Defended subjectivity in service-learning:a psychosocial analysis of students’ talk about service-learning in psychology
- Authors: Haselau, Tracey Laura
- Date: 2021
- Subjects: Service learning -- Case studies -- South Africa -- Makhanda , Rhodes University -- Students -- Attitudes , Psychology students -- Attitudes -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/170810 , vital:41962 , 10.21504/10962/170810
- Description: The purpose of this qualitative study was to analyse students’ talk about their service-learning experiences in psychology, in South Africa, from a psychosocial perspective. The research aims to identify dominant and subjugated discourses about service-learning in psychology, and to explore why students invest in particular discourses over others. Furthermore, the research aims to explore the intersubjective contexts that mediate students’ talk about their service-learning and their emotional investments in the discourses employed in their talk, drawing on the concept of mentalization. Eight psychology students were interviewed toward the end of their participation in a service-learning psychology honours course. Transcripts from the interviews as well as entries from students’ reflective journals were analysed using a psychosocial methodology. The key findings from this research point to the ways in which students oscillate between employing two competing sets of discourses about their service learning. At times, students drew on what I have referred to as a ‘discourse of rapture’, characterised by fascination with the ‘other’ and the maintenance of power imbalances. This discourse draws on a liberal traditional discourse of learning and a charity discourse of service-learning. In other parts of their talk, students draw on what I have called a ‘discourse of ruptura’, characterised by an inward curiosity about the outward fascination with the ‘other’. This discourse draws on constructivist accounts of service-learning. Findings suggest that students’ emotional investments in discourses of service-learning are mediated by defensive positions caused by the anxieties incurred in service-learning contexts. An important consideration to take forward from this research is the way in which anxieties in service-learning experiences may be contained (or not), and to be aware of the problematic outcomes that may arise from not containing anxieties, such as the perpetuation of prejudicial attitudes and othering. The intersectionality of ‘race’ and disability in the specific service-learning programme under investigation in this study is an important consideration in implementing careful supervision of programmes such as this one, so that students’ rapture with the ‘other’ is not compounded and reinforced by the service-learning experience.
- Full Text:
- Date Issued: 2021
- Authors: Haselau, Tracey Laura
- Date: 2021
- Subjects: Service learning -- Case studies -- South Africa -- Makhanda , Rhodes University -- Students -- Attitudes , Psychology students -- Attitudes -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/170810 , vital:41962 , 10.21504/10962/170810
- Description: The purpose of this qualitative study was to analyse students’ talk about their service-learning experiences in psychology, in South Africa, from a psychosocial perspective. The research aims to identify dominant and subjugated discourses about service-learning in psychology, and to explore why students invest in particular discourses over others. Furthermore, the research aims to explore the intersubjective contexts that mediate students’ talk about their service-learning and their emotional investments in the discourses employed in their talk, drawing on the concept of mentalization. Eight psychology students were interviewed toward the end of their participation in a service-learning psychology honours course. Transcripts from the interviews as well as entries from students’ reflective journals were analysed using a psychosocial methodology. The key findings from this research point to the ways in which students oscillate between employing two competing sets of discourses about their service learning. At times, students drew on what I have referred to as a ‘discourse of rapture’, characterised by fascination with the ‘other’ and the maintenance of power imbalances. This discourse draws on a liberal traditional discourse of learning and a charity discourse of service-learning. In other parts of their talk, students draw on what I have called a ‘discourse of ruptura’, characterised by an inward curiosity about the outward fascination with the ‘other’. This discourse draws on constructivist accounts of service-learning. Findings suggest that students’ emotional investments in discourses of service-learning are mediated by defensive positions caused by the anxieties incurred in service-learning contexts. An important consideration to take forward from this research is the way in which anxieties in service-learning experiences may be contained (or not), and to be aware of the problematic outcomes that may arise from not containing anxieties, such as the perpetuation of prejudicial attitudes and othering. The intersectionality of ‘race’ and disability in the specific service-learning programme under investigation in this study is an important consideration in implementing careful supervision of programmes such as this one, so that students’ rapture with the ‘other’ is not compounded and reinforced by the service-learning experience.
