Perceived benefits of nature-based experiences as mediators of connectedness with nature: The case of Mystic Mountain
- Ward-Smith, Chesney, Naidoo, Tony, Olvitt, Lausanne L, Olvitt, Lausanne, Akhurst, Jacqueline
- Authors: Ward-Smith, Chesney , Naidoo, Tony , Olvitt, Lausanne L , Olvitt, Lausanne , Akhurst, Jacqueline
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372782 , vital:66622 , xlink:href="https://doi.org/10.1177/00812463209470"
- Description: Perceived nature disconnection lies at the heart of the world’s socio-ecological crisis. Finding ways to reconnect with nature is fundamental towards reducing the adverse psychological–social– ecological consequences of this disconnection. Understanding the psychological and social benefits of nature-based experiences is important towards actualising reconnection. This article discusses such benefits for child and adult participants from the Eastern Cape, South Africa. This work stems from Ecopsychology research with an outdoor education centre, Mystic Mountain. The experiences of two groups of children (n=25, aged 10–14years) and adult instructors (n=12, aged 18–50years) were explored using interpretive case-study methodology. Through semi-structured interviews and focus groups, participant observation, and reflexive journaling, data were collected and analysed thematically. This article centralises participants’ perceived psychological and social benefits of nature-based experiences as mediators of deeper self and nature connectedness. Integrating these benefits into nature-based pedagogy-design processes could contribute towards more effective enhancements of nature connectedness, and in turn, foster Earth’s larger flourishment.
- Full Text:
- Date Issued: 2020
- Authors: Ward-Smith, Chesney , Naidoo, Tony , Olvitt, Lausanne L , Olvitt, Lausanne , Akhurst, Jacqueline
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372782 , vital:66622 , xlink:href="https://doi.org/10.1177/00812463209470"
- Description: Perceived nature disconnection lies at the heart of the world’s socio-ecological crisis. Finding ways to reconnect with nature is fundamental towards reducing the adverse psychological–social– ecological consequences of this disconnection. Understanding the psychological and social benefits of nature-based experiences is important towards actualising reconnection. This article discusses such benefits for child and adult participants from the Eastern Cape, South Africa. This work stems from Ecopsychology research with an outdoor education centre, Mystic Mountain. The experiences of two groups of children (n=25, aged 10–14years) and adult instructors (n=12, aged 18–50years) were explored using interpretive case-study methodology. Through semi-structured interviews and focus groups, participant observation, and reflexive journaling, data were collected and analysed thematically. This article centralises participants’ perceived psychological and social benefits of nature-based experiences as mediators of deeper self and nature connectedness. Integrating these benefits into nature-based pedagogy-design processes could contribute towards more effective enhancements of nature connectedness, and in turn, foster Earth’s larger flourishment.
- Full Text:
- Date Issued: 2020
Identifying needs and opportunities for local government environmental education and training in South Africa
- Olvitt, Lausanne L, Hamaamba, Tyson
- Authors: Olvitt, Lausanne L , Hamaamba, Tyson
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370991 , vital:66400 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122739"
- Description: Effective environmental management and public engagement with environmental concerns are needed for the attainment of sustainable development goals and socio-ecological balance in local government contexts. This vision is clearly articulated in international environmental policy frameworks and in South Africa’s national and regional legislation. However, policy and legislation fall short of identifying the range of a priori competences required by local government officials and environmental managers before well intended policy can be translated into effective practice. This paper reports on recent research into identifying the underlying competences required for better environmental management and the establishment of education and training processes for local government managers. The research draws on the notion of ‘applied competence’ put forward by South Africa’s National Qualifications Framework, and argues that greater attention needs to be paid to competence-based capacity building processes within local government departments if environmental sustainability and development goals are to be met. The paper draws on the researchers’ experiences of formulating a national level generic competence framework for environmental management, and conducting an education and training needs analysis for the Makana Municipality in the Eastern Cape province of South Africa. Early findings suggest that a broad range of competences all have a role in ensuring the capacity and effectiveness of local governments to better manage their local environment. The paper argues that these are significant for the development of environmental education and training programmes in local government contexts.
- Full Text:
- Date Issued: 2006
- Authors: Olvitt, Lausanne L , Hamaamba, Tyson
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370991 , vital:66400 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122739"
- Description: Effective environmental management and public engagement with environmental concerns are needed for the attainment of sustainable development goals and socio-ecological balance in local government contexts. This vision is clearly articulated in international environmental policy frameworks and in South Africa’s national and regional legislation. However, policy and legislation fall short of identifying the range of a priori competences required by local government officials and environmental managers before well intended policy can be translated into effective practice. This paper reports on recent research into identifying the underlying competences required for better environmental management and the establishment of education and training processes for local government managers. The research draws on the notion of ‘applied competence’ put forward by South Africa’s National Qualifications Framework, and argues that greater attention needs to be paid to competence-based capacity building processes within local government departments if environmental sustainability and development goals are to be met. The paper draws on the researchers’ experiences of formulating a national level generic competence framework for environmental management, and conducting an education and training needs analysis for the Makana Municipality in the Eastern Cape province of South Africa. Early findings suggest that a broad range of competences all have a role in ensuring the capacity and effectiveness of local governments to better manage their local environment. The paper argues that these are significant for the development of environmental education and training programmes in local government contexts.
- Full Text:
- Date Issued: 2006
Transforming environmental health practitioners’ knowledge-sharing practices through inter-agency formative intervention workshops
- Masilela, Priscilla, Olvitt, Lausanne L
- Authors: Masilela, Priscilla , Olvitt, Lausanne L
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372809 , vital:66624 , xlink:href="https://doi.org/10.1080/0158037X.2020.1717458"
- Description: Home-based care facilities provide basic healthcare services to people too sick or frail to access formal clinics and hospitals. These facilities produce ‘healthcare risk waste’ which must be managed responsibly, and it is the work of Environmental Health Practitioners working within municipalities to ensure that the waste produced by home-based care facilities is managed in line with legislation. This paper presents a case study of a twenty-seven-month expansive learning intervention in a South African municipality that sought to transform its healthcare risk waste management practices. Limited knowledge and inadequate knowledge-sharing practices were identified as the main hindrances to effective waste management. The practitioner-researcher facilitated a series of inter-agency, formative intervention workshops with municipal employees and Community Health Workers using the Developmental Work Research methodology. These workshops strengthened both groups of practitioners’ knowledge of the ‘who, how, what, why and when’ that underpins effective healthcare risk waste management, and enabled ‘boundary crossing’ for practitioners to work across their specialist areas towards co-defining and analysing problems and constructing new solutions.
