Implementing a sexual and reproductive citizenship intervention refinement instrument for youth sexuality education: a formative evaluation
- Authors: Mthethwa, Thobile
- Date: 2023-10-13
- Subjects: Sexuality education , Sexual and reproductive health and rights , Reproductive rights , Sexual citizenship , Entitlement
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425008 , vital:72201
- Description: While Out of School sexuality education (SE) programmes in South Africa have attempted to bridge the gap in the number of young people who receive SE, there is still a large number of youth between the age groups of 15 to 24 years who lack adequate sexual knowledge. The manner in which sex education is taught and its accessibility is accompanied by challenges, in particular in relation to empowerment. To better understand the effectiveness of sexual education programmes, evaluations of their content is needed. Therefore, the purpose of this study was to investigate whether and how an Out of school SE programme run by Partners in Sexual Health (PSH) promotes understandings of sexual and reproductive citizenship. A formative evaluation of their sexual and reproductive health and rights (SRHR) facilitator’s manual was conducted (owing to COVID the actual programme was not run in the year data for this thesis were collected). To help perform the formative evaluation, the feminist sexual and reproductive citizenship (SRC) framework as conceptualized by Macleod and Vincent (2014) was used. The SRC framework consists of five key principles that, it is suggested, need to be adopted for SE programmes to be inclusive, namely, citizenship as status and practice, differentiated citizenship, private and public interstice, and politics of recognition, redistribution and reparation. An additional principle of inclusive and process-based educational practices was added into the five key principles. To analyse data, template analysis was used which enabled the researcher to create a priori of themes using the Masizixhobise toolkit which is informed by the SRC framework. Findings from this study reveal the interconnectedness between the different citizenship principles. Moreover, while the PSH SRHR programme promotes principles of the SRC framework, there are aspects of the SRC that are lacking from the programme. Therefore, the SRHR manual needs to take into account a spectrum of issues which include but are not limited to the incorporation of sexually diverse differently-abled individuals' sexual experiences and challenges when it comes to accessing SE. This means for SE programmes to achieve inclusivity and to be empowering, they need to encourage individuals to be agentic beings, engage in informed decision-making and encourage young people to take up their rights. , Thesis (MA) -- Faculty of Humanities, Psychology, 2023
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- Date Issued: 2023-10-13
Wildlife-vehicle collisions mitigation measures using road ecological data and deep learning
- Authors: Nandutu, Irene
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431907 , vital:72814
- Description: Access restricted. Expected release in 2025. , Thesis (PhD) -- Faculty of Science, Mathematics, 2023
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- Date Issued: 2023-10-13
Characterising the sleep wake behaviour of late adolescents living in rural and township areas surrounding Alice in the Eastern Cape of South Africa
- Authors: Dlepu, Phelokazi
- Date: 2022-10-14
- Subjects: Teenagers Sleep South Africa Alice , Rural teenagers South Africa Alice , Sleep-wake cycle
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/362808 , vital:65364
- Description: Introduction: School going adolescents have been identified as a group that is at risk of obtaining insufficient sleep due to shortened and irregular sleep, all of which can affect the overall wellbeing of adolescents. While there has been extenstive research on adolescent sleep around the world, research in South Africa has been limited. Of the research performed in this context, most has been conducted in city or urban contexts, but there has been comparatively less research on sleep in adolescents from rural and township areas. Therefore, this study focused on characterising and comparing the sleep-wake behaviour of late adolescents from selected rural and township areas in Alice in the Eastern Cape of South Africa. Methods: An adapted version School Sleep Habits Survey (SSHS) was included in the study and assessed demographic, academic, sleep-wake behaviour, lifestyle, and behavioural information of adolescents from rural and township schools in and around Alice. The survey was distributed physically to all the learners from four co-educational rural and township schools. The responses to the survey were analysed with descriptive and non-parametric inferential statistics, as all data were not normally distributed. Results: A total of 123 