- Full Text:
- Date Issued: 2021
A five year comparative analysis of annual baseline neurocognitive test scores for South African high school athletes
- Reichling, Marcelle Antoinette
- Authors: Reichling, Marcelle Antoinette
- Date: 2020
- Subjects: High school athletes -- Intelligence testing , Sports -- Psychological aspects , Neuropsychological tests , Brain -- Wounds and injuries -- Psychology , Sports injuries -- Psychological aspects , Brain -- Concussion , Head -- Wounds and injuries
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/145863 , vital:38473
- Description: The primary objective of this study was to assess the pattern of change in neurocognitive performance for adolescent athletes on baseline measures of the Immediate Post Concussion Assessment and Cognitive Testing (ImPACT) test, over five consecutive years, with a view to providing an indication of the optimal interval for repeat baseline testing of high school athletes. Participants were non-clinical, predominantly South African high school athletes in the overall age range 13 to 18 years (N = 108), divided into five groups (Grades 8,9, 10, 11 and 12), and tested at five test intervals. Repeated-measures ANOVA analyses examined differences in score performance across the test intervals for each of the five composite scores of the ImPACT test (Verbal Memory, Visual Memory, Visual Motor Speed, Reaction Time, Impulse Control). For the Verbal Memory, Visual Memory, Visual Motor Speed and Reaction Time composites there were significant neurocognitive score changes between several test intervals. Taking these results into account, in conjunction with substantial variability in performance, it is concluded that there is a need for annual baseline testing throughout the high school years. The secondary objective was to generate normative tables (Means and Standard Deviations) on the ImPACT test for the five participant groups at each of the five test intervals, including data for: the five composite scores (Verbal Memory, Visual Memory, Visual Motor Speed, Reaction Time, Impulse Control); for the twelve subtest scores test that go to make up the composite scores; and for four additional memory subcomponent scores (Word Memory immediate recall, Word Memory delayed recall, Design Memory immediate recall, Design Memory delayed recall). The results provide a clinical and heuristic normative platform for future use with brain injured individuals, which can be used to facilitate clinical interpretations of postconcussion assessments.
- Full Text:
- Date Issued: 2020
- Authors: Reichling, Marcelle Antoinette
- Date: 2020
- Subjects: High school athletes -- Intelligence testing , Sports -- Psychological aspects , Neuropsychological tests , Brain -- Wounds and injuries -- Psychology , Sports injuries -- Psychological aspects , Brain -- Concussion , Head -- Wounds and injuries
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/145863 , vital:38473
- Description: The primary objective of this study was to assess the pattern of change in neurocognitive performance for adolescent athletes on baseline measures of the Immediate Post Concussion Assessment and Cognitive Testing (ImPACT) test, over five consecutive years, with a view to providing an indication of the optimal interval for repeat baseline testing of high school athletes. Participants were non-clinical, predominantly South African high school athletes in the overall age range 13 to 18 years (N = 108), divided into five groups (Grades 8,9, 10, 11 and 12), and tested at five test intervals. Repeated-measures ANOVA analyses examined differences in score performance across the test intervals for each of the five composite scores of the ImPACT test (Verbal Memory, Visual Memory, Visual Motor Speed, Reaction Time, Impulse Control). For the Verbal Memory, Visual Memory, Visual Motor Speed and Reaction Time composites there were significant neurocognitive score changes between several test intervals. Taking these results into account, in conjunction with substantial variability in performance, it is concluded that there is a need for annual baseline testing throughout the high school years. The secondary objective was to generate normative tables (Means and Standard Deviations) on the ImPACT test for the five participant groups at each of the five test intervals, including data for: the five composite scores (Verbal Memory, Visual Memory, Visual Motor Speed, Reaction Time, Impulse Control); for the twelve subtest scores test that go to make up the composite scores; and for four additional memory subcomponent scores (Word Memory immediate recall, Word Memory delayed recall, Design Memory immediate recall, Design Memory delayed recall). The results provide a clinical and heuristic normative platform for future use with brain injured individuals, which can be used to facilitate clinical interpretations of postconcussion assessments.
