Principles of Computer Architecture
- Authors: Machanick, Philip
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439184 , vital:73553 , https://homes.cs.ru.ac.za/philip/Courses/CSHonsArch/HonsArchNotes2022.pdf
- Description: Last week, Control Data ... announced the 6600 system. I understand that in the laboratory developing the system there are only 34 people including the janitor. Of these, 14 are engineers and 4 are programmers... Contrasting this modest effort with our vast development activities, I fail to understand why we have lost our industry leadership position by letting someone else offer the world’s most powerful computer – Thomas Watson Jr., IBM CEO, August 1963 It seems like Mr. Watson has answered his own question – Seymour Cray
- Full Text:
- Date Issued: 2022
- Authors: Machanick, Philip
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439184 , vital:73553 , https://homes.cs.ru.ac.za/philip/Courses/CSHonsArch/HonsArchNotes2022.pdf
- Description: Last week, Control Data ... announced the 6600 system. I understand that in the laboratory developing the system there are only 34 people including the janitor. Of these, 14 are engineers and 4 are programmers... Contrasting this modest effort with our vast development activities, I fail to understand why we have lost our industry leadership position by letting someone else offer the world’s most powerful computer – Thomas Watson Jr., IBM CEO, August 1963 It seems like Mr. Watson has answered his own question – Seymour Cray
- Full Text:
- Date Issued: 2022
The extent and impact of variation in ADME genes in sub-Saharan African populations
- da Rocha, Jorge E B, Othman, Houcemeddine, Botha, Gerrit, Cottino, Laura, Twesigomwe, David, Ahmed, Samah, Drögemöller, Britt I, Fadlelmola, Faisal M, Machanick, Philip, Mbiyavanga, Mamana, Panji, Sumir, Wright, Galen E B, Adebamowo, Clement, Matshaba, Mogomotsi, Ramsay, Michéle, Simo, Gustave, Simuunza, Martin C, Tiemessen, Caroline T, Baldwin, Sandra, Chiano, Mathias, Cox, Charles, Gross, Annette S, Thomas, Pamela, Gamo, Francisco-Javier, Scott Hazelhurst
- Authors: da Rocha, Jorge E B , Othman, Houcemeddine , Botha, Gerrit , Cottino, Laura , Twesigomwe, David , Ahmed, Samah , Drögemöller, Britt I , Fadlelmola, Faisal M , Machanick, Philip , Mbiyavanga, Mamana , Panji, Sumir , Wright, Galen E B , Adebamowo, Clement , Matshaba, Mogomotsi , Ramsay, Michéle , Simo, Gustave , Simuunza, Martin C , Tiemessen, Caroline T , Baldwin, Sandra , Chiano, Mathias , Cox, Charles , Gross, Annette S , Thomas, Pamela , Gamo, Francisco-Javier , Scott Hazelhurst
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439202 , vital:73555 , https://homes.cs.ru.ac.za/philip/Courses/CSHonsArch/HonsArchNotes2022.pdf
- Description: Investigating variation in genes involved in the absorption, distribution, metabolism, and excretion (ADME) of drugs are key to characterizing pharmacogenomic (PGx) relationships. ADME gene variation is relatively well characterized in European and Asian populations, but data from African populations are under-studied—which has implications for drug safety and effective use in Africa.
- Full Text:
- Date Issued: 2022
- Authors: da Rocha, Jorge E B , Othman, Houcemeddine , Botha, Gerrit , Cottino, Laura , Twesigomwe, David , Ahmed, Samah , Drögemöller, Britt I , Fadlelmola, Faisal M , Machanick, Philip , Mbiyavanga, Mamana , Panji, Sumir , Wright, Galen E B , Adebamowo, Clement , Matshaba, Mogomotsi , Ramsay, Michéle , Simo, Gustave , Simuunza, Martin C , Tiemessen, Caroline T , Baldwin, Sandra , Chiano, Mathias , Cox, Charles , Gross, Annette S , Thomas, Pamela , Gamo, Francisco-Javier , Scott Hazelhurst
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439202 , vital:73555 , https://homes.cs.ru.ac.za/philip/Courses/CSHonsArch/HonsArchNotes2022.pdf
- Description: Investigating variation in genes involved in the absorption, distribution, metabolism, and excretion (ADME) of drugs are key to characterizing pharmacogenomic (PGx) relationships. ADME gene variation is relatively well characterized in European and Asian populations, but data from African populations are under-studied—which has implications for drug safety and effective use in Africa.