- Full Text:
- Date Issued: 2020
- Authors: Masilela, Priscilla , Olvitt, Lausanne L
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372809 , vital:66624 , xlink:href="https://doi.org/10.1080/0158037X.2020.1717458"
- Description: Home-based care facilities provide basic healthcare services to people too sick or frail to access formal clinics and hospitals. These facilities produce ‘healthcare risk waste’ which must be managed responsibly, and it is the work of Environmental Health Practitioners working within municipalities to ensure that the waste produced by home-based care facilities is managed in line with legislation. This paper presents a case study of a twenty-seven-month expansive learning intervention in a South African municipality that sought to transform its healthcare risk waste management practices. Limited knowledge and inadequate knowledge-sharing practices were identified as the main hindrances to effective waste management. The practitioner-researcher facilitated a series of inter-agency, formative intervention workshops with municipal employees and Community Health Workers using the Developmental Work Research methodology. These workshops strengthened both groups of practitioners’ knowledge of the ‘who, how, what, why and when’ that underpins effective healthcare risk waste management, and enabled ‘boundary crossing’ for practitioners to work across their specialist areas towards co-defining and analysing problems and constructing new solutions.
- Full Text:
- Date Issued: 2020
Cultivating a scholarly community of practice
- Lotz-Sisitka, Heila, Ellery, Karen, Olvitt, Lausanne L, Schudel, Ingrid J, O'Donoghue, Rob
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69777 , vital:29579 , https://hdl.handle.net/10520/EJC15102
- Description: In the field of Environment and Sustainability Education we are seeking ways of developing our teaching and supervision practices to enable social changes in a rapidly transforming field of practice where global issues of truth, judgement, justice and sustainability define our engagements with the public good. This article explores the process of cultivating a scholarly community of practice as a model of supervision that not only engages scholars in an intellectual community oriented towards socio-ecological transformation, but also extends and enhances dialogue with individuals on the technical and theoretical aspects of their postgraduate studies.
- Full Text: false
- Date Issued: 2010
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69777 , vital:29579 , https://hdl.handle.net/10520/EJC15102
- Description: In the field of Environment and Sustainability Education we are seeking ways of developing our teaching and supervision practices to enable social changes in a rapidly transforming field of practice where global issues of truth, judgement, justice and sustainability define our engagements with the public good. This article explores the process of cultivating a scholarly community of practice as a model of supervision that not only engages scholars in an intellectual community oriented towards socio-ecological transformation, but also extends and enhances dialogue with individuals on the technical and theoretical aspects of their postgraduate studies.
- Full Text: false
- Date Issued: 2010
Ethics-oriented learning in environmental education workplaces: An activity theory approach
- Authors: Olvitt, Lausanne L
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370961 , vital:66398 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122874"
- Description: In the context of increasing national and global environmental challenges and their implications for the working world, new ethics and practices are being introduced into workplaces that take better account of socio-ecological relations. Little is understood, however, about the nature of ethics-oriented workplace learning. Drawing on Cultural Historical Activity Theory (CHAT), which enables historically and contextually situated relational perspectives to emerge, this paper explores contradictions in the activity systems of two young environmental education learner-practitioners struggling to engage with the ethical dimensions of their professional work and the professional development course they are studying. The study focuses in particular on the environmental values and ethics component of their course – a year-long Learnership in Environmental Education, Training and Development Practices (EETDP). The paper reflects how tensions and contradictions within and between the interacting activity systems of the workplace, the course, and its regulating qualifications authority influence the teaching and learning of the environmental ethics component of the course. Ethics-oriented teaching and learning processes are found to be strongly influenced by the ‘rules’ and ‘mediating tools’ of these interacting systems, but these are often at odds with the ethical perspectives, socio-cultural context and skills of the ‘subject’ and ‘community’. These systemic contradictions can be more fully understood when their cultural and historical origins are made explicit. The analytical process has led to a more nuanced understanding of ethics-oriented teaching and learning in a workplace-based course, and has revealed several areas needing more careful research (particularly the area of environmental discourses) and the explicit and implicit language of ethics.
- Full Text:
- Date Issued: 2010
- Authors: Olvitt, Lausanne L
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/370961 , vital:66398 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/122874"
- Description: In the context of increasing national and global environmental challenges and their implications for the working world, new ethics and practices are being introduced into workplaces that take better account of socio-ecological relations. Little is understood, however, about the nature of ethics-oriented workplace learning. Drawing on Cultural Historical Activity Theory (CHAT), which enables historically and contextually situated relational perspectives to emerge, this paper explores contradictions in the activity systems of two young environmental education learner-practitioners struggling to engage with the ethical dimensions of their professional work and the professional development course they are studying. The study focuses in particular on the environmental values and ethics component of their course – a year-long Learnership in Environmental Education, Training and Development Practices (EETDP). The paper reflects how tensions and contradictions within and between the interacting activity systems of the workplace, the course, and its regulating qualifications authority influence the teaching and learning of the environmental ethics component of the course. Ethics-oriented teaching and learning processes are found to be strongly influenced by the ‘rules’ and ‘mediating tools’ of these interacting systems, but these are often at odds with the ethical perspectives, socio-cultural context and skills of the ‘subject’ and ‘community’. These systemic contradictions can be more fully understood when their cultural and historical origins are made explicit. The analytical process has led to a more nuanced understanding of ethics-oriented teaching and learning in a workplace-based course, and has revealed several areas needing more careful research (particularly the area of environmental discourses) and the explicit and implicit language of ethics.