- Full Text:
- Date Issued: 2020
Exploring an intervention on how to integrate local or indigenous knowledge on the features of the moon in Grade 4 classes
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
- Date Issued: 2020
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
- Date Issued: 2020
Exploring a shift in teacher practices after going through an intervention on the integration of local knowledge in grade 9 physical science lessons
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
- Full Text:
- Date Issued: 2019
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
- Full Text:
- Date Issued: 2019
Aquatic habitat shift assessment in a groundwater-fed semi-arid stream: an investigation into the response of Karoo hydroecology to system variability
- Authors: Ellis, Natalie
- Date: 2018
- Subjects: Aquatic habitats -- South Africa -- Karoo , Arid regions -- South Africa -- Karoo , Biotic communities -- South Africa -- Karoo , Stream ecology -- South Africa -- Karoo
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/61882 , vital:28072
- Description: From introduction: The subject of biological response to changes in aquatic habitat is one which has been well explored in many regions of the world. Examples include work in south east Spain by Mellado Diaz et al. (2008) and Oliva-Paterna et al. (2003), in western United States of America by Hauer and Lorang (2004), and in West Germany by Meyer et al. (2003). Similarly, a number of studies have been conducted in semi-arid regions, exploring elements such as erosion, climate, lithology and landscape formations (e.g. Boardman et al., 2013; Le Maitre et al., 2007; Meyer et al., 2003). However, apart from the study by Uys (1997), and Uys and O’Keeffe (1997), there is a noticeable lack of literature on aquatic habitat shifts in semi-arid stream systems, despite these systems being recognised for their high natural variability. This study provides a base-level approach to conducting habitat shift assessments in a semi-arid stream system and monitoring the hydroecological responses to system variability.
- Full Text:
- Date Issued: 2018
- Authors: Ellis, Natalie
- Date: 2018
- Subjects: Aquatic habitats -- South Africa -- Karoo , Arid regions -- South Africa -- Karoo , Biotic communities -- South Africa -- Karoo , Stream ecology -- South Africa -- Karoo
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/61882 , vital:28072
- Description: From introduction: The subject of biological response to changes in aquatic habitat is one which has been well explored in many regions of the world. Examples include work in south east Spain by Mellado Diaz et al. (2008) and Oliva-Paterna et al. (2003), in western United States of America by Hauer and Lorang (2004), and in West Germany by Meyer et al. (2003). Similarly, a number of studies have been conducted in semi-arid regions, exploring elements such as erosion, climate, lithology and landscape formations (e.g. Boardman et al., 2013; Le Maitre et al., 2007; Meyer et al., 2003). However, apart from the study by Uys (1997), and Uys and O’Keeffe (1997), there is a noticeable lack of literature on aquatic habitat shifts in semi-arid stream systems, despite these systems being recognised for their high natural variability. This study provides a base-level approach to conducting habitat shift assessments in a semi-arid stream system and monitoring the hydroecological responses to system variability.
- Full Text:
- Date Issued: 2018
The regulation of subsidies and regional trade among developing countries in the multilateral trading system: the case of export processing zones in Malawi
- Authors: Chirwa, Watson Pajanji
- Date: 2018
- Subjects: Trade regulation -- Malawi , Subsidies -- Law and legislation -- Malawi , Southern African Development Community , Common Market for Eastern and Southern Africa , Foreign trade regulation -- Malawi , Export processing zones -- Law and legislation -- Malawi
- Language: English
- Type: text , Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10962/62428 , vital:28175
- Description: The paradigm shift engaged by countries in SADC and COMESA, such as Malawi, from the use of import substitution policies which were aimed at protecting their infant industries, to export led growth strategies, necessitated these developing countries to liberalise their economies. The liberalisation of these economies meant that, for them to attain development, they needed to trade more on the international market. However, with underdeveloped industries and a lack of local entrepreneurs who could provide export supplies to fill the void created by the liberalisation policies, developing countries had to look beyond their borders for investors. In pursuit of this objective, governments have been devising ways of attracting foreign direct investment which can stimulate export growth. One of the methods employed is the granting of investment incentives to would-be investors. Unlike developed countries who provide investment incentives in the form of financial incentives, developing countries grant fiscal incentives. These are incentives that reduce tax burdens of enterprises to induce them to invest in particular projects or sectors. One of the mediums of providing the incentives adopted by the developing countries is the use of EPZ schemes. EPZs provide incentives such as exemptions of direct and indirect taxes to companies that operate in the zones. However, being Members of the WTO and SADC and/or COMESA, these countries are bound by obligations regulating trade and investment as found in these Agreements. The expectation is that the fiscal incentives employed in the EPZs do not grant subsidies that are prohibited under the SCM Agreement and rules regulating subsidies in SADC and COMESA. In addition, even though the use of EPZs is not expressly proscribed under the SADC Protocol on Trade, it may be against the objectives of the Protocol - one of which is the pursuance of the inter-jurisdictional goal of cooperation in attainment of free trade among its members. Therefore, this study assesses whether the use of EPZs by some countries in the two RTAs (particularly Malawi) is in tandem with the subsidies regulation as found in the multilateral trading system and at regional level. It also assesses whether, if there is a breach of the same, it might be justified as part of the special and differential treatment accorded to developing countries by developed countries under the WTO. The study further assesses whether the use of EPZs might be against the spirit and objects of FTAs such as SADC.
