Model for the alleviation of poverty in South Africa
- Authors: Visagie, Jana
- Date: 2019
- Subjects: Poverty -- South Africa , Poverty -- Prevention
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/45701 , vital:38956
- Description: The existence of extreme poverty in an affluent world is morally unacceptable and action needs to be taken. The reduction of economic and social inequality within countries and between countries, as well as the honouring of human rights, is of utmost importance, but the eradication of poverty must take priority One of the main problems with poverty is that poverty impedes human flourishing). People are hungry and constantly live in pain and anguish while education is hampered. People do not develop fully on cognitive and physical levels as poverty allows the exploitation of the poor and their bodies. Feelings of shame and worthlessness are established for reasons people cannot control. To contribute to the ongoing attempts to reduce poverty, it is necessary to have an understanding as to why people remain poor in an affluent world and what can be done to address the causes of poverty. Unless a global culture of ethics and value alignment is pursued for the reduction of poverty, there will be devastating effects for the future Underwriting lasting escapes from chronic poverty demands more investment in education, employment and human development potentials and in the related infrastructure that permits people to enhance their living standards while developing their resilience to handle setbacks and the effects of climate change.ffects include, for example, disaster-risk management, global healthcare and social cohesion. These investment efforts 9 have the ability to generate a virtuous cycle of poverty reduction, national economic growth and enlarged individual opportunity This could diminish the inequalities that decelerate human development. The lack of practical and outcome-based poverty reduction models affords this research with a unique opportunity to fulfil the need and to contribute to the body of knowledge regarding the reduction of poverty towards 2030.
- Full Text:
- Date Issued: 2019
- Authors: Visagie, Jana
- Date: 2019
- Subjects: Poverty -- South Africa , Poverty -- Prevention
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/45701 , vital:38956
- Description: The existence of extreme poverty in an affluent world is morally unacceptable and action needs to be taken. The reduction of economic and social inequality within countries and between countries, as well as the honouring of human rights, is of utmost importance, but the eradication of poverty must take priority One of the main problems with poverty is that poverty impedes human flourishing). People are hungry and constantly live in pain and anguish while education is hampered. People do not develop fully on cognitive and physical levels as poverty allows the exploitation of the poor and their bodies. Feelings of shame and worthlessness are established for reasons people cannot control. To contribute to the ongoing attempts to reduce poverty, it is necessary to have an understanding as to why people remain poor in an affluent world and what can be done to address the causes of poverty. Unless a global culture of ethics and value alignment is pursued for the reduction of poverty, there will be devastating effects for the future Underwriting lasting escapes from chronic poverty demands more investment in education, employment and human development potentials and in the related infrastructure that permits people to enhance their living standards while developing their resilience to handle setbacks and the effects of climate change.ffects include, for example, disaster-risk management, global healthcare and social cohesion. These investment efforts 9 have the ability to generate a virtuous cycle of poverty reduction, national economic growth and enlarged individual opportunity This could diminish the inequalities that decelerate human development. The lack of practical and outcome-based poverty reduction models affords this research with a unique opportunity to fulfil the need and to contribute to the body of knowledge regarding the reduction of poverty towards 2030.
- Full Text:
- Date Issued: 2019
The implications of teacher development in the improvement of learner achievement in the Kwamhlanga sub-district of Mpumalanga Province
- Authors: Mhaule, Makgabo Regina
- Date: 2019
- Subjects: Career development Teacher educators -- Professional relationships
- Language: English
- Type: Thesis , Doctoral , D.Admin
- Identifier: http://hdl.handle.net/10353/13690 , vital:39691
- Description: This study sought to investigate the implication of teacher development in learner performance with reference to the Nkangala sub-district of the Mpumalanga Department of Education. My interest is this area of study was triggered in the debate around the mismatch between the resources which the Department of Education invests in the teacher development programmes vis-à-vis learner performance in schools, in particular, the Grade 12 class which is the exit point of the school system. The argument is that the department invests significant resources in developing teachers but that there appears to be very little return on the investment in the form of learner performance which has been the subject of debate and discussion for many years in the education circles. The study made use of the mixed method approach in terms of which both quantitative and qualitative methods were fully employed. Questionnaires and interviews were used as the data collection methods. In order to collect the requisite quantitative data four teachers and three school management teams were sampled using the simple random sampling method per school in the sub-district. The return rate of the instruments was more than 50%. For the qualitative data subject advisors were sampled using the purposive sampling method. Eight of the twelve advisors who were sampled participated in the face to face interviews. The collected data was then analysed using the Special Programme for Social Sciences (SPSS). The literature reviewed included Senge’s Learning Organisation theory and Wenger’s social learning theory which were explored extensively and which informed the study to a significant extent. The researcher also explored the legislative framework which informs the HRD in general and teacher development in particular. v The study revealed that there is, indeed, a significant relationship between teacher development programmes and learner performance. The study also revealed that teacher development programmes do, in fact, address the needs of both learners and teachers. An interesting finding, which is also a matter of concern, was the finding that teachers are almost, if not totally, excluded from participating in the teacher development programmes offered. The study also found that the content of teacher development programmes is devised by subject specialists who are not based in the classroom and who have little experience of the prevailing classroom situation. It appeared that this approach was creating a huge gap in the teacher development programmes. The researcher made several recommendations and also developed a proposed (rudimentary) teacher development model, as informed by the study and the gap which was identified from the literature review. The model is extremely basic and, therefore, requires further research on the part of education practitioners and/or anyone interested in the field of teacher development and education.