- Full Text:
- Date Issued: 2010
Education in the Anthropocene: Ethico-moral dimensions and critical realist openings
- Authors: Olvitt, Lausanne L
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372753 , vital:66620 , xlink:href="https://doi.org/10.1080/03057240.2017.1342613"
- Description: Human-induced changes in planetary bio-geo-chemical processes have tipped earth into a newly-proposed geological epoch: the Anthropocene, which places moral and ethical demands on people regarding who should take responsibility for the well-being of people and planet, how, and why. Drawing generally on critical realist ontology, and more particularly on Roy Bhaskar’s concept of the person as a ‘four-planar social being’ living in the world as a laminated ontological whole, the article examines the dimensions of people’s ethico-moral engagement with the Anthropocene and considers what types of learning processes might enable people to understand, live in, and co-create this period known as ‘the Anthropocene’ in just, care-filled and—where necessary—transformative ways. The article points to the need for a radical re-orientation of education systems in the light of ethico-moral challenges that come to prominence in the Anthropocene, and argues for learning processes that nurture individual and collective moral agency through transformative, even transgressive, learning processes that are relational, humble, interdisciplinary, multi-perspectival, systemic, reality-congruent and contextually responsive.
- Full Text:
- Date Issued: 2017
- Authors: Olvitt, Lausanne L
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372753 , vital:66620 , xlink:href="https://doi.org/10.1080/03057240.2017.1342613"
- Description: Human-induced changes in planetary bio-geo-chemical processes have tipped earth into a newly-proposed geological epoch: the Anthropocene, which places moral and ethical demands on people regarding who should take responsibility for the well-being of people and planet, how, and why. Drawing generally on critical realist ontology, and more particularly on Roy Bhaskar’s concept of the person as a ‘four-planar social being’ living in the world as a laminated ontological whole, the article examines the dimensions of people’s ethico-moral engagement with the Anthropocene and considers what types of learning processes might enable people to understand, live in, and co-create this period known as ‘the Anthropocene’ in just, care-filled and—where necessary—transformative ways. The article points to the need for a radical re-orientation of education systems in the light of ethico-moral challenges that come to prominence in the Anthropocene, and argues for learning processes that nurture individual and collective moral agency through transformative, even transgressive, learning processes that are relational, humble, interdisciplinary, multi-perspectival, systemic, reality-congruent and contextually responsive.
- Full Text:
- Date Issued: 2017
Trees stocks in domestic gardens and willingness to participate in tree planting initiatives in low-cost housing areas of the Eastern Cape, South Africa
- Gwedla, Nanamhla, Shackleton, Charlie, Olvitt, Lausanne L
- Authors: Gwedla, Nanamhla , Shackleton, Charlie , Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372825 , vital:66626 , xlink:href="https://doi.org/10.1016/j.ufug.2022.127484"
- Description: Increasing human populations and rapid urbanization in sub-Saharan Africa have prompted the development and maintenance of urban green infrastructure, including urban trees for sustainability, human wellbeing, liveability and climate resilience. However, there are still insufficient amounts and large inequities in the distribution of trees between and within towns and cities of the Global North and South. In South Africa, urban green space planning and planting are encoded in several policies at national level. However, these policies are rarely translated into specific guides, standards or actions, and consequently disparities in urban trees and green space distribution persist. This study assessed the prevalence of urban trees in domestic gardens in low-cost housing areas (LCHAs) of eight small to medium-sized towns in the Eastern Cape province of South Africa and examined residents’ perceptions in this regard. This was done via surveys with 800 households in old and recently developed LCHAs. The results revealed that most households (52 %) had at least one tree in their yard, with more households in the older neighbourhoods (60 %) reporting having trees than in the newer ones (44 %). Most of the trees (66 %) had been deliberately planted as opposed to natural regeneration. Experience of formal urban tree planting programs was low, but 75 % of residents expressed willingness to participate in the future, preferably in tree planting and maintenance. Urban green spaces and trees cannot be an afterthought in the development of sustainable human settlements, and municipal plans should reflect tangible commitments in this regard. Meeting goals for greener LCHAs requires the involvement of local residents, and for municipal authorities to be receptive to the wishes of residents and willingness to green their residential areas.
- Full Text:
- Date Issued: 2022
- Authors: Gwedla, Nanamhla , Shackleton, Charlie , Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372825 , vital:66626 , xlink:href="https://doi.org/10.1016/j.ufug.2022.127484"
- Description: Increasing human populations and rapid urbanization in sub-Saharan Africa have prompted the development and maintenance of urban green infrastructure, including urban trees for sustainability, human wellbeing, liveability and climate resilience. However, there are still insufficient amounts and large inequities in the distribution of trees between and within towns and cities of the Global North and South. In South Africa, urban green space planning and planting are encoded in several policies at national level. However, these policies are rarely translated into specific guides, standards or actions, and consequently disparities in urban trees and green space distribution persist. This study assessed the prevalence of urban trees in domestic gardens in low-cost housing areas (LCHAs) of eight small to medium-sized towns in the Eastern Cape province of South Africa and examined residents’ perceptions in this regard. This was done via surveys with 800 households in old and recently developed LCHAs. The results revealed that most households (52 %) had at least one tree in their yard, with more households in the older neighbourhoods (60 %) reporting having trees than in the newer ones (44 %). Most of the trees (66 %) had been deliberately planted as opposed to natural regeneration. Experience of formal urban tree planting programs was low, but 75 % of residents expressed willingness to participate in the future, preferably in tree planting and maintenance. Urban green spaces and trees cannot be an afterthought in the development of sustainable human settlements, and municipal plans should reflect tangible commitments in this regard. Meeting goals for greener LCHAs requires the involvement of local residents, and for municipal authorities to be receptive to the wishes of residents and willingness to green their residential areas.
- Full Text:
- Date Issued: 2022
Editorial
- Authors: Olvitt, Lausanne L
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391156 , vital:68625 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/121960"
- Description: This year marks the end of the United Nations Decade of Education for Sustainable Development which was first proposed at the World Summit on Sustainable Development in 2002 in Johannesburg. At the end of 2014 UNESCO hosted the World Conference on Education for Sustainable Development in Nagoya, Japan. To mark this occasion Professor Rob O’Donoghue produced a reflective Think Piece that traces the emergence of education for sustainable development (ESD) from its educational roots in the Modernist project, to the diversity of practices that currently frame ESD as a transgressive process of cultural change. O’Donoghue interrogates tensions around knowledge and participation in the ESD terrain and proposes that knowledge-led and ethics-led learning in relation to valued purposes might create educational possibilities for expansive, transgressive and reflexive learning processes towards a more sustainable future. This Think Piece opens the Journal; many of the strengths, tensions and generative opportunities in environment and sustainability education referred to by O’Donoghue are reflected in this edition of the journal.