- Full Text:
- Date Issued: 2018
- Authors: Chirwa, Watson Pajanji
- Date: 2018
- Subjects: Trade regulation -- Malawi , Subsidies -- Law and legislation -- Malawi , Southern African Development Community , Common Market for Eastern and Southern Africa , Foreign trade regulation -- Malawi , Export processing zones -- Law and legislation -- Malawi
- Language: English
- Type: text , Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10962/62428 , vital:28175
- Description: The paradigm shift engaged by countries in SADC and COMESA, such as Malawi, from the use of import substitution policies which were aimed at protecting their infant industries, to export led growth strategies, necessitated these developing countries to liberalise their economies. The liberalisation of these economies meant that, for them to attain development, they needed to trade more on the international market. However, with underdeveloped industries and a lack of local entrepreneurs who could provide export supplies to fill the void created by the liberalisation policies, developing countries had to look beyond their borders for investors. In pursuit of this objective, governments have been devising ways of attracting foreign direct investment which can stimulate export growth. One of the methods employed is the granting of investment incentives to would-be investors. Unlike developed countries who provide investment incentives in the form of financial incentives, developing countries grant fiscal incentives. These are incentives that reduce tax burdens of enterprises to induce them to invest in particular projects or sectors. One of the mediums of providing the incentives adopted by the developing countries is the use of EPZ schemes. EPZs provide incentives such as exemptions of direct and indirect taxes to companies that operate in the zones. However, being Members of the WTO and SADC and/or COMESA, these countries are bound by obligations regulating trade and investment as found in these Agreements. The expectation is that the fiscal incentives employed in the EPZs do not grant subsidies that are prohibited under the SCM Agreement and rules regulating subsidies in SADC and COMESA. In addition, even though the use of EPZs is not expressly proscribed under the SADC Protocol on Trade, it may be against the objectives of the Protocol - one of which is the pursuance of the inter-jurisdictional goal of cooperation in attainment of free trade among its members. Therefore, this study assesses whether the use of EPZs by some countries in the two RTAs (particularly Malawi) is in tandem with the subsidies regulation as found in the multilateral trading system and at regional level. It also assesses whether, if there is a breach of the same, it might be justified as part of the special and differential treatment accorded to developing countries by developed countries under the WTO. The study further assesses whether the use of EPZs might be against the spirit and objects of FTAs such as SADC.
