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A review of Climate-Smart system innovations in two Agricultural Colleges in the North West Province of South Africa

  • Authors: Van Staden, Wilma
  • Date: 2018
  • Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
  • Language: English
  • Type: text , Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/63426 , vital:28410
  • Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
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  • Date Issued: 2018

A series of systematic case studies on the treatment of rape-related PTSD in the South African context implications for practice and policy

  • Authors: Padmanabhanunni, Anita
  • Date: 2011
  • Subjects: Post-traumatic stress disorder -- South Africa -- Treatment Post-traumatic stress disorder -- Patients Case studies Rape victims -- Counseling of -- South Africa Psychic trauma -- Treatment Rape victims -- Counseling of Case studies Cognitive therapy
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:3035 , http://hdl.handle.net/10962/d1002544
  • Description: In 2009, South African police statistics revealed that more than 68 332 women were raped in the country. The evidence from independent researchers has shown that SAPS statistics are highly susceptible to under-reporting and the actual figure is more than double this amount. One pervasive feature of the phenomenology of rape is post-traumatic stress disorder (PTSD). PTSD is a highly debilitating condition with severe individual and societal costs. The condition takes a critical toll on occupational functioning, schooling and personal relationships and is associated with depression, suicide risk, self-harming behaviours and alcohol-abuse problems. The Ehlers and Clark (2000) cognitive model represents the most efficacious treatment for PTSD but the approach is severely under-utilised by South African practitioners working with sexual trauma. The reasons for such under-utilisation relate to a lack of exposure and training surrounding the model and concerns about the transportability of the treatment to a multi-cultural context. One method of addressing these barriers to treatment delivery is through systematic case-based research. Systematic case-based research offers a complementary means of refining theory and developing evidence-based practice in the context of a developing country. The method offers an intensive analysis and description of the particular phenomena under study within its real-life context. It allows the researcher to intensively examine and identify the specific aspects of the therapist’s responses and client’s reactions that contributed to significant change. Unlike efficacy studies, generalisability in case-study research is based on replication on a case-by-case basis and the creation of case law. This research study uses a systematic-case study approach to investigate the applicability of the Ehlers and Clark (2000) model in the treatment of rape-related PTSD in South Africa. The study aims to demonstrate the transportability of the model and develop a needed evidence base for service providers in the country. Seven women participated in the project and lent their treatment process to the research. The participants varied in terms of age, race, culture, socio-economic status and the nature of their sexual trauma. Through synoptic thematic analysis of their therapy process specific client-related personal aspects, client-related contextual factors and state-level factors were found to impede treatment delivery and implementation. The implications of these aspects for clinical practice and social policy are comprehensively discussed.
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  • Date Issued: 2011

A social realist account of constraints and enablements navigated by South African students during the four year professional accounting programme at Rhodes University, South Africa

  • Authors: Myers, Lyndrianne Peta
  • Date: 2019
  • Subjects: Rhodes University -- Students , Accounting -- Study and teaching (Higher) -- South Africa , Education, Higher -- South Africa , Education, Higher -- Social aspects -- South Africa , Education, Higher -- Finance -- South Africa , Higher education and state -- South Africa
  • Language: English
  • Type: text , Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/93800 , vital:30946
  • Description: This dissertation is an analysis of the enablements and constraints navigated by 43 students from different academic years within the Department of Accounting, Rhodes University, in their pursuit of obtaining the postgraduate Diploma in Accounting (DipAcc) qualification. Passing this diploma year entitles students to become Trainee Accountants, which is one of the requirements for their ultimate goal of becoming a chartered accountant. In the course of semi-structured, face-to-face interviews conducted for this study, students from across the four years of the professional degree programme, shared what had helped or hindered them on their journeys to and through Rhodes University, and within the Department of Accounting at this university. Focus group discussions were then held with academics from the department, where the student participants’ experiences were shared. The responses of the members of the focus groups confirmed many of the student participants’ experiences as did interviews with representatives from the South African Institute of Chartered Accountants (SAICA). These representatives also spoke about students’ experiences at other campuses. To determine how localised the student participants’ experiences were, selected individuals from a number of other Departments or Schools of Accounting at SAICA-accredited institutions in South Africa were also interviewed. SAICA representatives also discussed the ‘pervasive skills’ which trainee accountants are expected to acquire. The perspectives from these different groups, have provided validation of the student research participants’ experiences. Critical Realism and Social Realism were used as theoretical underpinnings while Social Realism, Bernstein’s Pedagogic Device, Legitimation Code Theory and New Literacies Theory were used as explanatory theories. Using these theories, the participants’ experiences were analysed and could be understood in a different way. This dissertation reveals how this unequal privileging of individuals as a result of the existing structures is perpetuated at university level. It is the poorer students from under-resourced schools who generally struggle with the language and the practices and ways of being required for success at university. Student participants’ experiences of constraint and enablement arose primarily in the areas of the finances required for tuition and living expenses while at university; having English as a language of learning; and difficulties experienced with taking advantage of the learning opportunities within the department. Research participants also spoke about their experiences of transformation in terms of both student protests, and a mentoring programme which assisted them in gaining access to the practises and ways of being required for the discipline. In so doing they were inducted into the discipline’s community of practice. This dissertation has assisted in providing an understanding of what has helped and what has hindered students at Rhodes University, on their journeys towards obtaining the Postgraduate Diploma in Accounting qualification. It has also provided insight into the mechanisms which lie behind these experiences. This study will provide practitioners and policy-makers with the opportunity to be better informed about students’ struggles, to contemplate their interactions with students and to identify, remove or reduce unnecessarily burdensome hurdles. Equally and perhaps more importantly, this study and the work which emerges as a result of this research, will provide students with tools to assist them in their academic journeys, to manage essential hurdles, and to eliminate or avoid unnecessary hurdles.
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  • Date Issued: 2019

