A qualitative ecological risk assessment of the invasive Nile tilapia, Oreochromis niloticus in a sub-tropical African river system (Limpopo River, South Africa)
- Zengeya, Tsungai A, Robertson, Mark P, Booth, Anthony J, Chimimba, Christian T
- Authors: Zengeya, Tsungai A , Robertson, Mark P , Booth, Anthony J , Chimimba, Christian T
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123575 , vital:35457 , https://doi.10.1002/aqc.2258
- Description: 1. This study outlines the development of a qualitative risk assessment method and its application as a screening tool for determining the risk of establishment and spread of the invasive Nile tilapia, Oreochromis niloticus (Linnaeus, 1758), within the central sub-catchment of the Limpopo River basin in northern South Africa. 2. The assessment used known physiological tolerance limits of O. niloticus in relation to minimum water temperature, presence or absence of dams, seasonality of river flows, and the presence of indigenous fish species of concern to identify river systems that would be suitable for O. niloticus establishment. 3. River sections along the Limpopo main river channel and the immediate reaches of its associated tributaries east of the Limpopo/Lephalala river confluence along the Botswana–South Africa–Zimbabwe border were identified as being highly vulnerable to O. niloticus invasion. Rivers in the upper Bushveld catchment (Upper Limpopo, Mogalakwena, Lephalala, Mokolo, Matlabas and Crocodile rivers) were categorized as of medium ecological risk, while headwater streams were considered to be of low ecological risk. The decrease in vulnerability between lowveld and highveld river sections was mainly a function of low water temperatures (8–12˚C) associated with increasing altitude. 4. Oreochromis niloticus is already established in the lower catchment of the Limpopo River basin where indigenous congenerics are at an extinction risk through hybridization and competition exclusion. Oreochromis niloticus, therefore, poses an ecologically unacceptable risk to river systems in the upper catchment where it is yet to establish. The current risk assessment model provides a useful preliminary framework for the identification of river systems that are vulnerable to an O. niloticus invasion where conservation measures should be directed and implemented to prevent its introduction and spread within the Limpopo river system.
- Full Text:
- Date Issued: 2013
- Authors: Zengeya, Tsungai A , Robertson, Mark P , Booth, Anthony J , Chimimba, Christian T
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123575 , vital:35457 , https://doi.10.1002/aqc.2258
- Description: 1. This study outlines the development of a qualitative risk assessment method and its application as a screening tool for determining the risk of establishment and spread of the invasive Nile tilapia, Oreochromis niloticus (Linnaeus, 1758), within the central sub-catchment of the Limpopo River basin in northern South Africa. 2. The assessment used known physiological tolerance limits of O. niloticus in relation to minimum water temperature, presence or absence of dams, seasonality of river flows, and the presence of indigenous fish species of concern to identify river systems that would be suitable for O. niloticus establishment. 3. River sections along the Limpopo main river channel and the immediate reaches of its associated tributaries east of the Limpopo/Lephalala river confluence along the Botswana–South Africa–Zimbabwe border were identified as being highly vulnerable to O. niloticus invasion. Rivers in the upper Bushveld catchment (Upper Limpopo, Mogalakwena, Lephalala, Mokolo, Matlabas and Crocodile rivers) were categorized as of medium ecological risk, while headwater streams were considered to be of low ecological risk. The decrease in vulnerability between lowveld and highveld river sections was mainly a function of low water temperatures (8–12˚C) associated with increasing altitude. 4. Oreochromis niloticus is already established in the lower catchment of the Limpopo River basin where indigenous congenerics are at an extinction risk through hybridization and competition exclusion. Oreochromis niloticus, therefore, poses an ecologically unacceptable risk to river systems in the upper catchment where it is yet to establish. The current risk assessment model provides a useful preliminary framework for the identification of river systems that are vulnerable to an O. niloticus invasion where conservation measures should be directed and implemented to prevent its introduction and spread within the Limpopo river system.