- Full Text:
- Date Issued: 2018
Towards a threat assessment framework for consumer health wearables
- Authors: Mnjama, Javan Joshua
- Date: 2018
- Subjects: Activity trackers (Wearable technology) , Computer networks -- Security measures , Data protection , Information storage and retrieval systems -- Security systems , Computer security -- Software , Consumer Health Wearable Threat Assessment Framework , Design Science Research
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/62649 , vital:28225
- Description: The collection of health data such as physical activity, consumption and physiological data through the use of consumer health wearables via fitness trackers are very beneficial for the promotion of physical wellness. However, consumer health wearables and their associated applications are known to have privacy and security concerns that can potentially make the collected personal health data vulnerable to hackers. These concerns are attributed to security theoretical frameworks not sufficiently addressing the entirety of privacy and security concerns relating to the diverse technological ecosystem of consumer health wearables. The objective of this research was therefore to develop a threat assessment framework that can be used to guide the detection of vulnerabilities which affect consumer health wearables and their associated applications. To meet this objective, the Design Science Research methodology was used to develop the desired artefact (Consumer Health Wearable Threat Assessment Framework). The framework is comprised of fourteen vulnerabilities classified according to Authentication, Authorization, Availability, Confidentiality, Non-Repudiation and Integrity. Through developing the artefact, the threat assessment framework was demonstrated on two fitness trackers and their associated applications. It was discovered, that the framework was able to identify how these vulnerabilities affected, these two test cases based on the classification categories of the framework. The framework was also evaluated by four security experts who assessed the quality, utility and efficacy of the framework. Experts, supported the use of the framework as a relevant and comprehensive framework to guide the detection of vulnerabilities towards consumer health wearables and their associated applications. The implication of this research study is that the framework can be used by developers to better identify the vulnerabilities of consumer health wearables and their associated applications. This will assist in creating a more securer environment for the storage and use of health data by consumer health wearables.
- Full Text:
- Date Issued: 2018
- Authors: Mnjama, Javan Joshua
- Date: 2018
- Subjects: Activity trackers (Wearable technology) , Computer networks -- Security measures , Data protection , Information storage and retrieval systems -- Security systems , Computer security -- Software , Consumer Health Wearable Threat Assessment Framework , Design Science Research
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/62649 , vital:28225
- Description: The collection of health data such as physical activity, consumption and physiological data through the use of consumer health wearables via fitness trackers are very beneficial for the promotion of physical wellness. However, consumer health wearables and their associated applications are known to have privacy and security concerns that can potentially make the collected personal health data vulnerable to hackers. These concerns are attributed to security theoretical frameworks not sufficiently addressing the entirety of privacy and security concerns relating to the diverse technological ecosystem of consumer health wearables. The objective of this research was therefore to develop a threat assessment framework that can be used to guide the detection of vulnerabilities which affect consumer health wearables and their associated applications. To meet this objective, the Design Science Research methodology was used to develop the desired artefact (Consumer Health Wearable Threat Assessment Framework). The framework is comprised of fourteen vulnerabilities classified according to Authentication, Authorization, Availability, Confidentiality, Non-Repudiation and Integrity. Through developing the artefact, the threat assessment framework was demonstrated on two fitness trackers and their associated applications. It was discovered, that the framework was able to identify how these vulnerabilities affected, these two test cases based on the classification categories of the framework. The framework was also evaluated by four security experts who assessed the quality, utility and efficacy of the framework. Experts, supported the use of the framework as a relevant and comprehensive framework to guide the detection of vulnerabilities towards consumer health wearables and their associated applications. The implication of this research study is that the framework can be used by developers to better identify the vulnerabilities of consumer health wearables and their associated applications. This will assist in creating a more securer environment for the storage and use of health data by consumer health wearables.
- Full Text:
- Date Issued: 2018
A critical review of participatory practice in integrated water resource management
- Lotz-Sisitka, Heila, Burt, Jane C
- Authors: Lotz-Sisitka, Heila , Burt, Jane C
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/437450 , vital:73380 , ISBN 1-77005-388-3 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/Project_1434_01_06.pdf
- Description: As indicated in Chapter 1, the expected outputs of this research are guidelines for best practice, and a set of indicators for monitoring and evaluation of participatory practice in CMA establishment. Chapter 1 indicated that participatory practice in CMA establishment in South Afri-ca is located in a particular social context: that of institution building in a democratising society (where the models of democracy may not be clearly articulated or well understood amongst South African citizens), in response to new national legislation that is based on principles of equi-ty, efficiency and sustainability. This context is further shaped by a his-tory of inequality and lack of broad participation in IWRM. Chapter 1 al-so indicated that IWRM in South Africa crosses political boundaries, is framed within geo-physical boundaries, and is complicated by different governance frameworks for water service delivery and water resources management (where water services delivery is a key priority for people on the ground who have traditionally not had access to water). Water resources management is therefore likely to be a ‘secondary’priority, and the possibility exists that the two needs could be confused amongst those who are to participate in IWRM in South Africa.