- Full Text:
- Date Issued: 2014
- Authors: Olvitt, Lausanne L
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391156 , vital:68625 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/121960"
- Description: This year marks the end of the United Nations Decade of Education for Sustainable Development which was first proposed at the World Summit on Sustainable Development in 2002 in Johannesburg. At the end of 2014 UNESCO hosted the World Conference on Education for Sustainable Development in Nagoya, Japan. To mark this occasion Professor Rob O’Donoghue produced a reflective Think Piece that traces the emergence of education for sustainable development (ESD) from its educational roots in the Modernist project, to the diversity of practices that currently frame ESD as a transgressive process of cultural change. O’Donoghue interrogates tensions around knowledge and participation in the ESD terrain and proposes that knowledge-led and ethics-led learning in relation to valued purposes might create educational possibilities for expansive, transgressive and reflexive learning processes towards a more sustainable future. This Think Piece opens the Journal; many of the strengths, tensions and generative opportunities in environment and sustainability education referred to by O’Donoghue are reflected in this edition of the journal.
- Full Text:
- Date Issued: 2014
1stWeEat! The story of a food gardening intervention in Makhanda’s ECD centres
- Olvitt, Lausanne, Green, Nicola, Ntlabezo, Sisesakhe
- Authors: Olvitt, Lausanne , Green, Nicola , Ntlabezo, Sisesakhe
- Date: 2024
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/401198 , vital:69713 , ISBN 978-0-7961-2949-9 , DOI http://doi.org/10.21504/10962/401198
- Description: No abstract yet
- Full Text:
- Date Issued: 2024
- Authors: Olvitt, Lausanne , Green, Nicola , Ntlabezo, Sisesakhe
- Date: 2024
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/401198 , vital:69713 , ISBN 978-0-7961-2949-9 , DOI http://doi.org/10.21504/10962/401198
- Description: No abstract yet
- Full Text:
- Date Issued: 2024
Situating the diversity of Southern African environmental education scholarship within a global conversation at a critical juncture on Earth
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389869 , vital:68491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/247386"
- Description: ¬The collection of papers in Volume 38 in many ways mirrors the diversity of research methodologies and teaching approaches in the contemporary eld of Environmental and Sustainability Education. ¬ e seven papers remind us that, whilst environmental educators and researchers are largely in agreement over the nature and causes of the social-ecological problems that we face in sub-Saharan Africa, there is less certainty around what types of educational approaches and pedagogies are adequate to help resolve them. ¬ e papers in this volume either o er pedagogical innovations that may strengthen teaching and learning for sustainable futures, or they provide insights into the social, cultural and economic contexts in which such teaching and learning occurs.
- Full Text:
- Date Issued: 2022
- Authors: Olvitt, Lausanne L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389869 , vital:68491 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/247386"
- Description: ¬The collection of papers in Volume 38 in many ways mirrors the diversity of research methodologies and teaching approaches in the contemporary eld of Environmental and Sustainability Education. ¬ e seven papers remind us that, whilst environmental educators and researchers are largely in agreement over the nature and causes of the social-ecological problems that we face in sub-Saharan Africa, there is less certainty around what types of educational approaches and pedagogies are adequate to help resolve them. ¬ e papers in this volume either o er pedagogical innovations that may strengthen teaching and learning for sustainable futures, or they provide insights into the social, cultural and economic contexts in which such teaching and learning occurs.
- Full Text:
- Date Issued: 2022
Deciding and doing what's right for people and planet : an investigation of the ethics-oriented learning of novice environmental educators
- Authors: Olvitt, Lausanne Laura
- Date: 2012
- Subjects: Environmental education Environmental ethics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1913 , http://hdl.handle.net/10962/d1007238
- Description: This study probes the ethics-oriented reflexive deliberations of three novice environmental education practitioners in South Africa. Two of the cases examined work in a local government context, and the third in an environmental non-governmental organisation context. All three practitioners are studying a one-year professional development course in environmental education. The research asks how their ethical deliberations ‘come to be what they are’, at the interface of their workplace and course-based learning processes. Working within a relational, social realist ontology, the study takes a sociocultural-historical approach to learning, development and social change. Cultural-historical activity theory (CHAT) provides theoretical tools and a descriptive language to approach the rich, qualitative data derived from workplace and course observations, extensive interviews, and document review. Critical discourse analysis was used as a secondary analytical tool to probe ethical and environmental discourses that were found to be influential in the course and workplace activity systems. Data from the three case studies was analysed in stages. In the first stage, CHAT provided a theoretical perspective and language of description to analyse the interacting activity systems in which each learner-practitioner’s ethics-oriented reflexive deliberations occurred. This provided a platform for the second stage of analysis which was framed by Margaret Archer’s (1995) social realist theory of morphogenesis/ morphostasis, followed by a summative retroductive analysis, to give an account of the interplay of historically-emergent social and cultural structures and individual reflexivity in relation to the ethical dimensions of environmental education practice. The study traces how ethics-oriented reflexive deliberations occur at the untidy, unpredictable intersection of workplace, course and personal contexts, and are strongest when they are situated in authentic contexts that resonate with learner-practitioners’ ‘ultimate concerns’ (after Archer, 2003; 2007). In this study, the learner-practitioners’ ‘ultimate concerns’ included family, personal well-being, social justice, cultural identity and religious commitments. The scope and depth of learner-practitioners’ social-ecological knowledge was also identified as a key factor influencing ethics-oriented reflexive deliberations, although the mediation of such knowledge can be hindered by language and conceptual ii barriers, amongst others. The study also noted how ethical positions circulating in the workplace, course and personal contexts were diverse, uneven and dynamic. Some ethical positions were found to be more explicitly differentiated than others, either resonating with or being overlooked by the learner-practitioners as they deliberated the ethical dimensions of their environmental education practice. In situations where there was limited depth, conceptual clarity and/ or confidence to engage directly with ethical concerns, there was a tendency towards (inadvertent) ethical relativism. Insights derived from the study suggest that these factors have limiting effects on the ethics-oriented reflexive deliberations of novice environmental educators. These insights point to the need for ethical deliberations to be re-personalised in context and underpinned by depth knowledge. A relational and pragmatic approach to environmental ethics (that recognises the validity of judgemental rationality – which can be fallible – and which seeks out practical adequacy) is put forward as appropriate and potentially generative in environmental education and training processes. This would need to be supported by careful attention to the influence of environmental discourses and practices in shaping ethical deliberations, and may also be helpful in developing a much-needed accessible, everyday language of ethical engagement. This study’s contribution to new knowledge in the field of environmental education is through its account of ethics-oriented reflexive deliberations emerging (in the Archerian morphogenetic sense) in complex, indeterminate ways at the interface of sociocultural and social-ecological contexts. The ethics-oriented reflexive deliberations of novice environmental educators occur in relation to their ‘ultimate concerns’ and are advanced or hindered by the historically-emergent practices, discourses and material realities of their workplace, personal and educational contexts. These insights require that the complex interplay of intersecting contexts and concerns that shape ethics-oriented reflexive deliberations be acknowledged and carefully mediated in both workplace-based and coursebased professional development processes.