A social realist account of the emergence of a formal academic staff development programme at a South African university

  • Authors: Quinn, Lynn
  • Date: 2007
  • Subjects: Teachers -- Training of -- South Africa Education, Higher -- South Africa Graduate students -- South Africa Universities and colleges -- South Africa -- Graduate work
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:1321 , http://hdl.handle.net/10962/d1003954
  • Description: Using social realist theory and particularly the morphogenetic/morphostatic methodology advocated by Margaret Archer, this study offers a critical examination of the emergence of a formal academic staff development programme at a small South African university (SSAU). Archer’s morphogenetic approach enabled an investigation of the interface between culture, structure and agency (at macro, mezo and micro levels) in order to theorize about the material, ideational and agential conditions that obtained and which in turn enabled the emergence of the Postgraduate Diploma of Higher Education (PGDHE) at the SSAU. The study therefore advances concrete propositions about the cultural, structural and agential conditions for transformation which existed at a particular time in the history of higher education (and the subfield of educational development) which enabled the introduction of the PGDHE. Analysis of the data suggests that what occurred at SSAU was a disruption of the morphostatic synchrony between structure and culture brought about by new discourses and structures emanating from the broader international and national higher education context. In particular, it seems that attempts at reconciling the constraining contradictions between the discourses and structures related to quality assurance on the one hand and educational development on the other resulted in a conjunction between transformation at the levels of both the cultural system and social structure. This conjunction, along with the actions of key Institutional agents and the morphogenesis of the staff of the Educational Development Unit, created sufficiently enabling conditions in the Institution for the introduction of the PGDHE. The research adds to knowledge through insights into the contribution that the ideas, beliefs, values, ideologies and theories about higher education broadly and about educational development specifically make to enabling or constraining conditions for the professionalization of academic staff in higher education institutions. It uncovers how relevant structures at the international, national and institutional levels can shape the practice of educational development and specifically staff development. It has generated insights into how the relevant people and the positions they hold can impact on staff development practices. In summary, the research could contribute towards emancipatory knowledge which could be used by SSAU and educational development practitioners elsewhere to inform future planning and decision making in relation to educational development and more specifically staff development practices in their contexts.
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  • Date Issued: 2007

A social realist account of the tutorial system at the University of Johannesburg

  • Authors: Layton, Delia Melanie
  • Date: 2013
  • Subjects: University of Johannesburg Education, Higher -- South Africa Tutors and tutoring -- South Africa College teaching -- South Africa Archer, Margaret Scotford College student development programs -- South Africa Social realism , Tutorial system
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:1314 , http://hdl.handle.net/10962/d1001621
  • Description: Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.
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  • Date Issued: 2013

A social realist analysis of collaborative curriculum development processes in an academic department at a South African university

  • Authors: Vorster, Jo-Anne
  • Date: 2010
  • Subjects: Rhodes University -- Curricula Journalism -- Study and teaching -- South Africa -- Grahamstown Curriculum planning -- South Africa -- Grahamstown
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:3339 , http://hdl.handle.net/10962/d1004314
  • Description: This study reports on a social-realist analysis of collaborative curriculum development in a journalism and media studies (JMS) department at a South African university. Archer's social-realist meta-theoretical framework is used to theorise about mechanisms that influence collaborative curriculum development within the context of the JMS Department. The thesis examines the cultural, structural and agential conditions that influenced the process of developing a JMS curriculum that aimed to integrate theory and practice. Bernstein's theories of knowledge recontextualisation and disciplinary knowledge structures are used in the analysis. Bernstein argues that knowledge recontextualisation constitutes a site of struggle. This thesis is an examination of the "struggles" for the epistemic-pedagogic device (Maton's elaboration of Bernstein's epistemic device) during the recontextualisation process that aimed to integrate media studies (MS) and media production (MP) in the JMS curriculum. Traditionally academic work has been an individual endeavour. However, given the growing need to work in disciplinary and inter-disciplinary teams, it is imperative to develop knowledge of the mechanisms that influence such practices. This thesis is a contribution to knowledge of collaborative processes at the level of an academic department in a university. It contributes to knowledge of cultural, structural and agential mechanisms that enable or constrain collaborative curriculum development within a particular kind of context. In addition it contributes to knowledge of the nature of leadership that may be necessary to facilitate productive collaborative relationships and practices in such a context. The curriculum development project reported on in this thesis was initiated in 2003; however, data collection for the study was conducted in 2006 when the curriculum for the fourth year (JMS 4) of the Bachelor of Journalism degree was developed. Since the JMS course prepares students to work as journalists or media workers it is necessary for the curriculum and pedagogy to be oriented both towards the academy and towards the media industries. The aim of the JMS degree is to develop students who will be critically reflexive journalists or media workers. As such the course is both theoretical (MS) and practical (MP). One of the findings of this research project is that the integration of MS and MP is a complex project given that the knowledge of the two disciplines is structured differently. MS is concept-dependent and some aspects of it can be applied to journalism and media practice, while MP is practical and thus context-dependent, though underpinned by theory. A further finding is that both the collaborative work and the integration project required different identity shifts from the lecturers in the JMS Department. Some were more able to make the shifts than others. The thesis shows that the knowledge recontextualisation struggles in the curriculum development processes of the Department of JMS centred around, inter alia, the setting of boundaries between the department and the media and journalism industries, between MS and MP and between MS theory and journalism theory. In addition, existing boundaries between MS and MP lecturers had to be traversed. These boundaries were circumscribed by, amongst other things, unequal power relations emanating from the higher status traditionally accorded to theoretical knowledge by universities, the tensions around the nature of journalism education and training and the differential properties and powers of the various lecturers within the department. The existence of a strong regulative discourse was found to be an important unifying mechanism in a tension-ridden context.
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  • Date Issued: 2010

