An evaluation of the impact of the Rhodes University Master of Education in Mathematics Education Programme in Namibia from the perspectives of its graduates
- Authors: David, Johannes
- Date: 2021-10-29
- Subjects: Master of education degree Namibia , Rhodes University. Department of Education , Mathematics Study and teaching , Critical thinking , Master of education degree Evaluation , Career development Namibia , Educational change Namibia , College students Attitudes
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191942 , vital:45181
- Description: Rhodes University (RU) has been offering a MEdME (Masters in Education, Mathematics Education) degree in Namibia for over 12 years without evaluating its success and impact. This study aimed to evaluate the MEdME programme’s impact on the graduates and on mathematics education in Namibia from the perspectives of its graduates. The study also evaluated the factors that enabled or limited the impact of the programme from the perspective of RU staff members. A three-phased research study was implemented to achieve this. Phase I was a MEdME theses audit to analyze what each graduate researched which then guided the sampling process. Phase II was a distribution of a questionnaire to willing MEdME graduates to elicit their views about the programme's impact. In Phase III, selected graduates were interviewed to follow up on the questionnaire. The RU academic staff members were also interviewed about the programme's design and rationale, as well as their perspectives on its impact on graduates' professional lives. The study found that graduates believed that the programme made them more critical reflexive practitioners (CRPs) who: are now self-introspective, can reflect in context and are competent researchers. This is a sign of the programme attaining its objectives of developing and growing CRPs and graduates, who have advanced in their fields, including their ability to do research. The programme also created opportunities for graduates to study further and/or publish papers. The programme further opened up opportunities for graduates’ promotion into positions of influence in the Ministry of Education where they can positively impact on mathematics education transformation in Namibia (METN). The graduates consequently noticed improvements in some areas but they also noticed room for improvement in other areas of mathematics education in Namibia. This study therefore suggests that more mathematics teachers study further, improve their research capacity and contribute more to METN. The study also suggests a national campaign to increase mathematics teachers' content knowledge. Furthermore, the programme should reintroduce coursework to address students’ subject content knowledge. RU is also advised to explore offering a Professional MEd in Namibia for students who want to focus more on improving their mathematics content knowledge. It is also proposed that Namibia establish a research bank where researchers can upload their theses for wider dissemination. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: David, Johannes
- Date: 2021-10-29
- Subjects: Master of education degree Namibia , Rhodes University. Department of Education , Mathematics Study and teaching , Critical thinking , Master of education degree Evaluation , Career development Namibia , Educational change Namibia , College students Attitudes
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191942 , vital:45181
- Description: Rhodes University (RU) has been offering a MEdME (Masters in Education, Mathematics Education) degree in Namibia for over 12 years without evaluating its success and impact. This study aimed to evaluate the MEdME programme’s impact on the graduates and on mathematics education in Namibia from the perspectives of its graduates. The study also evaluated the factors that enabled or limited the impact of the programme from the perspective of RU staff members. A three-phased research study was implemented to achieve this. Phase I was a MEdME theses audit to analyze what each graduate researched which then guided the sampling process. Phase II was a distribution of a questionnaire to willing MEdME graduates to elicit their views about the programme's impact. In Phase III, selected graduates were interviewed to follow up on the questionnaire. The RU academic staff members were also interviewed about the programme's design and rationale, as well as their perspectives on its impact on graduates' professional lives. The study found that graduates believed that the programme made them more critical reflexive practitioners (CRPs) who: are now self-introspective, can reflect in context and are competent researchers. This is a sign of the programme attaining its objectives of developing and growing CRPs and graduates, who have advanced in their fields, including their ability to do research. The programme also created opportunities for graduates to study further and/or publish papers. The programme further opened up opportunities for graduates’ promotion into positions of influence in the Ministry of Education where they can positively impact on mathematics education transformation in Namibia (METN). The graduates consequently noticed improvements in some areas but they also noticed room for improvement in other areas of mathematics education in Namibia. This study therefore suggests that more mathematics teachers study further, improve their research capacity and contribute more to METN. The study also suggests a national campaign to increase mathematics teachers' content knowledge. Furthermore, the programme should reintroduce coursework to address students’ subject content knowledge. RU is also advised to explore offering a Professional MEd in Namibia for students who want to focus more on improving their mathematics content knowledge. It is also proposed that Namibia establish a research bank where researchers can upload their theses for wider dissemination. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An evaluation of the socio-economic costs and benefits of the invasive Rubus (Blackberry/Bramble) genus at selected sites in South Africa
- Authors: Mason, Brett Anthony
- Date: 2021-10-29
- Subjects: Rubus South Africa Cost effectiveness , Invasive plants South Africa Cost effectiveness , Rubus Economic aspects South Africa , Ecology Economic aspects South Africa , Rubus Ecology South Africa , Environmental economics South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191931 , vital:45180
- Description: Rubus L. (brambles, blackberries, raspberries, or dewberries) are a globally recognised genus due to the edible fruit and negative impacts they can have as invasive species. There are at least 23 species of Rubus subgenus Rubus in South Africa. These include native, alien, naturalised alien, and invasive alien species. The invasive Rubus species are becoming an increasing problem in South Africa with experts in invasion biology urging caution regarding the genus (Henderson, 2011). The taxonomy of indigenous, alien and alien invasive species of Rubus are poorly understood and therefore efforts to understand the genus, the impacts and solutions to those impacts have been very limited (Stirton, 1981; Henderson, 2011; Sochor et al., 2018a). There has also been little research conducted on the economic or ecological impacts on the species or genus of species in South Africa (du Plessis et al., 1984; Botha, 2005), and yet species in the genus have been earmarked for prioritization by invasive species legislation. The potential value of certain species as well as the cost associated with their impacts could potentially create a complex conflict of interest scenario which has not been investigated. This study is an effort to inform future policy decisions regarding this suite of species by investigating the economic impacts of the invasive Rubus species. A method was developed unique to the study that incorporated research tools from environmental economics and geography to identify the nature of interactions between economic agents, experts, and alien and invasive Rubus species in South Africa. Two questionnaires were developed to generate economic data and ground proofing was used to develop geographic data. One questionnaire was directed specifically at researchers and academics that attended the 46th National Symposium on Biological Invasions that took place between 15–17 May 2019, at Waterval Country Lodge, Tulbagh and the other an economic agent questionnaire for economic agents that met strict and selective criteria relating to the impact of the six invasive Rubus species on their economic activity. Both questionnaires were designed with a mixed methods approach in mind. The ground proofing was aimed at understanding the composition and distribution of Rubus species at the selected sites: Cathcart and Hogsback (The Eastern Cape Province), Clarens (Free State Province), and Underberg (KwaZulu-Natal Province). The study established that all economic impacts of invasive Rubus species at selected sites are externalities. Invasive Rubus species in South Africa can be attributed as (i) harbouring vermin, (ii) impeding human and animal livestock, (iii) reducing crop yields, (iv) encroaching on grazing land, (v) presenting fire hazards, and (vi) negatively impacting fire regimes. These species also (i) provide berries that are retailed on a commercial level, or have been, (ii) that are utilized for personal consumption, (iii) provide an ingredient for alcohol brewing processes, and (iv) could potentially facilitate forest regeneration. The invasive species are infrequently browsed by certain livestock and far as we could ascertain do not provide ingredients for anti-inflammatory drugs or modern cosmetics in South Africa, as they do in other regions of the globe. The costs associated with the invasive species can be presented dichotomously; the estimated private cost-benefit ratio, for costs and benefits incurred or enjoyed by 18 private economic agents, stands at 0.33:1. A private-public benefit-cost ratio, that incorporates both private and public costs and benefits, stands at 13,5:1. The private-public benefit-cost includes public expenditure, or government control measures, directed at invasive Rubus and shifts the benefit-cost ratio so that costs now markedly dominate the estimated benefits. The benefits per hectare uncovered in this study stand at R13.14/ha. The private costs stand at R4.32/ha and a holistic cost, including both private and public expenditure, stands at R177,43/ha. The monetary values, when expressed per hectare, are misleading. This is due to a large standard deviation in the spread of benefits received. The benefits are enjoyed by a small number of the already small sample of respondents. The costs and benefits are not uniformly distributed across regions assessed. All benefits in this study accrue to economic agents in the Free State Province, whilst most of the costs accrued to economic agents in KwaZulu-Natal Province. The benefits appear to be primarily derived from an alien species, Rubus sect. Arguti. Management of the 6 species of invasive Rubus could be optimised by the prioritisation of those regions that incur the highest cost and derive the lowest benefit, in this case KwaZulu-Natal Province. Likewise, those regions with the highest benefits and lowest costs, the Free State Province, could provide sites for increased use and beneficiation of berries from invasive species. Management of individual species may prove difficult, given the similar morphologies, and thus, (i) either specialised training for those engaged in control must be instituted, (ii) all species of alien Rubus should be earmarked for management, or (iii) highly specific biocontrol agents for the most problematic species must be found. , Thesis (MEcon) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mason, Brett Anthony
- Date: 2021-10-29
- Subjects: Rubus South Africa Cost effectiveness , Invasive plants South Africa Cost effectiveness , Rubus Economic aspects South Africa , Ecology Economic aspects South Africa , Rubus Ecology South Africa , Environmental economics South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191931 , vital:45180