- Full Text:
- Date Issued: 2013
Composite polyester membranes with embedded dendrimer hosts and bimetallic Fe/Ni nanoparticles: synthesis, characterisation and application to water treatment
- Malinga, S P, Arotiba, O A, Mapolie, S F, Krause, Rui W M, Mamba, Bhekie B, Diallo, M S
- Authors: Malinga, S P , Arotiba, O A , Mapolie, S F , Krause, Rui W M , Mamba, Bhekie B , Diallo, M S
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/125086 , vital:35727 , https://doi.org/10.1007/s11051-013-1698-y
- Description: This study describes the preparation, characterization and evaluation of new composite membranes with embedded dendrimer hosts and Fe/Ni nanoparticles. These new reactive membranes consist of films of cyclodextrin–poly(propyleneimine) dendrimers (β-CD–PPI) that are deposited onto commercial polysulfone microporous supports and crosslinked with trimesoyl chloride (TMC). The membranes were subsequently loaded with Fe/Ni nanoparticles and evaluated as separation/reactive media in aqueous solutions using 2,4,6-trichlorophenol as model pollutant. The morphology and physicochemical properties of the composite membranes were characterised using high-resolution transmission electron microscopy (HR-TEM), atomic force microscopy and measurements of contact angle, water intake, porosity and water permeability. The sorption capacity and catalytic activity of the membranes were evaluated using ion chromatography, atmospheric pressure chemical ionisation-mass spectrometry and UV–Vis spectroscopy (UV–Vis). The sizes of the embedded Fe/Ni nanoparticles in the membranes ranged from 40 to 66 nm as confirmed by HR-TEM. The reaction rates for the dechlorination of 2,4,6-trichlorophenol ranged from 0.00148 to 0.00250 min−1. In all cases, we found that the reaction by-products consisted of chloride ions and mixtures of compounds including phenol (m/z = 93), 2,4-dichlorophenol (m/z = 163) and 4-chlorophenol (m/z = 128). The overall results of this study suggest that β-CD–PPI dendrimers are promising building blocks for the synthesis of composite and reactive membranes for the efficient removal of chlorinated organic pollutants from water.
- Full Text:
- Date Issued: 2013
- Authors: Malinga, S P , Arotiba, O A , Mapolie, S F , Krause, Rui W M , Mamba, Bhekie B , Diallo, M S
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/125086 , vital:35727 , https://doi.org/10.1007/s11051-013-1698-y
- Description: This study describes the preparation, characterization and evaluation of new composite membranes with embedded dendrimer hosts and Fe/Ni nanoparticles. These new reactive membranes consist of films of cyclodextrin–poly(propyleneimine) dendrimers (β-CD–PPI) that are deposited onto commercial polysulfone microporous supports and crosslinked with trimesoyl chloride (TMC). The membranes were subsequently loaded with Fe/Ni nanoparticles and evaluated as separation/reactive media in aqueous solutions using 2,4,6-trichlorophenol as model pollutant. The morphology and physicochemical properties of the composite membranes were characterised using high-resolution transmission electron microscopy (HR-TEM), atomic force microscopy and measurements of contact angle, water intake, porosity and water permeability. The sorption capacity and catalytic activity of the membranes were evaluated using ion chromatography, atmospheric pressure chemical ionisation-mass spectrometry and UV–Vis spectroscopy (UV–Vis). The sizes of the embedded Fe/Ni nanoparticles in the membranes ranged from 40 to 66 nm as confirmed by HR-TEM. The reaction rates for the dechlorination of 2,4,6-trichlorophenol ranged from 0.00148 to 0.00250 min−1. In all cases, we found that the reaction by-products consisted of chloride ions and mixtures of compounds including phenol (m/z = 93), 2,4-dichlorophenol (m/z = 163) and 4-chlorophenol (m/z = 128). The overall results of this study suggest that β-CD–PPI dendrimers are promising building blocks for the synthesis of composite and reactive membranes for the efficient removal of chlorinated organic pollutants from water.
- Full Text:
- Date Issued: 2013
Dancing with the devil: formative peer assessment and academic performance
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69301 , vital:29483 , https://doi.org/10.1080/07294360.2012.705262
- Description: Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were.
- Full Text: false
- Date Issued: 2013
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69301 , vital:29483 , https://doi.org/10.1080/07294360.2012.705262
- Description: Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were.
- Full Text: false
- Date Issued: 2013
From panic disorder to complex traumatic stress disorder : retrospective reflections on the case of Tariq
- Authors: Edwards, David J A
- Date: 2013
- Language: English
- Type: Article
- Identifier: vital:6234 , http://hdl.handle.net/10962/d1007784
- Description: This is a phenomenological-hermeneutic case study of Tariq who initially presented with panic disorder. It documents how, as therapy proceeded, the underlying meaning of his initial panic deepened as its roots in traumatic memories of childhood emerged. There were four spaced phases of treatment over four years. The first focused on anxiety management; the second was conceptualized within schema-focused therapy, and evoked and worked with childhood memories using inner child guided imagery; in the third and fourth phases insights gained led to an authentic re-engagement with family members in relationships that had been problematic. The panic attacks resolved and there were two dreams representing a reconfiguring of his relationship with his deceased father. The first two phases were the focus of an unpublished case study presented at a conference in 1995. This article incorporates material from that study and looks back at the case both in light of developments in phases two and three and also in light of theoretical developments in our understanding of complex trauma since the initial presentation.