learners completed the survey. All the participants were in Grade 12, aged 16 to 26 years (median =18, IQR= 18-19) from rural (n=28) and township (n=95) schools. Seventy-four female and 49 male learners participated in the study. Within the sample, there were also a group of participants who were not adolescents (n=22) whose age ranged between 20 and 26. Reported sleep during both the week and weekend (7hours) was lower than both the recommended duration for adolescents and their own self-reported sleep need of a median of 8 hours and 14 minutes. Bedtimes were significantly earlier on weekdays than weekends. The need to do homework and feeling sleepy were cited as the main reasons for going to sleep during the week and the weekends. Wake times on weekdays and weekends did not differ, with most learners citing being woken up by an alarm clock as the main reason for waking during both weekdays and weekends. Most learners (n=47; 38%) reported walking to get to school, while 41 (33%) relied on public transport to get to school. There were no significant effects of gender or of being rural and township scholars in relation to their sleep variables. Comparisons between non-adolescents and adolescents revealed that non-adolescents reported sleeping longer (7 hours and 30 minutes) compared to adolescents (7 hours) than adolescents did on weekends. As a group, the learners in this sample were morningness-orientated in terms of chronotype, presented with low day time sleepiness, some evidence of sleep-wake behaviour problems and of depressive mood symptoms. Nearly half (n=53; 43%) the group reported napping occasionally on school days. In terms of caffeine consumption, just over half (n=64; 52%) of the learners reported never consuming caffeinated substances such as soda, coffee, or tea. Conclusions: The reported sleep duration of learners in this study was consistent on both the week and weekend but was shorter than the recommended 8-10 hours for late adolescents. While learners in this sample reported early bedtimes, sleep was likely curtailed by the early rise times due to the contextual constraints where scholars had to commute, by either walking or taking public transport, to make the early school start times. There was a high prevalence of sleep disturbances in this sample however, the effects of this (increased daytime sleepiness) were lower which can be attributed to low reported prevalence of caffeine consumption combined with the high prevalence of reported day time napping on school days and weekends. While only a snapshot, the results of this study support previous research that has highlighted the challenges that many adolescents across the globe experience when it comes to obtaining enough sleep. The results of this study highlighted the need for more research to understand the sleep-wake behaviours of learners and their lifestyles more objectively. Given the early starts for many participants in this study, interventions such as delaying school start times may help to improve the amount of sleep that learners get during the week. However, extensive consultations would be needed to ensure that systemic changes that aim to improve sleep of adolescents are applicable for the context of rural and townships areas in South Africa. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2022
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- Date Issued: 2022-10-14
Investigating the first level pass-through effects of the SACU Region monetary transmission mechanism
- Authors: Mkhombo , Thando
- Date: 2022-04
- Subjects: Monetary transmission , Central bank -- South Africa
- Language: English
- Type: Doctoral's theses , text
- Identifier: http://hdl.handle.net/10948/57927 , vital:58428
- Description: The purpose of this thesis is to investigate the first-level pass-through effects of monetary policy transmission in SACU using the wavelet analysis methodology. The thesis comprises four empirical themes. 1. Investigating the time-frequency relationship in the Fisher’s effect for SACU countries. 2. Investigating the time-frequency relationship in the Purchasing Power Parity (PPP) for SACU countries. 3. Investigating the time-frequency relationship between the exchange rate and the stock returns for SACU countries. 4. Investigating the time-frequency relationship between interest rates, exchange rates, and stock returns for SACU countries. Whilst there exists a considerable amount of empirical works which have studied the four themes in SACU countries that are covered in this study, there is a need for more empirical investigation for several reasons. Firstly, a majority of the studies have focused on South Africa with very little empirical literature existing for Botswana and Lesotho. Secondly, the previous SACU based studies present contradicting findings. Thirdly, Most of these studies did not cover the themes comprehensively, as is the case in this study. Finally, to the best of my knowledge, this methodology has not been employed in any SACU related literature until now. Altogether, the thesis bridges the inconsistencies found in previous SACU-related literature and offers fresh implications for policymakers and market participants. From an empirical perspective, the wavelet coherence analysis proves to be a powerful tool in reconciling previous contradicting empirical evidence on the existence of the Fisher effect in SACU countries. From a policy perspective, more fined tuned implications are derived from the findings of the study as wavelets are able to depict a more accurate description of the different first-level monetary transmission relationships. , Thesis (PhD) -- Faculty of business and economic sciences, 2022