- Description: Rubus L. (brambles, blackberries, raspberries, or dewberries) are a globally recognised genus due to the edible fruit and negative impacts they can have as invasive species. There are at least 23 species of Rubus subgenus Rubus in South Africa. These include native, alien, naturalised alien, and invasive alien species. The invasive Rubus species are becoming an increasing problem in South Africa with experts in invasion biology urging caution regarding the genus (Henderson, 2011). The taxonomy of indigenous, alien and alien invasive species of Rubus are poorly understood and therefore efforts to understand the genus, the impacts and solutions to those impacts have been very limited (Stirton, 1981; Henderson, 2011; Sochor et al., 2018a). There has also been little research conducted on the economic or ecological impacts on the species or genus of species in South Africa (du Plessis et al., 1984; Botha, 2005), and yet species in the genus have been earmarked for prioritization by invasive species legislation. The potential value of certain species as well as the cost associated with their impacts could potentially create a complex conflict of interest scenario which has not been investigated. This study is an effort to inform future policy decisions regarding this suite of species by investigating the economic impacts of the invasive Rubus species. A method was developed unique to the study that incorporated research tools from environmental economics and geography to identify the nature of interactions between economic agents, experts, and alien and invasive Rubus species in South Africa. Two questionnaires were developed to generate economic data and ground proofing was used to develop geographic data. One questionnaire was directed specifically at researchers and academics that attended the 46th National Symposium on Biological Invasions that took place between 15–17 May 2019, at Waterval Country Lodge, Tulbagh and the other an economic agent questionnaire for economic agents that met strict and selective criteria relating to the impact of the six invasive Rubus species on their economic activity. Both questionnaires were designed with a mixed methods approach in mind. The ground proofing was aimed at understanding the composition and distribution of Rubus species at the selected sites: Cathcart and Hogsback (The Eastern Cape Province), Clarens (Free State Province), and Underberg (KwaZulu-Natal Province). The study established that all economic impacts of invasive Rubus species at selected sites are externalities. Invasive Rubus species in South Africa can be attributed as (i) harbouring vermin, (ii) impeding human and animal livestock, (iii) reducing crop yields, (iv) encroaching on grazing land, (v) presenting fire hazards, and (vi) negatively impacting fire regimes. These species also (i) provide berries that are retailed on a commercial level, or have been, (ii) that are utilized for personal consumption, (iii) provide an ingredient for alcohol brewing processes, and (iv) could potentially facilitate forest regeneration. The invasive species are infrequently browsed by certain livestock and far as we could ascertain do not provide ingredients for anti-inflammatory drugs or modern cosmetics in South Africa, as they do in other regions of the globe. The costs associated with the invasive species can be presented dichotomously; the estimated private cost-benefit ratio, for costs and benefits incurred or enjoyed by 18 private economic agents, stands at 0.33:1. A private-public benefit-cost ratio, that incorporates both private and public costs and benefits, stands at 13,5:1. The private-public benefit-cost includes public expenditure, or government control measures, directed at invasive Rubus and shifts the benefit-cost ratio so that costs now markedly dominate the estimated benefits. The benefits per hectare uncovered in this study stand at R13.14/ha. The private costs stand at R4.32/ha and a holistic cost, including both private and public expenditure, stands at R177,43/ha. The monetary values, when expressed per hectare, are misleading. This is due to a large standard deviation in the spread of benefits received. The benefits are enjoyed by a small number of the already small sample of respondents. The costs and benefits are not uniformly distributed across regions assessed. All benefits in this study accrue to economic agents in the Free State Province, whilst most of the costs accrued to economic agents in KwaZulu-Natal Province. The benefits appear to be primarily derived from an alien species, Rubus sect. Arguti. Management of the 6 species of invasive Rubus could be optimised by the prioritisation of those regions that incur the highest cost and derive the lowest benefit, in this case KwaZulu-Natal Province. Likewise, those regions with the highest benefits and lowest costs, the Free State Province, could provide sites for increased use and beneficiation of berries from invasive species. Management of individual species may prove difficult, given the similar morphologies, and thus, (i) either specialised training for those engaged in control must be instituted, (ii) all species of alien Rubus should be earmarked for management, or (iii) highly specific biocontrol agents for the most problematic species must be found. , Thesis (MEcon) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10-29
An exploration of how schools and teachers interpret and implement the Language in Education Policy for their classroom practice: a case study
- Authors: Sibanda, Sikhumbuzo
- Date: 2021-10-29
- Subjects: Language policy South Africa , Education and state South Africa , Critical discourse analysis , Native language and education South Africa Kuruman , Educational change South Africa , South Africa Colonial influence , South African Language in Education Policy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192035 , vital:45190
- Description: This case study explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practices. Scholars like Alexander and Block (2012) note that the South African Language in Education Policy (LiEP) is one of the advanced policies globally. Other scholars like Perry (2015) and Ngcobo (2015) state that the policy in South Africa has failed when it comes to implementation. It is against this background that the research explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practice in three primary schools in Kuruman, Northern Cape. The research methodology was qualitative and it used a case study approach. The study is informed and framed by the Language Policy framework and the CDA (Critical Discourse Analysis). The research sites were three Grade 4 classes and the participants were three teachers, three principals and three SGB Chairpersons from three different schools (one school in deep rural, another in semi-urban and the third in urban) in Kuruman. This case study, located in the interpretive paradigm, employed individual semi-structured interviews, non-participant classroom observations, document analyses and field notes for data collection. The study revealed that teachers are not versed in LiEP and their classroom practice is therefore not based on policy but on their own perceptions. Classroom practices were incongruent with what the Language in Education Policy requires. Even other documents which support the Language in Education Policy like the school language policies, were not used as guiding documents for classroom practice. Lastly, this study revealed that, despite a plethora of literature on how practice engages and disengages with Language in Education Policy (LiEP), the deconstruction of colonial and apartheid education is still a challenge especially in language use, perceptions of mother tongue instruction and the hegemony of English. One of the recommendations of this study is that teachers must be taught to use Languages of Learning and teaching required in their areas and they should also be given continuous professional development courses on policies so as to improve their practice. Language Policy Units should be set up within the provincial and district Departments of Education that would support the implementation of LiEP. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Sibanda, Sikhumbuzo
- Date: 2021-10-29
- Subjects: Language policy South Africa , Education and state South Africa , Critical discourse analysis , Native language and education South Africa Kuruman , Educational change South Africa , South Africa Colonial influence , South African Language in Education Policy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192035 , vital:45190
- Description: This case study explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practices. Scholars like Alexander and Block (2012) note that the South African Language in Education Policy (LiEP) is one of the advanced policies globally. Other scholars like Perry (2015) and Ngcobo (2015) state that the policy in South Africa has failed when it comes to implementation. It is against this background that the research explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practice in three primary schools in Kuruman, Northern Cape. The research methodology was qualitative and it used a case study approach. The study is informed and framed by the Language Policy framework and the CDA (Critical Discourse Analysis). The research sites were three Grade 4 classes and the participants were three teachers, three principals and three SGB Chairpersons from three different schools (one school in deep rural, another in semi-urban and the third in urban) in Kuruman. This case study, located in the interpretive paradigm, employed individual semi-structured interviews, non-participant classroom observations, document analyses and field notes for data collection. The study revealed that teachers are not versed in LiEP and their classroom practice is therefore not based on policy but on their own perceptions. Classroom practices were incongruent with what the Language in Education Policy requires. Even other documents which support the Language in Education Policy like the school language policies, were not used as guiding documents for classroom practice. Lastly, this study revealed that, despite a plethora of literature on how practice engages and disengages with Language in Education Policy (LiEP), the deconstruction of colonial and apartheid education is still a challenge especially in language use, perceptions of mother tongue instruction and the hegemony of English. One of the recommendations of this study is that teachers must be taught to use Languages of Learning and teaching required in their areas and they should also be given continuous professional development courses on policies so as to improve their practice. Language Policy Units should be set up within the provincial and district Departments of Education that would support the implementation of LiEP. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An inquiry into how Inter Press Service Africa makes alternative news from the Global South
- Authors: Chiwota, Elijah
- Date: 2021-10-29
- Subjects: Inter Press Service. Regional Centre for Africa , Workshop on the New World Information and Communication Order (1980 : Geneva, Switzerland) , Sustainable Development Goals Fund , Mass media Political aspects , Radicalism and the press , Mass media and globalization , Hegemony Political aspects , Counter hegemony
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192203 , vital:45205