- Full Text:
- Date Issued: 2022
An investigation of how selected Namibian grade 9 geography textbooks are reorienting school geography to education for sustainable development
- Authors: Uusiku, Naftal Amutenya
- Date: 2020
- Subjects: Geography -- Study and teaching -- Namibia , Geography -- Study and teaching -- Namibia -- Textbooks , Sustainable development -- Study and teaching -- Namibia , Environmental education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145524 , vital:38446
- Description: The World Social Science Report (UNESCO, 2013) describes environmental issues and challenges, many of which are driven by human activities. These include: changing consumption patterns, climate change, deforestation, desertification, water, population growth, poverty, food security, waste products and cultural diversity and globalization. Education for sustainable development [ESD], a vital tool for achieving the Sustainable Development Goals, requires a rethinking and reorienting of education to address sustainability (UNESCO, 2016). The International Geographical Union Commission on Geographical Education (2007, 2016) acknowledges the importance of reorienting of school geography to ESD. In Namibia, ESD has been embedded in the national curriculum. However, teachers play a critical role in reorienting school geography to ESD at the level of the classroom. They need appropriate resources to do so, the most widely used of which is the textbook. This study addresses the need for empirical research on how Namibian textbooks are reorienting geography to ESD. Using a qualitative interpretive research design, the study had the goals of understanding how selected Grade 9 textbooks are reorienting geography to ESD in what is taught (content) and how it is taught and learned (pedagogy), and how textbook authors perceive the reorienting of geography to ESD. Data were gathered through an online questionnaire of authors’ perceptions of their educational goals, important ESD content, the teaching strategies they use and the challenges they face. Document analysis was done on two causes of environmental deterioration — deforestation and population explosion in the theme Ecology — in three approved Grade 9 textbooks. The study provides evidence of how the selected textbooks are helping to reorientate school geography to the ESD content prescribed by the Namibian geography syllabus in a way that emphasizes knowing about, as opposed to critically engaging with the environmental challenges and issues at hand. With the exception of one textbook, the textbooks generally do not help to reorientate pedagogy to the transformative, change-oriented, futures-focused pedagogy advocated by the literature. Furthermore, the authors’ responses do not contain evidence that suggests their thinking is informed by contemporary perspectives on ESD or geography education. The findings provide insights for understanding how textbooks are helping to reorient Namibian school geography that may be of value to textbook authors and curriculum developers. Furthermore, it illuminates the need for theoretically informed curriculum and textbook writing workshops.
- Full Text:
- Date Issued: 2020
- Authors: Uusiku, Naftal Amutenya
- Date: 2020
- Subjects: Geography -- Study and teaching -- Namibia , Geography -- Study and teaching -- Namibia -- Textbooks , Sustainable development -- Study and teaching -- Namibia , Environmental education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145524 , vital:38446
- Description: The World Social Science Report (UNESCO, 2013) describes environmental issues and challenges, many of which are driven by human activities. These include: changing consumption patterns, climate change, deforestation, desertification, water, population growth, poverty, food security, waste products and cultural diversity and globalization. Education for sustainable development [ESD], a vital tool for achieving the Sustainable Development Goals, requires a rethinking and reorienting of education to address sustainability (UNESCO, 2016). The International Geographical Union Commission on Geographical Education (2007, 2016) acknowledges the importance of reorienting of school geography to ESD. In Namibia, ESD has been embedded in the national curriculum. However, teachers play a critical role in reorienting school geography to ESD at the level of the classroom. They need appropriate resources to do so, the most widely used of which is the textbook. This study addresses the need for empirical research on how Namibian textbooks are reorienting geography to ESD. Using a qualitative interpretive research design, the study had the goals of understanding how selected Grade 9 textbooks are reorienting geography to ESD in what is taught (content) and how it is taught and learned (pedagogy), and how textbook authors perceive the reorienting of geography to ESD. Data were gathered through an online questionnaire of authors’ perceptions of their educational goals, important ESD content, the teaching strategies they use and the challenges they face. Document analysis was done on two causes of environmental deterioration — deforestation and population explosion in the theme Ecology — in three approved Grade 9 textbooks. The study provides evidence of how the selected textbooks are helping to reorientate school geography to the ESD content prescribed by the Namibian geography syllabus in a way that emphasizes knowing about, as opposed to critically engaging with the environmental challenges and issues at hand. With the exception of one textbook, the textbooks generally do not help to reorientate pedagogy to the transformative, change-oriented, futures-focused pedagogy advocated by the literature. Furthermore, the authors’ responses do not contain evidence that suggests their thinking is informed by contemporary perspectives on ESD or geography education. The findings provide insights for understanding how textbooks are helping to reorient Namibian school geography that may be of value to textbook authors and curriculum developers. Furthermore, it illuminates the need for theoretically informed curriculum and textbook writing workshops.