- Full Text:
- Date Issued: 2013
- Authors: Edwards, David J A
- Date: 2013
- Language: English
- Type: Article
- Identifier: vital:6234 , http://hdl.handle.net/10962/d1007784
- Description: This is a phenomenological-hermeneutic case study of Tariq who initially presented with panic disorder. It documents how, as therapy proceeded, the underlying meaning of his initial panic deepened as its roots in traumatic memories of childhood emerged. There were four spaced phases of treatment over four years. The first focused on anxiety management; the second was conceptualized within schema-focused therapy, and evoked and worked with childhood memories using inner child guided imagery; in the third and fourth phases insights gained led to an authentic re-engagement with family members in relationships that had been problematic. The panic attacks resolved and there were two dreams representing a reconfiguring of his relationship with his deceased father. The first two phases were the focus of an unpublished case study presented at a conference in 1995. This article incorporates material from that study and looks back at the case both in light of developments in phases two and three and also in light of theoretical developments in our understanding of complex trauma since the initial presentation.
- Full Text:
- Date Issued: 2013
The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools:
- Atebe, Humphrey U, Schäfer, Marc
- Authors: Atebe, Humphrey U , Schäfer, Marc
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140919 , vital:37929 , DOI: 10.1080/10288457.2011.10740712
- Description: The purpose of this qualitative case study involving six secondary school teachers was to obtain insight into how geometry is taught in selected Nigerian and South African high schools. It also aimed, by making use of the van Hiele model of geometry instruction, to elucidate what possible learning opportunities observed instructional methods could offer learners in the subject. The sample comprised three mathematics teachers from Nigeria and three mathematics teachers from South Africa, all of whom were selected using purposive sampling techniques. Instructional activities in six geometry classrooms were recorded on videotape. The van Hiele learning phases provided the framework for data analysis. The findings of this study indicate that observed teaching methods in geometry classrooms in the participating schools offer learners scant opportunity to learn geometry.
- Full Text:
- Date Issued: 2013
- Authors: Atebe, Humphrey U , Schäfer, Marc
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140919 , vital:37929 , DOI: 10.1080/10288457.2011.10740712
- Description: The purpose of this qualitative case study involving six secondary school teachers was to obtain insight into how geometry is taught in selected Nigerian and South African high schools. It also aimed, by making use of the van Hiele model of geometry instruction, to elucidate what possible learning opportunities observed instructional methods could offer learners in the subject. The sample comprised three mathematics teachers from Nigeria and three mathematics teachers from South Africa, all of whom were selected using purposive sampling techniques. Instructional activities in six geometry classrooms were recorded on videotape. The van Hiele learning phases provided the framework for data analysis. The findings of this study indicate that observed teaching methods in geometry classrooms in the participating schools offer learners scant opportunity to learn geometry.
- Full Text:
- Date Issued: 2013
Think Piece : conceptions of quality and ‘Learning as Connection’: teaching for relevance
- Authors: Lotz-Sisitka, Heila
- Date: 2013
- Subjects: Teachers -- Quality -- South Africa , Quality assurance -- South Africa , Effective teaching , Relevance , SADC Regional Environmental Education Programme
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59635 , vital:27633 , https://www.ajol.info/index.php/sajee/article/view/122256
- Description: This think piece captures some of the thinking that emerged in and through the Southern African Development Community (SADC) Regional Environmental Education Programme research programme. This research programme emerged over a five-year period (2008–2012) and involved ten southern African teacher education institutions from eight countries (see ‘Acknowledgements’). The research programme sought to understand what contributions environment and sustainability education could make to debates on educational quality and relevance. Issues of educational quality are high on the national agendas of governments in southern Africa, as it is now well known that providing access to schooling is not a sufficient condition for achieving educational quality. Educational quality is intimately linked to the processes of teaching and learning, but the concept of educational quality is not unproblematic in and of itself. It is, as Noel Gough (2005) noted many years ago, an ‘order word’ that shapes the way people think and practise. Our enquiries during this research programme involved a number of case studies (that were reported on in the Southern African Journal of Environmental Education (SAJEE) in 2008, and are again reported on in this edition of the SAJEE), but the programme also involved theoretical engagement with the concept of educational quality and relevance. This think piece helps to make some of this thinking and theoretical deliberation visible. The author of this think piece was also the leader of the regional research programme and was tasked with synthesising the theoretical deliberations that emerged from the research design which were found to be useful for guiding interpretations and deliberation on more detailed case studies undertaken at country level.