A social realist analysis of participation in academic professional development for the integration of digital technologies in higher education

  • Authors: Mistri, Gitanjali Umesh
  • Date: 2017
  • Subjects: Compensatory education -- South Africa -- Case studies , Education, Higher -- Computer-assisted instruction , Education, Higher -- Effect of technological innovations on -- South Africa , Durban University of Technology
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:20936 , http://hdl.handle.net/10962/5510
  • Description: The introduction of digital technologies at the Durban University of Technology (DUT), in keeping with higher education institutions globally, has had a significant impact on the learning environment at the institution. Despite this the anticipated demand for academic professional development (APD) did not materialise at DUT. Using Margaret Archer’s Realist Social Theory (1995) this single-institution case study offers a critical examination of cultural, structural and agential conditions that enable and constrain academic professional development (APD) for the integration of digital technologies in teaching–learning interactions at a higher education institution in South Africa. Archer’s (1995) morphogenetic approach enabled an investigation of the interface between the conditions encountered by the academics (at macro, meso and micro levels), in order to theorise about the material, ideational and agential conditions that obtained and which in turn influenced the decision to participate or not participate in the APD programmes. This longitudinal study from 2012 until 2016 traced the APD related changes following the decision to promote the implementation of digital technologies in teaching–learning interactions as an institutional imperative. The theoretical framework allowed for an examination of the interpretation of the conditions experienced by academics, either as compatible or contradictory to their individual or collective concerns. It further provided an insight into their evaluation of the legitimacy and value of the APD programmes. The study examined the impact of the provision of resources for APD on the nature of the use of digital technologies in teaching–learning interactions at the site of the case study, the Durban University of Technology in South Africa. The analysis of academic reactions to the changes instituted at both the meso (institutional) and micro (academic professional development) levels revealed that the changes produced conditions that resulted in limited morphogenesis. In particular, it seems that the disruption brought about by the introduction of the technology imperative was accompanied by conditions resulting in further diversification of academic capacities at the institution. This study advances concrete propositions about the conditions that influenced the APD related responses of the academics to the institutionalisation of e-Learning. The research adds to knowledge through insights into the process theory approach to causation, which recognises that structures, mechanisms and events produce unique effects and that the same mechanisms at times produce different events. This study argues that understanding what underlies a certain course of events may enable informed interventions to create better correspondences between APD and the introduction of digital technologies in higher education. Further, this study has generated insights into the importance of taking into consideration the discipline-related knowledge structures in the design and provision of academic development programmes. It is proposed that the incorporation of organising principles of knowledge practices within the academic professional development programme design would earn value and legitimacy for the programme, and promote participation by academics in digital technology-related academic professional development. In summary, the research contributes to an understanding of why it has been that, even with many first order barriers – such as digital access and infrastructural limitations – reduced, the uptake of digital technologies and participation in related academic professional development programmes by academics in higher education has yet to initiate a move beyond doing what is familiar in a digitally-mediated learning environment.
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  • Date Issued: 2017

A sociological analysis of intermediary non-governmental organizations and land reform in contemporary Zimbabwe