- Full Text:
- Date Issued: 2019
- Authors: Mhaule, Makgabo Regina
- Date: 2019
- Subjects: Career development Teacher educators -- Professional relationships
- Language: English
- Type: Thesis , Doctoral , D.Admin
- Identifier: http://hdl.handle.net/10353/13690 , vital:39691
- Description: This study sought to investigate the implication of teacher development in learner performance with reference to the Nkangala sub-district of the Mpumalanga Department of Education. My interest is this area of study was triggered in the debate around the mismatch between the resources which the Department of Education invests in the teacher development programmes vis-à-vis learner performance in schools, in particular, the Grade 12 class which is the exit point of the school system. The argument is that the department invests significant resources in developing teachers but that there appears to be very little return on the investment in the form of learner performance which has been the subject of debate and discussion for many years in the education circles. The study made use of the mixed method approach in terms of which both quantitative and qualitative methods were fully employed. Questionnaires and interviews were used as the data collection methods. In order to collect the requisite quantitative data four teachers and three school management teams were sampled using the simple random sampling method per school in the sub-district. The return rate of the instruments was more than 50%. For the qualitative data subject advisors were sampled using the purposive sampling method. Eight of the twelve advisors who were sampled participated in the face to face interviews. The collected data was then analysed using the Special Programme for Social Sciences (SPSS). The literature reviewed included Senge’s Learning Organisation theory and Wenger’s social learning theory which were explored extensively and which informed the study to a significant extent. The researcher also explored the legislative framework which informs the HRD in general and teacher development in particular. v The study revealed that there is, indeed, a significant relationship between teacher development programmes and learner performance. The study also revealed that teacher development programmes do, in fact, address the needs of both learners and teachers. An interesting finding, which is also a matter of concern, was the finding that teachers are almost, if not totally, excluded from participating in the teacher development programmes offered. The study also found that the content of teacher development programmes is devised by subject specialists who are not based in the classroom and who have little experience of the prevailing classroom situation. It appeared that this approach was creating a huge gap in the teacher development programmes. The researcher made several recommendations and also developed a proposed (rudimentary) teacher development model, as informed by the study and the gap which was identified from the literature review. The model is extremely basic and, therefore, requires further research on the part of education practitioners and/or anyone interested in the field of teacher development and education.
- Full Text:
- Date Issued: 2019
Co-Production of trust for effective local Governance: a case study of Nelson Mandela Bay Municipality
- Authors: Salie-Jakoet, Amina
- Date: 2018
- Subjects: Corporate governance--South Africa--Nelson Mandela Bay Municipality Economic development--South Africa--Nelson Mandela Bay Municipality , Municipal officials and employees--South Africa-- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/20308 , vital:29228
- Description: This study acknowledged that while it might be true that protests often turn violent after formal channels have been exhausted, there is an underlying problem of lack of public participation, coproduction and a general lack of trust in and within local government institutions in South Africa. The study therefore proposes that public participation in the municipal governing process is more complex than anticipated. For purposes of data collection, a mixed methods research methodology was adopted and a number of salient recommendations are provided to address the levels of trust within local government. A normative model to enhance coproduction of trust between communities and local government has been proposed. The research is scientifically worthy of distribution to the broader academic community and a number of papers both nationally and internationally have been presented from it.
- Full Text:
- Date Issued: 2018
- Authors: Salie-Jakoet, Amina
- Date: 2018
- Subjects: Corporate governance--South Africa--Nelson Mandela Bay Municipality Economic development--South Africa--Nelson Mandela Bay Municipality , Municipal officials and employees--South Africa-- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/20308 , vital:29228
- Description: This study acknowledged that while it might be true that protests often turn violent after formal channels have been exhausted, there is an underlying problem of lack of public participation, coproduction and a general lack of trust in and within local government institutions in South Africa. The study therefore proposes that public participation in the municipal governing process is more complex than anticipated. For purposes of data collection, a mixed methods research methodology was adopted and a number of salient recommendations are provided to address the levels of trust within local government. A normative model to enhance coproduction of trust between communities and local government has been proposed. The research is scientifically worthy of distribution to the broader academic community and a number of papers both nationally and internationally have been presented from it.