- Full Text:
- Date Issued: 2020
The effect of age and maturation on anthropometric characteristics and physical abilities of youth South African footballers
- Authors: De Beer, Ashley
- Date: 2020
- Subjects: Soccer -- Physiologial aspects , Soccer players -- South Africa -- Makhanda -- Physiology , Soccer players -- South Africa -- Makhanda -- Psychophysiology , Makana Local Football Association (South Africa)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/141222 , vital:37954
- Description: Currently there is limited research investigating the football related abilities of youth South African individuals. Populations from North and South America, Europe and Asia have been extensively covered in terms of their anthropometric characteristics, physical abilities, technical competency, tactical understanding as well as various personality traits. In describing these details, and especially how each is affected during the ageing and pubertal process, a more informed understanding of the talent development systems is created. A holistic approach to talent development is required to effectively and efficiently produce elite level footballers. An important consideration is the unique socio-economic environment many youth footballers experience which may impact on the talent development process. The present study therefore sought to quantify the anthropometric characteristics and the physical ability level of youth South African footballers from Local Football Association in Makhanda in the Sarah Baartman Region of the Eastern Cape province. In order to achieve this a two-factorial design was used with age and maturity status as independent variables. Anthropometric characteristics were tested by finding the height, weight, body mass index and total fat percentage of participants. Physical ability was determined by results for aerobic capacity, power, acceleration, speed and agility. All tests were football specific and had been widely used in a variety of footballing studies. Additional demographic and socio-economic information was also recorded. A total of 136 participants were placed in their respective Under 11, 13, 15 or Under 19 age groups, while the maturity status of 96 participants were stratified into five distinct categories. Statistical analyses was conducted using p-value significance, with appropriate Tukey post-hoc tests administered when necessary, while effect sizes were calculated using Cohen’s d. Significant changes and practical effect sizes were present for nearly all dependent variables when either stratified by age or by maturity. Total fat percentage was the only dependent variable which was not influenced by either age or maturity. Age and maturity effect sizes for total body fat percentage indicated practical changes present which did not occur during statistical analysis. The present results indicate poor values when compared to normative data or that of other football playing study populations. Further longitudinal research is required to better understand individual growth rates for youth South African footballers, particularly from the Makana region. Implications of the thesis may determine long term development pathways, while the delayed maturity rate is a critical finding which needs to be further researched.