- Full Text:
- Date Issued: 2006
- Authors: Lotz-Sisitka, Heila , Burt, Jane C
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/437450 , vital:73380 , ISBN 1-77005-388-3 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/Project_1434_01_06.pdf
- Description: As indicated in Chapter 1, the expected outputs of this research are guidelines for best practice, and a set of indicators for monitoring and evaluation of participatory practice in CMA establishment. Chapter 1 indicated that participatory practice in CMA establishment in South Afri-ca is located in a particular social context: that of institution building in a democratising society (where the models of democracy may not be clearly articulated or well understood amongst South African citizens), in response to new national legislation that is based on principles of equi-ty, efficiency and sustainability. This context is further shaped by a his-tory of inequality and lack of broad participation in IWRM. Chapter 1 al-so indicated that IWRM in South Africa crosses political boundaries, is framed within geo-physical boundaries, and is complicated by different governance frameworks for water service delivery and water resources management (where water services delivery is a key priority for people on the ground who have traditionally not had access to water). Water resources management is therefore likely to be a ‘secondary’priority, and the possibility exists that the two needs could be confused amongst those who are to participate in IWRM in South Africa.
- Full Text:
- Date Issued: 2006
Conceptualizing and implementing the meaning of Africa's new partnership with the industrialized north : implications and possibilities for the renaissance
- Authors: Somhlaba, Zamokwakhe Ludidi
- Date: 2005
- Subjects: New Partnership for Africa's Development , Sustainable development -- Africa , Economic development -- Africa , Africa -- Foreign economic relations , Africa -- Economic conditions -- 1960-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2841 , http://hdl.handle.net/10962/d1004655 , New Partnership for Africa's Development , Sustainable development -- Africa , Economic development -- Africa , Africa -- Foreign economic relations , Africa -- Economic conditions -- 1960-
- Description: This study is a contribution to the on-going debate about the path that Africa has taken in realising the vision of its renewal. The central theme of the study is the idea of Africa's 'new partnership' with the industrialised North, which is envisaged under the New Partnership for Africa's Development (NEPAD). Acknowledging that asymmetrical partnerships have existed between Africa and the North, particularly in the last century, the question this study poses is: to what extent does the idea of the 'new partnership' represent something new? The study argues two points. Firstly, it argues that the idea of the new partnership has become a terrain of contestation between the Africanist and the post-modernist social forces. Secondly, the study argues that it is unlikely that conceptualising the idea of the new partnership in post-modernist terms will result in sustainable development and rebirth of Africa. That is particularly the case, because post-modernity suggests a certain degree of loyalty to the prevailing and asymmetrical global order. Against this background, the study concludes that the extent to which Africa will enjoy the benefits of a truly revised partnership with the North, and thus fulfil the vision of its rebirth, will be determined, by and large, by the modalities of accommodation and struggle between these social forces.
- Full Text:
- Date Issued: 2005
- Authors: Somhlaba, Zamokwakhe Ludidi
- Date: 2005
- Subjects: New Partnership for Africa's Development , Sustainable development -- Africa , Economic development -- Africa , Africa -- Foreign economic relations , Africa -- Economic conditions -- 1960-
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2841 , http://hdl.handle.net/10962/d1004655 , New Partnership for Africa's Development , Sustainable development -- Africa , Economic development -- Africa , Africa -- Foreign economic relations , Africa -- Economic conditions -- 1960-
- Description: This study is a contribution to the on-going debate about the path that Africa has taken in realising the vision of its renewal. The central theme of the study is the idea of Africa's 'new partnership' with the industrialised North, which is envisaged under the New Partnership for Africa's Development (NEPAD). Acknowledging that asymmetrical partnerships have existed between Africa and the North, particularly in the last century, the question this study poses is: to what extent does the idea of the 'new partnership' represent something new? The study argues two points. Firstly, it argues that the idea of the new partnership has become a terrain of contestation between the Africanist and the post-modernist social forces. Secondly, the study argues that it is unlikely that conceptualising the idea of the new partnership in post-modernist terms will result in sustainable development and rebirth of Africa. That is particularly the case, because post-modernity suggests a certain degree of loyalty to the prevailing and asymmetrical global order. Against this background, the study concludes that the extent to which Africa will enjoy the benefits of a truly revised partnership with the North, and thus fulfil the vision of its rebirth, will be determined, by and large, by the modalities of accommodation and struggle between these social forces.