- Full Text:
- Date Issued: 2018
Towards a framework to enhance entry-level national diploma students' learning of computer programming - effects of guided inquiry learning
- Authors: Lukose, Jose
- Date: 2018
- Subjects: Computer programming -- Study and teaching Computer science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9522 , vital:34362
- Description: Research reports using global data show that the failure rates in introductory programming courses average about 32 percent. This study assessed the effect of elements of Guided Inquiry Learning (GIL) on enhancing academic performance of first year students in Introduction to Computer Programming course. As learners from schools join the university and enrol for different courses, they find the sudden transformation quite challenging. This makes it more challenging for first year university students, especially in difficult courses such as Introduction to Programming. As times change with advances in technology, the traditional ways of presenting information during teaching–learning interface may not address students’ needs. Lecturers and university stakeholders make efforts to address these challenges by proposing innovative teaching ways. One of the common approaches that have been used profitably in other science and engineering programmes is GIL. It is a form of inductive collaborative learning approach where students are presented with a challenge which challenges them to accomplish the desired learning outcomes in the process of responding to the posed challenge. The strategies in GIL include, among others, learning teams who participate in intra- and inter-learner interactions besides lecturer-learner interactions, linking theory and practical information cementing skills and problem solving strategies, scaffolding information, blended learning by integrating both traditional and technology-assisted learning, inquiry activities such as initiating investigations, gathering data, and critiquing evidence to come up with evidence-based solutions. The objective was to apply GIL to this module and observe if there were gains in students’ academic performance. This study was located in the pragmatic paradigm using action research design and a mixed method approach. The sample consisted offirst year students enrolled for Introduction to programming which was a year-long course (two semesters) at a South African university. The population consisted of the only 49 students who were registered for the module under focus. A group of 20 students were considered for the whole year in the GIL experiment. Although it would students were considered for the whole year in the GIL experiment. Although it would students were considered for the whole year in the GIL experiment. Although it would have been ideal to have experimental and control groups with same number of students, that was not possible in this study, because only 20 out of the 49 who were willing to be included in the experimental group. The present researcher employed willing to be included in the experimental group. The present researcher employed three of these GIL strategies in teaching the module Introduction to Programming to the experimental group while another colleague continued with traditional teaching in the control group. Care was taken to limit the insider outsider conflict. Both groups were assessed by the same assessment tools at the same times. Results from these assessments together with focus group interviews provided the core data for this study. Both quantitative and qualitative analyses were carried out on the data, statistical analysis (mainly, chi-Square and t-test) for the former and thematic analysis for the latter. Results indicated gains in the experimental group such as enhanced motivation, interaction, intra-group social cohesion, creativity and provided students the confidence to share knowledge and skills with their peers and keep everyone focused on the course contents. These gains are reflected in higher year marks and pass rates than those in the control group as the analysed data indicate. A study that will pilot the GIL framework in several universities with different teaching modes and large classes are recommended.
- Full Text:
- Date Issued: 2018
- Authors: Lukose, Jose
- Date: 2018
- Subjects: Computer programming -- Study and teaching Computer science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9522 , vital:34362
- Description: Research reports using global data show that the failure rates in introductory programming courses average about 32 percent. This study assessed the effect of elements of Guided Inquiry Learning (GIL) on enhancing academic performance of first year students in Introduction to Computer Programming course. As learners from schools join the university and enrol for different courses, they find the sudden transformation quite challenging. This makes it more challenging for first year university students, especially in difficult courses such as Introduction to Programming. As times change with advances in technology, the traditional ways of presenting information during teaching–learning interface may not address students’ needs. Lecturers and university stakeholders make efforts to address these challenges by proposing innovative teaching ways. One of the common approaches that have been used profitably in other science and engineering programmes is GIL. It is a form of inductive collaborative learning approach where students are presented with a challenge which challenges them to accomplish the desired learning outcomes in the process of responding to the posed challenge. The strategies in GIL include, among others, learning teams who participate in intra- and inter-learner interactions besides lecturer-learner interactions, linking theory and practical information cementing skills and problem solving strategies, scaffolding information, blended learning by integrating both traditional and technology-assisted learning, inquiry activities such as initiating investigations, gathering data, and critiquing evidence to come up with evidence-based solutions. The objective was to apply GIL to this module and observe if there were gains in students’ academic performance. This study was located in the pragmatic paradigm using action research design and a mixed method approach. The sample consisted offirst year students enrolled for Introduction to programming which was a year-long course (two semesters) at a South African university. The population consisted of the only 49 students who were registered for the module under focus. A group of 20 students were considered for the whole year in the GIL experiment. Although it would students were considered for the whole year in the GIL experiment. Although it would students were considered for the whole year in the GIL experiment. Although it would have been ideal to have experimental and control groups with same number of students, that was not possible in this study, because only 20 out of the 49 who were willing to be included in the experimental group. The present researcher employed willing to be included in the experimental group. The present researcher employed three of these GIL strategies in teaching the module Introduction to Programming to the experimental group while another colleague continued with traditional teaching in the control group. Care was taken to limit the insider outsider conflict. Both groups were assessed by the same assessment tools at the same times. Results from these assessments together with focus group interviews provided the core data for this study. Both quantitative and qualitative analyses were carried out on the data, statistical analysis (mainly, chi-Square and t-test) for the former and thematic analysis for the latter. Results indicated gains in the experimental group such as enhanced motivation, interaction, intra-group social cohesion, creativity and provided students the confidence to share knowledge and skills with their peers and keep everyone focused on the course contents. These gains are reflected in higher year marks and pass rates than those in the control group as the analysed data indicate. A study that will pilot the GIL framework in several universities with different teaching modes and large classes are recommended.
