Tu Pandureni hompa
- Rundu Folk, Hango, Eugen, Sirenga, Ingrid, Dargie, Dave
- Authors: Rundu Folk , Hango, Eugen , Sirenga, Ingrid , Dargie, Dave
- Date: 1981-11-12
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Nambia Rundu f-sx
- Language: Kwangali
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/260018 , vital:53235 , International Library of African Music, Rhodes University, Makhanda, South Africa , Dave Dargie Field Tapes, Rhodes University, Makhanda, South Africa , DD028-05
- Description: Indigenous traditional music.
- Full Text: false
- Date Issued: 1981-11-12
- Authors: Rundu Folk , Hango, Eugen , Sirenga, Ingrid , Dargie, Dave
- Date: 1981-11-12
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Nambia Rundu f-sx
- Language: Kwangali
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/260018 , vital:53235 , International Library of African Music, Rhodes University, Makhanda, South Africa , Dave Dargie Field Tapes, Rhodes University, Makhanda, South Africa , DD028-05
- Description: Indigenous traditional music.
- Full Text: false
- Date Issued: 1981-11-12
Die dood, die minnaar en die oedipale struktuur in die Ingrid Jonker-teks
- Authors: Van Wyk, André Johan
- Date: 1987
- Subjects: Jonker, Ingrid, 1933-1965 -- Criticism and interpretation Afrikaans poetry -- History and criticism
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3608 , http://hdl.handle.net/10962/d1003917
- Description: From Inleiding: In dié inleiding word die implikasies van die woord "teks", asook die resepsie van die Ingrid Jonker-teks in die lig van haar dood, en 'n eie benaderingswyse, in teenstelling met die tradisionele kritiese metodes, bespreek. 1.1 Die teks: Die Ingrid Jonker-teks behels (met die dood, die rninnaar en die OedipaIe struktuur as uitgangspunt) aIIes waarop die woorde "Ingrid Jonker", as teks - die parentese tussen die datums op haar grafsteen - dui. Dit beteken dat genre-onderskeidinge en die onderskeid biografie en literatuur opgehef word. Verdere implikasies van die woord "teks" gaan vervolgens ter inleiding ondersoek word. Daar sal ruim gebruik gemaak word van die literêr-teoretiese en filosofiese veronderstellinge van Julia Kristeva, Maurice Blanchot, Jacques Derrida, Jacques Lacan, Pierre Macherey en Roland Barthes.
- Full Text:
- Date Issued: 1987
- Authors: Van Wyk, André Johan
- Date: 1987
- Subjects: Jonker, Ingrid, 1933-1965 -- Criticism and interpretation Afrikaans poetry -- History and criticism
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3608 , http://hdl.handle.net/10962/d1003917
- Description: From Inleiding: In dié inleiding word die implikasies van die woord "teks", asook die resepsie van die Ingrid Jonker-teks in die lig van haar dood, en 'n eie benaderingswyse, in teenstelling met die tradisionele kritiese metodes, bespreek. 1.1 Die teks: Die Ingrid Jonker-teks behels (met die dood, die rninnaar en die OedipaIe struktuur as uitgangspunt) aIIes waarop die woorde "Ingrid Jonker", as teks - die parentese tussen die datums op haar grafsteen - dui. Dit beteken dat genre-onderskeidinge en die onderskeid biografie en literatuur opgehef word. Verdere implikasies van die woord "teks" gaan vervolgens ter inleiding ondersoek word. Daar sal ruim gebruik gemaak word van die literêr-teoretiese en filosofiese veronderstellinge van Julia Kristeva, Maurice Blanchot, Jacques Derrida, Jacques Lacan, Pierre Macherey en Roland Barthes.