- Full Text:
- Date Issued: 2005
The performance of South African and British children on the Griffiths Mental Development Scales- extended revised a comparative study
- Authors: Van Rooyen, Kempie
- Date: 2005
- Subjects: Psychological tests for children -- Cross-cultural studies , Children -- Intelligence testing -- Cross-cultural studies , Griffiths Scales of Mental Development
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9850 , http://hdl.handle.net/10948/370 , http://hdl.handle.net/10948/d1005819 , Psychological tests for children -- Cross-cultural studies , Children -- Intelligence testing -- Cross-cultural studies , Griffiths Scales of Mental Development
- Description: The South African context necessitates developmental assessment measures with particular characteristics. A critical examination of a variety of potential measures indicates that there are very few measures available to meet these specific needs. The GMDS-ER is judged to be one such measure. This study explores the performance of South African children aged 4 to 7 years of age as it relates to that of British children (from the standardisation sample). The samples consisted of normal South African (n=129) and British (n=161) children, where normalcy refers to the absence of sensory, physical, or mental handicap. The study was done in an attempt to explore the suitability of using the GMDS-ER in the South African context. More specifically, the following two aims were pursued: 1. To explore and describe the general development of each of four year groups of a sample of British and South African children by utilising the general developmental quotient of the GMDS-ER 2. To explore and describe the comparative developmental profiles of each of the four year groups of a sample of British and South African children across the six developmental areas represented by the subscales of the GMDS-ER. Descriptive statistics and simple t-tests were used to accomplish Aim 1 and Hotellings T2 tests were mainly used in order to accomplish Aim 2. The major findings of the present study were as follows: 1. South African and British children’s overall performances (as measured by the GMDS-ER GQ) are similar. A great deal of variability exists between the GMDS-ER profiles of normal South African and British children (i.e., when individual subscales and year groups are considered). 3. In general, South African children performed better on the Locomotor and Personal-Social Subscales, while British children performed better on the Language and Practical Reasoning Subscales. Performance on the Eye and Hand Coordination Subscale was similar for the two samples and on the Performance Subscale performance was too variable to come to any general conclusions. In view of the findings, caution with regard to the use of the British-based norms in the South African context is recommended. Recommendations are made for the use of the GMDS-ER to help with the identification of specific classes of disorders in the South African context. Further investigation into the applicability of the GMDS-ER for South African use as well as the establishment of South African norms are final recommendations.
- Full Text:
- Date Issued: 2005
- Authors: Van Rooyen, Kempie
- Date: 2005
- Subjects: Psychological tests for children -- Cross-cultural studies , Children -- Intelligence testing -- Cross-cultural studies , Griffiths Scales of Mental Development
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9850 , http://hdl.handle.net/10948/370 , http://hdl.handle.net/10948/d1005819 , Psychological tests for children -- Cross-cultural studies , Children -- Intelligence testing -- Cross-cultural studies , Griffiths Scales of Mental Development
- Description: The South African context necessitates developmental assessment measures with particular characteristics. A critical examination of a variety of potential measures indicates that there are very few measures available to meet these specific needs. The GMDS-ER is judged to be one such measure. This study explores the performance of South African children aged 4 to 7 years of age as it relates to that of British children (from the standardisation sample). The samples consisted of normal South African (n=129) and British (n=161) children, where normalcy refers to the absence of sensory, physical, or mental handicap. The study was done in an attempt to explore the suitability of using the GMDS-ER in the South African context. More specifically, the following two aims were pursued: 1. To explore and describe the general development of each of four year groups of a sample of British and South African children by utilising the general developmental quotient of the GMDS-ER 2. To explore and describe the comparative developmental profiles of each of the four year groups of a sample of British and South African children across the six developmental areas represented by the subscales of the GMDS-ER. Descriptive statistics and simple t-tests were used to accomplish Aim 1 and Hotellings T2 tests were mainly used in order to accomplish Aim 2. The major findings of the present study were as follows: 1. South African and British children’s overall performances (as measured by the GMDS-ER GQ) are similar. A great deal of variability exists between the GMDS-ER profiles of normal South African and British children (i.e., when individual subscales and year groups are considered). 3. In general, South African children performed better on the Locomotor and Personal-Social Subscales, while British children performed better on the Language and Practical Reasoning Subscales. Performance on the Eye and Hand Coordination Subscale was similar for the two samples and on the Performance Subscale performance was too variable to come to any general conclusions. In view of the findings, caution with regard to the use of the British-based norms in the South African context is recommended. Recommendations are made for the use of the GMDS-ER to help with the identification of specific classes of disorders in the South African context. Further investigation into the applicability of the GMDS-ER for South African use as well as the establishment of South African norms are final recommendations.