- Full Text:
- Date Issued: 2018
From dialect to ‘official’ language: towards the intellectualisation of Ndau in Zimbabwe
- Authors: Sithole, Emmanuel
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6086 , vital:21030
- Full Text:
- Date Issued: 2017
- Authors: Sithole, Emmanuel
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/6086 , vital:21030
- Full Text:
- Date Issued: 2017
The knowledge-knower structures used in the assessment of graphic design practical work in a multi-campus context
- Authors: Giloi, Susan Louise
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1336 , http://hdl.handle.net/10962/d1021310
- Description: This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable. It therefore sits uncomfortably with results-driven HE and institutional priorities. In light of this context and the complex and social nature of GD assessment, a critical realist approach provided the guiding metatheory for this case study. Critical realism considers the unseen but real mechanisms that exist and interact within a context to create a phenomenon such as an assessment practice. In this case study the knowledge-structuring theories of Basil Bernstein and Karl Maton were used to uncover these mechanisms. Bernstein and Maton propose that new knowledge, the curriculum and pedagogy, which includes assessment, communicate the valued disciplinary knowledge and who controls these communications. For this study the institutional documents and voices of assessors provided insight into the GD assessment practice; data was generated through a lecturer survey, the study guides and assessor conversations at both the formative and summative assessment stages. Given the significance of both knowledge and expertise in GD, Specialisation, one of the Legitimation Code Theory (LCT) dimensions, provided the conceptual tool whereby the generated data were analysed and categorised, and the underlying valued knowledge-knower structures, or specialisation codes, were identified. The identified specialisation codes revealed a number of code clashes, matches and shifts, which highlighted instances of mixed or conflicting communication regarding what was valued and used in GD assessment. These clashes, matches and shifts have significant implications for curriculum design, pedagogy and assessment. As a result the findings may have relevance for students, lecturers and assessors who work in practice-based fields which require the assessment of complex achievements and rely on a specialised gaze to judge standards. Informed by the findings of this study, I argue that there is a fundamental conflict between what is valued within the broader national South African Higher Education system and Private Higher Education institutional context, and the nature of GD assessment. The broader structures, guided by a techno-rationalist approach to assessment and the pressures of massification, success, compliance and institutional efficiencies, value explicitly-stated outcomes and criteria, propositional knowledge and a positivist ideal of one correct mark for any one assessment, while the GD assessment practice values the more social and tacit elements of procedural knowledge and a specialist knower as evidenced in a largely tacit GD gaze that assessors possess and students aim to develop. The uncovering of the knowledge-knower structures used in GD assessment has the potential to make the assessed gaze more explicit to lecturers, assessors and ultimately to students. My findings offer a deeper understanding of the assessment of knower code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in a HE context.
- Full Text:
- Date Issued: 2016
- Authors: Giloi, Susan Louise
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1336 , http://hdl.handle.net/10962/d1021310
- Description: This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable. It therefore sits uncomfortably with results-driven HE and institutional priorities. In light of this context and the complex and social nature of GD assessment, a critical realist approach provided the guiding metatheory for this case study. Critical realism considers the unseen but real mechanisms that exist and interact within a context to create a phenomenon such as an assessment practice. In this case study the knowledge-structuring theories of Basil Bernstein and Karl Maton were used to uncover these mechanisms. Bernstein and Maton propose that new knowledge, the curriculum and pedagogy, which includes assessment, communicate the valued disciplinary knowledge and who controls these communications. For this study the institutional documents and voices of assessors provided insight into the GD assessment practice; data was generated through a lecturer survey, the study guides and assessor conversations at both the formative and summative assessment stages. Given the significance of both knowledge and expertise in GD, Specialisation, one of the Legitimation Code Theory (LCT) dimensions, provided the conceptual tool whereby the generated data were analysed and categorised, and the underlying valued knowledge-knower structures, or specialisation codes, were identified. The identified specialisation codes revealed a number of code clashes, matches and shifts, which highlighted instances of mixed or conflicting communication regarding what was valued and used in GD assessment. These clashes, matches and shifts have significant implications for curriculum design, pedagogy and assessment. As a result the findings may have relevance for students, lecturers and assessors who work in practice-based fields which require the assessment of complex achievements and rely on a specialised gaze to judge standards. Informed by the findings of this study, I argue that there is a fundamental conflict between what is valued within the broader national South African Higher Education system and Private Higher Education institutional context, and the nature of GD assessment. The broader structures, guided by a techno-rationalist approach to assessment and the pressures of massification, success, compliance and institutional efficiencies, value explicitly-stated outcomes and criteria, propositional knowledge and a positivist ideal of one correct mark for any one assessment, while the GD assessment practice values the more social and tacit elements of procedural knowledge and a specialist knower as evidenced in a largely tacit GD gaze that assessors possess and students aim to develop. The uncovering of the knowledge-knower structures used in GD assessment has the potential to make the assessed gaze more explicit to lecturers, assessors and ultimately to students. My findings offer a deeper understanding of the assessment of knower code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in a HE context.