- Description: An inquiry into how Inter Press Service (IPS) Africa makes alternative news from the Global South, is a study of a news agency that seeks to reverse the flows of information which predominantly comes from the Global North and by doing so carries the interests of the Global North (Boyd-Barrett, 2003). IPS was founded in 1964 by an international co-operative of journalists in the aftermath of the Cuban Revolution. At the same time, struggles for decolonization were at their peak in Africa and Asia. IPS promotes journalism for South-South co-operation and horizontal communication -- ideas that coincidentally found resonance in the debates for the New World Information and Communication Order (NWICO) that took place under the auspices of the United Nations Scientific and Cultural Organization (UNESCO) in 1980 (MacBride, 1980). As a regional centre of the IPS and a news agency of the Global South, IPS Africa is an alternative to international news agencies whose reports on Africa are characterised by representations of the other with a narrow focus on natural disasters, poverty, disease, and conflict. To counter this, IPS Africa developed alternative ways of news making from the Global South that focuses on highlighting the United Nations Sustainable Development Goals (SDGs) as one of the strategies to end poverty and promote sustainable development and to recognize the centrality of global partnerships for sustainable development. IPS African stories are written by local journalists who are familiar with the context under which they report. These stories can be described using the lenses of radical media content. IPS Africa is a not-for-profit news agency that makes news based on its organizational themes. Some of the stories emanate from reporters and editors who investigate development issues in their communities and link these to global events and developments. The study draws on Atton (2001) model of alternative and radical media to identify characteristics that include radical content and news values. A social realist approach is used in the study and the qualitative methods used are the analysis of documents, in-depth interviews, and textual analysis. The findings conclude that although a non-profit, IPS Africa can be described as a hybrid media organization in that it is a traditional news agency, with a management structure with board members, who contract freelance journalists to write copy. However, more meaning is found in the radical content of its stories. Despite being firmly rooted in its mission of “telling Africa’s untold stories,” the news agency has insufficient human and financial resources. Consequently, it faces sustainability and viability problems because of its over-reliance on external support through donor funds. , Thesis (MA) -- Faculty of Humanities, Journalsim and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Chiwota, Elijah
- Date: 2021-10-29
- Subjects: Inter Press Service. Regional Centre for Africa , Workshop on the New World Information and Communication Order (1980 : Geneva, Switzerland) , Sustainable Development Goals Fund , Mass media Political aspects , Radicalism and the press , Mass media and globalization , Hegemony Political aspects , Counter hegemony
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192203 , vital:45205
- Description: An inquiry into how Inter Press Service (IPS) Africa makes alternative news from the Global South, is a study of a news agency that seeks to reverse the flows of information which predominantly comes from the Global North and by doing so carries the interests of the Global North (Boyd-Barrett, 2003). IPS was founded in 1964 by an international co-operative of journalists in the aftermath of the Cuban Revolution. At the same time, struggles for decolonization were at their peak in Africa and Asia. IPS promotes journalism for South-South co-operation and horizontal communication -- ideas that coincidentally found resonance in the debates for the New World Information and Communication Order (NWICO) that took place under the auspices of the United Nations Scientific and Cultural Organization (UNESCO) in 1980 (MacBride, 1980). As a regional centre of the IPS and a news agency of the Global South, IPS Africa is an alternative to international news agencies whose reports on Africa are characterised by representations of the other with a narrow focus on natural disasters, poverty, disease, and conflict. To counter this, IPS Africa developed alternative ways of news making from the Global South that focuses on highlighting the United Nations Sustainable Development Goals (SDGs) as one of the strategies to end poverty and promote sustainable development and to recognize the centrality of global partnerships for sustainable development. IPS African stories are written by local journalists who are familiar with the context under which they report. These stories can be described using the lenses of radical media content. IPS Africa is a not-for-profit news agency that makes news based on its organizational themes. Some of the stories emanate from reporters and editors who investigate development issues in their communities and link these to global events and developments. The study draws on Atton (2001) model of alternative and radical media to identify characteristics that include radical content and news values. A social realist approach is used in the study and the qualitative methods used are the analysis of documents, in-depth interviews, and textual analysis. The findings conclude that although a non-profit, IPS Africa can be described as a hybrid media organization in that it is a traditional news agency, with a management structure with board members, who contract freelance journalists to write copy. However, more meaning is found in the radical content of its stories. Despite being firmly rooted in its mission of “telling Africa’s untold stories,” the news agency has insufficient human and financial resources. Consequently, it faces sustainability and viability problems because of its over-reliance on external support through donor funds. , Thesis (MA) -- Faculty of Humanities, Journalsim and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
An interpretative phenomenological analysis of mothers’ experiences raising an autistic child
- Authors: Hewson, Aimee Jessica
- Date: 2021-10-29
- Subjects: Autism spectrum disorders South Africa , Autism spectrum disorders in children South Africa , Mothers of children with disabilities South Africa , Phenomenological psychology , Qualitative research , Interpretative phenomenological analysis
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190725 , vital:45022
- Description: There has been an increasing research focus on Autism Spectrum Disorder (ASD) and the experiences of those affected by autism. Previous research has demonstrated that mothers experience difficulties in all spheres related to their autistic child. Mothers were focused on exclusively in this study as previous research found that it is mostly mothers who take on the primary caring role for their children. As a result, this research aimed to explore the perceptions and experience of six South African mothers raising their ASD child. This research used a qualitative research approach and an interpretative phenomenological analysis methodology. Two semi-structured interviews were held with each participant, with interviews being audio recorded. After analysis, five themes were found, namely: (1) learning their child has a condition or diagnosis, (2) learning and sharing about ASD, (3) the mothering experience, (4) interventions and cost and (5) supportive resources. Careful anonymisation choices were made in this research to ensure the anonymity of participants as best as possible, due to the recruitment through a gatekeeper organisation and snowball sampling. The main findings of this study were that mothers experienced difficulties and challenges as they navigated the medical world in search of a diagnosis for their child. Mothers also reported following their intuition when it came to their children’s care, interventions, and schooling. The passage of time was a significant issue to mothers, as they described several delays and waiting periods. Mothers also described their concerns regarding their children’s future and the fact that their child would be dependent on them and would not be able to form autonomous mature relationships with others. They also reported various thoughts on disclosing their child’s diagnosis to their children. This research, therefore, added to and expanded upon South African literature on the experiences of mothers raising their ASD child. Concurring with previous research, this project found that mothers experience many challenges in the raising of their ASD child. , Thesis (MSocSci) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Hewson, Aimee Jessica
- Date: 2021-10-29
- Subjects: Autism spectrum disorders South Africa , Autism spectrum disorders in children South Africa , Mothers of children with disabilities South Africa , Phenomenological psychology , Qualitative research , Interpretative phenomenological analysis
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190725 , vital:45022
- Description: There has been an increasing research focus on Autism Spectrum Disorder (ASD) and the experiences of those affected by autism. Previous research has demonstrated that mothers experience difficulties in all spheres related to their autistic child. Mothers were focused on exclusively in this study as previous research found that it is mostly mothers who take on the primary caring role for their children. As a result, this research aimed to explore the perceptions and experience of six South African mothers raising their ASD child. This research used a qualitative research approach and an interpretative phenomenological analysis methodology. Two semi-structured interviews were held with each participant, with interviews being audio recorded. After analysis, five themes were found, namely: (1) learning their child has a condition or diagnosis, (2) learning and sharing about ASD, (3) the mothering experience, (4) interventions and cost and (5) supportive resources. Careful anonymisation choices were made in this research to ensure the anonymity of participants as best as possible, due to the recruitment through a gatekeeper organisation and snowball sampling. The main findings of this study were that mothers experienced difficulties and challenges as they navigated the medical world in search of a diagnosis for their child. Mothers also reported following their intuition when it came to their children’s care, interventions, and schooling. The passage of time was a significant issue to mothers, as they described several delays and waiting periods. Mothers also described their concerns regarding their children’s future and the fact that their child would be dependent on them and would not be able to form autonomous mature relationships with others. They also reported various thoughts on disclosing their child’s diagnosis to their children. This research, therefore, added to and expanded upon South African literature on the experiences of mothers raising their ASD child. Concurring with previous research, this project found that mothers experience many challenges in the raising of their ASD child. , Thesis (MSocSci) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
An investigation into the extent to which grade 12 Mechanical Technology (MT) curriculum practices relate to the Green Economy: A case study of two Eastern Cape technical high schools
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Biton’s Lost Siege Engine: Experimental archaeology in Classical Studies
- Authors: Rademan, David John
- Date: 2021-10-29
- Subjects: Pergamum (Extinct city) , Dimensional analysis , Engineering History To 168 B.C. , Fluid mechanics History To 168 B.C. , Byzantine literature History and criticism , Siege warfare History To 168 B.C. , Biton of Pergamon , Isidorus of Abydos , Poliorcetics
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192330 , vital:45216
- Description: This thesis entails an examination of several problems inherent in placing a technical treatise by the Hellenistic Greek engineer, Biton of Pergamon, at a siege of 156-154BCE, with a view to galvanising the existing case of previous scholarship through a combined approach of literary, textual, geographical, and technical analysis. Particular focus is given to the following problems: technical errors in current translations of the treatise of Biton; technical considerations in scholars’ reproductions of a particular engine in the treatise; an assessment of the practical implications of the treatise in situ at the physical site of the ancient city of Pergamon in the second century BCE, as evidenced by archaeological findings and surveys; assessment of those implications by way of historical records of similar conflicts from the Hellenistic period; and suggesting a procedure of dimensional analysis for testing a hypothesis regarding the feasibility of the ancient engineer’s recommended engines as a stand-in for the city’s original defenses, in a manner that harmonises the methodologies of historicism and experimental archaeology with sound and appropriate modern engineering practice from the field of Fluid Mechanics. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Rademan, David John
- Date: 2021-10-29
- Subjects: Pergamum (Extinct city) , Dimensional analysis , Engineering History To 168 B.C. , Fluid mechanics History To 168 B.C. , Byzantine literature History and criticism , Siege warfare History To 168 B.C. , Biton of Pergamon , Isidorus of Abydos , Poliorcetics
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192330 , vital:45216