- Full Text:
- Date Issued: 2005
The effect of nutrient levels and ratios on the growth of Microcystis aeruginosa and microcystin production
- Authors: Sember, Craig Stewart
- Date: 2002
- Subjects: Microcystis aeruginosa -- Toxicology , Nitrates , Microcystins
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:11076 , http://hdl.handle.net/10948/287 , Microcystis aeruginosa -- Toxicology , Nitrates , Microcystins
- Description: This study reports the findings on the effect of nitrates and phosphates on the biomass and toxin production of various strains of the unicellular non-nitrogen fixing cyanobacterium, Microcystis aeruginosa. The occurrence of blooms of Microcystis aeruginosa and microcystin in freshwater impoundments across the globe has been on the increase lately due to increased levels of eutrophication, resulting in human and animal deaths and illness, as well as drinking and recreational water foulment. A range of environmental factors have been shown to effect growth and microcystin production. Existing literature however is somewhat contradictory as to the effects of these physical and chemical factors on toxin production. Therefore Microcystis aeruginosa strains were cultured under batch and continuous conditions to determine the effect of nitrate and phosphate concentrations and ratios on biomass and toxin production. Cultures were analysed with regards to internal nutrient stores, biomass production, nutrient depletion, photosynthetic efficiency and microcystin production. Results showed that microcystin production correlated to growth rate, photosynthetic efficiency and internal nitrogen stores and that an optimal N:P ratio was associated with microcystin levels, growth rate and photosynthetic efficiency. Results therefore led to the conclusion that the nitrogen, carbon, and phosphate balance within the cell is closely associated with microcystin production. Whether or not microcystin is produced to maintain this balance or produced as a function of this balance remains to be determined.
- Full Text:
- Date Issued: 2002
- Authors: Sember, Craig Stewart
- Date: 2002
- Subjects: Microcystis aeruginosa -- Toxicology , Nitrates , Microcystins
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:11076 , http://hdl.handle.net/10948/287 , Microcystis aeruginosa -- Toxicology , Nitrates , Microcystins
- Description: This study reports the findings on the effect of nitrates and phosphates on the biomass and toxin production of various strains of the unicellular non-nitrogen fixing cyanobacterium, Microcystis aeruginosa. The occurrence of blooms of Microcystis aeruginosa and microcystin in freshwater impoundments across the globe has been on the increase lately due to increased levels of eutrophication, resulting in human and animal deaths and illness, as well as drinking and recreational water foulment. A range of environmental factors have been shown to effect growth and microcystin production. Existing literature however is somewhat contradictory as to the effects of these physical and chemical factors on toxin production. Therefore Microcystis aeruginosa strains were cultured under batch and continuous conditions to determine the effect of nitrate and phosphate concentrations and ratios on biomass and toxin production. Cultures were analysed with regards to internal nutrient stores, biomass production, nutrient depletion, photosynthetic efficiency and microcystin production. Results showed that microcystin production correlated to growth rate, photosynthetic efficiency and internal nitrogen stores and that an optimal N:P ratio was associated with microcystin levels, growth rate and photosynthetic efficiency. Results therefore led to the conclusion that the nitrogen, carbon, and phosphate balance within the cell is closely associated with microcystin production. Whether or not microcystin is produced to maintain this balance or produced as a function of this balance remains to be determined.
- Full Text:
- Date Issued: 2002
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