- Full Text:
- Date Issued: 2016
Phthalocyanines : photochemical, electrochemical and biomimetic catalytic behaviour
- Authors: Sehlotho, Nthapo
- Date: 2007
- Subjects: Phthalocyanines Photochemistry Electrochemistry Biomimetics Oxidation
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4336 , http://hdl.handle.net/10962/d1004997
- Description: This thesis explored use of metallophthalocyanines as electrocatalysts towards thiol and thiocyanate oxidation, nitrosothiol decomposition and reduction of oxygen, as well as biomimetic and photo-catalysts of cyclohexene oxidation. 2-mercaptoethanol (2-ME), L-cysteine (CYS) and reduced glutathione (GSH) thiols were oxidized on cobalt tetra ethoxythiophene and cobalt tetra phenoxy pyrrole phthalocyanine modified glassy carbon electrodes, whose catalytic activity was found to depend on pH, film thickness and method of electrode modification. Oxidation of thiocyanate (SCN-), CYS and 2-ME was catalyzed by a selfassembled monolayer of cobalt tetraethoxythiophene Thiocyanate oxidation occurred via two electron transfer, whereas that of CYS and 2-ME required 1 electron. The oxidations of SCN- and 2-ME were catalyzed by ring based processes, while CYS was catalyzed by both Co[superscript III]/Co[superscript II] process and ring-based processes. Oxidation of GSH and 2-ME was conducted on screen printed graphite electrodes modified with cobalt phthalocyanine. Activity depended on method of electrode modification and CoPc % composition. Decomposition of Snitrosoglutathione occurred in the presence of copper ions and NaBH[subscript 4]. Reduced and oxidized glutathione were detected as products using cobalt phthalocyanine adsorbed on an ordinary pyrolytic graphite electrode. Reduction of oxygen was electro-catalyzed by adsorbed manganese phthalocyanine complexes on glassy carbon electrodes. FePc, FePc(Cl)[subscript 16], CoPc and CoPc substituted with phenoxypyrrole and ethoxythiophene ligands were also used as electro-catalysts. Oxygen reduction occurred via two electron transfer in acidic and neutral media forming hydrogen peroxide, while water was formed in basic media via four electron transfer. Cyclohexene oxidation using tert-butylhydroperoxide or chloroperoxy benzoic acid as oxidants in the presence of FePc, FePc(Cl)[subscript 16] and CoPc formed cyclohexene oxide, 2-cyclohexen-1-ol, 2- cyclohexen-1-one and adipic acid. Product selectivity depended on the nature of catalyst and oxidant. The FePc(Cl)[subscript 16] catalyst was transformed into a µ-oxo dimer during the oxidation process while M[superscript III]Pc intermediates were formed with Co[superscript II]Pc and Fe[superscript II]Pc catalysts. Cyclohexene photooxidation catalyzed by zinc phthalocyanine using either red or white light formed 2-cyclohexen-1-one, 2-cyclohexen-1-ol, transcyclohexane diol, cyclohexene oxide and cyclohexene hydroperoxide via singlet oxygen and radical mechanisms. Product yields depended on the light wavelength and intensity, solvent, irradiation time and the rate of photodegradation of the catalyst.