- Description: This thesis entails an examination of several problems inherent in placing a technical treatise by the Hellenistic Greek engineer, Biton of Pergamon, at a siege of 156-154BCE, with a view to galvanising the existing case of previous scholarship through a combined approach of literary, textual, geographical, and technical analysis. Particular focus is given to the following problems: technical errors in current translations of the treatise of Biton; technical considerations in scholars’ reproductions of a particular engine in the treatise; an assessment of the practical implications of the treatise in situ at the physical site of the ancient city of Pergamon in the second century BCE, as evidenced by archaeological findings and surveys; assessment of those implications by way of historical records of similar conflicts from the Hellenistic period; and suggesting a procedure of dimensional analysis for testing a hypothesis regarding the feasibility of the ancient engineer’s recommended engines as a stand-in for the city’s original defenses, in a manner that harmonises the methodologies of historicism and experimental archaeology with sound and appropriate modern engineering practice from the field of Fluid Mechanics. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
Cellphones and whistles: Exploring the communicative ecology and sociality of the Enkanini informal settlement in Makhanda
- Authors: Baloyi, Karabo
- Date: 2021-10-29
- Subjects: Communication models , Cell phones Social aspects South Africa Makhanda , Cell phones Economic aspects South Africa Makhanda , Squatter settlements South Africa Makhanda , South Africa Social conditions 1994- , South Africa Economic conditions 1991- , South Africa Social life and customs , Communication Economic aspects South Africa Makhanda , Whistles South Africa Makhanda , Decolonization South Africa Makhanda , Communicative ecology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191046 , vital:45053
- Description: This thesis explores the communicative ecology in the Enkanini informal settlement in Makhanda, and in particular their use of mobile phones and whistles to build a sense of community. It makes the case for word-of-mouth as an integral part of the communicative ecology despite not being a technological device. It then examines the sociality that arises from the use of these devices, and how coloniality impacts on the participants’ everyday experiences. The research was conducted through telephonic in-depth interviews with participants. To corroborate some of the content drawn from interviews, I used Grocott’s Mail, Makhanda’s only independent newspaper as an archival source, as well as some of the participants’ Facebook profiles. This research argues that as a consequence of coloniality, Enkanini’s residents suffer socio-economic challenges, and thus are unable to use digital technologies as much as they might like to, to communicate with their neighbours. As a consequence, word-of-mouth is their main form of communication with one another. Whistles are the ‘low-tech’ device used for community-wide communication to alert residents of an emergency, or about a meeting or protest. My findings contest generalised claims of society moving towards a network sociality, where individuality and project-based communication is valued over more communal forms of living. They also demonstrate the ways in which coloniality shapes almost every aspect of marginalised people’s lives, making word of mouth the most significant form of communication, notwithstanding the apparent availability of digital technology. It also shows how a marginalised group uses the resources it has to pressure local government officials to provide them with the basis infrastructure they need for survival. , Thesis (MA) -- Faculty of Humanities, Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Baloyi, Karabo
- Date: 2021-10-29
- Subjects: Communication models , Cell phones Social aspects South Africa Makhanda , Cell phones Economic aspects South Africa Makhanda , Squatter settlements South Africa Makhanda , South Africa Social conditions 1994- , South Africa Economic conditions 1991- , South Africa Social life and customs , Communication Economic aspects South Africa Makhanda , Whistles South Africa Makhanda , Decolonization South Africa Makhanda , Communicative ecology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191046 , vital:45053
- Description: This thesis explores the communicative ecology in the Enkanini informal settlement in Makhanda, and in particular their use of mobile phones and whistles to build a sense of community. It makes the case for word-of-mouth as an integral part of the communicative ecology despite not being a technological device. It then examines the sociality that arises from the use of these devices, and how coloniality impacts on the participants’ everyday experiences. The research was conducted through telephonic in-depth interviews with participants. To corroborate some of the content drawn from interviews, I used Grocott’s Mail, Makhanda’s only independent newspaper as an archival source, as well as some of the participants’ Facebook profiles. This research argues that as a consequence of coloniality, Enkanini’s residents suffer socio-economic challenges, and thus are unable to use digital technologies as much as they might like to, to communicate with their neighbours. As a consequence, word-of-mouth is their main form of communication with one another. Whistles are the ‘low-tech’ device used for community-wide communication to alert residents of an emergency, or about a meeting or protest. My findings contest generalised claims of society moving towards a network sociality, where individuality and project-based communication is valued over more communal forms of living. They also demonstrate the ways in which coloniality shapes almost every aspect of marginalised people’s lives, making word of mouth the most significant form of communication, notwithstanding the apparent availability of digital technology. It also shows how a marginalised group uses the resources it has to pressure local government officials to provide them with the basis infrastructure they need for survival. , Thesis (MA) -- Faculty of Humanities, Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
Characterisation of the ultramafic and carbonatite components of the Schiel Alkaline Complex in the Limpopo Province of South Africa
- Authors: Mahomed, Uzayr
- Date: 2021-10-29
- Subjects: Ultrabasic rocks South Africa Limpopo , Carbonatites South Africa Limpopo , Geology South Africa Limpopo , Mica South Africa Limpopo , Biotite South Africa Limpopo , Magmatism , Schiel Alkaline Complex , Phoscorite , Glimmerite
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294768 , vital:57253
- Description: Owing to the poor documentation of the phoscorite-carbonatite association present in the Schiel Complex and the associated economic potential of other known phoscorite-bearing complexes, the Schiel Complex is widely thought to have similar economic potential. This complex is often compared to the lucrative Phalaborwa Complex, as it is thought to have crystallised from a common parental melt, with a similar age of emplacement. This study aims to provide clarity on the physical and chemical characterisation of the various rock types present in the Schiel Complex, with this study being the first petrological investigation based on fresh in-situ samples gathered from 3 borehole cores which were drilled by FOSKOR in the 1960s. The sampled sections of the ultramafics from the Schiel Complex are comprised of end-member rock compositions of either magmatic phoscorites or pyroxenites or metasomatic glimmerites, where gradational contacts between these various end-members produce rock varieties that contain characteristics of one or more end-member types. Carbonatite rocks are present as medium-grained, coarse-grained and banded calcio-carbonatite varieties where the carbonatite rocks are proposed as being the metasomatic medium for glimmerite production. Contrary to previous research, the structure of the ultramafic and carbonatite bodies are present as vein and veinlet structures which seem to originate from a single pipe-like body, from which these rock types intruded into the surrounding syenitic country-rock. Metasomatic alteration of the ultramafic sections of the Schiel Complex also show that the carbonatite rocks must have intruded after some ultramafic magmatism. The presence of the same minerals, with similar chemistries, in both the ultramafic and carbonatite rocks as well as similar REE chondrite-normalised plots show that the various rock types may have originated from a common parental magma, where the accumulation and crystallisation of minerals is the most likely factor in producing the various Schiel Complex rock varieties, causing silicate minerals to be present in the carbonate fraction of the magma, and carbonate minerals in the silicate fraction of the magma. Apatite is the expected rare earth element (REE) mineralising mineral in phoscorites, but is shown to be depleted in REE content in the Schiel Complex due to metasomatic fluid infiltration causing the scavenging and dissipation of REEs. These rocks have also crystallised containing no significant copper-bearing mineralisation, contrary to that which is seen in the Phalaborwa Complex. A comparison of mica minerals between the Schiel Complex rocks and the Phalaborwa Complex rocks show that the two complexes have undergone unique emplacement processes and should not be considered as sister complexes. Efforts to date the glimmerite and carbonatite rocks based on zircon grain U/Pb geochronology proved unsuccessful in constraining the current ages of emplacement provided by previous researchers, but rock relationships show that the current accepted sequence of events cannot be correct, providing scope for further research. This study provides an update on the chemical and physical characteristics, based on the only available sample suite of the ultramafic and carbonatite components, of the Schiel Complex, increasing the depth of documentation of these rare rock types and aiding in refuting some conclusions on the genesis, emplacement and evolution of the Schiel Complex proposed by previous research. , Thesis (MSc) -- Faculty of Science, Geology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mahomed, Uzayr
- Date: 2021-10-29
- Subjects: Ultrabasic rocks South Africa Limpopo , Carbonatites South Africa Limpopo , Geology South Africa Limpopo , Mica South Africa Limpopo , Biotite South Africa Limpopo , Magmatism , Schiel Alkaline Complex , Phoscorite , Glimmerite
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/294768 , vital:57253
- Description: Owing to the poor documentation of the phoscorite-carbonatite association present in the Schiel Complex and the associated economic potential of other known phoscorite-bearing complexes, the Schiel Complex is widely thought to have similar economic potential. This complex is often compared to the lucrative Phalaborwa Complex, as it is thought to have crystallised from a common parental melt, with a similar age of emplacement. This study aims to provide clarity on the physical and chemical characterisation of the various rock types present in the Schiel Complex, with this study being the first petrological investigation based on fresh in-situ samples gathered from 3 borehole cores which were drilled by FOSKOR in the 1960s. The sampled sections of the ultramafics from the Schiel Complex are comprised of end-member rock compositions of either magmatic phoscorites or pyroxenites or metasomatic glimmerites, where gradational contacts between these various end-members produce rock varieties that contain characteristics of one or more end-member types. Carbonatite rocks are present as medium-grained, coarse-grained and banded calcio-carbonatite varieties where the carbonatite rocks are proposed as being the metasomatic medium for glimmerite production. Contrary to previous research, the structure of the ultramafic and carbonatite bodies are present as vein and veinlet structures which seem to originate from a single pipe-like body, from which these rock types intruded into the surrounding syenitic country-rock. Metasomatic alteration of the ultramafic sections of the Schiel Complex also show that the carbonatite rocks must have intruded after some ultramafic magmatism. The presence of the same minerals, with similar chemistries, in both the ultramafic and carbonatite rocks as well as similar REE chondrite-normalised plots show that the various rock types may have originated from a common parental magma, where the accumulation and crystallisation of minerals is the most likely factor in producing the various Schiel Complex rock varieties, causing silicate minerals to be present in the carbonate fraction of the magma, and carbonate minerals in the silicate fraction of the magma. Apatite is the expected rare earth element (REE) mineralising mineral in phoscorites, but is shown to be depleted in REE content in the Schiel Complex due to metasomatic fluid infiltration causing the scavenging and dissipation of REEs. These rocks have also crystallised containing no significant copper-bearing mineralisation, contrary to that which is seen in the Phalaborwa Complex. A comparison of mica minerals between the Schiel Complex rocks and the Phalaborwa Complex rocks show that the two complexes have undergone unique emplacement processes and should not be considered as sister complexes. Efforts to date the glimmerite and carbonatite rocks based on zircon grain U/Pb geochronology proved unsuccessful in constraining the current ages of emplacement provided by previous researchers, but rock relationships show that the current accepted sequence of events cannot be correct, providing scope for further research. This study provides an update on the chemical and physical characteristics, based on the only available sample suite of the ultramafic and carbonatite components, of the Schiel Complex, increasing the depth of documentation of these rare rock types and aiding in refuting some conclusions on the genesis, emplacement and evolution of the Schiel Complex proposed by previous research. , Thesis (MSc) -- Faculty of Science, Geology, 2021