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- Date Issued: 2022-04
A case study of lessons learned through empowering and mobilizing unemployed youth into sustainable green jobs within the SANBI – Groen Sebenza partnership programme by a Host Institution in South Africa
- Authors: Fullard, Donovan
- Date: 2021-10-29
- Subjects: South African National Biodiversity Institute , Green movement South Africa , Environmental education South Africa , Communities of practice South Africa , Social learning South Africa , Biodiversity conservation Employees , Job creation South Africa , Mentoring South Africa , Groen Sebenza
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191964 , vital:45183
- Description: This research project constituted as a thesis of limited scope for a Masters in Education Degree (i.e. as 50% of the degree) focusses on a job creation programme named ‘Groen Sebenza’ [Green Work]. Groen Sebenza is an environmental education ‘incubator’ programme driven and implemented by the South African National Biodiversity Institute (SANBI) to unlock green jobs and bridge the gap between education and job opportunities in the biodiversity sector in South Africa. The programme is a key intervention to strengthen biodiversity human capacity development in the biodiversity sector in South Africa, seeking to contribute to transformation of the biodiversity sector, and also address issues of youth unemployment in the country. The young ‘interns’ in the programme were called ‘pioneers’ at the start of the project. This research project explores how a host institution operating as a community of practice within a landscape of practice managed to implement the Groen Sebenza programme by absorbing and appointing all their pioneers into sustainable jobs beyond the pilot project. I sought to better understand the process of supporting and empowering unemployed youth into sustainable green jobs within the Groen Sebenza partnership programme. I drew on Community of Practice (CoP) theory, and its value creation framework to develop this understanding, and I under-laboured the analysis with a social realist analysis of enabling and constraining factors. The unit of analysis of a Community of Practice was a useful focus for the study, as these mentors, managers, and administrators were all involved in supporting the empowerment and retention of the young pioneers in the host institution. To develop deeper insight into the learning and knowing, and value created in and by the Groen Sebenza CoP in the Host Institution, I also sought insight into enabling and constraining factors and how these shaped and contributed to empowerment and retention of the pioneers in sustainable green jobs. The research addressed the main question of ‘How do processes of learning, knowing and value creation contribute to empowerment and retention of unemployed youth in a successful Host Institution in the Groen Sebenza programme, and what enabled or constrained the empowerment and retention processes and outcomes?’. Three sub-questions were used in the study, which focussed on the mentoring, training and workplace experiences and how they contribute to the process of learning and knowing within the Groen Sebenza Community of Practice in the Host Institution? [Addressed in Chapter 4], the value creation elements that emerged in the implementation of the programme in support and empowerment of the pioneers in the Host institution’s Groen Sebenza CoP? [Addressed in Chapter 5], and the enabling and constraining factors that shaped and contributed to the uptake of the Pioneers into sustainable green jobs at the Host Institution within the Groen Sebenza Programme? [Addressed in Chapter 6]. The research was conducted as a qualitative case study, in which I used semi-structured interviews as a key data source, as well as document analysis, and a questionnaire. The study drew on inductive, abductive and retroductive modes of inference since I sought to explore an understanding of the practices and learning that occurred that contributed and led to the successful uptake of Pioneers into jobs, as well as the enabling and constraining factors. The study was interpretive at the epistemic level, and had a social