- Full Text:
- Date Issued: 2007
- Authors: Sehlotho, Nthapo
- Date: 2007
- Subjects: Phthalocyanines Photochemistry Electrochemistry Biomimetics Oxidation
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4336 , http://hdl.handle.net/10962/d1004997
- Description: This thesis explored use of metallophthalocyanines as electrocatalysts towards thiol and thiocyanate oxidation, nitrosothiol decomposition and reduction of oxygen, as well as biomimetic and photo-catalysts of cyclohexene oxidation. 2-mercaptoethanol (2-ME), L-cysteine (CYS) and reduced glutathione (GSH) thiols were oxidized on cobalt tetra ethoxythiophene and cobalt tetra phenoxy pyrrole phthalocyanine modified glassy carbon electrodes, whose catalytic activity was found to depend on pH, film thickness and method of electrode modification. Oxidation of thiocyanate (SCN-), CYS and 2-ME was catalyzed by a selfassembled monolayer of cobalt tetraethoxythiophene Thiocyanate oxidation occurred via two electron transfer, whereas that of CYS and 2-ME required 1 electron. The oxidations of SCN- and 2-ME were catalyzed by ring based processes, while CYS was catalyzed by both Co[superscript III]/Co[superscript II] process and ring-based processes. Oxidation of GSH and 2-ME was conducted on screen printed graphite electrodes modified with cobalt phthalocyanine. Activity depended on method of electrode modification and CoPc % composition. Decomposition of Snitrosoglutathione occurred in the presence of copper ions and NaBH[subscript 4]. Reduced and oxidized glutathione were detected as products using cobalt phthalocyanine adsorbed on an ordinary pyrolytic graphite electrode. Reduction of oxygen was electro-catalyzed by adsorbed manganese phthalocyanine complexes on glassy carbon electrodes. FePc, FePc(Cl)[subscript 16], CoPc and CoPc substituted with phenoxypyrrole and ethoxythiophene ligands were also used as electro-catalysts. Oxygen reduction occurred via two electron transfer in acidic and neutral media forming hydrogen peroxide, while water was formed in basic media via four electron transfer. Cyclohexene oxidation using tert-butylhydroperoxide or chloroperoxy benzoic acid as oxidants in the presence of FePc, FePc(Cl)[subscript 16] and CoPc formed cyclohexene oxide, 2-cyclohexen-1-ol, 2- cyclohexen-1-one and adipic acid. Product selectivity depended on the nature of catalyst and oxidant. The FePc(Cl)[subscript 16] catalyst was transformed into a µ-oxo dimer during the oxidation process while M[superscript III]Pc intermediates were formed with Co[superscript II]Pc and Fe[superscript II]Pc catalysts. Cyclohexene photooxidation catalyzed by zinc phthalocyanine using either red or white light formed 2-cyclohexen-1-one, 2-cyclohexen-1-ol, transcyclohexane diol, cyclohexene oxide and cyclohexene hydroperoxide via singlet oxygen and radical mechanisms. Product yields depended on the light wavelength and intensity, solvent, irradiation time and the rate of photodegradation of the catalyst.
- Full Text:
- Date Issued: 2007
The life history of selected coastal foredune species of South Africa
- Authors: Knevel, Irma Cornelia
- Date: 2002
- Subjects: Sand dune plants -- South Africa Sand dune ecology -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4207 , http://hdl.handle.net/10962/d1003776
- Description: South African dune fields are severely threatened by human expansion and in the long run the stabilisation of many dunes will be necessary. The alien grass Ammophila arenaria is the most important drift sand stabiliser at present in South Africa. Although not invasive, the current impact of A. arenaria on the dune systems of South Africa is considerable, and thus the stabilising benefit of the grass seemed to may be outweighed by its negative consequences. It is therefore preferable to use indigenous sand stabilising species. In order to define guidelines for the application of indigenous plants for stabilisation, their autecology should be studied first to enhance the chance of successful stabilisation results. The main aim of the present thesis was to gather information on the life history processes of selected indigenous, sand stabilising foredune species. To investigate the growth of foredune pioneer species, the common pioneer Scaevola plumieri was followed over a three-year period to determine the growth season and leaf phenology. Soil-borne pathogens are known to influence the growth and vegetation dynamics of foredune species. To examine this effect on the South African foredunes the rhizosphere soil and the roots of several species were studied. To test the effect of the nematode fauna on succeeding plant species a transplantation experiment was carried out. The seed stage is the only life-cycle stage that can survive unfavourable conditions. Therefore, the seed ecology of several foredune species was studied extensively to determine the reproductive season, the seed production, the fate of seeds after shedding (germination, seawater dispersal), germination requirements and seed bank strategy. Seeds of the species Arctotheca populifolia, Ipomoea pes-caprae, Myrica cordifolia, and Scaevola plumieri were subjected to germination trials, field observations on seedling survival, and scarification and stratification experiments. This was done to obtain information about the germination requirements and to determine the reproductive season and growth season. The seed bank strategy of the foredune species, as well as the seed bank density, was determined by extensive sampling along the Cape coast. The species S. plumieri thrived under sand accretion situations, which makes it a good candidate for stabilisation purposes. The growth of S. plumieri was seasonal, with the highest leaf production during spring and summer. The stem position on the foredune had a strong effect on the overall performance of S. plumieri , with the stems situated on the landward face of the foredune showing higher leaf and seed production. Theiii nematode survey of soil and roots of several foredune species showed that all plant species featured a specific nematode fauna in the rhizosphere soil and the roots. The specific nematode fauna affected the growth of foreign plant species in the transplantation experiment, resulting in a lower root and/or shoot biomass production. Most of the foredune species produce seeds from spring to late summer. For S. plumieri the position of the stem on the dunes, as well as the predation of unripe seeds affected the number of seeds produced. The highest production was found for the landward faced stems. The S. plumieri seeds were able to float on seawater for at least three months without losing viability, as was observed for seeds of I. pes-caprae. The seeds of M. cordifolia, however, sank after a few days, but their viability was not affected. The rhizome fragments of A. arenaria and S. virginicus floated for 120 days, whereas the fragments of E. villosa sunk after one day. The viability of S. virginicus fragments was affected by the duration in seawater by an increase in sprouting time. The seeds of all species tested germinated readily under controlled conditions, except S. plumieri seeds which required a long lag-phase before germination. In the field the seeds of A. populifolia, I. pes-caprae and S. plumieri germinated, producing many seedlings. Only the seedlings of A. populifolia and S. plumieri survived. Of the species found in the foredunes 57% was represented in the soil seed bank. For most species, the seeds that were found in the seed bank showed viability of at least 40%. Many of the seeds found were older than one year, suggesting a short-term persistent seed bank. The present study is a start in filling the gap in information on dune pioneer and foredune species. The conclusion was that in general all species in the present study were easy to grow under controlled conditions, and thus could be used for stabilisation purposes. When the more rapidly growing pioneer species are planted in combination with succeeding foredune species, a functional and aesthetic ecosystem could be created.