- Full Text:
- Date Issued: 1987
Students’ engagement with learning theory
- Authors: Schudel, Ingrid J
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6093 , http://hdl.handle.net/10962/d1008615
- Description: This paper reflects on a module on ‘Teaching and Learning Interactions’, presented as part of the Rhodes University Advanced Certificate in Education (Environmental Education).The module is designed to help students use theoretical logic to enhance (not replace) their practical logic of how teaching and learning takes place. Data was analysed from three teaching and learning activities in the module. After the first participatory activity on water and sanitation, students narrated what teaching and learning had taken place using language available from their prior experiences. In a second activity students were introduced to explanations of learning, provided by learning theorists. In the third activity students analysed a case study, using a variety of questions relating to teaching and learning. They then had to consider these same questions in the light of a participatory on-course teaching and learning activity. The paper reflects on how students have used understandings of the nature of reality, the construction of knowledge, the use of language, situated learning, action competence and social change, in order to narrate their teaching and learning experiences on the ACE(EE) course. Through this, the paper trials a reflexive approach to the teaching of learning theory in environmental education.
- Full Text:
- Date Issued: 2005
- Authors: Schudel, Ingrid J
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6093 , http://hdl.handle.net/10962/d1008615
- Description: This paper reflects on a module on ‘Teaching and Learning Interactions’, presented as part of the Rhodes University Advanced Certificate in Education (Environmental Education).The module is designed to help students use theoretical logic to enhance (not replace) their practical logic of how teaching and learning takes place. Data was analysed from three teaching and learning activities in the module. After the first participatory activity on water and sanitation, students narrated what teaching and learning had taken place using language available from their prior experiences. In a second activity students were introduced to explanations of learning, provided by learning theorists. In the third activity students analysed a case study, using a variety of questions relating to teaching and learning. They then had to consider these same questions in the light of a participatory on-course teaching and learning activity. The paper reflects on how students have used understandings of the nature of reality, the construction of knowledge, the use of language, situated learning, action competence and social change, in order to narrate their teaching and learning experiences on the ACE(EE) course. Through this, the paper trials a reflexive approach to the teaching of learning theory in environmental education.
- Full Text:
- Date Issued: 2005
Students’ Engagement with Learning Theory
- Authors: Schudel, Ingrid J
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294436 , vital:57221
- Description: This paper reflects on a module on ‘Teaching and Learning Interactions’, presented as part of the Rhodes University Advanced Certificate in Education (Environmental Education).The module is designed to help students use theoretical logic to enhance (not replace) their practical logic of how teaching and learning takes place. Data was analysed from three teaching and learning activities in the module. After the first participatory activity on water and sanitation, students narrated what teaching and learning had taken place using language available from their prior experiences. In a second activity students were introduced to explanations of learning, provided by learning theorists. In the third activity students analysed a case study, using a variety of questions relating to teaching and learning. They then had to consider these same questions in the light of a participatory on-course teaching and learning activity. The paper reflects on how students have used understandings of the nature of reality, the construction of knowledge, the use of language, situated learning, action competence and social change, in order to narrate their teaching and learning experiences on the ACE(EE) course. Through this, the paper trials a reflexive approach to the teaching of learning theory in environmental education.
- Full Text:
- Date Issued: 2005
- Authors: Schudel, Ingrid J
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294436 , vital:57221
- Description: This paper reflects on a module on ‘Teaching and Learning Interactions’, presented as part of the Rhodes University Advanced Certificate in Education (Environmental Education).The module is designed to help students use theoretical logic to enhance (not replace) their practical logic of how teaching and learning takes place. Data was analysed from three teaching and learning activities in the module. After the first participatory activity on water and sanitation, students narrated what teaching and learning had taken place using language available from their prior experiences. In a second activity students were introduced to explanations of learning, provided by learning theorists. In the third activity students analysed a case study, using a variety of questions relating to teaching and learning. They then had to consider these same questions in the light of a participatory on-course teaching and learning activity. The paper reflects on how students have used understandings of the nature of reality, the construction of knowledge, the use of language, situated learning, action competence and social change, in order to narrate their teaching and learning experiences on the ACE(EE) course. Through this, the paper trials a reflexive approach to the teaching of learning theory in environmental education.