  • Authors: Helliker, Kirk David
  • Date: 2007
  • Subjects: Non-governmental organizations -- Zimbabwe Land reform -- Zimbabwe Land use -- Zimbabwe Sociology -- Philosophy
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:3303 , http://hdl.handle.net/10962/d1003091
  • Description: The thesis offers an original sociological understanding of intermediary Non-Governmental Organizations (NGOs) in the modern world. This is pursued through a study of NGOs and land reform in contemporary Zimbabwe. The prevailing literature on NGOs is marked by a sociological behaviourism that analyses NGOs in terms of external relations and the object-subject dualism. This behaviourism has both ‘structuralist’ and ‘empiricist’ trends that lead to instrumentalist and functionalist forms of argumentation. The thesis details an alternative conceptual corpus that draws upon the epistemological and theoretical insights of Marx and Weber. The epistemological reasoning of Marx involves processes of deconstruction and reconstruction. This entails conceptualizing NGOs as social forms that embody contradictory relations and, for analytical purposes, the thesis privileges the contradiction between ‘the global’ and ‘the local’. In this regard, it speaks about processes of ‘glocalization’ and ‘glocal modernities’ in which NGOs become immersed. The social field of NGOs is marked by ambiguities and tensions, and NGOs seek to ‘negotiate’ and manoeuvre their way through this field by a variety of organizational practices. Understanding these practices necessitates studying NGOs ‘from within’ and drawing specifically on Weber’s notion of ‘meaning’. These practices often entail activities that stabilize and simplify the world and work of NGOs, and this involves NGOs in prioritizing their own organizational sustainability. In handling the tension between ‘the global’ and ‘the local’, NGOs also tend to privilege global trajectories over local initiatives. The thesis illustrates these points in relation to the work of intermediary NGOs in Zimbabwe over the past ten years. Since the year 2000, a radical restructuring of agrarian relations has occurred, and this has been based upon the massive redistribution of land. In this respect, local empowering initiatives have dramatically asserted themselves against globalizing trajectories. These changes have posed serious challenges to ‘land’ NGOs, that is, NGOs involved in land reform either as advocates for reform or as rural development NGOs. The thesis shows how a range of diverse ‘land’ NGOs has ‘handled’ the heightened contradictions in their social field in ways that maintain their organizational coherence and integrity.
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  • Date Issued: 2007

A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university

  • Authors: Tanyanyiwa, Precious
  • Date: 2014
  • Subjects: Rhodes University , Articulation (Education) , Articulation (Education) -- South Africa -- Grahamstown , Educational equalization -- South Africa -- Grahamstown , Discrimination in education -- South Africa -- Grahamstown , Education, Higher -- South Africa -- Grahamstown , Bourdieu, Pierre, 1930-2002 , Sen, Amartya, 1933-
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:3370 , http://hdl.handle.net/10962/d1012655
  • Description: Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
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  • Date Issued: 2014

A sociological understanding of contemporary child marriage in Mabvuku, Harare, Zimbabwe

  • Authors: Madzivire, Shamso Christine
  • Date: 2020
  • Subjects: Child marriage -- Zimbabwe -- Mabvuku , Child marriage -- Zimbabwe -- Case studies , Shona (African people) -- Social life and customs , Marriage customs and rites -- Zimbabwe , Shona (African people) -- Marriage customs and rites , Marriage -- Zimbabwe
  • Language: English
  • Type: text , Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/142566 , vital:38091
  • Description: Child marriage is a phenomenon that has been increasingly recognised as a global problem since the late nineteenth century. Since then, scholars across many disciplines along with various agencies such as government bodies and non-governmental organisations have tirelessly engaged in research exploring the causes and consequences of this practice and in developing prevention and mitigation strategies. These research efforts have been concentrated in some parts of the world and not others, with the findings in many cases being generalised problematically across different geographical areas. This thesis stands as a response to the dearth of academic research on child marriage in present-day Zimbabwe and simultaneously highlights the significance of studying the specificities of child marriage under particular historical and spatial conditions. The main objective of this thesis is to explore and understand child marriage as a part of modernday marriage practices in Zimbabwe, through a case study of child marriage in Mabvuku in Harare. In addressing this objective, it is hoped that new ways of thinking around this phenomenon will become evident. In addressing this main objective, the thesis considers the experiences of child brides, the drivers and consequences of child and post-child marriage experiences. It does this seeking to understand child marriage with reference to the types of marital unions which exist amongst Shona people in pre-colonial times and in post-colonial Zimbabwe. The thesis adopts a qualitative research methodology which involved in-depth semistructured interviews with 25 women in Mabvuku who were married before the age of 18, along with focus group discussions with community workers and interviews with pertinent government and non-government representatives. Due to certain challenges with current theorising about child marriage, there is an attempt to build theory by drawing upon in particular the Zimbabwean notion and practice of hunhu. A key conclusion is that child marriage in present-day Zimbabwe is in part a result of family transitions which arose during the time of colonialism and continue to this day.
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  • Date Issued: 2020

A sociological understanding of urban governance and social accountability: the case of Bulawayo, Zimbabwe