- Full Text:
- Date Issued: 2002
- Authors: Knevel, Irma Cornelia
- Date: 2002
- Subjects: Sand dune plants -- South Africa Sand dune ecology -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4207 , http://hdl.handle.net/10962/d1003776
- Description: South African dune fields are severely threatened by human expansion and in the long run the stabilisation of many dunes will be necessary. The alien grass Ammophila arenaria is the most important drift sand stabiliser at present in South Africa. Although not invasive, the current impact of A. arenaria on the dune systems of South Africa is considerable, and thus the stabilising benefit of the grass seemed to may be outweighed by its negative consequences. It is therefore preferable to use indigenous sand stabilising species. In order to define guidelines for the application of indigenous plants for stabilisation, their autecology should be studied first to enhance the chance of successful stabilisation results. The main aim of the present thesis was to gather information on the life history processes of selected indigenous, sand stabilising foredune species. To investigate the growth of foredune pioneer species, the common pioneer Scaevola plumieri was followed over a three-year period to determine the growth season and leaf phenology. Soil-borne pathogens are known to influence the growth and vegetation dynamics of foredune species. To examine this effect on the South African foredunes the rhizosphere soil and the roots of several species were studied. To test the effect of the nematode fauna on succeeding plant species a transplantation experiment was carried out. The seed stage is the only life-cycle stage that can survive unfavourable conditions. Therefore, the seed ecology of several foredune species was studied extensively to determine the reproductive season, the seed production, the fate of seeds after shedding (germination, seawater dispersal), germination requirements and seed bank strategy. Seeds of the species Arctotheca populifolia, Ipomoea pes-caprae, Myrica cordifolia, and Scaevola plumieri were subjected to germination trials, field observations on seedling survival, and scarification and stratification experiments. This was done to obtain information about the germination requirements and to determine the reproductive season and growth season. The seed bank strategy of the foredune species, as well as the seed bank density, was determined by extensive sampling along the Cape coast. The species S. plumieri thrived under sand accretion situations, which makes it a good candidate for stabilisation purposes. The growth of S. plumieri was seasonal, with the highest leaf production during spring and summer. The stem position on the foredune had a strong effect on the overall performance of S. plumieri , with the stems situated on the landward face of the foredune showing higher leaf and seed production. Theiii nematode survey of soil and roots of several foredune species showed that all plant species featured a specific nematode fauna in the rhizosphere soil and the roots. The specific nematode fauna affected the growth of foreign plant species in the transplantation experiment, resulting in a lower root and/or shoot biomass production. Most of the foredune species produce seeds from spring to late summer. For S. plumieri the position of the stem on the dunes, as well as the predation of unripe seeds affected the number of seeds produced. The highest production was found for the landward faced stems. The S. plumieri seeds were able to float on seawater for at least three months without losing viability, as was observed for seeds of I. pes-caprae. The seeds of M. cordifolia, however, sank after a few days, but their viability was not affected. The rhizome fragments of A. arenaria and S. virginicus floated for 120 days, whereas the fragments of E. villosa sunk after one day. The viability of S. virginicus fragments was affected by the duration in seawater by an increase in sprouting time. The seeds of all species tested germinated readily under controlled conditions, except S. plumieri seeds which required a long lag-phase before germination. In the field the seeds of A. populifolia, I. pes-caprae and S. plumieri germinated, producing many seedlings. Only the seedlings of A. populifolia and S. plumieri survived. Of the species found in the foredunes 57% was represented in the soil seed bank. For most species, the seeds that were found in the seed bank showed viability of at least 40%. Many of the seeds found were older than one year, suggesting a short-term persistent seed bank. The present study is a start in filling the gap in information on dune pioneer and foredune species. The conclusion was that in general all species in the present study were easy to grow under controlled conditions, and thus could be used for stabilisation purposes. When the more rapidly growing pioneer species are planted in combination with succeeding foredune species, a functional and aesthetic ecosystem could be created.