- Full Text:
- Date Issued: 2020
- Authors: De Beer, Ashley
- Date: 2020
- Subjects: Soccer -- Physiologial aspects , Soccer players -- South Africa -- Makhanda -- Physiology , Soccer players -- South Africa -- Makhanda -- Psychophysiology , Makana Local Football Association (South Africa)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/141222 , vital:37954
- Description: Currently there is limited research investigating the football related abilities of youth South African individuals. Populations from North and South America, Europe and Asia have been extensively covered in terms of their anthropometric characteristics, physical abilities, technical competency, tactical understanding as well as various personality traits. In describing these details, and especially how each is affected during the ageing and pubertal process, a more informed understanding of the talent development systems is created. A holistic approach to talent development is required to effectively and efficiently produce elite level footballers. An important consideration is the unique socio-economic environment many youth footballers experience which may impact on the talent development process. The present study therefore sought to quantify the anthropometric characteristics and the physical ability level of youth South African footballers from Local Football Association in Makhanda in the Sarah Baartman Region of the Eastern Cape province. In order to achieve this a two-factorial design was used with age and maturity status as independent variables. Anthropometric characteristics were tested by finding the height, weight, body mass index and total fat percentage of participants. Physical ability was determined by results for aerobic capacity, power, acceleration, speed and agility. All tests were football specific and had been widely used in a variety of footballing studies. Additional demographic and socio-economic information was also recorded. A total of 136 participants were placed in their respective Under 11, 13, 15 or Under 19 age groups, while the maturity status of 96 participants were stratified into five distinct categories. Statistical analyses was conducted using p-value significance, with appropriate Tukey post-hoc tests administered when necessary, while effect sizes were calculated using Cohen’s d. Significant changes and practical effect sizes were present for nearly all dependent variables when either stratified by age or by maturity. Total fat percentage was the only dependent variable which was not influenced by either age or maturity. Age and maturity effect sizes for total body fat percentage indicated practical changes present which did not occur during statistical analysis. The present results indicate poor values when compared to normative data or that of other football playing study populations. Further longitudinal research is required to better understand individual growth rates for youth South African footballers, particularly from the Makana region. Implications of the thesis may determine long term development pathways, while the delayed maturity rate is a critical finding which needs to be further researched.
- Full Text:
- Date Issued: 2020
An analysis of how the use of geoboards as visualisation tools can be utilised in the teaching of quadrilaterals
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
- Date Issued: 2019
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
- Date Issued: 2019
Selected Namibian secondary school geography teachers’ pedagogical thinking and practices: the case of mapwork
- Naxweka, Johanna Ndamononghenda
- Authors: Naxweka, Johanna Ndamononghenda
- Date: 2019
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia , Cartography -- Study and teaching (Secondary) -- Namibia , Maps -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/76969 , vital:30651
- Description: Learner performance in mapwork in secondary school geography in Namibia has been consistently poor. Examiners’ reports provide detailed feedback on the difficulties learners demonstrate with little, if any, attention paid to teachers’ perceptions, experiences and pedagogical practices of mapwork. This qualitative study generated insights to understand selected geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty geography teachers in fifteen secondary schools in the Ohangwena Circuit in the Ohangwena Region of Namibia. The teachers’ responses were coded and analyzed and patterns and trends identified. Based on what emerged, a purposive sample of three teachers was chosen for in-depth interviews to probe their responses and to observe their classroom practices. The study draws on learner centred pedagogy (LCP), the official educational policy in Namibia, and Shulman’s perspectives of teachers’ content and pedagogical content knowledge (PCK) (1986, 1987) to interpret what teachers say about the teaching of mapwork and how they teach it. The qualities of teachers’ PCK that support student learning in mapwork are not yet fully understood because there has been little research on teachers’ PCK for teaching mapwork and spatial thinking in geography classrooms (Jo & Bednarz, 2014). The study sheds light on the teachers’ qualifications and experience, their perceptions and attitudes towards the teaching of mapwork, their teaching strategies and the resources they use. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. The study illuminated a disjuncture between the rhetoric and practice of learner centred pedagogy. There is evidence which suggests that the teachers’ knowledge of the curriculum is superficial and limited to content. Their practices are focused on teaching map skills and procedural knowledge with little, if any, attention given to spatial and map conceptual understanding and application of knowledge to solve problems. The study concludes that teachers’ map and spatial conceptual understanding and pedagogical content knowledge should be strengthened if the persistent problem of poor learner attainment is to be resolved. It provides insights that may be of value to Namibian teachers, teacher educators, curriculum policy developers and Senior Education Officers when addressing this problem.