- Full Text:
- Date Issued: 2005
Tools to enrich vulnerability assessment and adaptation planning for coastal communities in data-poor regions: application to a case study in Madagascar
- Cochrane, Kevern L, Rakotondrazafy, H, Aswani, Shankar, Chaigneau, Tomas, Downey-Breedt, Nicola, Lemahieu, Anne, Paytan, Adina, Pecl, Gretta T, Plagányi, Éva, Popova, Elizaveta, Van Putten, Ingrid E, Sauer, Warwick H H, Byfield, Val, Gasalla, Maria A, Van Gennip, Simon J, Malherbe, Willem, Rabary, Andriantsilavo, Rabeariso, Ando, Ramaroson, N, Randrianarimanana, V, Scott, Lucy E P, Tsimanaoraty, P M
- Authors: Cochrane, Kevern L , Rakotondrazafy, H , Aswani, Shankar , Chaigneau, Tomas , Downey-Breedt, Nicola , Lemahieu, Anne , Paytan, Adina , Pecl, Gretta T , Plagányi, Éva , Popova, Elizaveta , Van Putten, Ingrid E , Sauer, Warwick H H , Byfield, Val , Gasalla, Maria A , Van Gennip, Simon J , Malherbe, Willem , Rabary, Andriantsilavo , Rabeariso, Ando , Ramaroson, N , Randrianarimanana, V , Scott, Lucy E P , Tsimanaoraty, P M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/145347 , vital:38430 , DOI: 10.3389/fmars.2018.00505
- Description: Here we describe an interdisciplinary and multi-country initiative to develop rapid, participatory methods to assess the vulnerability of coastal communities and facilitate adaptation to climate change in data-poor regions. The methods were applied in Madagascar as a case study. The initiative centered on an exploratory research exercise in two communities in the south-west of Madagascar, a workshop held in Antananarivo in June 2016, combined with a component on communicating ocean science and climate change to stakeholders. It utilized innovative and rapid approaches to combine global and local skills and information on adaptation and resilience building, taking cognizance of national policies, and was based on the principles of a holistic, integrated and participatory approach. This paper summarizes the activities undertaken and assesses how effective they were in achieving the project goals, as well as presenting examples of the outputs obtained.
- Full Text:
- Date Issued: 2019
- Authors: Cochrane, Kevern L , Rakotondrazafy, H , Aswani, Shankar , Chaigneau, Tomas , Downey-Breedt, Nicola , Lemahieu, Anne , Paytan, Adina , Pecl, Gretta T , Plagányi, Éva , Popova, Elizaveta , Van Putten, Ingrid E , Sauer, Warwick H H , Byfield, Val , Gasalla, Maria A , Van Gennip, Simon J , Malherbe, Willem , Rabary, Andriantsilavo , Rabeariso, Ando , Ramaroson, N , Randrianarimanana, V , Scott, Lucy E P , Tsimanaoraty, P M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/145347 , vital:38430 , DOI: 10.3389/fmars.2018.00505
- Description: Here we describe an interdisciplinary and multi-country initiative to develop rapid, participatory methods to assess the vulnerability of coastal communities and facilitate adaptation to climate change in data-poor regions. The methods were applied in Madagascar as a case study. The initiative centered on an exploratory research exercise in two communities in the south-west of Madagascar, a workshop held in Antananarivo in June 2016, combined with a component on communicating ocean science and climate change to stakeholders. It utilized innovative and rapid approaches to combine global and local skills and information on adaptation and resilience building, taking cognizance of national policies, and was based on the principles of a holistic, integrated and participatory approach. This paper summarizes the activities undertaken and assesses how effective they were in achieving the project goals, as well as presenting examples of the outputs obtained.