  • Authors: Sivalo, Delta Mbonisi
  • Date: 2019
  • Subjects: Zimbabwe -- Politics and government -- 1980- , Municipal government -- Zimbabwe -- Harare , Municipal government -- Sociological aspects-- Zimbabwe -- Harare , Municipal government -- Citizen participation -- Zimbabwe -- Harare
  • Language: English
  • Type: text , Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/71515 , vital:29860
  • Description: This thesis seeks to understand the ways in which urban governance and urban-based civic participation interact with each other in contemporary Zimbabwe, with a particular focus on the factors influencing and shaping social accountability and effective citizen involvement in urban governance processes. This main objective is pursued with specific reference to Bulawayo, which is one of two metropolitan centres in Zimbabwe. The focus is specifically on questions around social accountability, citizen participation and centralised urban governance. In this regard, it is important to recognise that social accountability and urban governance need to be understood in the context of their inherent relationship and how these both shape and determine each other. In this respect, there is need to probe the foundations that shape the lived experiences of communities, through social accountability and urban governance, and how these pattern development and social change. Zimbabwe for over a decade now has gone through a series of economic and political crises which have impacted detrimentally on urban governance. With the economy in free-fall, local authorities have had to pursue a range of strategies to sustain themselves. These socio-economic conditions have forced a change in relations between the state, cities and citizens. Many studies have examined this regarding the politics of contestation between the ruling party (ZANU-PF), the state, and the main opposition party (MDC) in urban governance in Zimbabwe. However, this study zeros in on social accountability and how it is shaped by the prevailing socio-economic and political environment in Zimbabwe. At the same time, the lived experiences of communities vary and this variance influences and affects social accountability interventions and outcomes in cities like Bulawayo. Importantly, the thesis offers a longitudinal study which can map the contextual factors affecting and influencing social accountability in Bulawayo over time. Though recognising the debilitating effects of centralised urban governance on social accountability, the thesis also raises questions about the shifting, and often tenuous, relationship between the city and the central state, on one hand, and the city and its citizens on the other. In doing so, it considers the role of citizens, institutions and actors in responding to the impacts of urban governance and social accountability. In pursuing this thesis, a range of mainly qualitative research methods were used, including key informant interviews, focus group discussions, observation and use of documents. In the end, the thesis offers a nuanced analysis of the everyday complexities and challenges for social accountability in urban Bulawayo, Zimbabwe and thereby contributes to theorising social accountability and urban governance in Africa more broadly.
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  • Date Issued: 2019

A spiritual intelligence model for operational humanitarian leadership development in conflict-affected areas

  • Authors: Els, Deon André
  • Date: 2017
  • Subjects: Development leadership Conflict management , Peace-building Spiritual life
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10948/15534 , vital:28267
  • Description: The scale and cadence of crises that demand international humanitarian response are on the rise and pose increasingly hostile and complex challenges to operational humanitarian leaders. The international responses to humanitarian crises since 2011 recognised the need for successful humanitarian leadership development that emphasises the importance of ethical and effective leadership. The under-achievement of operational humanitarian leaders in conflict-affected areas has long been a chief concern amongst humanitarian organisations and leadership scholars. Several approaches to the development of operational humanitarian leaders have been presented as possible solutions such as establishing new financing mechanisms; improving technical abilities, academic knowledge, simulation training, conflict management skills; conflict prevention training; and enhancing the capacity for collaborative networks. Despite various efforts, it is reported that ineffective and incompetent leadership is still a major constraint on the success and effectiveness of operational humanitarian response in conflict-affected areas. This research effort attempted to contribute to improving operational humanitarian leadership by considering a “human or people-centred approach”. The primary objective was to identify the factors that influence the successful development of the spiritual intelligence (SQ) of humanitarian leaders working in conflict-affected areas. The primary objective was, therefore, to improve the abilities and skills of humanitarian leaders by validating and analysing factors that should contribute to the development of spiritually intelligent leaders and, subsequently, improve humanitarian leadership performance. There is growing consensus that values, ethical behaviour, self-awareness, motivation, compassion, humility, empathy, co-ordination and the empowerment of others have a significant impact on the effectiveness of operational humanitarian leadership which emphasises the need for human or people-centred approaches in developing humanitarian leaders. The striking similarities between abilities pertaining to effective, operational, humanitarian leadership and the capabilities of a spiritually intelligent individual suggested an opportunity to investigate the development of a spiritual intelligence model for humanitarian leaders. The frequency, duration and intensity of humanitarian crises between 2004 and 2016 further emphasised the urgent need for operational leaders to develop and apply abilities based on spiritual intelligence in the humanitarian sector. Some scholars argue that the development of spiritually intelligent leaders should play an instrumental role in successfully responding to global crises.
  • Full Text:
  • Date Issued: 2017

A stable isotope approach to trophic ecology resolving food webs in intertidal ecosystems