- Full Text:
- Date Issued: 2013
- Authors: Lotz-Sisitka, Heila
- Date: 2013
- Subjects: Teachers -- Quality -- South Africa , Quality assurance -- South Africa , Effective teaching , Relevance , SADC Regional Environmental Education Programme
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59635 , vital:27633 , https://www.ajol.info/index.php/sajee/article/view/122256
- Description: This think piece captures some of the thinking that emerged in and through the Southern African Development Community (SADC) Regional Environmental Education Programme research programme. This research programme emerged over a five-year period (2008–2012) and involved ten southern African teacher education institutions from eight countries (see ‘Acknowledgements’). The research programme sought to understand what contributions environment and sustainability education could make to debates on educational quality and relevance. Issues of educational quality are high on the national agendas of governments in southern Africa, as it is now well known that providing access to schooling is not a sufficient condition for achieving educational quality. Educational quality is intimately linked to the processes of teaching and learning, but the concept of educational quality is not unproblematic in and of itself. It is, as Noel Gough (2005) noted many years ago, an ‘order word’ that shapes the way people think and practise. Our enquiries during this research programme involved a number of case studies (that were reported on in the Southern African Journal of Environmental Education (SAJEE) in 2008, and are again reported on in this edition of the SAJEE), but the programme also involved theoretical engagement with the concept of educational quality and relevance. This think piece helps to make some of this thinking and theoretical deliberation visible. The author of this think piece was also the leader of the regional research programme and was tasked with synthesising the theoretical deliberations that emerged from the research design which were found to be useful for guiding interpretations and deliberation on more detailed case studies undertaken at country level.
- Full Text:
- Date Issued: 2013
Transcribing the Venda tshikona reedpipe dance
- Tracey, Andrew, Gumboreshumba, Laina
- Authors: Tracey, Andrew , Gumboreshumba, Laina
- Date: 2013
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59744 , vital:27644 , http://dx.doi.org/10.21504/amj.v9i3.1909
- Description: Starting with the end result, the above transcription is the conclusion I came to after sitting with Laina Gumboreshumba for many hours, watching the videos she made during her recent doctoral research on the tshikona reedpipe dance of the Venda of Limpopo Province in the extreme north of South Africa. The transcription shown in Figure 2 is a skeleton version of the full pipe sound that contains all the information needed to grasp the structure of the sound and teach it or play it. There are always seven different pipes. A full tshikona group has far more than the seven pipes (nanga) shown, because all seven pipe numbers are doubled in every octave present in a group, so there may be up to four or more Pipe 1s, Pipe 2s, etc, of different sizes. All the Pipe 1s play the same pattern together, all the Pipe 2s etc. There are usually four octaves in all, with an incomplete octave of a few higher pitched pipes at the top (phalana). A popular size for a group according to group leaders (malogwane) is twenty eight pipes, which may include some pitch duplicates. A festive performance can number well over one hundred players. The music is heptatonic as you can see from the transcription, and hear for yourself from CD track 1 accompanying this issue of African Music. A chart showing the tuning is included as Figure 1 1 at the end of this article. This article does not address the pipe names; they are simply numbered Pipes 1 to 7, in the order of entry in Mr Netshivhale’s groups. The pipes are end-blown, closed tubes made of a special bamboo, or increasingly today of electrical or other tubing.