- Full Text:
- Date Issued: 2021-10-29
Characterization of Fluorescently-Labelled Plasmodium Lactate Dehydrogenase-Binding Aptamers for the Detection and Speciation of Malarial Infections
- Authors: Taylor, Bianca Rose
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192572 , vital:45238
- Description: Thesis (MSc) -- Faculty of Science, Biotechnology Innovation Centre, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Taylor, Bianca Rose
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192572 , vital:45238
- Description: Thesis (MSc) -- Faculty of Science, Biotechnology Innovation Centre, 2021
- Full Text:
- Date Issued: 2021-10-29
Climate change and small-scale farmer livelihood adaptation in rural border communities in Southern Africa: A case study of Ezondweni Village in Mchinji, Malawi
- Authors: Simango, Kennedy Khuzwayo
- Date: 2021-10-29
- Subjects: Farms, Small Malawi Mchinji , Climatic changes Economic aspects Malawi Mchinji , Climatic changes Risk management Malawi Mchinji , Crops and climate Malawi Mchinji , Sustainable agriculture Malawi Mchinji , Farmers Social networks Malawi Mchinji , Farm income Malawi Mchinji
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190008 , vital:44955
- Description: Southern Africa is a region increasingly experiencing the detrimental effects of climate change and variability. The rural areas in particular face unprecedented climate change-induced challenges in relation to small-scale farmers being able to pursue household-based livelihoods, and these farmers seek ways of adapting to climate change and variability in doing so. Some rural communities exist along territorial borders and their attempts at adapting to climate change entails cross-border networks and activities. In this context, this thesis examines small-scale farmer adaptation to climate change and variability in the small village of Ezondweni in Malawi near the Zambian border. Analytically, the study draws upon the Sustainable Livelihoods Framework as well as social network theory and the theory of reflexive agency put forward by Margaret Archer. A qualitative research design entailed informal interviews with a small number of Ezondweni villagers, focusing on their perceptions of climate change and their practices of climate change adaptation. The study demonstrates the diverse activities pursued by villagers, both within Malawi and beyond, in seeking to maintain household-based livelihoods, as well as the significance of mutually-supportive social networks which facilitate these livelihood processes. , Thesis (MSocSci) -- Faculty of Humanities, Social Science, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Simango, Kennedy Khuzwayo
- Date: 2021-10-29
- Subjects: Farms, Small Malawi Mchinji , Climatic changes Economic aspects Malawi Mchinji , Climatic changes Risk management Malawi Mchinji , Crops and climate Malawi Mchinji , Sustainable agriculture Malawi Mchinji , Farmers Social networks Malawi Mchinji , Farm income Malawi Mchinji
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190008 , vital:44955
- Description: Southern Africa is a region increasingly experiencing the detrimental effects of climate change and variability. The rural areas in particular face unprecedented climate change-induced challenges in relation to small-scale farmers being able to pursue household-based livelihoods, and these farmers seek ways of adapting to climate change and variability in doing so. Some rural communities exist along territorial borders and their attempts at adapting to climate change entails cross-border networks and activities. In this context, this thesis examines small-scale farmer adaptation to climate change and variability in the small village of Ezondweni in Malawi near the Zambian border. Analytically, the study draws upon the Sustainable Livelihoods Framework as well as social network theory and the theory of reflexive agency put forward by Margaret Archer. A qualitative research design entailed informal interviews with a small number of Ezondweni villagers, focusing on their perceptions of climate change and their practices of climate change adaptation. The study demonstrates the diverse activities pursued by villagers, both within Malawi and beyond, in seeking to maintain household-based livelihoods, as well as the significance of mutually-supportive social networks which facilitate these livelihood processes. , Thesis (MSocSci) -- Faculty of Humanities, Social Science, 2021
- Full Text:
- Date Issued: 2021-10-29
Concerning Marya Schechtman’s narrative account
- Authors: Simuja, Clement
- Date: 2021-10-29
- Subjects: Schechtman, Marya, 1960- Criticism and interpretation , Narrative inquiry (Research method) , Identity (Psychology) , Identity (Philosophical concept) , Self , Individuality
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190748 , vital:45024
- Description: The persistence of personal identity stands at the heart of many human practices, such as paying individuals for their work or holding people responsible for their actions. As such, it seems important that theories of personal identity are able to account for the practical implications of continuity of personal identity. Mindful of the practical importance of personal identity, Marya Schechtman (1994) argues that her narrative view only accounts for the four features that persons must possess. Any account of personal identity is supposed to make persons capable of possessing these features. She then posits her narrative self-constitution view as an account of personal identity she feels is capable of explaining the link between personal identity and certain features of persons. In this thesis project, I present how the narrative views, as described by Schechtman and others, are interpretive enterprises and that this leads them to a potentially devastating conclusion. The narratives must be constructed from something, and I argue that it is memory. But empirical facts about memory do not allow for it to persist in a quantitative way, but rather in a qualitative way, much like persons. Upon making this argument, I further argue that if mainstream psychological views is correct, this reduces the persistence of memory to resemblance relations. And memory is the building blocks of narrative. If this is the case, then narrative is also reduced to resemblance relations. Narrative, therefore, does not persist through time in a non-qualitative way, and one is better off accepting a psychological theory by virtue of parsimony. Ultimately, I argue that Schechtman and narrative theorists may save narrative views by adopting what I call as a ‘causal narrative view’. A causal narrative view will encapsulate all of the relevant features of the typical narrative view, including the emphasis on construction, but will also add the addendum that narrative states must be placed in a causal relation to each other. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Simuja, Clement
- Date: 2021-10-29
- Subjects: Schechtman, Marya, 1960- Criticism and interpretation , Narrative inquiry (Research method) , Identity (Psychology) , Identity (Philosophical concept) , Self , Individuality
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190748 , vital:45024
- Description: The persistence of personal identity stands at the heart of many human practices, such as paying individuals for their work or holding people responsible for their actions. As such, it seems important that theories of personal identity are able to account for the practical implications of continuity of personal identity. Mindful of the practical importance of personal identity, Marya Schechtman (1994) argues that her narrative view only accounts for the four features that persons must possess. Any account of personal identity is supposed to make persons capable of possessing these features. She then posits her narrative self-constitution view as an account of personal identity she feels is capable of explaining the link between personal identity and certain features of persons. In this thesis project, I present how the narrative views, as described by Schechtman and others, are interpretive enterprises and that this leads them to a potentially devastating conclusion. The narratives must be constructed from something, and I argue that it is memory. But empirical facts about memory do not allow for it to persist in a quantitative way, but rather in a qualitative way, much like persons. Upon making this argument, I further argue that if mainstream psychological views is correct, this reduces the persistence of memory to resemblance relations. And memory is the building blocks of narrative. If this is the case, then narrative is also reduced to resemblance relations. Narrative, therefore, does not persist through time in a non-qualitative way, and one is better off accepting a psychological theory by virtue of parsimony. Ultimately, I argue that Schechtman and narrative theorists may save narrative views by adopting what I call as a ‘causal narrative view’. A causal narrative view will encapsulate all of the relevant features of the typical narrative view, including the emphasis on construction, but will also add the addendum that narrative states must be placed in a causal relation to each other. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
Creating digital materials for Antimicrobial Resistance One Health awareness and behaviour change for Rhodes University peer educators
- Authors: Patnala, Shraddha
- Date: 2021-10-29
- Subjects: Anti-infective agents South Africa , Drug resistance , Antibiotics , Drug resistance in microorganisms , Health education South Africa , Health risk communication South Africa , Digital media South Africa , Peer counseling South Africa , One Health (Initiative) , Social Behaviour Change Communication (SBCC) , Rhodes University
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191001 , vital:45048