realist under-labouring at the ontological level. Key findings of the study point to the development of enabling cultures of mentoring in workplaces, and the provision of a diversity of workplace learning experiences including formal training. It also points to the importance of personal emergent properties amongst mentors and pioneers that embrace a willingness to work together and build strong relationships, and to learn together. Learning in the community of practice was shown to develop identity and a sense of belonging as pioneers were given meaningful tasks to do and their training and interactions with mentors was experienced as meaningful and relevant. The contributions of the pioneers to the institutional mandate was appreciated by the mentors and therefore also well supported within an empowerment orientation. Various structural factors contributed to this enabling situation, most notably strong support from management as well as good co-operation across divisions. Constraining factors included the physical distances in the province, as well as financial and technical issues such as poor ICT communication systems. Overall, though the study showed that a strong approach to learning in communities of practice supported by empowering mentoring can lead to the integration of young pioneers into sustainable green jobs in the environmental sector. A whole institution approach to this process is, however, needed, and the organisation needs to develop a culture of social learning. As recently as September 2020 as this study was being finalised, the Presidential Employment Stimulus Plan (Office of the President, 2020) following the initial economic shocks emanating from the COVID-19 pandemic, made yet another commitment to using the Groen Sebenza model to create and support sustainable job creation for young people in South Africa today in the environmental sector. This study has been developed and designed to understand those processes and enabling conditions that can support retention and empowerment of young people to take up jobs in the environmental sector today. Its recommendations may therefore be of value to those involved in seeking to support sustainable impacts in terms of retention and employment in programmes such as the Groen Sebenza, and in the Groen Sebenza programme itself as it continues to unfold as a key job creation tool for unemployed youth. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10-29
An analysis of selected Grade 8 mathematics teachers’ use of gestures as visualisation tools to support mathematical meaning-making
- Authors: Haipinge, David Tuhafeni
- Date: 2021-10-29
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Mathematics Study and teaching (Secondary) Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191969 , vital:45184
- Description: The purpose of this Namibian case study was to investigate how different types of gestures are used to support the construction of mathematical meaning making in teaching and learning. Gestures of three selected Grade 8 mathematics teachers were observed and analysed. This study was intended to answer the following research question: how do selected Grade 8 mathematics teachers use gestures as visualisation tools to support mathematical meaning making? The study was framed by an enactivist perspective and the research was oriented in the interpretive paradigm. Data were collected through video-recorded observations of three selected teachers and through stimulus recall interviews. In order to generate rich data and support validity, five lessons per selected teacher were video recorded. The study found that the participating teachers incorporated a variety of mathematical gestures into their lessons in order to support and provide mathematical meaning. Further, this study found that gestures facilitated meaning making in mathematics. The findings in the study suggest a need for mathematics teachers to be trained in using gestures appropriately to communicate mathematically in their lessons. In addition, this study discovered a new type of gesture – the overlapping gesture in addition to McNeill's (1992) types, namely: pointing gestures, metaphor gestures, beating gestures and iconic gestures. This case study also showed that the more experienced the teachers are, the more mathematical gestures they produce during their mathematics lessons. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10-29
Scaffolding argumentative writing through Reading to Learn (RtL) pedagogy: a case study of three grade 11 English second language teachers in Namibia
- Authors: Matengu, Ernest Samubu
- Date: 2021-10
- Subjects: Rose, David, 1955- , Reading (Secondary) , Persuasion (Rhetoric) Study and teaching (Secondary) Namibia , English language Writing Study and teaching (Secondary) Namibia , English language Rhetoric Study and teaching (Secondary) Namibia , English language Study and teaching (Secondary) Foreign speakers Case studies , Reading to Learn , Scaffolding Interaction Cycle