- Full Text:
- Date Issued: 2013
- Authors: Tracey, Andrew , Gumboreshumba, Laina
- Date: 2013
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59744 , vital:27644 , http://dx.doi.org/10.21504/amj.v9i3.1909
- Description: Starting with the end result, the above transcription is the conclusion I came to after sitting with Laina Gumboreshumba for many hours, watching the videos she made during her recent doctoral research on the tshikona reedpipe dance of the Venda of Limpopo Province in the extreme north of South Africa. The transcription shown in Figure 2 is a skeleton version of the full pipe sound that contains all the information needed to grasp the structure of the sound and teach it or play it. There are always seven different pipes. A full tshikona group has far more than the seven pipes (nanga) shown, because all seven pipe numbers are doubled in every octave present in a group, so there may be up to four or more Pipe 1s, Pipe 2s, etc, of different sizes. All the Pipe 1s play the same pattern together, all the Pipe 2s etc. There are usually four octaves in all, with an incomplete octave of a few higher pitched pipes at the top (phalana). A popular size for a group according to group leaders (malogwane) is twenty eight pipes, which may include some pitch duplicates. A festive performance can number well over one hundred players. The music is heptatonic as you can see from the transcription, and hear for yourself from CD track 1 accompanying this issue of African Music. A chart showing the tuning is included as Figure 1 1 at the end of this article. This article does not address the pipe names; they are simply numbered Pipes 1 to 7, in the order of entry in Mr Netshivhale’s groups. The pipes are end-blown, closed tubes made of a special bamboo, or increasingly today of electrical or other tubing.
- Full Text:
- Date Issued: 2013
Understanding the medicines information-seeking behaviour and information needs of South African long-term patients with limited literacy skills:
- Patel, Sonal, Dowse, Roslind
- Authors: Patel, Sonal , Dowse, Roslind
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156676 , vital:40037 , doi: 10.1111/hex.12131
- Description: Although much health information‐seeking behaviour (HISB) research has been reported in patients with good literacy skills, little is known about HISB in patients with limited literacy skills served by under‐resourced health‐care systems. To investigate medicine information‐seeking behaviour and information needs in patients with limited literacy.
- Full Text:
- Date Issued: 2013
- Authors: Patel, Sonal , Dowse, Roslind
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156676 , vital:40037 , doi: 10.1111/hex.12131
- Description: Although much health information‐seeking behaviour (HISB) research has been reported in patients with good literacy skills, little is known about HISB in patients with limited literacy skills served by under‐resourced health‐care systems. To investigate medicine information‐seeking behaviour and information needs in patients with limited literacy.
- Full Text:
- Date Issued: 2013
Where angels fear to tread: online peer-assessment in a large first-year class
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68845 , vital:29330 , https://doi.org/10.1080/02602938.2012.683770
- Description: Publisher version , In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2013
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68845 , vital:29330 , https://doi.org/10.1080/02602938.2012.683770
- Description: Publisher version , In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2013
‘Growing’ social protection in developing countries: lessons from Brazil and South Africa
- Barrientos, Armando, Moller, Valerie, Saboia, Joao, Lloyd-Sherlock, Peter, Mase, Julia
- Authors: Barrientos, Armando , Moller, Valerie , Saboia, Joao , Lloyd-Sherlock, Peter , Mase, Julia
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67195 , vital:29058 , https://doi.org/10.1080/0376835X.2013.756098
- Description: publisher version , The rapid expansion of social protection in the South provides a rich diversity of experiences and lessons on how best to reduce poverty and ultimately eradicate it. Knowledge on how best to ‘grow’ social assistance, understood as long-term institutions responsible for reducing and preventing poverty, is at a premium. This article examines the expansion of social assistance in Brazil and South Africa, two of the middle income countries widely perceived to have advanced furthest in ‘growing’ social protection. It examines three aspects: the primacy of politics in explaining the expansion of social protection and assistance, the tensions between path-dependence and innovation in terms of institutions and practices, and the poverty and inequality outcomes of social assistance expansion. The article concludes by drawing the main lessons for other developing countries.
- Full Text: false
- Date Issued: 2013
- Authors: Barrientos, Armando , Moller, Valerie , Saboia, Joao , Lloyd-Sherlock, Peter , Mase, Julia
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67195 , vital:29058 , https://doi.org/10.1080/0376835X.2013.756098
- Description: publisher version , The rapid expansion of social protection in the South provides a rich diversity of experiences and lessons on how best to reduce poverty and ultimately eradicate it. Knowledge on how best to ‘grow’ social assistance, understood as long-term institutions responsible for reducing and preventing poverty, is at a premium. This article examines the expansion of social assistance in Brazil and South Africa, two of the middle income countries widely perceived to have advanced furthest in ‘growing’ social protection. It examines three aspects: the primacy of politics in explaining the expansion of social protection and assistance, the tensions between path-dependence and innovation in terms of institutions and practices, and the poverty and inequality outcomes of social assistance expansion. The article concludes by drawing the main lessons for other developing countries.
- Full Text: false
- Date Issued: 2013
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