- Description: Antimicrobial resistance (AMR) is an urgent, global health problem that stems from the inappropriate use of and poor adherence to antibiotics that treat diseases in human beings. It is further exacerbated by the proliferation of antibiotics into the food chain, particularly from the overuse and misuse of antibiotics in agricultural, meat, and dairy production. The recently developed World Health Organisation (WHO) One Health (OH) approach encompasses and acknowledges the various interconnected pathways that drive AMR between the human, animal, and environmental spheres. Until recently, AMR health challenges have been viewed primarily through a biomedical lens, but this study draws on the more holistic perspective that the One Health approach offers. AMR from food sources (AMR-OH) is an underrepresented topic of research. Creating digital health communication for low-literate end-users on this topic using the One Health approach is an emerging field of research. AMR-OH has not been extensively covered in health communication campaigns and requires developing context-specific digital educational materials, such as the ones this study presents. This study draws on Social Behaviour Change Communication (SBCC) theory elements to create a suggested approach to disseminate AMR-OH information. This intervention was aimed at low-health-literate end-users to accomplish two objectives. First, create awareness and improve knowledge about AMR-OH via a video. Second, offer feasible, easily implementable behaviour change actions in the form of an infographic comprising four food safety steps (Clean, Separate, Cook, and Chill). The study was conducted in three phases. First, recruit participants and conduct a literature review to identify the effective SBCC elements of health communication intervention design. Second, conduct a needs assessment to gauge the volunteering participants’ familiarity with digital media and their current health literacy on AMR-OH. Third, conceptualise and design the two AMR-OH digital educational materials (a video and accompanying infographic). The materials were first evaluated by the researcher using the Clear Communication Index (CCI) test, and then shared with the participants via WhatsApp to be evaluated by them, using two end-user tests: the Patient Education Material Assessment Tool (PEMAT) and the Suitability Assessment of Materials (SAM) test. These two tests assessed the materials’ readability, understandability, and actionability. A post-evaluation, semi-structured interview (SSI) was then conducted with the participants. Deductive thematic analysis was conducted on the SSI data and analysed using the five design benchmarks as themes: Ease of Use of Technology, Clarity of Content, Appropriate Format, Target Audience Resonance (Appropriate for target audience), and Clear calls to Action (Actionable). The rapid onset of COVID-19 restrictions forced the project to scale down and shift entirely online. The study could be conducted due to the active and enthusiastic virtual participation of two Rhodes University Peer Educators (PEs) whose contribution was vital to developing and evaluating the materials. The needs assessment showed that the PEs were comfortable using WhatsApp, had reliable internet connection when on campus, and used this social media platform for professional and personal communication. This assessment also showed that they had prior knowledge of AMR but only from the human health perspective. The video and infographic scored high on the Clear Communication Index, 93.3% and 94.4%, respectively. The PEs’ evaluation of the materials was also high on the PEMAT and SAM assessments: video narration (100%, 80% respectively), video (100%, 99% respectively), and infographic (86%, 90% respectively). This study produced an easy-to-use, accessible and appropriate online repository of AMR-OH information in a novel format with actionable steps. The post-evaluation SSI revealed that the materials and the channel of delivery were welcomed. The PEs expressed their confidence in receiving, using, and sharing this novel presentation of evidence and solutions-based information about AMR-OH. They further highlighted that this is the first time they have received and evaluated context-specific digital multimedia about AMR-OH and that this information equipped them to adopt the food safety behaviours – namely, the four food safety steps. This study demonstrates that the theory-informed creation of engaging digital media for AMR-OH is feasible and viable. Furthermore, it affirms that engaging digital media for AMR-OH can be created to enhance the knowledge of end-users about this health issue. The scaled-down approach created a blueprint to implement a more extensive intervention in the future, informed by this intervention’s methods and tools. Lastly, this blueprint for a particular conceptualisation of an AMR-OH digital media intervention provides effective and empowering tools with which the PEs can disseminate this information to the university's support staff. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Patnala, Shraddha
- Date: 2021-10-29
- Subjects: Anti-infective agents South Africa , Drug resistance , Antibiotics , Drug resistance in microorganisms , Health education South Africa , Health risk communication South Africa , Digital media South Africa , Peer counseling South Africa , One Health (Initiative) , Social Behaviour Change Communication (SBCC) , Rhodes University
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191001 , vital:45048
- Description: Antimicrobial resistance (AMR) is an urgent, global health problem that stems from the inappropriate use of and poor adherence to antibiotics that treat diseases in human beings. It is further exacerbated by the proliferation of antibiotics into the food chain, particularly from the overuse and misuse of antibiotics in agricultural, meat, and dairy production. The recently developed World Health Organisation (WHO) One Health (OH) approach encompasses and acknowledges the various interconnected pathways that drive AMR between the human, animal, and environmental spheres. Until recently, AMR health challenges have been viewed primarily through a biomedical lens, but this study draws on the more holistic perspective that the One Health approach offers. AMR from food sources (AMR-OH) is an underrepresented topic of research. Creating digital health communication for low-literate end-users on this topic using the One Health approach is an emerging field of research. AMR-OH has not been extensively covered in health communication campaigns and requires developing context-specific digital educational materials, such as the ones this study presents. This study draws on Social Behaviour Change Communication (SBCC) theory elements to create a suggested approach to disseminate AMR-OH information. This intervention was aimed at low-health-literate end-users to accomplish two objectives. First, create awareness and improve knowledge about AMR-OH via a video. Second, offer feasible, easily implementable behaviour change actions in the form of an infographic comprising four food safety steps (Clean, Separate, Cook, and Chill). The study was conducted in three phases. First, recruit participants and conduct a literature review to identify the effective SBCC elements of health communication intervention design. Second, conduct a needs assessment to gauge the volunteering participants’ familiarity with digital media and their current health literacy on AMR-OH. Third, conceptualise and design the two AMR-OH digital educational materials (a video and accompanying infographic). The materials were first evaluated by the researcher using the Clear Communication Index (CCI) test, and then shared with the participants via WhatsApp to be evaluated by them, using two end-user tests: the Patient Education Material Assessment Tool (PEMAT) and the Suitability Assessment of Materials (SAM) test. These two tests assessed the materials’ readability, understandability, and actionability. A post-evaluation, semi-structured interview (SSI) was then conducted with the participants. Deductive thematic analysis was conducted on the SSI data and analysed using the five design benchmarks as themes: Ease of Use of Technology, Clarity of Content, Appropriate Format, Target Audience Resonance (Appropriate for target audience), and Clear calls to Action (Actionable). The rapid onset of COVID-19 restrictions forced the project to scale down and shift entirely online. The study could be conducted due to the active and enthusiastic virtual participation of two Rhodes University Peer Educators (PEs) whose contribution was vital to developing and evaluating the materials. The needs assessment showed that the PEs were comfortable using WhatsApp, had reliable internet connection when on campus, and used this social media platform for professional and personal communication. This assessment also showed that they had prior knowledge of AMR but only from the human health perspective. The video and infographic scored high on the Clear Communication Index, 93.3% and 94.4%, respectively. The PEs’ evaluation of the materials was also high on the PEMAT and SAM assessments: video narration (100%, 80% respectively), video (100%, 99% respectively), and infographic (86%, 90% respectively). This study produced an easy-to-use, accessible and appropriate online repository of AMR-OH information in a novel format with actionable steps. The post-evaluation SSI revealed that the materials and the channel of delivery were welcomed. The PEs expressed their confidence in receiving, using, and sharing this novel presentation of evidence and solutions-based information about AMR-OH. They further highlighted that this is the first time they have received and evaluated context-specific digital multimedia about AMR-OH and that this information equipped them to adopt the food safety behaviours – namely, the four food safety steps. This study demonstrates that the theory-informed creation of engaging digital media for AMR-OH is feasible and viable. Furthermore, it affirms that engaging digital media for AMR-OH can be created to enhance the knowledge of end-users about this health issue. The scaled-down approach created a blueprint to implement a more extensive intervention in the future, informed by this intervention’s methods and tools. Lastly, this blueprint for a particular conceptualisation of an AMR-OH digital media intervention provides effective and empowering tools with which the PEs can disseminate this information to the university's support staff. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
Curriculum adjustment and adaptive leadership in two service-learning courses at Rhodes University as a consequence of the COVID-19 pandemic
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Decent work in global production networks: a study of Eswatini’s sugarcane outgrower schemes
- Ginindza, Wezizwe Sibusisiwe
- Authors: Ginindza, Wezizwe Sibusisiwe
- Date: 2021-10-29
- Subjects: Sugar trade Eswatini , Sugar trade Brazil , Sugar trade Employees , International Labour Organisation , Manpower policy Eswatini , Industrial relations Eswatini , Sex discrimination in employment Eswatini , Eswatini Politics and government , Agricultural laborers Employment Eswatini , Global Production Network (GPN)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190295 , vital:44981
- Description: Research on Eswatini’s sugar industry has expanded rapidly over the past few years, which has provided information on increasing efficiencies under climate change, market competitiveness, and business integration in the industry. Such studies explore opportunities to increase profitability and sustainability in the sugar industry; motivated by low world sugar prices and rising costs of production. However, studies on farmworkers’ conditions of work at the production node of the sugarcane production network are limited. Often, suppliers/producers in the agricultural sector are faced with a dilemma of meeting market demands and maintaining secure work for their employees – but the market and institutional pressures in Eswatini’s sugar industry, because of the country’s participation in the global sugarcane production network, continue to contribute towards decent work deficits on sugarcane farms. This study, being informed by the Global Production Network (GPN) framework, evaluates workers’ conditions in the context of local embeddedness. The GPN framework enables a deeper analysis of the role of labour and the value workers add to the production process. Imperative to this study is to recognise workers’ struggles as they participate in the sugarcane production network as an effective way of locating decent work in Eswatini’s small- and medium-sized sugarcane outgrower farms. Using seven indicators adopted from the International Labour Organisation’s Decent Work pillars, this study shows how the specific conditions at the production node of the network (farms) are embedded in a particular historical, institutional, and regulatory context, which included non-firm actors (in particular, Eswatini’s government) who, in combination, shape the dynamics of the sugar industry. The study concluded that decent work deficits include informal and flexible employer-employee relations between farmers and farmworkers; the unfair treatment of women farmworkers on small-scale sugarcane farms; Eswatini’s political climate and its impact on trade union representation on farms; and the effects that climate change has on farmworkers’ conditions of work. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ginindza, Wezizwe Sibusisiwe