- Full Text:
- Date Issued: 2012
- Authors: Olvitt, Lausanne Laura
- Date: 2012
- Subjects: Environmental education Environmental ethics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1913 , http://hdl.handle.net/10962/d1007238
- Description: This study probes the ethics-oriented reflexive deliberations of three novice environmental education practitioners in South Africa. Two of the cases examined work in a local government context, and the third in an environmental non-governmental organisation context. All three practitioners are studying a one-year professional development course in environmental education. The research asks how their ethical deliberations ‘come to be what they are’, at the interface of their workplace and course-based learning processes. Working within a relational, social realist ontology, the study takes a sociocultural-historical approach to learning, development and social change. Cultural-historical activity theory (CHAT) provides theoretical tools and a descriptive language to approach the rich, qualitative data derived from workplace and course observations, extensive interviews, and document review. Critical discourse analysis was used as a secondary analytical tool to probe ethical and environmental discourses that were found to be influential in the course and workplace activity systems. Data from the three case studies was analysed in stages. In the first stage, CHAT provided a theoretical perspective and language of description to analyse the interacting activity systems in which each learner-practitioner’s ethics-oriented reflexive deliberations occurred. This provided a platform for the second stage of analysis which was framed by Margaret Archer’s (1995) social realist theory of morphogenesis/ morphostasis, followed by a summative retroductive analysis, to give an account of the interplay of historically-emergent social and cultural structures and individual reflexivity in relation to the ethical dimensions of environmental education practice. The study traces how ethics-oriented reflexive deliberations occur at the untidy, unpredictable intersection of workplace, course and personal contexts, and are strongest when they are situated in authentic contexts that resonate with learner-practitioners’ ‘ultimate concerns’ (after Archer, 2003; 2007). In this study, the learner-practitioners’ ‘ultimate concerns’ included family, personal well-being, social justice, cultural identity and religious commitments. The scope and depth of learner-practitioners’ social-ecological knowledge was also identified as a key factor influencing ethics-oriented reflexive deliberations, although the mediation of such knowledge can be hindered by language and conceptual ii barriers, amongst others. The study also noted how ethical positions circulating in the workplace, course and personal contexts were diverse, uneven and dynamic. Some ethical positions were found to be more explicitly differentiated than others, either resonating with or being overlooked by the learner-practitioners as they deliberated the ethical dimensions of their environmental education practice. In situations where there was limited depth, conceptual clarity and/ or confidence to engage directly with ethical concerns, there was a tendency towards (inadvertent) ethical relativism. Insights derived from the study suggest that these factors have limiting effects on the ethics-oriented reflexive deliberations of novice environmental educators. These insights point to the need for ethical deliberations to be re-personalised in context and underpinned by depth knowledge. A relational and pragmatic approach to environmental ethics (that recognises the validity of judgemental rationality – which can be fallible – and which seeks out practical adequacy) is put forward as appropriate and potentially generative in environmental education and training processes. This would need to be supported by careful attention to the influence of environmental discourses and practices in shaping ethical deliberations, and may also be helpful in developing a much-needed accessible, everyday language of ethical engagement. This study’s contribution to new knowledge in the field of environmental education is through its account of ethics-oriented reflexive deliberations emerging (in the Archerian morphogenetic sense) in complex, indeterminate ways at the interface of sociocultural and social-ecological contexts. The ethics-oriented reflexive deliberations of novice environmental educators occur in relation to their ‘ultimate concerns’ and are advanced or hindered by the historically-emergent practices, discourses and material realities of their workplace, personal and educational contexts. These insights require that the complex interplay of intersecting contexts and concerns that shape ethics-oriented reflexive deliberations be acknowledged and carefully mediated in both workplace-based and coursebased professional development processes.
- Full Text:
- Date Issued: 2012
Revised Schools and Sustainability Pack offers Curriculum Support
- Authors: Olvitt, Lausanne L
- Date: 2003
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389852 , vital:68489 , xlink:href="https://eeasa.org.za/wp-content/uploads/2016/12/Bulletin_vol24-_March-2003.pdf"
- Description: Since the mid 1990s, the School Environmental Policy and Management Plan (SEP) Pack has supported educators in developing a whole-school environmental policy. This year, Share-Net has updated the pack in line with the South African revised National Curriculum and the National Environmental Education Programme (NEEP).
- Full Text:
- Date Issued: 2003
- Authors: Olvitt, Lausanne L
- Date: 2003
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/389852 , vital:68489 , xlink:href="https://eeasa.org.za/wp-content/uploads/2016/12/Bulletin_vol24-_March-2003.pdf"
- Description: Since the mid 1990s, the School Environmental Policy and Management Plan (SEP) Pack has supported educators in developing a whole-school environmental policy. This year, Share-Net has updated the pack in line with the South African revised National Curriculum and the National Environmental Education Programme (NEEP).