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191148 , vital:45065
- Description: The central aim of this study was to investigate the positive impact of Reading to Learn (RtL) pedagogy in enhancing Grade 11 learners’ argumentative writing skills. This was a case study of one school in Otjozondjupa region in Namibia. The pedagogy, RtL, was designed to address learning inequalities with marginalised communities in Australia. Coupled with challenges in literacy development in learners, current methods have not successfully addressed the teaching and learning of argumentative writing amidst learning inequalities. This study employed the six stages of Scaffolding Interaction Cycle of RtL in order to teach argumentative writing. As is evidenced in recent research, the scaffolding cycle of RtL provides equal opportunities to learners from diverse backgrounds to attain epistemological access at the same pace. RtL’s theoretical and conceptual framework is derived from Bernstein’s theory of education as pedagogic discourse (a device for maintaining inequality in society), Vygotsky’s theory of learning as a social process and Halliday’s model of language as text in social context. The two research questions for this study were: (1) What role does Reading to Learn (RtL) pedagogy play in developing Grade 11 learners’ ability to write argumentative essays? And (2) How can the implementation of RtL pedagogy through scaffolding impact on/improve learners’ literacy skills development for argumentative essay writing? This qualitative case study generated data through observation of three teachers’ lessons, a Stimulated Recall Interview (SRI) conducted with the three teachers and learners’ pre and posttest of argumentative essays. The findings of this study revealed that teachers found RtL as a comprehensive pedagogy that makes teaching and learning of argumentative writing successful through systematic scaffolding of learning. Learners’ written pre and posttest also showed a narrowing of the gap between weak and strong learners in that weak learners recorded an upward trend similar to that of strong learners in their posttest. Given the design of RtL and studies conducted globally, the findings of this study can be comparable. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10
An evaluation of the cytotoxic activities of novel artemisinin derivatives: towards targeted therapies for triple-negative breast cancers (TNBC)
- Authors: Kajewole, Deborah Ifeoluwa
- Date: 2020
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/163329 , vital:41029 , doi:10.21504/10962/163329
- Description: Thesis (PhD)--Rhodes University, Faculty of Science, Biochemistry and Microbiology, 2020.
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- Date Issued: 2020
An investigation into the application of Distributed Endpoint Processing to 3D Immersive Audio Rendering
- Authors: Devonport, Robin Sean
- Date: 2020
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MSc
- Identifier: http://hdl.handle.net/10962/163258 , vital:41022
- Description: Thesis (MSc)--Rhodes University, Faculty of Science, Computer Science, 2020.
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- Date Issued: 2020
Comparative fish ecology in three periodically connected rivers in the upper Zambezi and Okavango ecoregions
- Authors: Taylor, Geraldine Claire
- Date: 2017
- Subjects: Fishes Ecology Zambia Zambezi District , Floodplain ecology Zambia Zambezi District , Stable isotopes , Fishes Food Zambia Zambezi District , Fishes Mortality Zambia Zambezi District , Fish populations Zambia Zambezi District , Fishes Growth
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/65055 , vital:28660 , DOI https://doi.org/10.21504/10962/65055
- Description: The Upper Zambezi, Kavango and Kwando rivers are three periodically interlinked floodplain rivers which share the same Upper Zambezian floodplain ichthyofauna. The aim of this thesis was to compare the biology and ecology of the fish communities in these three rivers. The objective was to test the hypothesis that fish community composition and assemblage structure, fish diets, food web structure and trophic dynamics, fish growth rates and total mortality are influenced by the differing flood magnitudes of the three rivers, in support of the flood pulse concept. To understand the abiotic characteristics of each river, water temperature, flood regime, total dissolved inorganic nitrogen concentrations and water quality parameters were measured and compared between rivers. Water temperatures varied seasonally, and seven day moving averages peaked above 30 °C in January, and fell to between 16 and 19 °C in June. The Zambezi River had the largest flood (6.14 m), followed by the Kavango River (3.80 m), while the Kwando River had the smallest flood (0.65 m). Total dissolved inorganic nitrogen concentrations were low in the Kavango and Zambezi Rivers (0.2 - 0.6 mg/l), and slightly higher in the Kwando River (<1 mg/l). Conductivity, total dissolved solids and total dissolved inorganic nitrogen concentrations decreased with the flood (dilution effect). Using biomass catch per unit effort data from experimental gillnets, fish community composition and assemblage structure was described, and differed between rivers in all hydrological seasons. In the Zambezi and Kavango rivers, fish assemblages varied with hydrological season as a result of the homogenising influence of the flood pulse, while in the Kwando River fish assemblages did not differ seasonally as flood pulses were small and often irregular. Differences in community composition were attributed to the abundance of Hydrocynus vittatus, a large bodied open water predator, in the Zambezi and Kavango rivers, and its relative absence in the Kwando River. Based on the results of the community composition, six focus species were chosen that were abundant and representative of the various feeding modes and life history strategies of the fish community. These were the striped robber Brycinus lateralis, sharptooth catfish Clarias gariepinus, blunttooth catfish Clarias ngamensis, African pike Hepsetus cuvieri, silver catfish Schilbe intermedius and purpleface largemouth Serranochromis macrocephalus. Stomach contents analysis was then used to compare the feeding ecology of the six example species between rivers. Clarias gariepinus, C. ngamensis and S. intermedius were piscivorous in the Zambezi and Kavango rivers, and preyed upon more invertebrates in the Kwando River, while Hepsetus cuvieri and S. macrocephalus were piscivorous in all three rivers. Differences in diets were attributed to seasonal prey abundance, with prey fishes abundant during falling and low water when the Zambezi and Kavango rivers were sampled, while invertebrates were abundant during rising and high water when the Kwando River was sampled. Prey mastication by B. lateralis made prey identification difficult. For other predators, the usefulness of stomach contents analysis for dietary descriptions was restricted by the high proportion of empty stomachs. As a result, whole ecosystem stable isotope analysis was used to gain a holistic understanding of the food web structure and fish feeding ecology of the three rivers. The Zambezi and Kavango river food webs were supported by C enriched resources such as C4 and C3 riparian vegetation from the floodplain, while the Kwando River food web was based on C depleted resources such as filamentous algae and aquatic macrophytes. The Zambezi River food web had a restricted nitrogen range, with reduced food chain length and the predators in this river did not occupy such elevated trophic positions compared to in the Kavango and Kwando river food webs. This was attributed to the overfishing of the primary and tertiary consumers in the Zambezi River, a phenomenon known to reduce food chain length. Focussing on predator communities, in the Zambezi and Kavango rivers, H. vittatus isotopic niche width was large and overlapped significantly with most other predators, while in the Kwando River predator niches were more distinct. This supported previously proposed hypotheses by describing H. vittatus as a dominant predator which excludes all other fishes by predation or competition. Despite the dominance of H. vittatus, C. gariepinus occupied the position of top predator in all three rivers, and information on the habitat use, feeding habits and trophic niches of the serranochromine cichlids added understanding of their ecology. Lastly, age was determined using sectioned sagittal otoliths for C. gariepinus, C. ngamensis, S. intermedius and S. macrocephalus and using whole asteriscus otoliths for B. lateralis and H. cuvieri, and growth was modelled using the von Bertalanffy growth equation. Growth performance was high in the Zambezi and Kavango rivers, and lower in the Kwando River, most likely in response to the varying flood magnitudes. Total mortality rates, estimated using Hoenig’s maximum-age based equation, were high in the Zambezi River as a result of the high fishing pressure on this river. Overall floodplain fish ecology in the Zambezi, Kavango and Kwando rivers was influenced by the flood pulse, as was predicted by the flood pulse concept. Periodic and equilibrium life history strategists were found to adapt either to the pulsing environments of the Zambezi and Kavango rivers, or to the more stable environment of the Kwando River, and large bodied, long lived periodic strategists such as C. gariepinus tended to be highly plastic and able to thrive in most conditions. Data also suggested that Zambezi River food web structure and fish mortality rates have been impacted by overfishing, for which more information is needed to conserve and manage this system. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2018
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- Date Issued: 2017