- Date: 2021-10-29
- Subjects: Sugar trade Eswatini , Sugar trade Brazil , Sugar trade Employees , International Labour Organisation , Manpower policy Eswatini , Industrial relations Eswatini , Sex discrimination in employment Eswatini , Eswatini Politics and government , Agricultural laborers Employment Eswatini , Global Production Network (GPN)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190295 , vital:44981
- Description: Research on Eswatini’s sugar industry has expanded rapidly over the past few years, which has provided information on increasing efficiencies under climate change, market competitiveness, and business integration in the industry. Such studies explore opportunities to increase profitability and sustainability in the sugar industry; motivated by low world sugar prices and rising costs of production. However, studies on farmworkers’ conditions of work at the production node of the sugarcane production network are limited. Often, suppliers/producers in the agricultural sector are faced with a dilemma of meeting market demands and maintaining secure work for their employees – but the market and institutional pressures in Eswatini’s sugar industry, because of the country’s participation in the global sugarcane production network, continue to contribute towards decent work deficits on sugarcane farms. This study, being informed by the Global Production Network (GPN) framework, evaluates workers’ conditions in the context of local embeddedness. The GPN framework enables a deeper analysis of the role of labour and the value workers add to the production process. Imperative to this study is to recognise workers’ struggles as they participate in the sugarcane production network as an effective way of locating decent work in Eswatini’s small- and medium-sized sugarcane outgrower farms. Using seven indicators adopted from the International Labour Organisation’s Decent Work pillars, this study shows how the specific conditions at the production node of the network (farms) are embedded in a particular historical, institutional, and regulatory context, which included non-firm actors (in particular, Eswatini’s government) who, in combination, shape the dynamics of the sugar industry. The study concluded that decent work deficits include informal and flexible employer-employee relations between farmers and farmworkers; the unfair treatment of women farmworkers on small-scale sugarcane farms; Eswatini’s political climate and its impact on trade union representation on farms; and the effects that climate change has on farmworkers’ conditions of work. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
Development of a 3D bioprinting and standalone bioreactor unit for the production and maintenance of bioscaffolds in vitro
- Authors: Hundling, Jethro Daniel
- Date: 2021-10-29
- Subjects: Bioreactors , Tissue scaffolds , Cell culture , Polyethylene glycol Biotechnology , 3D bioprinting , Poly(ethylene glycol) diacrylate (PEGDA)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192063 , vital:45192
- Description: The most common method for in vitro cell culture currently is to grow a specific cell type in isolation, in monolayer format, adhered to a 2D culture surface. This brings about many limitations in comparison to in vivo models due to altered cell phenotypes, as caused by the culturing technique itself, and the lack of naturally occurring cell-to-cell interactions. Three dimensional mammalian cell culture technologies have the potential to overcome these limitations, and provide models more representative of natural systems. Unfortunately, the cost and difficulty associated with achieving sustainable and useful 3D mammalian cell culture is still very high, preventing its widespread adoption across scientific platforms. In this research, we investigate the feasibility of developing and producing a visible light-based 3D stereolithographic bioprinter to produce 3D scaffolds for cell culture. Furthermore, we investigate the possibility of developing and implementing a forced perfusion bioreactor system, which would support the produced scaffold and improve longer-term culture conditions. The developed 3D bioprinter, and bioreactor designs were developed and tested alongside Poly (ethylene glycol) diacrylate (PEGDA), a versatile synthetic scaffold material. PEGDA itself was also evaluated for its printability, robustness in culture conditions over time, and its ability to maintain 3D mammalian cell culture. This research showed that both the developed 3D bioprinter, and bioreactor unit were capable of producing and maintaining an easily modifiable PEGDA scaffold, in culture conditions. In addition, the PEGDA formulation developed was shown to allow for the effective and reproducible 3D cell culture conditions over the medium term, with automated media feeding. The research presented here aimed to illustrate a proof of concept that the low-cost development and production of 3D culture scaffold production and maintenance systems was feasible to the scientific research environment. This technology can then be built upon, into a system that would then allow for the broader adoption and investigation of 3D cell culture as a tool within the scientific community. , Thesis (MSc) -- Faculty of Science, Biotechnology Innovation Centre, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Hundling, Jethro Daniel
- Date: 2021-10-29
- Subjects: Bioreactors , Tissue scaffolds , Cell culture , Polyethylene glycol Biotechnology , 3D bioprinting , Poly(ethylene glycol) diacrylate (PEGDA)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192063 , vital:45192
- Description: The most common method for in vitro cell culture currently is to grow a specific cell type in isolation, in monolayer format, adhered to a 2D culture surface. This brings about many limitations in comparison to in vivo models due to altered cell phenotypes, as caused by the culturing technique itself, and the lack of naturally occurring cell-to-cell interactions. Three dimensional mammalian cell culture technologies have the potential to overcome these limitations, and provide models more representative of natural systems. Unfortunately, the cost and difficulty associated with achieving sustainable and useful 3D mammalian cell culture is still very high, preventing its widespread adoption across scientific platforms. In this research, we investigate the feasibility of developing and producing a visible light-based 3D stereolithographic bioprinter to produce 3D scaffolds for cell culture. Furthermore, we investigate the possibility of developing and implementing a forced perfusion bioreactor system, which would support the produced scaffold and improve longer-term culture conditions. The developed 3D bioprinter, and bioreactor designs were developed and tested alongside Poly (ethylene glycol) diacrylate (PEGDA), a versatile synthetic scaffold material. PEGDA itself was also evaluated for its printability, robustness in culture conditions over time, and its ability to maintain 3D mammalian cell culture. This research showed that both the developed 3D bioprinter, and bioreactor unit were capable of producing and maintaining an easily modifiable PEGDA scaffold, in culture conditions. In addition, the PEGDA formulation developed was shown to allow for the effective and reproducible 3D cell culture conditions over the medium term, with automated media feeding. The research presented here aimed to illustrate a proof of concept that the low-cost development and production of 3D culture scaffold production and maintenance systems was feasible to the scientific research environment. This technology can then be built upon, into a system that would then allow for the broader adoption and investigation of 3D cell culture as a tool within the scientific community. , Thesis (MSc) -- Faculty of Science, Biotechnology Innovation Centre, 2021
- Full Text:
- Date Issued: 2021-10-29
Educating learners with special educational needs in special schools: an interpretative phenomenological study of teachers’ experiences
- Authors: Matebese, Sibongile
- Date: 2021-10-29
- Subjects: Children with disabilities Education South Africa , South Africa. Department of Education , Inclusive education South Africa , Special education teachers South Africa , Special education teachers South Africa Interviews , Phenomenological psychology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192270 , vital:45211
- Description: In 2001, the Department of Education introduced a policy known as White Paper 6: Special Needs Education: Building an Inclusive Education and Training System. This policy was a response to the worldwide call for inclusive education. It aimed to ensure that all learners with special educational needs (LSEN) and who experience barriers to learning are accommodated and taught in mainstream schooling contexts. Implementation of this policy in South Africa has been a challenge, and special schools continue to exist. While research has explored the experiences of teachers who teach LSEN, such studies have focused on teacher experiences in mainstream schools. A few international and South African studies have explored teacher experiences of teaching LSEN in special schools; however, these explore specific aspects of teacher experiences and are outdated. Based on this premise and drawing on a phenomenological approach, this study sought to explore and understand the experiences of teachers who teach LSEN in special schools. Using the semi-structured interview, eight teachers teaching in special schools in a city in the Eastern Cape were recruited and interviewed. Five superordinate themes emerged from the shared experiences, namely, ‘personal commitment and the need for a balance’, ‘recognising the learner at the centre’, ‘the importance of a holistic approach’, ‘the ups and downs of teaching LSEN’, and ‘support is available but limited’. Within these themes, the teachers experienced teaching LSEN as involving more than teaching, as a role guided by the learner, as collaborative, associated with positive experiences and challenges, including an endeavour that they are adequately supported in but simultaneously require more support for. In reflecting on this analysis, this study argues that special schools are necessary; teaching LSEN in special schools is important to teachers, and they feel a responsibility for it. Recommendations for future research include repeating the present study with a different population and methodology, interviewing parents of LSEN and LSEN themselves to gain further insights into special schooling. The study makes key recommendations for special needs education to help ensure that such an educational system is sustained as inclusion is a long way from being realised. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Matebese, Sibongile
- Date: 2021-10-29
- Subjects: Children with disabilities Education South Africa , South Africa. Department of Education , Inclusive education South Africa , Special education teachers South Africa , Special education teachers South Africa Interviews , Phenomenological psychology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192270 , vital:45211