  • Authors: Hill, Jaclyn Marie
  • Date: 2008
  • Subjects: Stable isotopes Food chains (Ecology) Stable isotopes in ecological research Intertidal ecology Mussels -- South Africa
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:5771 , http://hdl.handle.net/10962/d1005459
  • Description: There are broad differences in regional oceanography and primary production around the South African coast, which we might expect to give rise to major differences in trophic pathways. δ⁻¹³C and δ⁻¹⁵N isotopic ratios of suspended particulate matter (SPM), mussels, various intertidal consumers and common macroalgae along the South African coastline were explored using stable isotope analysis to investigate biogeographic and temporal variability of isotopic signatures of marine intertidal consumers and their food sources around the coast of South Africa, with a focus on evaluating the dependence of intertidal mussels on phytoplankton and macroalgal-derived organic carbon. Isotopic equilibration rates of four mussel tissues were determined through laboratory feeding experiments, which established that adductor tissue had the slowest isotopic turnover rate, and was subsequently used as an indication of overall mussel diet. Biogeographic, temporal and nearshore/offshore trends of isotopic ratios of SPM were investigated along 10km transects perpendicular to the coast and SPM exhibited overall trends of carbon depletion when moving from west to east along the coastline and from nearshore to offshore water, in both cases suggesting a shift from macrophyte detritus to a phytoplankton signature. δ⁻¹³C signatures of SPM also revealed temporal and biogeographic variation that had strong ties to local oceanography, being closely correlated to regional hydrographic features and tidal influences. Mixing models indicated filter feeders demonstrated over 50% dependence on nearshore SPM for organic carbon and it was possible to categorize them into geographic groups based on their carbon and nitrogen signatures, suggesting biogeographic shifts in resources. Biogeographic shifts in diet were also seen in some grazers. Difficulties in relating macroalgae to mussel diet led to investigations into the isotopic changes associated with macroalgal decomposition. Variation in photosynthetic fractionation, leaching and microbial mineralization are believed to have resulted from species-specific patterns of degradation. Although the strong links between carbon signatures and local oceanography indicate that stable isotope analysis is a powerful tool for the study of water mixing and coastal hydrography in relation to food-web analyses, substantial variation in fractionation of primary consumers, along with different periods of time integration between consumers and their food sources must be considered in future studies, to resolve trophic links in marine food webs successfully.
  • Full Text:
  • Date Issued: 2008

A statistical study of the errors involved in the sampling and chemical analysis of soils and plants, with particular reference to citrus and pineapples

  • Authors: Steyn, Willem Johannes Abraham
  • Date: 1958
  • Subjects: Soil chemistry , Plants -- Analysis , Soils -- Analysis
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:4506 , http://hdl.handle.net/10962/d1013291
  • Description: 1. Accurate and reproducible methods for the determination of N and acid- extractable P in soils are described. The variations in N, P, and K found by intensive sampling of three different soil types are presented. 3. Suggestions for the adequate sampling of soils for various purposes arc given. 4. A study is presented of the preparative stages in leaf analysis (washing, drying, grinding and storage) as applied to citrus and pineapple leaf material. Likely errors are pointed out and procedures whereby these may be minimised are described. 5. A reliable wet-ashing procedure for obtaining leaf solutions is described. 6. Accurate and reproducible methods for the determination of total N, P,. K, Ca, Mg, Na, Fe, Mn, Zn and Cu in citrus and pineapple leaves are presented. 7. It is shown that diurnal variations in nutrient concentrations occur in citrus and pineapple leaves. 8. The variations in N, P, K, Ca, Mg, Na, Fe, Mn, Zn and Cu, occurring from tree to tree in 3 different Navel orange blocks are presented. It is shown that if all these elements are to be represented . to within 10% of the mean values on a 19 : 1 probability level, all the trees in the blocks would have to be sampled. Reasonable sampling procedures for various purposes are suggested. 9. The variations in N, P, K, Ca, Mg, Fe, Mn, Zn and Cu, occurring in 3 different Cayenne pineapple plantations are presented and described. Suitable sampling procedures are suggested.
  • Full Text:
  • Date Issued: 1958

A structural and functional specification of a SCIM for service interaction management and personalisation in the IMS

  • Authors: Tsietsi, Mosiuoa Jeremia
  • Date: 2012
  • Subjects: Internet Protocol multimedia subsystem , Internet Protocol multimedia subsystem -- Specifications , Long-Term Evolution (Telecommunications) , European Telecommunications Standards Institute , Wireless communication systems , Multimedia communications
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:4606 , http://hdl.handle.net/10962/d1004864 , Internet Protocol multimedia subsystem , Internet Protocol multimedia subsystem -- Specifications , Long-Term Evolution (Telecommunications) , European Telecommunications Standards Institute , Wireless communication systems , Multimedia communications
  • Description: The Internet Protocol Multimedia Subsystem (IMS) is a component of the 3G mobile network that has been specified by standards development organisations such as the 3GPP (3rd Generation Partnership Project) and ETSI (European Telecommunication Standards Institute). IMS seeks to guarantee that the telecommunication network of the future provides subscribers with seamless access to services across disparate networks. In order to achieve this, it defines a service architecture that hosts application servers that provide subscribers with value added services. Typically, an application server bundles all the functionality it needs to execute the services it delivers, however this view is currently being challenged. It is now thought that services should be synthesised from simple building blocks called service capabilities. This decomposition would facilitate the re-use of service capabilities across multiple services and would support the creation of new services that could not have originally been conceived. The shift from monolithic services to those built from service capabilities poses a challenge to the current service model in IMS. To accommodate this, the 3GPP has defined an entity known as a service capability interaction manager (SCIM) that would be responsible for managing the interactions between service capabilities in order to realise complex services. Some of these interactions could potentially lead to undesirable results, which the SCIM must work to avoid. As an added requirement, it is believed that the network should allow policies to be applied to network services which the SCIM should be responsible for enforcing. At the time of writing, the functional and structural architecture of the SCIM has not yet been standardised. This thesis explores the current serv ice architecture of the IMS in detail. Proposals that address the structure and functions of the SCIM are carefully compared and contrasted. This investigation leads to the presentation of key aspects of the SCIM, and provides solutions that explain how it should interact with service capabilities, manage undesirable interactions and factor user and network operator policies into its execution model. A modified design of the IMS service layer that embeds the SCIM is subsequently presented and described. The design uses existing IMS protocols and requires no change in the behaviour of the standard IMS entities. In order to develop a testbed for experimental verification of the design, the identification of suitable software platforms was required. This thesis presents some of the most popular platforms currently used by developers such as the Open IMS Core and OpenSER, as well as an open source, Java-based, multimedia communication platform called Mobicents. As a precursor to the development of the SCIM, a converged multimedia service is presented that describes how a video streaming application that is leveraged by a web portal was implemented for an IMS testbed using Mobicents components. The Mobicents SIP Servlets container was subsequently used to model an initial prototype of the SCIM, using a mUlti-component telephony service to illustrate the proposed service execution model. The design focuses on SIP-based services only, but should also work for other types of IMS application servers as well.
  • Full Text:
  • Date Issued: 2012