- Full Text:
- Date Issued: 2019
Environmental and social recovery asymmetries to large-scale disturbances in small island communities
- Aswani, Shankar, Van Putten, Ingrid, Miñarro, Sara
- Authors: Aswani, Shankar , Van Putten, Ingrid , Miñarro, Sara
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67325 , vital:29073 , https://doi.org/10.1007/s11069-016-2685-2
- Description: publisher version , People’s livelihoods in tropical small-island developing states are greatly dependent on marine ecosystem services. Yet services such as fisheries and coastal buffering are being degraded at an alarming rate, thus making people increasing vulnerable to protracted and sudden environmental changes. In the context of the occurrences of extreme events such as earthquakes and tsunamis, it is vital to uncover the processes that make people in these island states resilient, or not, to environmental disruptions. This paper compares people’s perceptions of social and environmental impacts after an extreme event in the Western Solomon Islands (11 different villages on 8 different islands) to better understand how knowledge systems influence the coupling of human and natural systems. We examine the factors that contributed to perceptions of respective recovery in the environmental versus the social domains across communities with different traditional governance and modernization characteristics in a tsunami impact gradient. First, we separately assessed, at the community and individual level, the potential determinants of perceived recovery in the environmental and social domains. At the community level, the average values of the perceived environmental and social recovery were calculated for each community (1 year after the tsunami), and at the individual level, normally distributed environmental and social recovery variables (based on the difference in perceptions immediately and 1 year after the tsunami) were used as dependent variables in two General Linear Models. Results suggest that environmental and social resilience are not always coupled correspondingly and, less unexpectedly, that asymmetries during recovery can occur as a result of the underlying social and ecological context and existing adaptive capacity. More generally, the study shows how by evaluating post-disturbance perceptional data in tsunami-affected communities, we can better understand how subjective perceptions of change can affect the (de)-coupling of human and natural systems.
- Full Text: false
- Date Issued: 2017
- Authors: Aswani, Shankar , Van Putten, Ingrid , Miñarro, Sara
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67325 , vital:29073 , https://doi.org/10.1007/s11069-016-2685-2
- Description: publisher version , People’s livelihoods in tropical small-island developing states are greatly dependent on marine ecosystem services. Yet services such as fisheries and coastal buffering are being degraded at an alarming rate, thus making people increasing vulnerable to protracted and sudden environmental changes. In the context of the occurrences of extreme events such as earthquakes and tsunamis, it is vital to uncover the processes that make people in these island states resilient, or not, to environmental disruptions. This paper compares people’s perceptions of social and environmental impacts after an extreme event in the Western Solomon Islands (11 different villages on 8 different islands) to better understand how knowledge systems influence the coupling of human and natural systems. We examine the factors that contributed to perceptions of respective recovery in the environmental versus the social domains across communities with different traditional governance and modernization characteristics in a tsunami impact gradient. First, we separately assessed, at the community and individual level, the potential determinants of perceived recovery in the environmental and social domains. At the community level, the average values of the perceived environmental and social recovery were calculated for each community (1 year after the tsunami), and at the individual level, normally distributed environmental and social recovery variables (based on the difference in perceptions immediately and 1 year after the tsunami) were used as dependent variables in two General Linear Models. Results suggest that environmental and social resilience are not always coupled correspondingly and, less unexpectedly, that asymmetries during recovery can occur as a result of the underlying social and ecological context and existing adaptive capacity. More generally, the study shows how by evaluating post-disturbance perceptional data in tsunami-affected communities, we can better understand how subjective perceptions of change can affect the (de)-coupling of human and natural systems.
- Full Text: false
- Date Issued: 2017
Ethics in context: Essential flexibility in an international photo-elicitation project with children and young people
- Burningham, Kate, Venn, Susan, Hayward, Bronwyn, Nissen, Sylvia, Aoyagi, Midori, Hasan, Mohammed Mehedi, Jackson, Tim, Jha, Timlendu, Mattar, Helio, Schudel, Ingrid, Yoshida, Aya
- Authors: Burningham, Kate , Venn, Susan , Hayward, Bronwyn , Nissen, Sylvia , Aoyagi, Midori , Hasan, Mohammed Mehedi , Jackson, Tim , Jha, Timlendu , Mattar, Helio , Schudel, Ingrid , Yoshida, Aya
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392098 , vital:68721 , xlink:href="https://doi.org/10.1080/13645579.2019.1672282"
- Description: Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying ‘universal’ ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an ‘ethics in context’ approach and an attitude of ‘methodological immaturity’ is critical in international visual research projects with young people.