- Full Text:
- Date Issued: 2003
Agreement and coordination in XiTsonga, SeSotho and IsiXhosa: an optimality theoretic perspective
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
- Full Text:
- Date Issued: 2016
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
- Full Text:
- Date Issued: 2016
Understanding Collective Learning and Human Agency in Diverse Social, Cultural and Material Settings
- Olvitt, Lausanne L, Lotz-Sisitka, Heila, Læssøe, Jeppe, Jordt Jørgensen, Nanna
- Authors: Olvitt, Lausanne L , Lotz-Sisitka, Heila , Læssøe, Jeppe , Jordt Jørgensen, Nanna
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127226 , vital:35979 , https://www.ajol.info/index.php/sajee/article/view/172221/161620
- Description: The significance of environment and sustainability education research and practice, and its potential contribution to a sustainable future for humanity, is conveyed by the International Social Science Council (n.d.), which explains: People everywhere will need to learn how to create new forms of human activity and new social systems that are more sustainable and socially just. However, we have limited knowledge about the type of learning that creates such change, how such learning emerges, or how it can be scaled-up to create transformations at many levels.Here, the important shift is towards considering what social systems, forms of knowledge, learning processes and questions of justice are associated with perpetuating or halting the decline of Earth’s bio-geo-chemical systems. This edition of the Southern African Journal of Environmental Education contributes three research papers and a themed Think Piece collection to these international deliberations about the role of education in enabling transformations to sustainability. Collectively, the articles highlight how relationality and the formation of human agency in socio-cultural and material settings in past–present–future configurations underpin all environment-oriented learning processes. The three research papers constituting the first part of this volume offer glimpses into how current unsustainable socio-cultural and material configurations might be transformed to address social inequalities and damaged people–nature relations. The Think Piece collection, introduced by Lotz-Sisitka, Læssøe and Jørgensen later in this editorial, focuses on how learning can foster and contribute to the development of change agents and collective agency for climate-resilient development.
- Full Text:
- Date Issued: 2018
Understanding Collective Learning and Human Agency in Diverse Social, Cultural and Material Settings
- Authors: Olvitt, Lausanne L , Lotz-Sisitka, Heila , Læssøe, Jeppe , Jordt Jørgensen, Nanna
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127226 , vital:35979 , https://www.ajol.info/index.php/sajee/article/view/172221/161620
- Description: The significance of environment and sustainability education research and practice, and its potential contribution to a sustainable future for humanity, is conveyed by the International Social Science Council (n.d.), which explains: People everywhere will need to learn how to create new forms of human activity and new social systems that are more sustainable and socially just. However, we have limited knowledge about the type of learning that creates such change, how such learning emerges, or how it can be scaled-up to create transformations at many levels.Here, the important shift is towards considering what social systems, forms of knowledge, learning processes and questions of justice are associated with perpetuating or halting the decline of Earth’s bio-geo-chemical systems. This edition of the Southern African Journal of Environmental Education contributes three research papers and a themed Think Piece collection to these international deliberations about the role of education in enabling transformations to sustainability. Collectively, the articles highlight how relationality and the formation of human agency in socio-cultural and material settings in past–present–future configurations underpin all environment-oriented learning processes. The three research papers constituting the first part of this volume offer glimpses into how current unsustainable socio-cultural and material configurations might be transformed to address social inequalities and damaged people–nature relations. The Think Piece collection, introduced by Lotz-Sisitka, Læssøe and Jørgensen later in this editorial, focuses on how learning can foster and contribute to the development of change agents and collective agency for climate-resilient development.
- Full Text:
- Date Issued: 2018
The crystal and molecular structure of the bis(4-N, N1-dimethylaminopyridine) solvate of disalicylicacidatobis(nitrotodioxouranium)(VI)
- Nassimbeni, L R, Rodgers, Allen L, Haigh, John M
- Authors: Nassimbeni, L R , Rodgers, Allen L , Haigh, John M
- Date: 1976
- Language: English
- Type: text , Article
- Identifier: vital:6415 , http://hdl.handle.net/10962/d1006526
- Description: The structure of the title compound [(C7H4NO8U)(C7H11N2)]2 has been determined by Patterson and Fourier methods from single crystal X-ray diffraction data collected on a four-circle diffractometer. Full-matrix least-squares refinement yielded a final conventional R of 0.041 for 2189 reflections. The complex crystallizes in the space group P with a = 11.004(5), b = 9.981(5), c = 9.928(5) Å, α = 119.6(3), β = 107.7(3), γ = 81.9(3)°, Dm = 2.17, Dc = 2.173g cm−3. The structure is dimeric. The uranium atoms are eight-coordinate and are bridged via centrosymmetrically related carboxylic oxygen atoms. The nitrate group is bidentate and the average U---O (ligand) distance is 2.463 Å. Hydrogen bonding of the type N---HO links two dimethyl-aminopyridine molecules to the dimer.
- Full Text:
- Date Issued: 1976
- Authors: Nassimbeni, L R , Rodgers, Allen L , Haigh, John M
- Date: 1976
- Language: English
- Type: text , Article
- Identifier: vital:6415 , http://hdl.handle.net/10962/d1006526
- Description: The structure of the title compound [(C7H4NO8U)(C7H11N2)]2 has been determined by Patterson and Fourier methods from single crystal X-ray diffraction data collected on a four-circle diffractometer. Full-matrix least-squares refinement yielded a final conventional R of 0.041 for 2189 reflections. The complex crystallizes in the space group P with a = 11.004(5), b = 9.981(5), c = 9.928(5) Å, α = 119.6(3), β = 107.7(3), γ = 81.9(3)°, Dm = 2.17, Dc = 2.173g cm−3. The structure is dimeric. The uranium atoms are eight-coordinate and are bridged via centrosymmetrically related carboxylic oxygen atoms. The nitrate group is bidentate and the average U---O (ligand) distance is 2.463 Å. Hydrogen bonding of the type N---HO links two dimethyl-aminopyridine molecules to the dimer.
- Full Text:
- Date Issued: 1976
A study of the place of the eucharist in ecumenical discussion
- Authors: Reimers, D G
- Date: 1964
- Subjects: Ecumenical movement , Lord's Supper
- Language: English
- Type: Thesis , Bachelor , BDiv
- Identifier: vital:1267 , http://hdl.handle.net/10962/d1013058
- Description: Christian disunity, as has been shown by Rouse and Neill, has been a major problem in the Church from the time of its inception. In Apostolic times Paul had to face serious dissension at Corinth and elsewhere. The great councils of the 4th and 5th centuries were convened to settle doctrinal disputes. The schism between Eastern and Western Christianity, which finally became permanent at about the end of the 12th century, was the result of thoroughgoing doctrinal as well as cultural differences. At the Reformation, Christianity was again drastically divided and between the 16th and 19th centuries,divisions were greatly multiplied. Chap. 1, p. 1.