A structural investigation of the sulphated polysaccharide from Aeodes ulvoidea Schmitz

  • Authors: Allsobrook, Anthony John Robert
  • Date: 1973
  • Subjects: Red algae -- Composition Polysaccharides
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:4437 , http://hdl.handle.net/10962/d1007482
  • Description: Aeodes ulvoidea, a red seaweed of the Grateloupiaceae, yielded a highly sulphated polysaccharide which was shown to contain D- and L-galactose, 4-0-methy-L-galactose, 2-0-methyl - D- and L-galactose and 6-0-methyl-D-galactose, together with chromatographic traces of xylose and mannose. The sulphate was not labile to alkali, but it was largely removed with methanolic hydrogen chloride. Periodate oxidation of the polysaccharide, methylation of the de sulphated polysaccharide, and investigation of fifteen oligosaccharides from partial hydrolysis and acetolysis studies of the polysaccharide, indicate that (a) the polysaccharide is composed of a backbone of D-galactose residues which are 1,3- and 1,4-linked (b) at least some regions of alternating structure do occur (c) the 2-0-methylgalactose is linked through the 4-position (d) the 4-0-methyl-L-galactose is present as single unit side chains glycosidically linked to the galactose backbone at position 6, and (e) most of the 6-0-methyl-D-galactose is linked to the 4-position of 2-0-methyl-D-galactose.
  • Full Text:
  • Date Issued: 1973

A structural investigation of the sulphated polysaccharide of Anathaca dentata (suhr) papenf. and the xylan of Chaetangium erinaceum (turn.) papenf.

  • Authors: Russell, Irina
  • Date: 1972
  • Subjects: Polysaccharides , Marine algae -- Composition
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:4494 , http://hdl.handle.net/10962/d1013103
  • Description: Hot-water extraction of Anatheca dentata, a red seaweed belonging to the family Solieriaceae, yielded a mixture of polysaccharides. Fractionation of this mixture with Cetavlon gave a glucomannan as minor component and a highly sulphated major component, which gave D- and L-galactose, D-xylose and small amounts of 3-0 (underscore)-methylgalactose, pyruvic acid and uronic acid on hydrolysis. All subsequent investigations were carried out on the sulphated major component. The sulphate was not labile to alkali, but was removed with methanolic hydrogen chloride. Periodate oxidation of the polysaccharide before and after desulphation indicated that new a-glycol groups were formed during desulphation. All the xylose units in the polymer were cleaved by periodate and this, together with the fact that the major xylose product from methylation analysis of the desulphated polymer was the 2,3, 4-tri-0 (underscore)-methyl derivative, indicated that the xylose occurs as a non-reducing end-group. Methylation of the desulphated polysaccharide revealed the presence of 1,4- and 1,3- linked D- galactose and 1,4- linked L-galactose units in the polymer. D-Glucuronic acid occurred as non-reducing end-groups. Summary, p. 1.
  • Full Text:
  • Date Issued: 1972

A structural investigation of the sulphated polysaccharide pachymenia carnos (J. Ag.) J. Ag.

  • Authors: Farrant, Annette J
  • Date: 1972
  • Subjects: Polysaccharides Red algae -- Composition
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:4470 , http://hdl.handle.net/10962/d1011785
  • Description: The highly sulphated, methylated polysaccharide isolated from Pachymenia Carnosa, a red seaweed, was shown to contain D- galactose, 2-o (underscore) methyl-D- galactose, 6-o (underscore) -methyl- D- galactose and 4-o (underscore)-methylgalactose. The polysaccharide was desulphated with methanolic hydrogen chloride. Methylation of the desulphated polysaccharide revealed that it was composed entirely of (1→73) and (1→4) links in approximately equal amounts. Treatment of the polysaccharide with alkali showed that the majority of the ester sulphate groups were alkali-stable. Partial hydrolysis and acetolysis studies indicated that the polysaccharide was extremely complex, and contained alternate (1→3) and β (1→4) glycosidic linkages. There is evidence for the presence of D-galactose-6-sulphate.
  • Full Text:
  • Date Issued: 1972

