Effects of organic and inorganic pollutants on the quality of river water and evaluation of possible negative effects on human health in the Eastern Cape Province
- Authors: Vumazonke, Sesethu
- Date: 2020-04
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MSc (Pharmacy)
- Identifier: http://hdl.handle.net/10962/164727 , vital:41158
- Description: Thesis (MSc)--Rhodes University, Faculty of Pharmacy, Pharmaceutics, 2020
- Full Text:
- Date Issued: 2020-04
- Authors: Vumazonke, Sesethu
- Date: 2020-04
- Subjects: Uncatalogued
- Language: English
- Type: thesis , text , Masters , MSc (Pharmacy)
- Identifier: http://hdl.handle.net/10962/164727 , vital:41158
- Description: Thesis (MSc)--Rhodes University, Faculty of Pharmacy, Pharmaceutics, 2020
- Full Text:
- Date Issued: 2020-04
Election Programme for COSATU as adopted at COSATU EXCO 10 July 1993
- COSATU
- Authors: COSATU
- Date: 1993-07
- Subjects: Uncatalogued
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/106431 , vital:32651
- Description: COSATU has three main priorities in relation to the elections. To ensure a victory for an ANC that is ready and able to govern. To build our organisation and prepare it for the struggles ahead. Worker's interests are foremost in an ANC led government
- Full Text:
- Date Issued: 1993-07
- Authors: COSATU
- Date: 1993-07
- Subjects: Uncatalogued
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/106431 , vital:32651
- Description: COSATU has three main priorities in relation to the elections. To ensure a victory for an ANC that is ready and able to govern. To build our organisation and prepare it for the struggles ahead. Worker's interests are foremost in an ANC led government
- Full Text:
- Date Issued: 1993-07
Electricity demand and supply in South Africa: is nuclear energy a feasible alternative to coal for baseload energy supply in South Africa?
- Authors: Maqanda, Vuyani
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434802 , vital:73106 , DOI 10.21504/10962/434802
- Description: Climate change mitigation has created pressure on the energy mix choices of all countries. Highly polluting energy sources are increasingly unpopular. Renewable energy options have emerged as preferred choices for the low-emissions transition. Proponents of nuclear power have promoted the technology as a low-emissions technology by focusing on the operational phase and ignoring the other polluting phases. South Africa generated about 83% of its electricity supply from coal in 2019 and was rated as the 12th most polluting country in the world. In addition to the high pollution levels, the ageing coal fleet suffered from poor maintenance that resulted in frequent power blackouts. One of the government’s energy plans from 2010 proposed the addition of 9 600 MW of nuclear capacity by 2030. However, this plan was not implemented. This study investigates why nuclear power historically never expanded beyond a single power facility in South Africa as well as the possible future role of nuclear power in alleviating South Africa’s current electricity supply constraints and emissions commitments in the period up to 2050. Qualitative analysis is used for this study with a focus on historical document analysis and interviews with energy experts. Two research methods, case studies, and expert opinions were used in this study with data sourced from policy documents, Statistics South Africa, the World Bank, and published articles from various platforms. The Hotelling model, focusing on the impact of price differentials on energy transitions, was used as a theoretical framework. The conclusion from applying the model was that nuclear power was more expensive than the other options even when internalisation of pollution externalities was considered and therefore nuclear power could not displace the cheaper alternatives like coal based on price factors alone. The Multi-Level Perspective, working through institutions, revealed that the institutional setting did not support a transition to nuclear energy. The lack of coordination of strategies derailed the transition. The comparative case study analysis of Germany, the UK, Australia, and India reaffirmed this as countries with better coordination succeeded in transitions. Energy experts offered differing views on the feasibility of nuclear power but many agreed that South Africa should focus on technologies it has better competencies in. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-04-03
- Authors: Maqanda, Vuyani
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434802 , vital:73106 , DOI 10.21504/10962/434802
- Description: Climate change mitigation has created pressure on the energy mix choices of all countries. Highly polluting energy sources are increasingly unpopular. Renewable energy options have emerged as preferred choices for the low-emissions transition. Proponents of nuclear power have promoted the technology as a low-emissions technology by focusing on the operational phase and ignoring the other polluting phases. South Africa generated about 83% of its electricity supply from coal in 2019 and was rated as the 12th most polluting country in the world. In addition to the high pollution levels, the ageing coal fleet suffered from poor maintenance that resulted in frequent power blackouts. One of the government’s energy plans from 2010 proposed the addition of 9 600 MW of nuclear capacity by 2030. However, this plan was not implemented. This study investigates why nuclear power historically never expanded beyond a single power facility in South Africa as well as the possible future role of nuclear power in alleviating South Africa’s current electricity supply constraints and emissions commitments in the period up to 2050. Qualitative analysis is used for this study with a focus on historical document analysis and interviews with energy experts. Two research methods, case studies, and expert opinions were used in this study with data sourced from policy documents, Statistics South Africa, the World Bank, and published articles from various platforms. The Hotelling model, focusing on the impact of price differentials on energy transitions, was used as a theoretical framework. The conclusion from applying the model was that nuclear power was more expensive than the other options even when internalisation of pollution externalities was considered and therefore nuclear power could not displace the cheaper alternatives like coal based on price factors alone. The Multi-Level Perspective, working through institutions, revealed that the institutional setting did not support a transition to nuclear energy. The lack of coordination of strategies derailed the transition. The comparative case study analysis of Germany, the UK, Australia, and India reaffirmed this as countries with better coordination succeeded in transitions. Energy experts offered differing views on the feasibility of nuclear power but many agreed that South Africa should focus on technologies it has better competencies in. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-04-03
Elucidation of the roles of the carbonic anhydrase enzymes, CanA & CanB, in the physiology of Mycobacterium smegmatis