- Full Text:
- Date Issued: 1964
- Authors: Reimers, D G
- Date: 1964
- Subjects: Ecumenical movement , Lord's Supper
- Language: English
- Type: Thesis , Bachelor , BDiv
- Identifier: vital:1267 , http://hdl.handle.net/10962/d1013058
- Description: Christian disunity, as has been shown by Rouse and Neill, has been a major problem in the Church from the time of its inception. In Apostolic times Paul had to face serious dissension at Corinth and elsewhere. The great councils of the 4th and 5th centuries were convened to settle doctrinal disputes. The schism between Eastern and Western Christianity, which finally became permanent at about the end of the 12th century, was the result of thoroughgoing doctrinal as well as cultural differences. At the Reformation, Christianity was again drastically divided and between the 16th and 19th centuries,divisions were greatly multiplied. Chap. 1, p. 1.
- Full Text:
- Date Issued: 1964
Teachers’ use of situated learning approaches to teach environmental topics in Natural Science and Health Education: a multi-case study of two Namibian teachers
- Authors: Mamili, Joy Z
- Date: 2017
- Subjects: Environmental education -- Namibia , Science -- Study and teaching -- Namibia -- Cast studies , Health education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/40901 , vital:25037
- Description: This study focuses on the use of situated learning approaches in the teaching of environmental topics in Natural Science and Health Education (NSHED) and is the first of its kind in Namibia. Although situated learning approaches, as examples of learner-centred pedagogy, are advocated in national education policies, little empirical research has been conducted in Namibia into how situated learning approaches play out in classroom practice. Therefore, the goal of this study was to find out how NSHED teachers use situated learning approaches when teaching environmental topics. The study reviews the characteristics of situated learning theory and clarifies situated learning approaches as a form of learner-centred pedagogy which is actively promoted in the Namibian schooling system. The study commences with a contextual profile of the communities around the two selected schools. This describes the socio-economic and social-ecological context in which learners are taught about environmental topics. The profile also describes the under-performance of the schools in recent national assessments, especially in relation to environmental topics in NSHED. Drawing on data generated through document analysis, semi-structured interviews and classroom observations, the study concluded that: 1. NSHED teachers both knew about and wished to create an authentic context to enhance situated learning approaches. However, their understandings and applications of situated learning tended to be basic. 2. Teachers dominated the scaffolding process and their scaffolding strategies did not enable learners to increase independence in performing. 3. Despite the use of situated learning approaches, learners’ engagement with lesson content was superficial, and the teachers did little to encourage deeper reflections or critical thinking. 4. The teachers appeared to use situated learning approaches to clarify subject content but not to encourage broader environmental understanding, action-taking and change. Based on the research findings, the study recommends that situated learning approaches be integrated into pre- and in-service teacher training with the aim of enhancing teachers’ understanding regarding the use of situated learning approaches in the teaching of environmental topics in NSHED.
- Full Text:
- Date Issued: 2017
- Authors: Mamili, Joy Z
- Date: 2017
- Subjects: Environmental education -- Namibia , Science -- Study and teaching -- Namibia -- Cast studies , Health education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/40901 , vital:25037
- Description: This study focuses on the use of situated learning approaches in the teaching of environmental topics in Natural Science and Health Education (NSHED) and is the first of its kind in Namibia. Although situated learning approaches, as examples of learner-centred pedagogy, are advocated in national education policies, little empirical research has been conducted in Namibia into how situated learning approaches play out in classroom practice. Therefore, the goal of this study was to find out how NSHED teachers use situated learning approaches when teaching environmental topics. The study reviews the characteristics of situated learning theory and clarifies situated learning approaches as a form of learner-centred pedagogy which is actively promoted in the Namibian schooling system. The study commences with a contextual profile of the communities around the two selected schools. This describes the socio-economic and social-ecological context in which learners are taught about environmental topics. The profile also describes the under-performance of the schools in recent national assessments, especially in relation to environmental topics in NSHED. Drawing on data generated through document analysis, semi-structured interviews and classroom observations, the study concluded that: 1. NSHED teachers both knew about and wished to create an authentic context to enhance situated learning approaches. However, their understandings and applications of situated learning tended to be basic. 2. Teachers dominated the scaffolding process and their scaffolding strategies did not enable learners to increase independence in performing. 3. Despite the use of situated learning approaches, learners’ engagement with lesson content was superficial, and the teachers did little to encourage deeper reflections or critical thinking. 4. The teachers appeared to use situated learning approaches to clarify subject content but not to encourage broader environmental understanding, action-taking and change. Based on the research findings, the study recommends that situated learning approaches be integrated into pre- and in-service teacher training with the aim of enhancing teachers’ understanding regarding the use of situated learning approaches in the teaching of environmental topics in NSHED.
- Full Text:
- Date Issued: 2017
An account and explanation of the increased role played by women in the modern Olympic games 1896-1972
- Authors: Handley, Bridget Mary
- Date: 1976
- Subjects: Olympics -- History , Sports for women -- History , Women Olympic athletes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:5150 , http://hdl.handle.net/10962/d1012149 , Olympics -- History , Sports for women -- History , Women Olympic athletes
- Description: This thesis is concerned with the participation of women and girls in the Olympic Games. In these days of women's liberation it seemed appropriate to try to put together the knowledge available about women competitors and their participation in the Olympics. I have tried to set out an overall view with some historical background and then an account leading up to the initial and continuing participation of women in the Games and showing the reasons for the slow beginning and the gradual increase in numbers of competitors and sports. I have also tried to evaluate some well known myths and misconceptions concerning participation and made an attempt with the use of research data to disprove many of these.