- Description: In 2001, the Department of Education introduced a policy known as White Paper 6: Special Needs Education: Building an Inclusive Education and Training System. This policy was a response to the worldwide call for inclusive education. It aimed to ensure that all learners with special educational needs (LSEN) and who experience barriers to learning are accommodated and taught in mainstream schooling contexts. Implementation of this policy in South Africa has been a challenge, and special schools continue to exist. While research has explored the experiences of teachers who teach LSEN, such studies have focused on teacher experiences in mainstream schools. A few international and South African studies have explored teacher experiences of teaching LSEN in special schools; however, these explore specific aspects of teacher experiences and are outdated. Based on this premise and drawing on a phenomenological approach, this study sought to explore and understand the experiences of teachers who teach LSEN in special schools. Using the semi-structured interview, eight teachers teaching in special schools in a city in the Eastern Cape were recruited and interviewed. Five superordinate themes emerged from the shared experiences, namely, ‘personal commitment and the need for a balance’, ‘recognising the learner at the centre’, ‘the importance of a holistic approach’, ‘the ups and downs of teaching LSEN’, and ‘support is available but limited’. Within these themes, the teachers experienced teaching LSEN as involving more than teaching, as a role guided by the learner, as collaborative, associated with positive experiences and challenges, including an endeavour that they are adequately supported in but simultaneously require more support for. In reflecting on this analysis, this study argues that special schools are necessary; teaching LSEN in special schools is important to teachers, and they feel a responsibility for it. Recommendations for future research include repeating the present study with a different population and methodology, interviewing parents of LSEN and LSEN themselves to gain further insights into special schooling. The study makes key recommendations for special needs education to help ensure that such an educational system is sustained as inclusion is a long way from being realised. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
Employee views on organisational effectiveness of Chinese organisations operating in Kenya
- Mlotshwa, Minenhle Petronella
- Authors: Mlotshwa, Minenhle Petronella
- Date: 2021-10-29
- Subjects: Organizational effectiveness Kenya , Corporate culture Kenya Cross-cultural studies , China Foreign economic relations Kenya , International business enterprises Kenya , International business enterprises Personnel management , Bilingual communication in organizations Kenya , Religion in the workplace Kenya Cross-cultural studies , Work ethic Kenya Cross-cultural studies
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191898 , vital:45177
- Description: Over the years there has been a growing interest in the relations between Africa and Asia. This is attributed to what is perceived as increasing Chinese influence and presence in Africa. During the past decades, China has experienced rapid economic growth and expansion which has contributed to its need for additional resources and expanding its geographic footprint into Africa and especially Kenya. The growing presence of Chinese organisations in Africa has also faced challenges. Chinese organisations operating in Kenya have been cited as facing cultural challenges, human resource management issues and external pressures which affect Chinese organisations thus impacting organisational effectiveness and performance. While there has been an abundance of research conducted at a macro level, mainly anecdotal knowledge on Chinese organisational values and management, little information exists at the organisation and community level. This study aimed to contribute an in-depth understanding of Chinese and Kenyan employee relationships in organisations at a micro level. Furthermore, this study assesses employees’ views on organisational effectiveness in a cross-cultural research setting of selected Chinese organisations operating in Kenya using the Burke-Litwin model (1992) of organisational effectiveness. This study is qualitative in nature within the interpretivistic research paradigm and used a case study approach to generate detailed comprehensive understanding of the phenomenon under investigation. Two Chinese organisations specialising in importing and exporting of diverse products, which had expanded its operations to Kenya in order to reach Africa’s growing consumer markets were selected for this study. The selected organisations were chosen under the premises that they had been operating in Kenya for more than 20 years, they are reputable organisations in their industries and were international role players. Non-probability convenience sampling was used to select the two organisations who were willing to participate. Purposive sampling was used to identify employees from different job levels and types of work in the selected organisations who were willing to participate in this study. Data was collected by means of face-to-face open-ended semi-structured interviews, with five Chinese and 12 Kenyan employees. The findings of this study were guided by the dimensions of the Burke-Litwin model, comprising the external environment, transformational dimensions (including mission and strategy, leadership and organisational culture) and transactional dimensions (including management practices, organisational structure, systems [policies and procedures], motivation, work climate, task requirements and individual skills and abilities). Based on the findings, organisational culture was the dominant theme that had a large influence on the organisational performance. Within the context of organisational culture, the main challenges faced by employees were religious, work ethic and communication barriers. Leadership and the organisational structure set by senior managers was also impacted by culture. It is evident that the Chinese organisations are dominated by Chinese employees at senior managerial levels – except for one Indian Kenyan manager – and non-managerial levels are dominated by Kenyan employees. Between these two managerial levels there is lack of trust as well as trade union interference favouring Kenyan employees. Leadership of the selected organisations aimed at recruiting candidates who have the necessary skills to contribute toward organisational effectiveness and performance. However, recruited Kenyan employees indicated that they require strategy visibility, effective communication, and structured processes in order to be effective. Despite challenges faced, Chinese and Kenyan employees both strongly agree with and support the efforts of management for providing training and development and creating an environment that accommodates personal growth. The external environment has exerted pressure on the said Chinese organisations. The Kenyan trade unions favour Kenyan employees and place huge pressure on Chinese management. In addition the trade unions bribe locals while making it difficult for Chinese organisations operating in Kenya to conduct business. Through the empirical development of organisational-level research on the case of Chinese organisations operating in Kenya, insightful management knowledge was gathered and shared to assist Chinese and Kenyan employees in their individual and organisational performance. , Thesis (MCom) -- Faculty of Commerce, Management, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mlotshwa, Minenhle Petronella
- Date: 2021-10-29
- Subjects: Organizational effectiveness Kenya , Corporate culture Kenya Cross-cultural studies , China Foreign economic relations Kenya , International business enterprises Kenya , International business enterprises Personnel management , Bilingual communication in organizations Kenya , Religion in the workplace Kenya Cross-cultural studies , Work ethic Kenya Cross-cultural studies
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191898 , vital:45177
- Description: Over the years there has been a growing interest in the relations between Africa and Asia. This is attributed to what is perceived as increasing Chinese influence and presence in Africa. During the past decades, China has experienced rapid economic growth and expansion which has contributed to its need for additional resources and expanding its geographic footprint into Africa and especially Kenya. The growing presence of Chinese organisations in Africa has also faced challenges. Chinese organisations operating in Kenya have been cited as facing cultural challenges, human resource management issues and external pressures which affect Chinese organisations thus impacting organisational effectiveness and performance. While there has been an abundance of research conducted at a macro level, mainly anecdotal knowledge on Chinese organisational values and management, little information exists at the organisation and community level. This study aimed to contribute an in-depth understanding of Chinese and Kenyan employee relationships in organisations at a micro level. Furthermore, this study assesses employees’ views on organisational effectiveness in a cross-cultural research setting of selected Chinese organisations operating in Kenya using the Burke-Litwin model (1992) of organisational effectiveness. This study is qualitative in nature within the interpretivistic research paradigm and used a case study approach to generate detailed comprehensive understanding of the phenomenon under investigation. Two Chinese organisations specialising in importing and exporting of diverse products, which had expanded its operations to Kenya in order to reach Africa’s growing consumer markets were selected for this study. The selected organisations were chosen under the premises that they had been operating in Kenya for more than 20 years, they are reputable organisations in their industries and were international role players. Non-probability convenience sampling was used to select the two organisations who were willing to participate. Purposive sampling was used to identify employees from different job levels and types of work in the selected organisations who were willing to participate in this study. Data was collected by means of face-to-face open-ended semi-structured interviews, with five Chinese and 12 Kenyan employees. The findings of this study were guided by the dimensions of the Burke-Litwin model, comprising the external environment, transformational dimensions (including mission and strategy, leadership and organisational culture) and transactional dimensions (including management practices, organisational structure, systems [policies and procedures], motivation, work climate, task requirements and individual skills and abilities). Based on the findings, organisational culture was the dominant theme that had a large influence on the organisational performance. Within the context of organisational culture, the main challenges faced by employees were religious, work ethic and communication barriers. Leadership and the organisational structure set by senior managers was also impacted by culture. It is evident that the Chinese organisations are dominated by Chinese employees at senior managerial levels – except for one Indian Kenyan manager – and non-managerial levels are dominated by Kenyan employees. Between these two managerial levels there is lack of trust as well as trade union interference favouring Kenyan employees. Leadership of the selected organisations aimed at recruiting candidates who have the necessary skills to contribute toward organisational effectiveness and performance. However, recruited Kenyan employees indicated that they require strategy visibility, effective communication, and structured processes in order to be effective. Despite challenges faced, Chinese and Kenyan employees both strongly agree with and support the efforts of management for providing training and development and creating an environment that accommodates personal growth. The external environment has exerted pressure on the said Chinese organisations. The Kenyan trade unions favour Kenyan employees and place huge pressure on Chinese management. In addition the trade unions bribe locals while making it difficult for Chinese organisations operating in Kenya to conduct business. Through the empirical development of organisational-level research on the case of Chinese organisations operating in Kenya, insightful management knowledge was gathered and shared to assist Chinese and Kenyan employees in their individual and organisational performance. , Thesis (MCom) -- Faculty of Commerce, Management, 2021
- Full Text:
- Date Issued: 2021-10-29
Ethics matter: A critical realist account of research ethics for social science and humanities researchers
- Authors: Dlova, Lisolethu
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192440 , vital:45226
- Description: Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Dlova, Lisolethu
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192440 , vital:45226
- Description: Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring how Grade 11 chemistry teachers make use of the periodic table of elements when mediating learning of writing and balancing chemical equations
- Kambeyo, Reginald Ndeshipanda
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29