In the following chapter, the adequacy of this model is examined by using it to analyse four protocols written by subjects on their experience of therapy. In the final chapter various conclusions are drawn.
- Full Text:
- Date Issued: 1985
Britain after the Romans : an interdisciplinary approach to the possibilities of an Adventus Saxonum
- Lloyd-Jones, Glyn Francis Michael
- Authors: Lloyd-Jones, Glyn Francis Michael
- Date: 2015
- Subjects: Great Britain -- History -- Anglo-Saxon period, 449-1066 , Civilization, Anglo-Saxon , English philology -- Old English, ca. 450-1100 , English literature -- Old English, ca. 450-1100 , Anglo-Saxon race , Genetic genealogy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3657 , http://hdl.handle.net/10962/d1019806
- Description: In the fifth century, after the departure of the Romans, according to tradition, which is based on the ancient written sources, Britain was invaded by the Angles and Saxons. This view has been questioned in the last century. The size of the ‘invasion’, and indeed its very existence, have come into doubt. However, this doubting school of thought does not seem to take into account all of the evidence. An interdisciplinary, nuanced approach has been taken in this thesis. Firstly, the question of Germanic raiding has been examined, with reference to the Saxon Shore defences. It is argued that these defences, in their geographical context, point to the likelihood of raiding. Then the written sources have been re-examined, as well as physical artefacts. In addition to geography, literature and archaeology (the disciplines which are most commonly used when the coming of the Angles and Saxons is investigated), linguistic and genetic data have been examined. The fields of linguistics and genetics, which have not often both been taken into consideration with previous approaches, add a number of valuable insights. This nuanced approach yields a picture of events that rules out the ‘traditional view’ in some ways, such as the idea that the Saxons exterminated the Britons altogether, but corroborates it in other ways. There was an invasion of a kind (of Angles – not Saxons), who came in comparatively small numbers, but found in Britain a society already mixed and comprising Celtic and Germanic-speaking peoples: a society implied by Caesar and Tacitus and corroborated by linguistic and genetic data.
- Full Text:
- Date Issued: 2015
Britain after the Romans : an interdisciplinary approach to the possibilities of an Adventus Saxonum
- Authors: Lloyd-Jones, Glyn Francis Michael
- Date: 2015
- Subjects: Great Britain -- History -- Anglo-Saxon period, 449-1066 , Civilization, Anglo-Saxon , English philology -- Old English, ca. 450-1100 , English literature -- Old English, ca. 450-1100 , Anglo-Saxon race , Genetic genealogy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3657 , http://hdl.handle.net/10962/d1019806
- Description: In the fifth century, after the departure of the Romans, according to tradition, which is based on the ancient written sources, Britain was invaded by the Angles and Saxons. This view has been questioned in the last century. The size of the ‘invasion’, and indeed its very existence, have come into doubt. However, this doubting school of thought does not seem to take into account all of the evidence. An interdisciplinary, nuanced approach has been taken in this thesis. Firstly, the question of Germanic raiding has been examined, with reference to the Saxon Shore defences. It is argued that these defences, in their geographical context, point to the likelihood of raiding. Then the written sources have been re-examined, as well as physical artefacts. In addition to geography, literature and archaeology (the disciplines which are most commonly used when the coming of the Angles and Saxons is investigated), linguistic and genetic data have been examined. The fields of linguistics and genetics, which have not often both been taken into consideration with previous approaches, add a number of valuable insights. This nuanced approach yields a picture of events that rules out the ‘traditional view’ in some ways, such as the idea that the Saxons exterminated the Britons altogether, but corroborates it in other ways. There was an invasion of a kind (of Angles – not Saxons), who came in comparatively small numbers, but found in Britain a society already mixed and comprising Celtic and Germanic-speaking peoples: a society implied by Caesar and Tacitus and corroborated by linguistic and genetic data.