- Full Text:
- Date Issued: 1976
- Authors: Handley, Bridget Mary
- Date: 1976
- Subjects: Olympics -- History , Sports for women -- History , Women Olympic athletes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:5150 , http://hdl.handle.net/10962/d1012149 , Olympics -- History , Sports for women -- History , Women Olympic athletes
- Description: This thesis is concerned with the participation of women and girls in the Olympic Games. In these days of women's liberation it seemed appropriate to try to put together the knowledge available about women competitors and their participation in the Olympics. I have tried to set out an overall view with some historical background and then an account leading up to the initial and continuing participation of women in the Games and showing the reasons for the slow beginning and the gradual increase in numbers of competitors and sports. I have also tried to evaluate some well known myths and misconceptions concerning participation and made an attempt with the use of research data to disprove many of these.
- Full Text:
- Date Issued: 1976
Trans-oceanic and endemic origins of the small minnow mayflies (Ephemeroptera, Baetidae) of Madagascar
- Monaghan, M T, Gattolliat, J L, Sartori, Michel, Elouard, J M, Barber-James, Helen M, Derleth, P, Glaizot, Olivier, De Moor, Ferdy C, Vogler, Alfred P
- Authors: Monaghan, M T , Gattolliat, J L , Sartori, Michel , Elouard, J M , Barber-James, Helen M , Derleth, P , Glaizot, Olivier , De Moor, Ferdy C , Vogler, Alfred P
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6957 , http://hdl.handle.net/10962/d1011998
- Description: We investigated the relative importance of dispersal and vicariance in forming the Madagascar insect fauna, sequencing approximately 2300bp from three rRNA gene regions to investigate the phylogeny of Afrotropical small minnow mayflies (Ephemeroptera: Baetidae). Six lineages contained trans-oceanic sister taxa, and variation in genetic divergence between sister taxa revealed relationships that range from very recent dispersal to ancient vicariance. Dispersal was most recent and frequent in species that spend the larval stage in standing water, adding to evidence that these evolutionarily unstable habitats may select for ecological traits that increase dispersal in insects. Ancestral state likelihood analysis suggested at least one Afrotropical lineage had its origin in Madagascar, demonstrating that unidirectional dispersal from a continental source may be too simplistic. We conclude that the Malagasy mayfly fauna should be considered in a biogeographical context that extends beyond Madagascar itself, encompassing trans-oceanic dispersal within multiple lineages.
- Full Text:
- Date Issued: 2005
- Authors: Monaghan, M T , Gattolliat, J L , Sartori, Michel , Elouard, J M , Barber-James, Helen M , Derleth, P , Glaizot, Olivier , De Moor, Ferdy C , Vogler, Alfred P
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6957 , http://hdl.handle.net/10962/d1011998
- Description: We investigated the relative importance of dispersal and vicariance in forming the Madagascar insect fauna, sequencing approximately 2300bp from three rRNA gene regions to investigate the phylogeny of Afrotropical small minnow mayflies (Ephemeroptera: Baetidae). Six lineages contained trans-oceanic sister taxa, and variation in genetic divergence between sister taxa revealed relationships that range from very recent dispersal to ancient vicariance. Dispersal was most recent and frequent in species that spend the larval stage in standing water, adding to evidence that these evolutionarily unstable habitats may select for ecological traits that increase dispersal in insects. Ancestral state likelihood analysis suggested at least one Afrotropical lineage had its origin in Madagascar, demonstrating that unidirectional dispersal from a continental source may be too simplistic. We conclude that the Malagasy mayfly fauna should be considered in a biogeographical context that extends beyond Madagascar itself, encompassing trans-oceanic dispersal within multiple lineages.
- Full Text:
- Date Issued: 2005
Trans-oceanic and endemic origins of the small minnow mayflies (Ephemeroptera, Baetidae) of Madagascar
- Monaghan, Michael T, Gattolliat, Jean-Luc, Sartori, Michel, Elouard, Jean-Marc, James, Helen, Derleth, Pascale, Glaizot, Olivier, De Moor, Ferdy C, Vogler, Alfried P
- Authors: Monaghan, Michael T , Gattolliat, Jean-Luc , Sartori, Michel , Elouard, Jean-Marc , James, Helen , Derleth, Pascale , Glaizot, Olivier , De Moor, Ferdy C , Vogler, Alfried P
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:7008 , http://hdl.handle.net/10962/d1008386
- Description: We investigated the relative importance of dispersal and vicariance in forming the Madagascar insect fauna, sequencing approximately 2300bp from three rRNA gene regions to investigate the phylogeny of Afrotropical small minnow mayflies (Ephemeroptera: Baetidae). Six lineages contained trans-oceanic sister taxa, and variation in genetic divergence between sister taxa revealed relationships that range from very recent dispersal to ancient vicariance. Dispersal was most recent and frequent in species that spend the larval stage in standing water, adding to evidence that these evolutionarily unstable habitats may select for ecological traits that increase dispersal in insects. Ancestral state likelihood analysis suggested at least one Afrotropical lineage had its origin in Madagascar, demonstrating that unidirectional dispersal from a continental source may be too simplistic. We conclude that the Malagasy mayfly fauna should be considered in a biogeographical context that extends beyond Madagascar itself, encompassing trans-oceanic dispersal within multiple lineages.
- Full Text:
- Date Issued: 2005
- Authors: Monaghan, Michael T , Gattolliat, Jean-Luc , Sartori, Michel , Elouard, Jean-Marc , James, Helen , Derleth, Pascale , Glaizot, Olivier , De Moor, Ferdy C , Vogler, Alfried P
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:7008 , http://hdl.handle.net/10962/d1008386
- Description: We investigated the relative importance of dispersal and vicariance in forming the Madagascar insect fauna, sequencing approximately 2300bp from three rRNA gene regions to investigate the phylogeny of Afrotropical small minnow mayflies (Ephemeroptera: Baetidae). Six lineages contained trans-oceanic sister taxa, and variation in genetic divergence between sister taxa revealed relationships that range from very recent dispersal to ancient vicariance. Dispersal was most recent and frequent in species that spend the larval stage in standing water, adding to evidence that these evolutionarily unstable habitats may select for ecological traits that increase dispersal in insects. Ancestral state likelihood analysis suggested at least one Afrotropical lineage had its origin in Madagascar, demonstrating that unidirectional dispersal from a continental source may be too simplistic. We conclude that the Malagasy mayfly fauna should be considered in a biogeographical context that extends beyond Madagascar itself, encompassing trans-oceanic dispersal within multiple lineages.
- Full Text:
- Date Issued: 2005