- Authors: Jackson, Gabriella Teresa
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435299 , vital:73145
- Description: The bacterial pathogen Mycobacterium tuberculosis (Mtb) is the causative agent of tuberculosis (TB) and one of the leading infectious causes of death globally. The success of Mtb as a pathogen depends on its ability to detect and respond to a variety of physical and chemical stresses it encounters during infection of its human host. These environmental stresses include shifts in temperature, oxygen concentration, osmolarity and nutrient availability. Mtb is, in addition, exposed to changes in pH and CO2 concentration in the intracellular and extracellular environments it inhabits, which the bacterium has to adapt to in order to ensure its growth, survival and/or persistence during infection. Carbonic anhydrases (CAs) are a widely distributed family of enzymes that catalyse the reversible hydration of carbon dioxide (CO2) to bicarbonate (HCO3−) in the reaction: CO2 + H2O ⇄ HCO3− + H+. In microbes, CA activity is important for the activity of enzymes involved in carbon fixation as well as for maintaining pH homeostasis. Mtb is known to express three CAs, encoded by the Rv3588c, Rv1284 and Rv3273 genes (canA, canB and canC, respectively). The role(s) of these CA enzymes in the physiology of Mtb and other mycobacterial species, such as Mycobacterium smegmatis (Msm), has not been elucidated to date. To gain insights into the function of the CanA and CanB enzymes in mycobacterial species, we generated both canA and canB knockdown (KD) and knockout (KO) mutants in the fast-growing mycobacterial species, Msm, and analysed their growth phenotypes under several growth conditions where CA activity is known to be required. Notably, Msm lacks the CanC homologue, which makes it an ideal surrogate to focus on CanA and CanB. The Msm canA KD mutant was found to display a growth defect following anhydrotetracycline (ATc)-mediated gene silencing at atmospheric (low) CO2 concentrations [~0.035% CO2 (v/v)]. The growth defect could be rescued by incubating cells at physiological (high) CO2 concentrations [~5% CO2 (v/v)] or by supplementing the growth media with either HCO3− or the metabolic end-products of certain HCO3−-dependent-carboxylase enzymes at low CO2 concentrations. The ability of these compounds to rescue the growth of the canA KD mutants was, however, dependent on the extent of ATc-mediated gene silencing, suggesting that the canA gene is required for Msm growth at both low and high CO2 concentrations. This was confirmed by our findings that canA could only be genetically inactivated when a second copy of the gene was provided on the chromosome in trans, regardless of the CO2 concentration used. In contrast to our observations for canA, no differences in the growth phenotypes of the Msm wild type (WT) and canB KD or knockout (KO) mutant strains were observed following silencing or inactivation of the canB gene at either low or high CO2 concentrations or different pH values. These observations suggest that, in contrast to canA, the canB gene is dispensable for the growth of Msm under standard laboratory growth conditions. The canB KO mutant strain, nevertheless, displayed a slight decrease in its ability to form biofilms when compared to the WT strain, which could be restored by genetic complementation. CanB activity may, therefore, be required to promote bacterial growth and/or survival under biofilm conditions where CO2 diffusion into cells is limited, a phenomenon that has recently been observed in other microbes. Further studies are required to confirm the role of CanB in biofilm formation and to determine how the different CA enzymes cooperate to promote the growth and survival of mycobacterial species in the various environments they are known to inhabit. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2024
- Full Text:
- Date Issued: 2024-04-04
- Authors: Jackson, Gabriella Teresa
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435299 , vital:73145
- Description: The bacterial pathogen Mycobacterium tuberculosis (Mtb) is the causative agent of tuberculosis (TB) and one of the leading infectious causes of death globally. The success of Mtb as a pathogen depends on its ability to detect and respond to a variety of physical and chemical stresses it encounters during infection of its human host. These environmental stresses include shifts in temperature, oxygen concentration, osmolarity and nutrient availability. Mtb is, in addition, exposed to changes in pH and CO2 concentration in the intracellular and extracellular environments it inhabits, which the bacterium has to adapt to in order to ensure its growth, survival and/or persistence during infection. Carbonic anhydrases (CAs) are a widely distributed family of enzymes that catalyse the reversible hydration of carbon dioxide (CO2) to bicarbonate (HCO3−) in the reaction: CO2 + H2O ⇄ HCO3− + H+. In microbes, CA activity is important for the activity of enzymes involved in carbon fixation as well as for maintaining pH homeostasis. Mtb is known to express three CAs, encoded by the Rv3588c, Rv1284 and Rv3273 genes (canA, canB and canC, respectively). The role(s) of these CA enzymes in the physiology of Mtb and other mycobacterial species, such as Mycobacterium smegmatis (Msm), has not been elucidated to date. To gain insights into the function of the CanA and CanB enzymes in mycobacterial species, we generated both canA and canB knockdown (KD) and knockout (KO) mutants in the fast-growing mycobacterial species, Msm, and analysed their growth phenotypes under several growth conditions where CA activity is known to be required. Notably, Msm lacks the CanC homologue, which makes it an ideal surrogate to focus on CanA and CanB. The Msm canA KD mutant was found to display a growth defect following anhydrotetracycline (ATc)-mediated gene silencing at atmospheric (low) CO2 concentrations [~0.035% CO2 (v/v)]. The growth defect could be rescued by incubating cells at physiological (high) CO2 concentrations [~5% CO2 (v/v)] or by supplementing the growth media with either HCO3− or the metabolic end-products of certain HCO3−-dependent-carboxylase enzymes at low CO2 concentrations. The ability of these compounds to rescue the growth of the canA KD mutants was, however, dependent on the extent of ATc-mediated gene silencing, suggesting that the canA gene is required for Msm growth at both low and high CO2 concentrations. This was confirmed by our findings that canA could only be genetically inactivated when a second copy of the gene was provided on the chromosome in trans, regardless of the CO2 concentration used. In contrast to our observations for canA, no differences in the growth phenotypes of the Msm wild type (WT) and canB KD or knockout (KO) mutant strains were observed following silencing or inactivation of the canB gene at either low or high CO2 concentrations or different pH values. These observations suggest that, in contrast to canA, the canB gene is dispensable for the growth of Msm under standard laboratory growth conditions. The canB KO mutant strain, nevertheless, displayed a slight decrease in its ability to form biofilms when compared to the WT strain, which could be restored by genetic complementation. CanB activity may, therefore, be required to promote bacterial growth and/or survival under biofilm conditions where CO2 diffusion into cells is limited, a phenomenon that has recently been observed in other microbes. Further studies are required to confirm the role of CanB in biofilm formation and to determine how the different CA enzymes cooperate to promote the growth and survival of mycobacterial species in the various environments they are known to inhabit. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2024