- Full Text:
- Date Issued: 2015
An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
Structural studies on some enterobacterial capsular antigens
- Authors: Whittaker, Darryl Vanstone
- Date: 1994
- Subjects: Bacterial antigens -- Analysis Antigens Enterobacteriaceae Escherichia coli Klebsiella
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3803 , http://hdl.handle.net/10962/d1003281
- Description: The investigations presented in this thesis form part of a systematic international effort to establish the structures of the capsules produced by the bacterial genera, Escherichia coli and Klebsiella (family enterobacteriaceae). These bacteria are of medical interest as they are opportunistic pathogens and are frequently responsible for serious infections in animals and man. Invasive strains are invariably surrounded by a structurally complex polysaccharide capsule which contributes to the organism's ability to attenuate non-specific host defence mechanisms or, in some instances, to completely prevent an immune response. A knowledge of the chemical composition and structure of the capsule is, therefore, of great value as it provides insight into the mechanisms involved in this process. The E. coli, in particular, have generated considerable interest as their capsules are more structurally diverse and cross-reactivity with other, more pathogenic bacteria has also been demonstrated. Accordingly, the structures of three previously unstudied E. coli K-antigens viz. those produced by serotypes 020:K83:H26, 020:K84:H26, and 09:K48:H9 have been established by chemical and spectroscopic means and are presented in this thesis. In addition, a reinvestigation of the structure of the capsule produced by Klebsiella K15 using a novel enzymatic approach was also undertaken and a revised structure is proposed . The E. coli K48 polysaccharide is of special interest as it was found to contain a new diacetamido trideoxy hexose hitherto unrecorded. A synthesis for this saccharide is also presented. Finally, the application of lithium dissolved in ethylenediamine for the degradation of amino sugar-containing polysaccharides was also investigated using the capsular polysaccharides produced by E. coli serotypes K38 and K84 as model compounds.
- Full Text:
- Date Issued: 1994
- Authors: Whittaker, Darryl Vanstone
- Date: 1994
- Subjects: Bacterial antigens -- Analysis Antigens Enterobacteriaceae Escherichia coli Klebsiella
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3803 , http://hdl.handle.net/10962/d1003281
- Description: The investigations presented in this thesis form part of a systematic international effort to establish the structures of the capsules produced by the bacterial genera, Escherichia coli and Klebsiella (family enterobacteriaceae). These bacteria are of medical interest as they are opportunistic pathogens and are frequently responsible for serious infections in animals and man. Invasive strains are invariably surrounded by a structurally complex polysaccharide capsule which contributes to the organism's ability to attenuate non-specific host defence mechanisms or, in some instances, to completely prevent an immune response. A knowledge of the chemical composition and structure of the capsule is, therefore, of great value as it provides insight into the mechanisms involved in this process. The E. coli, in particular, have generated considerable interest as their capsules are more structurally diverse and cross-reactivity with other, more pathogenic bacteria has also been demonstrated. Accordingly, the structures of three previously unstudied E. coli K-antigens viz. those produced by serotypes 020:K83:H26, 020:K84:H26, and 09:K48:H9 have been established by chemical and spectroscopic means and are presented in this thesis. In addition, a reinvestigation of the structure of the capsule produced by Klebsiella K15 using a novel enzymatic approach was also undertaken and a revised structure is proposed . The E. coli K48 polysaccharide is of special interest as it was found to contain a new diacetamido trideoxy hexose hitherto unrecorded. A synthesis for this saccharide is also presented. Finally, the application of lithium dissolved in ethylenediamine for the degradation of amino sugar-containing polysaccharides was also investigated using the capsular polysaccharides produced by E. coli serotypes K38 and K84 as model compounds.
- Full Text:
- Date Issued: 1994
Launch of the Rhini/Grahamstown Schools Partnership
- Authors: Badat, Saleem
- Date: 2014-12-04
- Language: English
- Type: Text
- Identifier: vital:7723 , http://hdl.handle.net/10962/d1015870
- Full Text:
- Authors: Badat, Saleem
- Date: 2014-12-04
- Language: English
- Type: Text
- Identifier: vital:7723 , http://hdl.handle.net/10962/d1015870
- Full Text: