Happiness, national pride and the 2010 World Cup
- Authors: Moller, Valerie
- Date: 2014
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/67265 , vital:29065 , https://www.taylorfrancis.com/books/e/9781317664185
- Description: publisher version , The potential for national pride to take on shades of both the authentic and the hubristic is reflected in the International Social Survey Program's (ISSP) use of two different multi-item measures of national pride, a general and a domain-specific one. In contrast, domain-specific national pride is characterized as 'not overtly nationalistic, imperialistic, nor chauvinistic' and is expressed as positive feelings towards national accomplishments in a range of domains including arts, science and sport. Most scholars who take an interest in the impact of sport mega-events acknowledge that national pride is related to concepts such as patriotism and nationalism whose meanings are difficult to disentangle. The South African Social Attitudes Survey (SASAS), which has tracked the attitudes of South African adults around the 2010 World Cup, has confirmed this idea. The longitudinal SASAS study found that subsequent to the event, there was an enormous upswing in the belief that the World Cup had a positive impact on social cohesion.
- Full Text: false
- Date Issued: 2014
- Authors: Moller, Valerie
- Date: 2014
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/67265 , vital:29065 , https://www.taylorfrancis.com/books/e/9781317664185
- Description: publisher version , The potential for national pride to take on shades of both the authentic and the hubristic is reflected in the International Social Survey Program's (ISSP) use of two different multi-item measures of national pride, a general and a domain-specific one. In contrast, domain-specific national pride is characterized as 'not overtly nationalistic, imperialistic, nor chauvinistic' and is expressed as positive feelings towards national accomplishments in a range of domains including arts, science and sport. Most scholars who take an interest in the impact of sport mega-events acknowledge that national pride is related to concepts such as patriotism and nationalism whose meanings are difficult to disentangle. The South African Social Attitudes Survey (SASAS), which has tracked the attitudes of South African adults around the 2010 World Cup, has confirmed this idea. The longitudinal SASAS study found that subsequent to the event, there was an enormous upswing in the belief that the World Cup had a positive impact on social cohesion.
- Full Text: false
- Date Issued: 2014
Mulch tower treatment system for greywater reuse Part II: destructive testing and effluent treatment
- Tandlich, Roman, Zuma, Bongumusa M, Whittington-Jones, Kevin J, Burgess, Jo E
- Authors: Tandlich, Roman , Zuma, Bongumusa M , Whittington-Jones, Kevin J , Burgess, Jo E
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71547 , vital:29863 , https://doi.org/10.1016/j.desal.2008.03.031
- Description: The mulch tower (MT) system described in Part I was tested to failure to determine its range of operating conditions. An increase in the influent temperature led to a statistically significant release of components of the chemical oxygen demand (COD) and the five day biochemical oxygen demand (BOD5), as well as phosphates from the MT system. Heterotrophic plate count (HPC) of the mulch layer dropped from 1.2 (± 0.6) × 106/g dry weight to 1.5 (± 0.3) × 105/g dry weight of the mulch layer with increases of the influent temperature. This indicates that the increase in influent temperature killed off some of the active biomass in the MT biofilm. After a five day drying period under active aeration, the MT system retained the ability to remove COD, total suspended solids (TSS), and nitrates. Greywater treatment by the MT system became impossible after a 48 day drying period under active aeration. Chlorination of the simulated MT effluent with a mixture of sodium dichloroisocyanurate and trichloroisocyanuric acid decreased the faecal coliform concentrations (FC) and the total coliform concentrations (TC) below 800 CFUs/100 ml within 65 h. Beyond 65 h, the pH of the effluent became highly acidic. To maintain optimum performance influent should be fed into the MT system at least once every 5 days, sufficient aeration should be guaranteed, and the MT effluent should be chlorinated for 65 h to eliminate all pathogens before any reuse.
- Full Text: false
- Date Issued: 2009
Mulch tower treatment system for greywater reuse Part II: destructive testing and effluent treatment
- Authors: Tandlich, Roman , Zuma, Bongumusa M , Whittington-Jones, Kevin J , Burgess, Jo E
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71547 , vital:29863 , https://doi.org/10.1016/j.desal.2008.03.031
- Description: The mulch tower (MT) system described in Part I was tested to failure to determine its range of operating conditions. An increase in the influent temperature led to a statistically significant release of components of the chemical oxygen demand (COD) and the five day biochemical oxygen demand (BOD5), as well as phosphates from the MT system. Heterotrophic plate count (HPC) of the mulch layer dropped from 1.2 (± 0.6) × 106/g dry weight to 1.5 (± 0.3) × 105/g dry weight of the mulch layer with increases of the influent temperature. This indicates that the increase in influent temperature killed off some of the active biomass in the MT biofilm. After a five day drying period under active aeration, the MT system retained the ability to remove COD, total suspended solids (TSS), and nitrates. Greywater treatment by the MT system became impossible after a 48 day drying period under active aeration. Chlorination of the simulated MT effluent with a mixture of sodium dichloroisocyanurate and trichloroisocyanuric acid decreased the faecal coliform concentrations (FC) and the total coliform concentrations (TC) below 800 CFUs/100 ml within 65 h. Beyond 65 h, the pH of the effluent became highly acidic. To maintain optimum performance influent should be fed into the MT system at least once every 5 days, sufficient aeration should be guaranteed, and the MT effluent should be chlorinated for 65 h to eliminate all pathogens before any reuse.
- Full Text: false
- Date Issued: 2009
Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers
- Quinn, Lynn, Vorster, Jo-Anne
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66590 , vital:28967 , https://doi.org/10.1080/02602938.2015.1066756
- Description: publisher version , Using the concepts of criticality, reflectivity and praxis, the paper presents an analysis of our reflections on participants’ responses to the assessment requirements for a course for lecturers on teaching. The context in which the course is being taught has changed considerably in the last few years in terms of the mode of delivery, as well as the number and diversity of participants. Our analysis has generated insights into ways in which the course is not meeting all the learning needs of the participants, nor preparing them adequately to demonstrate, in writing, their learning. Using insights gained, we suggest pedagogic processes and strategies for ensuring that the course focuses on both writing to learn and learning to write; and for assisting participants to acquire the practices to demonstrate their learning in written assessment tasks, using the requisite literacy including criticality, reflectivity and praxis.
- Full Text: false
- Date Issued: 2016
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66590 , vital:28967 , https://doi.org/10.1080/02602938.2015.1066756
- Description: publisher version , Using the concepts of criticality, reflectivity and praxis, the paper presents an analysis of our reflections on participants’ responses to the assessment requirements for a course for lecturers on teaching. The context in which the course is being taught has changed considerably in the last few years in terms of the mode of delivery, as well as the number and diversity of participants. Our analysis has generated insights into ways in which the course is not meeting all the learning needs of the participants, nor preparing them adequately to demonstrate, in writing, their learning. Using insights gained, we suggest pedagogic processes and strategies for ensuring that the course focuses on both writing to learn and learning to write; and for assisting participants to acquire the practices to demonstrate their learning in written assessment tasks, using the requisite literacy including criticality, reflectivity and praxis.
- Full Text: false
- Date Issued: 2016
Rethinking ICT4D Impact Assessments: reflections from the Siyakhula Living Lab in South Africa
- Mthoko, Hafeni, Khene, Caroline
- Authors: Mthoko, Hafeni , Khene, Caroline
- Date: 2019
- Language: English
- Type: text , conference paper
- Identifier: http://hdl.handle.net/10962/105286 , vital:32495 , https://doi.org/10.1007/978-3-030-11235-6_4
- Description: The approach to outcome and impact assessments of ICTD has often relied solely on identifying project effects in relation to project baseline data; however, such an approach limits the potential learning that could be occurring throughout a project’s lifecycle. Impact assessments should be conducted in a comprehensive manner, taking into account the evaluation data that has been captured from the initiation of the project through to its implementation, and beyond. This study sought to reflect on the implementation of an impact assessment framework that is based on a comprehensive approach to evaluation. The framework was implemented in the Siyakhula Living Lab to assess for its outcomes and impacts on the community. A pragmatic approach was applied through a reflective process, to assess the utility of the framework within this context. Semi-structured interviews with project stakeholders were conducted to further gain insight into the comprehensive approach to conducting impact assessments. It was found that a comprehensive approach to assessing impacts provided a meaningful way to understand the effects of the ICTD initiative, and provided an overview of project areas that required improvement. However, it was found that the proposed assessment framework required a customisation component in order to modify it to better suit the project context. The way in which future impact assessments are conducted can draw on the lessons gained from following a more comprehensive approach to evaluation, and thus improve learning over time.
- Full Text: false
- Date Issued: 2019
- Authors: Mthoko, Hafeni , Khene, Caroline
- Date: 2019
- Language: English
- Type: text , conference paper
- Identifier: http://hdl.handle.net/10962/105286 , vital:32495 , https://doi.org/10.1007/978-3-030-11235-6_4
- Description: The approach to outcome and impact assessments of ICTD has often relied solely on identifying project effects in relation to project baseline data; however, such an approach limits the potential learning that could be occurring throughout a project’s lifecycle. Impact assessments should be conducted in a comprehensive manner, taking into account the evaluation data that has been captured from the initiation of the project through to its implementation, and beyond. This study sought to reflect on the implementation of an impact assessment framework that is based on a comprehensive approach to evaluation. The framework was implemented in the Siyakhula Living Lab to assess for its outcomes and impacts on the community. A pragmatic approach was applied through a reflective process, to assess the utility of the framework within this context. Semi-structured interviews with project stakeholders were conducted to further gain insight into the comprehensive approach to conducting impact assessments. It was found that a comprehensive approach to assessing impacts provided a meaningful way to understand the effects of the ICTD initiative, and provided an overview of project areas that required improvement. However, it was found that the proposed assessment framework required a customisation component in order to modify it to better suit the project context. The way in which future impact assessments are conducted can draw on the lessons gained from following a more comprehensive approach to evaluation, and thus improve learning over time.
- Full Text: false
- Date Issued: 2019
Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59816 , vital:27654 , https://doi.org/10.1080/07294360.2016.1263831
- Description: Students’ ability to build knowledge, and transfer it within and between contexts is crucial to cumulative learning and to academic success. This has long been a concern of higher education research and practice. A central part of this concern for educators is creating the conditions that enable their students' deep learning, as this is an area of significant struggle for many students. Legitimation Code Theory, in particular the dimension of Semantics, is proving useful in examining the kinds of conditions that may be necessary for students to build disciplinary knowledge cumulatively over time. Using illustrative data from one case study, this paper suggests that the conceptual tools offered by Semantics can provide academic lecturers and academic development staff with a set of conceptual and analytical tools which can enable them to ‘see’ and understand the ways in which knowledge can be cumulatively acquired and used, as well as the possible gaps between what they are teaching and what their students may be learning. The hope is that these new insights will provide new directions for change in teaching and learning where these may be needed.
- Full Text: false
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59816 , vital:27654 , https://doi.org/10.1080/07294360.2016.1263831
- Description: Students’ ability to build knowledge, and transfer it within and between contexts is crucial to cumulative learning and to academic success. This has long been a concern of higher education research and practice. A central part of this concern for educators is creating the conditions that enable their students' deep learning, as this is an area of significant struggle for many students. Legitimation Code Theory, in particular the dimension of Semantics, is proving useful in examining the kinds of conditions that may be necessary for students to build disciplinary knowledge cumulatively over time. Using illustrative data from one case study, this paper suggests that the conceptual tools offered by Semantics can provide academic lecturers and academic development staff with a set of conceptual and analytical tools which can enable them to ‘see’ and understand the ways in which knowledge can be cumulatively acquired and used, as well as the possible gaps between what they are teaching and what their students may be learning. The hope is that these new insights will provide new directions for change in teaching and learning where these may be needed.
- Full Text: false
- Date Issued: 2016
The largest volcanic eruptions on Earth
- Bryan, Scott E, Peate, Ingrid Ukstins, Peate, David W, Self, Stephen, Jerram, Dougal A, Mawby, Michael R, Marsh, Julian S, Miller, Jodie A
- Authors: Bryan, Scott E , Peate, Ingrid Ukstins , Peate, David W , Self, Stephen , Jerram, Dougal A , Mawby, Michael R , Marsh, Julian S , Miller, Jodie A
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/132887 , vital:36902 , https://doi.org/10.1016/j.earscirev.2010.07.001
- Description: Large igneous provinces (LIPs) are sites of the most frequently recurring, largest volume basaltic and silicic eruptions in Earth history. These large-volume (> 1000 km3 dense rock equivalent) and large-magnitude (> M8) eruptions produce really extensive (104–105 km2) basaltic lava flow fields and silicic ignimbrites that are the main building blocks of LIPs.
- Full Text: false
- Date Issued: 2010
- Authors: Bryan, Scott E , Peate, Ingrid Ukstins , Peate, David W , Self, Stephen , Jerram, Dougal A , Mawby, Michael R , Marsh, Julian S , Miller, Jodie A
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/132887 , vital:36902 , https://doi.org/10.1016/j.earscirev.2010.07.001
- Description: Large igneous provinces (LIPs) are sites of the most frequently recurring, largest volume basaltic and silicic eruptions in Earth history. These large-volume (> 1000 km3 dense rock equivalent) and large-magnitude (> M8) eruptions produce really extensive (104–105 km2) basaltic lava flow fields and silicic ignimbrites that are the main building blocks of LIPs.
- Full Text: false
- Date Issued: 2010
Thermoluminescence of SrAl2O4: Eu2+, Dy3+: kinetic analysis of a composite-peak
- Chithambo, Makaiko L, Wako, A H, Finch, A A
- Authors: Chithambo, Makaiko L , Wako, A H , Finch, A A
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124157 , vital:35571 , https://doi.org/10.1016/j.radmeas.2016.12.009
- Description: The kinetic analysis of thermoluminescence of beta-irradiated SrAl2O4:Eu2+,Dy3+ is reported. The glow-curve is dominated by an apparently-single peak. It has been demonstrated using a number of tests including partial dynamic-heating, isothermal heating, phosphorescence and, the effect of fading, that the peak and the glow-curve consists of a set of closely-spaced peaks. In view of the peak being complex, its first few components were abstracted and analysed and for comparison, the peak was also analysed assuming it is genuinely single.
- Full Text: false
- Date Issued: 2017
- Authors: Chithambo, Makaiko L , Wako, A H , Finch, A A
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124157 , vital:35571 , https://doi.org/10.1016/j.radmeas.2016.12.009
- Description: The kinetic analysis of thermoluminescence of beta-irradiated SrAl2O4:Eu2+,Dy3+ is reported. The glow-curve is dominated by an apparently-single peak. It has been demonstrated using a number of tests including partial dynamic-heating, isothermal heating, phosphorescence and, the effect of fading, that the peak and the glow-curve consists of a set of closely-spaced peaks. In view of the peak being complex, its first few components were abstracted and analysed and for comparison, the peak was also analysed assuming it is genuinely single.
- Full Text: false
- Date Issued: 2017
Thermoluminescence of the main peak in SrAl2O4: Eu2+, Dy3+: spectral and kinetics features of secondary emission detected in the ultra-violet region
- Authors: Chithambo, Makaiko L
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124197 , vital:35575 , https://doi.org/10.1016/j.radmeas.2016.12.001
- Description: We report the thermoluminescence of SrAl2O4:Eu2+,Dy3+ measured in the ultra-violet region of the spectrum between 300 and 400 nm. Complementary measurements of X-ray excited optical luminescence confirm emission bands of stimulated luminescence in this region. As a further test, optically stimulated luminescence was also measured in this region. The glow curve measured at 1 °C s−1 following irradiation to various doses appears simple and single but is in reality a collection of several components. This was shown by results from the Tm-Tstop method on both ends of the peak, application of thermal cleaning beyond the peak maximum as well as the dependence of the peak on fading. The latter shows that new peaks appear as preceding ones fade. Kinetic analysis of some of the main peaks was carried out giving an activation energy of 0.6 eV. The implication of the results on measurement of phosphorescence, interpretation of dose response and fading is discussed.
- Full Text: false
- Date Issued: 2017
- Authors: Chithambo, Makaiko L
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124197 , vital:35575 , https://doi.org/10.1016/j.radmeas.2016.12.001
- Description: We report the thermoluminescence of SrAl2O4:Eu2+,Dy3+ measured in the ultra-violet region of the spectrum between 300 and 400 nm. Complementary measurements of X-ray excited optical luminescence confirm emission bands of stimulated luminescence in this region. As a further test, optically stimulated luminescence was also measured in this region. The glow curve measured at 1 °C s−1 following irradiation to various doses appears simple and single but is in reality a collection of several components. This was shown by results from the Tm-Tstop method on both ends of the peak, application of thermal cleaning beyond the peak maximum as well as the dependence of the peak on fading. The latter shows that new peaks appear as preceding ones fade. Kinetic analysis of some of the main peaks was carried out giving an activation energy of 0.6 eV. The implication of the results on measurement of phosphorescence, interpretation of dose response and fading is discussed.
- Full Text: false
- Date Issued: 2017
Transcending objectifications and dualisms: farm workers and civil society in contemporary Zimbabwe
- Sadomba, Zvakanyorwa W, Helliker, Kirk D
- Authors: Sadomba, Zvakanyorwa W , Helliker, Kirk D
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71242 , vital:29822 , https://doi.org/10.1177/0021909609357417
- Description: In the academic literature, civil society is often conceptualized in terms of objectifications and subject—object dichotomies. This is the case with regard to both social movements and non-governmental organizations. This article seeks to transcend such argumentation by providing ‘thick descriptions’ of the agency of farm workers and civil society in the context of land reform in contemporary Zimbabwe. We examine a land-based social movement (and the role of farm workers within it) and the involvement of a particular non-governmental organization in farm worker livelihoods. On this basis, we offer a re-formulation of civil society as a social field marked by ambivalences and tensions.
- Full Text: false
- Date Issued: 2010
- Authors: Sadomba, Zvakanyorwa W , Helliker, Kirk D
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71242 , vital:29822 , https://doi.org/10.1177/0021909609357417
- Description: In the academic literature, civil society is often conceptualized in terms of objectifications and subject—object dichotomies. This is the case with regard to both social movements and non-governmental organizations. This article seeks to transcend such argumentation by providing ‘thick descriptions’ of the agency of farm workers and civil society in the context of land reform in contemporary Zimbabwe. We examine a land-based social movement (and the role of farm workers within it) and the involvement of a particular non-governmental organization in farm worker livelihoods. On this basis, we offer a re-formulation of civil society as a social field marked by ambivalences and tensions.
- Full Text: false
- Date Issued: 2010
Where angels fear to tread: online peer-assessment in a large first-year class
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2012
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2012
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