A structural investigation of the sulphated polysaccharides of Aeodes orbitosa and Phyllymenia cornea

  • Authors: Parolis, Haralambos
  • Date: 1968
  • Subjects: Polysaccharides , Marine algae -- Composition
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:4487 , http://hdl.handle.net/10962/d1012999
  • Description: A highly sulphated, methylated polysaccharide, aeodan, isolated from the red seaweed Aeodes orbitosa was shown to contain galactose, 2-̲̲O-methyl-D-galactose, 4-O̲-methyl-Lgalactose, 6-O̲-methyl-D-galactose, xylose, and glycerol. The polysaccharide was desulphated with methanolic hydrogen chloride. Periodate oxidation of aeodan and desulphated aeodan, followed by reduction and hydrolysis, revealed the presence of 1,4- and 1,3-linked galactose residues and 1,3-linked 6-O̲-methy l-D-galactose residues in aeodan. Treatment of aeodan with sodium hydroxide revealed that the majority of the ester sulphate groups were alkali stable. Methylation of desulphated aeodan revealed that the polysaccharide was composed entirely of 1,3 and 1,4 links. Methylation of aeodan revealed the presence of 1,3- and 1,4- linked units, 1,3-linked galactose-2-sulphate, and 1,3-linked galactose-2, 6-disulphate units in the polysaccharide. Partial hydrolysis of aeodan resulted in the isolation and characterisation of 3-O̲-D-galactopyranosyl-D-galactose and 4-O̲-ß-D-galactopyranosyl- D-galactose. A sulphated, methylated polysaccharide, phyllymenan, isolated from the red seaweed Phyllymenia cornea was shown to contain galactose, 2-O̲-methyl-D-galactose, 4-O̲-methyl L- galactose , 6-O̲-methyl -D-galactose, and xylose. The polysaccharide was completely desulphated with methanolic hydrogen chloride. Periodate oxidation of phyllymenan before and after desulphation revealed that removal of the sulphate ester groups had not produced any new adjacent hydroxyl groups. Alkali treatment of phyllymenan revealed that the ester sulphate groups were alkali stable. Methylation studies on phyllymenan revealed the presence of 1,3- and 1,4-linked units, 1,3-linked galactose-2-sulphate, and 1,3-linked galactose- 2,6-disulphate units in the polysaccharide. Partial hydrolysis of phyllymenan revealed the presence or 4-O-̲ß- D-Dgalactopyranosyl- D-galactosc, 4-O-̲ß-D-galactopyranosyl -2-0- methyl-D-galactose, a galactosylgalactose composed of D and L-galactose, and adjacent 6-O̲-methyl- and 2-O̲-methyl-D- galactose units in the polysaccharide.
  • Full Text:
  • Date Issued: 1968

A study of balance and gait following stroke : implications for rehabilitation

  • Authors: Turnbull, George Innes
  • Date: 1994
  • Subjects: Cerebrovascular disease -- Physical therapy , Gait disorders , Equilibrium (Physiology) , People with disabilities -- Rehabilitation
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:5168 , http://hdl.handle.net/10962/d1016251
  • Description: This study examined: the features and extent of the gait velocity decrement following stroke; the nature of the balance disorder and; investigated relationships between gait and balance. Twenty, fully-ambulant, hemiplegic subjects (12 men and 8 women), with a mean age of 57.2 years (± 10.7), were compared with 20 age- and sex-matched controls. Spatiotemporal gait kinematics were measured at five walking speeds ranging from "very slow" to "very fast". Balance was then measured while subjects maintained a variety of weight shift postures both with feet parallel and then in diagonal positions similar to those assumed during the double support phases of gait. Location and variability of centre of pressure (CP) were measured and the ranges over which CP could be shifted were calculated. Stroke subjects walked very slowly with their "fastest" walking speed (0.5 stat/s ± 0.23) no different from the "slowest" speed (0.38 stat/s ± 0.11) of the controls (p > 0.05). Differences between the other parameters were also found, many of which could be attributed to the differences in walking speeds. However, where the subjects walked at similar velocities, the hemiplegic sample walked with quicker and shoner strides suggesting a "cautious" gait pattern. The single support asymmetry of the strokes decreased with increasing walking speed. The positions of CP in the hemiplegic sample were found to be significantly displaced towards the unaffected leg and deficiencies were found in posterior shifts (p < 0.05). Postural sway was significantly greater in the hemiplegic sample implying less stable balance and the ranges over which the hemiplegic sample shifted weight were significantly less than the controls. The diagonal weight shift tests revealed the difficulty the stroke subjects experienced in shifting CP posterolaterally over the affected leg. Significant correlations were detected confmning the presence of relationships between static balance performance and gait. However, these correlation findings left considerable percentages of variance unexplained. These findings suggest that future rehabilitation should address the poverty of range of walking speed possessed by hemiplegic subjects as well as the reduced ability to weight shift over the hemiplegic limb, particularly posterolaterally. Further study to test these proposals is indicated.
  • Full Text:
  • Date Issued: 1994
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