- Full Text:
- Date Issued: 2024-04-04
Employment Equity: an introductory workshop for trade unionists organised by the COSATU Education Department
- Congress of South African Trade Unions (COSATU)
- Authors: Congress of South African Trade Unions (COSATU)
- Date: 1999-09
- Subjects: Uncatalogued
- Language: English
- Type: text , pamphlet
- Identifier: http://hdl.handle.net/10962/106134 , vital:32610
- Description: This workshop is designed to give you a reliable introduction the Employment Equity Act. It is based on hard information and on ACTIVITIES or discussion exercises that will help you to understand how the Act works, who it covers, and what the implications are for trade unionists. Each of the Activities is complemented with information that will help you to understand the Act in more detail. Sections have been added to help you find further information, and to understand the terms that are used in the Act itself in a two day programme, you are not going to be an 'expert' on the Employment Equity Act, but we hope that you will feel more confident about using the Act, especially in ensuring that it is used to address a wide range of discriminatory practices at the workplace. As with most legislation, the more that you begin to use it, the more its strengths and weaknesses will emerge. It is very important that any weaknesses in the practical application of the Act are reported through your Union to the Federation. This will help the Federation to campaign for improvements in the legislation, and to close any loopholes that allow employers to avoid their responsibilities. All Labour Legislation, including the new Employment Equity Act should serve as a 'base-line' or minimum standard. Employer and Union observance of the minimum standards as laid down in law should be our starting point. Through collective bargaining and improved Union organisation, we aim to improve upon the standards set by the law, and increase the protection of our members. This is a real challenge. It is especially important for us all to recognise that as we enter into a period where employers are demanding more 'flexibility', the introduction of a new law to correct the legacy of imbalances left by apartheid at the workplace deserves our special attention. We hope this workshop is the first in a series of educational events that will cover this vital new area. The main aim of this workshop is to help you to understand the basic workings of the law, and how best it can be implemented. We also hope this programme encourages you to find out more about Employment Equity issues, and contribute positively to the struggle for the eradication of inequality. This pack is designed for a series of two-day introductory workshops that are being sponsored by COSATU in each region. A workshop of COSATU Educators held in September 1999 helped to assemble the material, and to test its appropriateness. As a result there are a considerable number of educators who can advise, and facilitate this workshop and who can be contacted via COSATU Education Department. We would also be very interested to hear how the pack has been used, and in particular how it can be improved to meet the needs of trade unionists who want to tackle discrimination using the tool of the Employment Equity Act, as well as other organisational means. If you use this pack, feedback would be most welcome.
- Full Text:
- Date Issued: 1999-09
- Authors: Congress of South African Trade Unions (COSATU)
- Date: 1999-09
- Subjects: Uncatalogued
- Language: English
- Type: text , pamphlet
- Identifier: http://hdl.handle.net/10962/106134 , vital:32610
- Description: This workshop is designed to give you a reliable introduction the Employment Equity Act. It is based on hard information and on ACTIVITIES or discussion exercises that will help you to understand how the Act works, who it covers, and what the implications are for trade unionists. Each of the Activities is complemented with information that will help you to understand the Act in more detail. Sections have been added to help you find further information, and to understand the terms that are used in the Act itself in a two day programme, you are not going to be an 'expert' on the Employment Equity Act, but we hope that you will feel more confident about using the Act, especially in ensuring that it is used to address a wide range of discriminatory practices at the workplace. As with most legislation, the more that you begin to use it, the more its strengths and weaknesses will emerge. It is very important that any weaknesses in the practical application of the Act are reported through your Union to the Federation. This will help the Federation to campaign for improvements in the legislation, and to close any loopholes that allow employers to avoid their responsibilities. All Labour Legislation, including the new Employment Equity Act should serve as a 'base-line' or minimum standard. Employer and Union observance of the minimum standards as laid down in law should be our starting point. Through collective bargaining and improved Union organisation, we aim to improve upon the standards set by the law, and increase the protection of our members. This is a real challenge. It is especially important for us all to recognise that as we enter into a period where employers are demanding more 'flexibility', the introduction of a new law to correct the legacy of imbalances left by apartheid at the workplace deserves our special attention. We hope this workshop is the first in a series of educational events that will cover this vital new area. The main aim of this workshop is to help you to understand the basic workings of the law, and how best it can be implemented. We also hope this programme encourages you to find out more about Employment Equity issues, and contribute positively to the struggle for the eradication of inequality. This pack is designed for a series of two-day introductory workshops that are being sponsored by COSATU in each region. A workshop of COSATU Educators held in September 1999 helped to assemble the material, and to test its appropriateness. As a result there are a considerable number of educators who can advise, and facilitate this workshop and who can be contacted via COSATU Education Department. We would also be very interested to hear how the pack has been used, and in particular how it can be improved to meet the needs of trade unionists who want to tackle discrimination using the tool of the Employment Equity Act, as well as other organisational means. If you use this pack, feedback would be most welcome.
- Full Text:
- Date Issued: 1999-09
English morphological awareness and reading comprehension in deaf and hearing grade 3 to 7 learners from Lesotho
- Authors: Tšehla, Puleng Magret
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:73169
- Description: There is a noticeable literacy crisis observed in both Deaf and hearing learners from Lesotho. This study investigates the English Morphological Awareness and reading comprehension of 26 Deaf and 82 hearing learners enrolled in grades 3 to 7 in two schools in Lesotho. This study employs a correlational cross-sectional quantitative design. Each participant completed two literacy assessment tasks: a reading comprehension task and a Morphological Awareness task. The Morphological Awareness task encompassed five subtasks that assessed the learners’ inflectional, derivational, and compound awareness. The results of these assessments are analysed through appropriate statistical analyses. In addition, errors made by the Deaf and hearing learners on the literacy assessments are compared and analysed. This analysis determines the types of errors made by each group and identifies the factors that influence these errors. The performance of both groups in terms of task scores, in general, was low. Deaf learners and hearing learners’ performance on the tasks was similar. This outcome contradicts most previous studies, which indicate that Deaf learners typically exhibit lower levels of Morphological Awareness development and reading comprehension compared to their hearing counterparts. The results of this study also suggest that there is a statistically significant relationship between Morphological Awareness and reading comprehension in both groups. Finally, Deaf and hearing learners made similar errors on the tasks. There was some evidence of influence from both the Deaf and hearing learners’ first languages (Sesotho and Lesotho Sign Language, respectively). The study demonstrates the need for more explicit morphological instruction to improve both Deaf and hearing learners’ literacy. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2024
- Full Text:
- Date Issued: 2024-04-04
- Authors: Tšehla, Puleng Magret
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:73169
- Description: There is a noticeable literacy crisis observed in both Deaf and hearing learners from Lesotho. This study investigates the English Morphological Awareness and reading comprehension of 26 Deaf and 82 hearing learners enrolled in grades 3 to 7 in two schools in Lesotho. This study employs a correlational cross-sectional quantitative design. Each participant completed two literacy assessment tasks: a reading comprehension task and a Morphological Awareness task. The Morphological Awareness task encompassed five subtasks that assessed the learners’ inflectional, derivational, and compound awareness. The results of these assessments are analysed through appropriate statistical analyses. In addition, errors made by the Deaf and hearing learners on the literacy assessments are compared and analysed. This analysis determines the types of errors made by each group and identifies the factors that influence these errors. The performance of both groups in terms of task scores, in general, was low. Deaf learners and hearing learners’ performance on the tasks was similar. This outcome contradicts most previous studies, which indicate that Deaf learners typically exhibit lower levels of Morphological Awareness development and reading comprehension compared to their hearing counterparts. The results of this study also suggest that there is a statistically significant relationship between Morphological Awareness and reading comprehension in both groups. Finally, Deaf and hearing learners made similar errors on the tasks. There was some evidence of influence from both the Deaf and hearing learners’ first languages (Sesotho and Lesotho Sign Language, respectively). The study demonstrates the need for more explicit morphological instruction to improve both Deaf and hearing learners’ literacy. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Language Studies, 2024
- Full Text:
- Date Issued: 2024-04-04
Enhancing the use of large-scale assessment data in South Africa: Multidimensional Item Response Theory
- Authors: Lahoud, Tamlyn Ann
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/422389 , vital:71938
- Description: This research aims to enhance the use of large-scale assessment data in South Africa by evaluating assessment validity by means of multidimensional item response theory and its associated statistical techniques, which have been severely underutilised. Data from the 2014 administration of the grade 6 Mathematics annual national assessment was used in this study and all analyses were conducted using the mirt package in R. A two parameter logistic item response theory model was developed which indicated a clear alignment between the model parameters and difficulty specifications of the test. The test was found to favour learners within the central band on the ability scale. An exploratory five dimensional item response theory model was then developed to investigate the alignment with the test specifications as evidence for construct validity. Significant discrepancies between the factor structure and the specifications of the test were identified. Notably, the results suggest that some items measured an ability that was not purely mathematical, such as reading ability, which would distort the test’s representation of Mathematics ability, disadvantage learners with lower English literacy, and reduce the construct validity of the test. Further validity evidence was obtained by differential item functioning analyses which revealed that fourteen items function differently for learners from different provinces. Although possible reasons for the presence of differential item functioning among provinces were not discussed, its presence provided sufficient evidence against the validity of the test. In conclusion, multidimensional item response theory provided an effective and rigorous approach to establishing the validity of a large-scale assessment. To avoid the pitfalls of the annual national assessments, it is recommended that this multidimensional item and differential item functioning techniques are utilised for the development and evaluation of future national assessment instruments in South Africa. , Thesis (MSc) -- Faculty of Science, Statistics, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Lahoud, Tamlyn Ann
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/422389 , vital:71938
- Description: This research aims to enhance the use of large-scale assessment data in South Africa by evaluating assessment validity by means of multidimensional item response theory and its associated statistical techniques, which have been severely underutilised. Data from the 2014 administration of the grade 6 Mathematics annual national assessment was used in this study and all analyses were conducted using the mirt package in R. A two parameter logistic item response theory model was developed which indicated a clear alignment between the model parameters and difficulty specifications of the test. The test was found to favour learners within the central band on the ability scale. An exploratory five dimensional item response theory model was then developed to investigate the alignment with the test specifications as evidence for construct validity. Significant discrepancies between the factor structure and the specifications of the test were identified. Notably, the results suggest that some items measured an ability that was not purely mathematical, such as reading ability, which would distort the test’s representation of Mathematics ability, disadvantage learners with lower English literacy, and reduce the construct validity of the test. Further validity evidence was obtained by differential item functioning analyses which revealed that fourteen items function differently for learners from different provinces. Although possible reasons for the presence of differential item functioning among provinces were not discussed, its presence provided sufficient evidence against the validity of the test. In conclusion, multidimensional item response theory provided an effective and rigorous approach to establishing the validity of a large-scale assessment. To avoid the pitfalls of the annual national assessments, it is recommended that this multidimensional item and differential item functioning techniques are utilised for the development and evaluation of future national assessment instruments in South Africa. , Thesis (MSc) -- Faculty of Science, Statistics, 2023
- Full Text:
- Date Issued: 2023-03-29
Enteric microbial responses to host hyperthermia in southern African insectivorous bats: a test of thermal co-adaptation
- Authors: Hunter, Amy Alison
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424391 , vital:72149
- Description: Embargoed. Expected release date 2025. , Thesis (MSc) -- Faculty of Science, Zoology and Entomology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Hunter, Amy Alison
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424391 , vital:72149
- Description: Embargoed. Expected release date 2025. , Thesis (MSc) -- Faculty of Science, Zoology and Entomology, 2023
- Full Text:
- Date Issued: 2023-10-13
Ethics matter: A critical realist account of research ethics for social science and humanities researchers
- Authors: Dlova, Lisolethu
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192440 , vital:45226
- Description: Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Dlova, Lisolethu
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192440 , vital:45226
- Description: Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2021
- Full Text:
- Date Issued: 2021-10-29
Evaluating perceptions of co-management on small-scale fisheries in the Wild Coast of South Africa
- Authors: Mthombeni, Vusi Gedla
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/434678 , vital:73095
- Description: Shared perceptions by stakeholders can improve the understanding of managing natural resources. This study aimed to evaluate stakeholders’ perceptions towards co-management of small-scale fisheries to improve the management of these resources. Eleven participants were purposively sampled from government agencies, non-profit organisations and community representatives from Coffee Bay, Port St Johns, Lusikisiki and Xolobeni on the Wild Coast of South Africa. Predetermined themes derived from the literature were used to develop the interview schedule. Semi-structured, one-on-one interviews were conducted to probe the participants’ understanding of the term “co-management” and its objectives, benefits, processes, and outcomes. Data were recorded and transcribed into text, and thematic analysis was used to detect themes that emerged from the data. The results indicated that all participants perceived co-management of Small-scale fisheries as beneficial. Securing access rights through fishing permits was a benefit that was exclusive to the fishers, whereas self-regulation, sharing of information, and mobilising and utilising the strengths of different stakeholders were the benefits noted by all stakeholder participants. Government representatives viewed the involvement of government in the co-management structures of SSF as necessary, whereas the other representatives’ views were that government should be excluded. Incorporating the traditional and government regulatory systems was recommended to manage fisheries resources effectively. The benefits of co-management exceeded costs, suggesting that co-management was viable for the Wild Coast. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Date Issued: 2024-04-03
- Authors: Mthombeni, Vusi Gedla
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/434678 , vital:73095
- Description: Shared perceptions by stakeholders can improve the understanding of managing natural resources. This study aimed to evaluate stakeholders’ perceptions towards co-management of small-scale fisheries to improve the management of these resources. Eleven participants were purposively sampled from government agencies, non-profit organisations and community representatives from Coffee Bay, Port St Johns, Lusikisiki and Xolobeni on the Wild Coast of South Africa. Predetermined themes derived from the literature were used to develop the interview schedule. Semi-structured, one-on-one interviews were conducted to probe the participants’ understanding of the term “co-management” and its objectives, benefits, processes, and outcomes. Data were recorded and transcribed into text, and thematic analysis was used to detect themes that emerged from the data. The results indicated that all participants perceived co-management of Small-scale fisheries as beneficial. Securing access rights through fishing permits was a benefit that was exclusive to the fishers, whereas self-regulation, sharing of information, and mobilising and utilising the strengths of different stakeholders were the benefits noted by all stakeholder participants. Government representatives viewed the involvement of government in the co-management structures of SSF as necessary, whereas the other representatives’ views were that government should be excluded. Incorporating the traditional and government regulatory systems was recommended to manage fisheries resources effectively. The benefits of co-management exceeded costs, suggesting that co-management was viable for the Wild Coast. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Date Issued: 2024-04-03
Evaluating the potential of monometallic and bimetallic nanomaterials as horseradish peroxidase mimetics
- Authors: Mvango, Sindisiwe
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/65134 , vital:28694
- Description: This study presents the synthesis of citrate-capped gold nanoparticles (cit-AuNPs), copper oxide nanoparticles (CuONPs), glutathione-capped gold nanoparticles (GSH-AuNPs), 4- aminothiophenol-capped gold nanoparticles (4-ATP-AuNPs), 4-mercapto benzoic acid- capped gold nanoparticles (4-MBA-AuNPs) and copper oxide gold nanoalloys (CuO-Au nanoalloys). Microscopy and spectroscopy techniques were used to confirm the successful synthesis of these nanoparticles. The synthesized nanoparticles were studied their potential applications as horseradish peroxidase (HPR) enzyme mimetics and for the detection of glucose. The cit-AuNPs and GSH-AuNPs exhibited peroxidase-like activity towards hydrogen peroxide (H2O2) with high Michaelis-Menten (Km) values of 61.5 mM and 30.8 mM, respectively. The other nanoparticles, that is, 4-ATP-AuNPs, CuONPs and CuO-Au nanoalloys gave lower Km values of 4.74 mM, 1.92 mM and 4.05 mM, respectively. The obtained Km values were comparable to those of HRP enzymes which ranged from 0.214 - 3.70 mM with 4-ATP-AuNPs and CuO-Au nanoalloys slightly higher. These values were within the reasonable experimental values of the HRP enzyme. The studies showed that the gold nanoparticles had low adsorptive efficiency towards H2O2 compared to the copper-based nanoparticles (CuONPs and CuO-Au nanoalloys). The CuO-Au nanoalloys also showed the synergistic effect between the gold and copper nanoparticles with extended linear concentration range for the quantification of H2O2. The mechanism of catalysis was confirmed using UV-vis spectroscopy and electron paramagnetic resonance (EPR) in that the generation of reactive oxygen species was observed. The use of 1,3-diphenylisobenzofuran (DPBF) as radical quencher and 5,5- dimethyl-1-pyrroline N-oxide (DMPO) as a radical scavenger confirmed the production of reductive reactive oxygen species using UV-vis and EPR studies. The rate of production of reactive oxygen species in the gold-based nanoparticles was small compared to the copper-based nanoparticles, that is CuONPs and CuO-Au (bimetallic) nanoalloys. The synthesized nanoparticles were further studied their potential use in the colorimetric detection of glucose. The copper-based nanomaterials, CuONPs and CuO-Au nanoalloys, were excellent towards detection of glucose, with a limit of detection (LoD) of 9.34 pM for CuONPs and 6.75 pM for CuO-Au nanoalloys. The linear concentration (LCR) range of CuONPs was 0 to 70 pM and for CuO-Au nanoalloys the LCR was 0.0 - 30 pM. , Thesis (MSc) -- Faculty of Science, Chemistry, 2017
- Full Text:
- Date Issued: 2017
- Authors: Mvango, Sindisiwe
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/65134 , vital:28694
- Description: This study presents the synthesis of citrate-capped gold nanoparticles (cit-AuNPs), copper oxide nanoparticles (CuONPs), glutathione-capped gold nanoparticles (GSH-AuNPs), 4- aminothiophenol-capped gold nanoparticles (4-ATP-AuNPs), 4-mercapto benzoic acid- capped gold nanoparticles (4-MBA-AuNPs) and copper oxide gold nanoalloys (CuO-Au nanoalloys). Microscopy and spectroscopy techniques were used to confirm the successful synthesis of these nanoparticles. The synthesized nanoparticles were studied their potential applications as horseradish peroxidase (HPR) enzyme mimetics and for the detection of glucose. The cit-AuNPs and GSH-AuNPs exhibited peroxidase-like activity towards hydrogen peroxide (H2O2) with high Michaelis-Menten (Km) values of 61.5 mM and 30.8 mM, respectively. The other nanoparticles, that is, 4-ATP-AuNPs, CuONPs and CuO-Au nanoalloys gave lower Km values of 4.74 mM, 1.92 mM and 4.05 mM, respectively. The obtained Km values were comparable to those of HRP enzymes which ranged from 0.214 - 3.70 mM with 4-ATP-AuNPs and CuO-Au nanoalloys slightly higher. These values were within the reasonable experimental values of the HRP enzyme. The studies showed that the gold nanoparticles had low adsorptive efficiency towards H2O2 compared to the copper-based nanoparticles (CuONPs and CuO-Au nanoalloys). The CuO-Au nanoalloys also showed the synergistic effect between the gold and copper nanoparticles with extended linear concentration range for the quantification of H2O2. The mechanism of catalysis was confirmed using UV-vis spectroscopy and electron paramagnetic resonance (EPR) in that the generation of reactive oxygen species was observed. The use of 1,3-diphenylisobenzofuran (DPBF) as radical quencher and 5,5- dimethyl-1-pyrroline N-oxide (DMPO) as a radical scavenger confirmed the production of reductive reactive oxygen species using UV-vis and EPR studies. The rate of production of reactive oxygen species in the gold-based nanoparticles was small compared to the copper-based nanoparticles, that is CuONPs and CuO-Au (bimetallic) nanoalloys. The synthesized nanoparticles were further studied their potential use in the colorimetric detection of glucose. The copper-based nanomaterials, CuONPs and CuO-Au nanoalloys, were excellent towards detection of glucose, with a limit of detection (LoD) of 9.34 pM for CuONPs and 6.75 pM for CuO-Au nanoalloys. The linear concentration (LCR) range of CuONPs was 0 to 70 pM and for CuO-Au nanoalloys the LCR was 0.0 - 30 pM. , Thesis (MSc) -- Faculty of Science, Chemistry, 2017
- Full Text:
- Date Issued: 2017
Evaluating the role of Stress Induced Phosphoprotein 1 isoforms in Kaposi's Sarcoma-Associated Herpesvirus biology
- Authors: Ruck, Duncan Kyle
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/365280 , vital:65723
- Description: Thesis embargoed. Possible release date set for early 2025. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ruck, Duncan Kyle
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/365280 , vital:65723
- Description: Thesis embargoed. Possible release date set for early 2025. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
Examining teachers’ pedagogical strategies for fostering critical thinking skills in English as a Second Language (ESL) classrooms: a case study of selected Namibian secondary school teachers
- Authors: Rittmann, Heinrich Heinz
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424097 , vital:72123
- Description: Thesis embargoed. Expected release date 2025. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Rittmann, Heinrich Heinz
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424097 , vital:72123
- Description: Thesis embargoed. Expected release date 2025. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
Exploration of remote work and wellbeing of academics in a South African tertiary institution
- Authors: Chikutu, Michelle
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405963 , vital:70223
- Description: Thesis embargoed. To be released in 2024. , Thesis (MA) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Chikutu, Michelle
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405963 , vital:70223
- Description: Thesis embargoed. To be released in 2024. , Thesis (MA) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-14
Exploring and expanding teachers’ gender and culturally responsive practices when mediating learning of chemistry in rural schools in Namibia
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Exploring ESL teachers’ self-developed pedagogical practices for teaching reading comprehension in Namibian primary schools
- Authors: Alumbungu, Marta Ndakalako
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419714 , vital:71669
- Description: Embargoed. Possible release date 2026 pending publication. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Alumbungu, Marta Ndakalako
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419714 , vital:71669
- Description: Embargoed. Possible release date 2026 pending publication. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
Exploring expansive learning and co-management in the uMzimvumbu catchment
- Authors: Kuze, Mzukisi
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Kuze, Mzukisi
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436547 , vital:73281 , DOI 10.21504/10962/436547
- Description: South Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Exploring grade 11 learners’ mathematical problem-solving skills using Polka’s model during the learning of Euclidean geometry
- Authors: Hlupeni, Ratham
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436465 , vital:73274
- Description: The skill of Problem-solving in Mathematics is very imperative. Poor performance by most South African learners in schools and international tests such as the Trends in International Mathematics and Science, calls for emphasis to be placed on problem-solving in the teaching and learning of Mathematics. Euclidean Geometry is perceived, especially by learners, to be one of the difficult components of Mathematics. Thus, the aim of this study was to explore and develop the mathematical problem-solving and geometric skills of Grade 11 learners in Euclidean Geometry. Polya’s model of problem-solving was employed in geometric skills development as a tool for intervention. The concepts Geometry and problem-solving formed the conceptual framework of the study, while the social cognitive theory constituted the theoretical framework. A case study was used as the main research method following a mixed method approach within an interpretivist paradigm. Purposive and convenience sampling methods were used in the selection of both the Mathematics class and the six learners whose work was further observed and analysed. Data about the geometric skills displayed by the learners was gathered using a moderated pre-intervention test; observations; document analysis; a moderated post-intervention test; and focus group interviews. Data was analysed quantitatively using descriptive statistics and qualitatively using thematic analysis. In the pre-intervention test, learners did not bring with them expected geometric skills to the classroom before they were introduced to grade11 Geometry content and when doing problem-solving during intervention, the four stages of model used were not necessarily following each other in a linear sequence with most of the learners not applying the fourth stage “look back”. In the post intervention test, the frequency of use and application of most geometric skills improved in comparison to the pre-intervention test; the frequency of correct and inappropriate application of the skills increased at the expense of incorrect application. Learners appreciated the four stages model and gave their views related to the challenged faced during the use of the four stages model and the challenges revealed include: practice related challenges, challenges specific to certain learners, concept related challenges, curriculum-related challenges, model application challenge, and context related challenges. The study concludes that the effective use of Polyas’ four stages model can yield great results in developing learners’ geometric and problem-solving skills. The study recommends that teachers give more attention to prior geometric knowledge, teaching of geometric theorems, teaching of geometric problem-solving, and the learning environment. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Hlupeni, Ratham
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436465 , vital:73274
- Description: The skill of Problem-solving in Mathematics is very imperative. Poor performance by most South African learners in schools and international tests such as the Trends in International Mathematics and Science, calls for emphasis to be placed on problem-solving in the teaching and learning of Mathematics. Euclidean Geometry is perceived, especially by learners, to be one of the difficult components of Mathematics. Thus, the aim of this study was to explore and develop the mathematical problem-solving and geometric skills of Grade 11 learners in Euclidean Geometry. Polya’s model of problem-solving was employed in geometric skills development as a tool for intervention. The concepts Geometry and problem-solving formed the conceptual framework of the study, while the social cognitive theory constituted the theoretical framework. A case study was used as the main research method following a mixed method approach within an interpretivist paradigm. Purposive and convenience sampling methods were used in the selection of both the Mathematics class and the six learners whose work was further observed and analysed. Data about the geometric skills displayed by the learners was gathered using a moderated pre-intervention test; observations; document analysis; a moderated post-intervention test; and focus group interviews. Data was analysed quantitatively using descriptive statistics and qualitatively using thematic analysis. In the pre-intervention test, learners did not bring with them expected geometric skills to the classroom before they were introduced to grade11 Geometry content and when doing problem-solving during intervention, the four stages of model used were not necessarily following each other in a linear sequence with most of the learners not applying the fourth stage “look back”. In the post intervention test, the frequency of use and application of most geometric skills improved in comparison to the pre-intervention test; the frequency of correct and inappropriate application of the skills increased at the expense of incorrect application. Learners appreciated the four stages model and gave their views related to the challenged faced during the use of the four stages model and the challenges revealed include: practice related challenges, challenges specific to certain learners, concept related challenges, curriculum-related challenges, model application challenge, and context related challenges. The study concludes that the effective use of Polyas’ four stages model can yield great results in developing learners’ geometric and problem-solving skills. The study recommends that teachers give more attention to prior geometric knowledge, teaching of geometric theorems, teaching of geometric problem-solving, and the learning environment. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Exploring how language teachers’ employment of Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills
- Authors: Gazide, Sydney
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436442 , vital:73272
- Description: The study aimed to explore how language teachers’ employment of the Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills. The RtL was designed to address challenges regarding learners’ literacy development which other methods could not successfully address. Unfortunately, poor reading skills in English First Additional (FAL) and home languages (HLs) continue to be a challenge among learners from schools situated within poor socio-economic communities in South Africa. The study employed the six-stage curriculum cycle advocated by RtL pedagogy as a scaffolding interaction cycle in the teaching practice reading development sequence to bridge the gap in acquiring reading skills. The main research question for the study was: How can the language teachers’ employment of the RtL pedagogy enhance the teaching of reading? The study was located within the critical education paradigm which encourages critical thinking, creativity, freedom to appreciate and critical awareness in students. This study generated data through focus group discussions, interviews, and document analysis. The research was a case study involving four teachers selected from a secondary school in an informal settlement with low socio-economic standards. A sample of four grade 10 classes with 45 learners in each class for English First Additional Language (FAL), Sesotho Home Language (HL) and Isizulu Home Language (HL) were used in the study. Purposive sampling allowed the researcher to choose participants who were willing to be part of the project. The Reading to Learn pedagogy developed by Rose was drawn from Vygotsky’s, Bernstein’s, and Halliday’s theories. The findings revealed that RtL was used for the professional development of teachers and a methodology that supported learners to improve their reading skills. Even though the study was conducted when South Africa was hit by the COVID-19 pandemic with concomitant learning losses, evidence shows that the Reading to Learn pedagogy improved the sampled Grade 10 learners’ reading skills. It was also highlighted that the department of education (DoE) should create conducive teaching and learning conditions through infrastructural development and provision of resources. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2024-04-05
- Authors: Gazide, Sydney
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436442 , vital:73272
- Description: The study aimed to explore how language teachers’ employment of the Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills. The RtL was designed to address challenges regarding learners’ literacy development which other methods could not successfully address. Unfortunately, poor reading skills in English First Additional (FAL) and home languages (HLs) continue to be a challenge among learners from schools situated within poor socio-economic communities in South Africa. The study employed the six-stage curriculum cycle advocated by RtL pedagogy as a scaffolding interaction cycle in the teaching practice reading development sequence to bridge the gap in acquiring reading skills. The main research question for the study was: How can the language teachers’ employment of the RtL pedagogy enhance the teaching of reading? The study was located within the critical education paradigm which encourages critical thinking, creativity, freedom to appreciate and critical awareness in students. This study generated data through focus group discussions, interviews, and document analysis. The research was a case study involving four teachers selected from a secondary school in an informal settlement with low socio-economic standards. A sample of four grade 10 classes with 45 learners in each class for English First Additional Language (FAL), Sesotho Home Language (HL) and Isizulu Home Language (HL) were used in the study. Purposive sampling allowed the researcher to choose participants who were willing to be part of the project. The Reading to Learn pedagogy developed by Rose was drawn from Vygotsky’s, Bernstein’s, and Halliday’s theories. The findings revealed that RtL was used for the professional development of teachers and a methodology that supported learners to improve their reading skills. Even though the study was conducted when South Africa was hit by the COVID-19 pandemic with concomitant learning losses, evidence shows that the Reading to Learn pedagogy improved the sampled Grade 10 learners’ reading skills. It was also highlighted that the department of education (DoE) should create conducive teaching and learning conditions through infrastructural development and provision of resources. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2024-04-05
Exploring integration for the topic of stoichiometry in South African natural sciences and physical sciences school curricula
- Authors: Mgolozeli, Kwanele
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405330 , vital:70162
- Description: Many developing countries, including South Africa, have identified the provision and implementation of strong science curricula as central to their developmental needs. Stoichiometry is a fundamental chemistry topic because the concepts involved form the basis of later topics such as chemical equilibrium, rates of reactions, redox reactions, and acid-base reactions. School students consistently demonstrate lack of understanding of stoichiometry-related concepts and skills such as the particulate nature of matter and related mathematical problem-solving. The poor performance of high school students in central science topics such as stoichiometry is problematic for their further study of chemistry and for the country meeting its need for science graduates. Successive examiner reports pointed to the lack of integration of stoichiometry concepts across the grades being the main problem. However, no study could be found which explores how stoichiometry is integrated in the South African Natural Sciences and Physical Sciences curriculum across the grades. This provided the rationale for the current study. The case study reported in this thesis thus aimed to explore integration of stoichiometry concepts in South African Natural Sciences and Physical Sciences school curricula. It involved document analysis as the method of collecting data. The research adopted the social realist paradigm, with its realist ontology and relativist epistemology. Legitimation Code Theory provided the theoretical framing. Chemistry concepts that are foundational to the understanding of stoichiometry according to literature, were chosen as root concepts for the concept mapping undertaken to identify types of integration. The concept maps revealed four stoichiometry integration themes: integration of stoichiometry concepts with symbols, integration of stoichiometry concepts with explanations, integration with applications in a chemistry context, and integration with an everyday context. These themes provided integration categories. A semantic gravity translation device was then developed for characterising the types of integration in terms of the degree of contextualisation. The results of this study show that stoichiometry integration of weaker semantic gravity is legitimated more strongly over other semantic gravity codes in the Natural Sciences and Physical Sciences curricula across all grade levels. While this has advantages in terms of knowledge-building potential, the consequence is that the integration occurs at very abstract levels that are far removed from learners’ everyday lives. The practical implication for curriculum developers involves increasing the instances of integration of stoichiometry concepts at stronger levels of semantic gravity, for a more even semantic gravity range of integration types. Natural Sciences and Physical Sciences teachers also need to source and include real-life examples for explanations and applications of stoichiometry concepts when teaching, in light of current curriculum documents focusing more on abstract forms of integration. Methodologically, this study contributes to the increased utility of semantic gravity through its exploration of integration in relation to knowledge-building potential of curriculum for hierarchical knowledge structures such as chemistry. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Mgolozeli, Kwanele
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405330 , vital:70162
- Description: Many developing countries, including South Africa, have identified the provision and implementation of strong science curricula as central to their developmental needs. Stoichiometry is a fundamental chemistry topic because the concepts involved form the basis of later topics such as chemical equilibrium, rates of reactions, redox reactions, and acid-base reactions. School students consistently demonstrate lack of understanding of stoichiometry-related concepts and skills such as the particulate nature of matter and related mathematical problem-solving. The poor performance of high school students in central science topics such as stoichiometry is problematic for their further study of chemistry and for the country meeting its need for science graduates. Successive examiner reports pointed to the lack of integration of stoichiometry concepts across the grades being the main problem. However, no study could be found which explores how stoichiometry is integrated in the South African Natural Sciences and Physical Sciences curriculum across the grades. This provided the rationale for the current study. The case study reported in this thesis thus aimed to explore integration of stoichiometry concepts in South African Natural Sciences and Physical Sciences school curricula. It involved document analysis as the method of collecting data. The research adopted the social realist paradigm, with its realist ontology and relativist epistemology. Legitimation Code Theory provided the theoretical framing. Chemistry concepts that are foundational to the understanding of stoichiometry according to literature, were chosen as root concepts for the concept mapping undertaken to identify types of integration. The concept maps revealed four stoichiometry integration themes: integration of stoichiometry concepts with symbols, integration of stoichiometry concepts with explanations, integration with applications in a chemistry context, and integration with an everyday context. These themes provided integration categories. A semantic gravity translation device was then developed for characterising the types of integration in terms of the degree of contextualisation. The results of this study show that stoichiometry integration of weaker semantic gravity is legitimated more strongly over other semantic gravity codes in the Natural Sciences and Physical Sciences curricula across all grade levels. While this has advantages in terms of knowledge-building potential, the consequence is that the integration occurs at very abstract levels that are far removed from learners’ everyday lives. The practical implication for curriculum developers involves increasing the instances of integration of stoichiometry concepts at stronger levels of semantic gravity, for a more even semantic gravity range of integration types. Natural Sciences and Physical Sciences teachers also need to source and include real-life examples for explanations and applications of stoichiometry concepts when teaching, in light of current curriculum documents focusing more on abstract forms of integration. Methodologically, this study contributes to the increased utility of semantic gravity through its exploration of integration in relation to knowledge-building potential of curriculum for hierarchical knowledge structures such as chemistry. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14