- Full Text:
- Date Issued: 2002
The nouvelles of Henry James : a phenomeno-generic approach
- Authors: Bijker, Antony Jan
- Date: 1979
- Subjects: Novelists, American -- 19th century -- Diaries , James, Henry, 1843-1916 -- Notebooks, sketchbooks, etc. , James, Henry, 1843-1916 -- Diaries
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2168 , http://hdl.handle.net/10962/d1001819
- Description: From Introduction: The present work is about the nouvelles of Henry James and not about phenomenology. That is to say that I am more concerned with James's use of the form of the nouvelle than with the illustration of a method. But, as Roland Barthes has pointed out: "How can we tell the novel from the short story, the tale from the myth, suspense drama from tragedy ... without reference to a common model? Any critical attempt to describe even the most specific, the most historically orientated narrative form implies such a model. "I Hence, because phenomenology is somewhat alien to the Anglo-American critical sensibility, I must temporarily reverse this emphasis and discuss the phenomenological "model" that underlies my investigation of James and the nouvelle form. Elsewhere phenomenological theory will take precedence only when it throws light on what is a highly elusive genre.
- Full Text:
- Date Issued: 1979
- Authors: Bijker, Antony Jan
- Date: 1979
- Subjects: Novelists, American -- 19th century -- Diaries , James, Henry, 1843-1916 -- Notebooks, sketchbooks, etc. , James, Henry, 1843-1916 -- Diaries
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2168 , http://hdl.handle.net/10962/d1001819
- Description: From Introduction: The present work is about the nouvelles of Henry James and not about phenomenology. That is to say that I am more concerned with James's use of the form of the nouvelle than with the illustration of a method. But, as Roland Barthes has pointed out: "How can we tell the novel from the short story, the tale from the myth, suspense drama from tragedy ... without reference to a common model? Any critical attempt to describe even the most specific, the most historically orientated narrative form implies such a model. "I Hence, because phenomenology is somewhat alien to the Anglo-American critical sensibility, I must temporarily reverse this emphasis and discuss the phenomenological "model" that underlies my investigation of James and the nouvelle form. Elsewhere phenomenological theory will take precedence only when it throws light on what is a highly elusive genre.
- Full Text:
- Date Issued: 1979
A structural investigation of the short stories of Katherine Mansfield with special reference to the idea of the true and false self
- Authors: Geldenhuys, M F
- Date: 1974
- Subjects: Mansfield, Katherine, 1888-1923 -- Criticism and interpretation , Short stories , Self in literatur
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2296 , http://hdl.handle.net/10962/d1011969
- Description: A survey of the available literature on Katherine Mansfield has shown that, in the five decades which have elapsed since the author's death, critical interest has gradually, but significantly, altered its direction. Despite the workmanlike assessments of such critics as David Daiches in Britain and Andre Maurois in France, and the recognition of her mastery of the short story form by such fellow practitioners of the art as H.E. Bates and Elizabeth Bowen, the mainstream of criticism tended, in the first decades after the author's death, to centre less upon the characteristics of the work itself than upon a cult- like fascination, initiated, perhaps, by the perceptive but over-interested pen of Middleton Murry. Only more recently has this tendency been superseded by a more rigorous scrutiny of the stories themselves; thus the excellence of the author 's technique has now become a major concern. Recent recognition has been accorded, too, to the fact that the stories were in the vanguard of their time with regard to the choice of, as well as the treatment of, theme. Intro. p. 1-2.
- Full Text:
- Date Issued: 1974
- Authors: Geldenhuys, M F
- Date: 1974
- Subjects: Mansfield, Katherine, 1888-1923 -- Criticism and interpretation , Short stories , Self in literatur
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2296 , http://hdl.handle.net/10962/d1011969
- Description: A survey of the available literature on Katherine Mansfield has shown that, in the five decades which have elapsed since the author's death, critical interest has gradually, but significantly, altered its direction. Despite the workmanlike assessments of such critics as David Daiches in Britain and Andre Maurois in France, and the recognition of her mastery of the short story form by such fellow practitioners of the art as H.E. Bates and Elizabeth Bowen, the mainstream of criticism tended, in the first decades after the author's death, to centre less upon the characteristics of the work itself than upon a cult- like fascination, initiated, perhaps, by the perceptive but over-interested pen of Middleton Murry. Only more recently has this tendency been superseded by a more rigorous scrutiny of the stories themselves; thus the excellence of the author 's technique has now become a major concern. Recent recognition has been accorded, too, to the fact that the stories were in the vanguard of their time with regard to the choice of, as well as the treatment of, theme. Intro. p. 1-2.
- Full Text:
- Date Issued: 1974
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