- Full Text:
- Date Issued: 2019
- Authors: Naxweka, Johanna Ndamononghenda
- Date: 2019
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia , Cartography -- Study and teaching (Secondary) -- Namibia , Maps -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/76969 , vital:30651
- Description: Learner performance in mapwork in secondary school geography in Namibia has been consistently poor. Examiners’ reports provide detailed feedback on the difficulties learners demonstrate with little, if any, attention paid to teachers’ perceptions, experiences and pedagogical practices of mapwork. This qualitative study generated insights to understand selected geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty geography teachers in fifteen secondary schools in the Ohangwena Circuit in the Ohangwena Region of Namibia. The teachers’ responses were coded and analyzed and patterns and trends identified. Based on what emerged, a purposive sample of three teachers was chosen for in-depth interviews to probe their responses and to observe their classroom practices. The study draws on learner centred pedagogy (LCP), the official educational policy in Namibia, and Shulman’s perspectives of teachers’ content and pedagogical content knowledge (PCK) (1986, 1987) to interpret what teachers say about the teaching of mapwork and how they teach it. The qualities of teachers’ PCK that support student learning in mapwork are not yet fully understood because there has been little research on teachers’ PCK for teaching mapwork and spatial thinking in geography classrooms (Jo & Bednarz, 2014). The study sheds light on the teachers’ qualifications and experience, their perceptions and attitudes towards the teaching of mapwork, their teaching strategies and the resources they use. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. The study illuminated a disjuncture between the rhetoric and practice of learner centred pedagogy. There is evidence which suggests that the teachers’ knowledge of the curriculum is superficial and limited to content. Their practices are focused on teaching map skills and procedural knowledge with little, if any, attention given to spatial and map conceptual understanding and application of knowledge to solve problems. The study concludes that teachers’ map and spatial conceptual understanding and pedagogical content knowledge should be strengthened if the persistent problem of poor learner attainment is to be resolved. It provides insights that may be of value to Namibian teachers, teacher educators, curriculum policy developers and Senior Education Officers when addressing this problem.
- Full Text:
- Date Issued: 2019
Practising Adaptive IWRM (Integrated Water Resources Management) in South Africa
- Palmer, Carolyn G, Munnik, Victor, du Toit, Derick, Rogers, Kevin H, Pollard, Sharon, Hamer, Nick, Weaver, Matthew J T, Retief, Hugo, Sahula, Asiphe, O’Keeffe, Jay H
- Authors: Palmer, Carolyn G , Munnik, Victor , du Toit, Derick , Rogers, Kevin H , Pollard, Sharon , Hamer, Nick , Weaver, Matthew J T , Retief, Hugo , Sahula, Asiphe , O’Keeffe, Jay H
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/438005 , vital:73428 , ISBN 978-1-4312-0983-5 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2248-1-18.pdf
- Description: This chapter serves as a general introduction to the TPNP case stud-ies, with feedback from the progress of the RESILIM-O project. We draw attention here, and note clearly, that each case is set in a different context and scale, and proceeded in different ways, as well as combin-ing in use different discourses/practices and methodologies. To ensure a basis for comparability, each case study was required to use the Adaptive IWRM approach and methodologies, while not being required to record results in the same format. Case studies were designed to enable an exploration of scale effects–a core theoretical concept in complex social-ecological systems. We will be in a position to write a scholarly paper on a scale-comparison of practice-based Adaptive IWRM learning at different spatial and governance (institutional and social) scales, as a result of these findings.
- Full Text:
- Date Issued: 2018
- Authors: Palmer, Carolyn G , Munnik, Victor , du Toit, Derick , Rogers, Kevin H , Pollard, Sharon , Hamer, Nick , Weaver, Matthew J T , Retief, Hugo , Sahula, Asiphe , O’Keeffe, Jay H
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/438005 , vital:73428 , ISBN 978-1-4312-0983-5 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2248-1-18.pdf
- Description: This chapter serves as a general introduction to the TPNP case stud-ies, with feedback from the progress of the RESILIM-O project. We draw attention here, and note clearly, that each case is set in a different context and scale, and proceeded in different ways, as well as combin-ing in use different discourses/practices and methodologies. To ensure a basis for comparability, each case study was required to use the Adaptive IWRM approach and methodologies, while not being required to record results in the same format. Case studies were designed to enable an exploration of scale effects–a core theoretical concept in complex social-ecological systems. We will be in a position to write a scholarly paper on a scale-comparison of practice-based Adaptive IWRM learning at different spatial and governance (institutional and social) scales, as a result of these findings.
- Full Text:
- Date Issued: 2018
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