- Full Text:
- Date Issued: 2020
- Authors: Burningham, Kate , Venn, Susan , Hayward, Bronwyn , Nissen, Sylvia , Aoyagi, Midori , Hasan, Mohammed Mehedi , Jackson, Tim , Jha, Timlendu , Mattar, Helio , Schudel, Ingrid , Yoshida, Aya
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392098 , vital:68721 , xlink:href="https://doi.org/10.1080/13645579.2019.1672282"
- Description: Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying ‘universal’ ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an ‘ethics in context’ approach and an attitude of ‘methodological immaturity’ is critical in international visual research projects with young people.
- Full Text:
- Date Issued: 2020
Environmental and social recovery asymmetries to large-scale disturbances in small island communities
- Aswani, Shankar, van Putten, Ingrid, Miñarro, Sara
- Authors: Aswani, Shankar , van Putten, Ingrid , Miñarro, Sara
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/420428 , vital:71743 , xlink:href="https://doi.org/10.1007/s11069-016-2685-2"
- Description: People’s livelihoods in tropical small-island developing states are greatly dependent on marine ecosystem services. Yet services such as fisheries and coastal buffering are being degraded at an alarming rate, thus making people increasing vulnerable to protracted and sudden environmental changes. In the context of the occurrences of extreme events such as earthquakes and tsunamis, it is vital to uncover the processes that make people in these island states resilient, or not, to environmental disruptions. This paper compares people’s perceptions of social and environmental impacts after an extreme event in the Western Solomon Islands (11 different villages on 8 different islands) to better understand how knowledge systems influence the coupling of human and natural systems. We examine the factors that contributed to perceptions of respective recovery in the environmental versus the social domains across communities with different traditional governance and modernization characteristics in a tsunami impact gradient. First, we separately assessed, at the community and individual level, the potential determinants of perceived recovery in the environmental and social domains. At the community level, the average values of the perceived environmental and social recovery were calculated for each community (1 year after the tsunami), and at the individual level, normally distributed environmental and social recovery variables (based on the difference in perceptions immediately and 1 year after the tsunami) were used as dependent variables in two General Linear Models. Results suggest that environmental and social resilience are not always coupled correspondingly and, less unexpectedly, that asymmetries during recovery can occur as a result of the underlying social and ecological context and existing adaptive capacity. More generally, the study shows how by evaluating post-disturbance perceptional data in tsunami-affected communities, we can better understand how subjective perceptions of change can affect the (de)-coupling of human and natural systems.
- Full Text:
- Date Issued: 2017
- Authors: Aswani, Shankar , van Putten, Ingrid , Miñarro, Sara
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/420428 , vital:71743 , xlink:href="https://doi.org/10.1007/s11069-016-2685-2"
- Description: People’s livelihoods in tropical small-island developing states are greatly dependent on marine ecosystem services. Yet services such as fisheries and coastal buffering are being degraded at an alarming rate, thus making people increasing vulnerable to protracted and sudden environmental changes. In the context of the occurrences of extreme events such as earthquakes and tsunamis, it is vital to uncover the processes that make people in these island states resilient, or not, to environmental disruptions. This paper compares people’s perceptions of social and environmental impacts after an extreme event in the Western Solomon Islands (11 different villages on 8 different islands) to better understand how knowledge systems influence the coupling of human and natural systems. We examine the factors that contributed to perceptions of respective recovery in the environmental versus the social domains across communities with different traditional governance and modernization characteristics in a tsunami impact gradient. First, we separately assessed, at the community and individual level, the potential determinants of perceived recovery in the environmental and social domains. At the community level, the average values of the perceived environmental and social recovery were calculated for each community (1 year after the tsunami), and at the individual level, normally distributed environmental and social recovery variables (based on the difference in perceptions immediately and 1 year after the tsunami) were used as dependent variables in two General Linear Models. Results suggest that environmental and social resilience are not always coupled correspondingly and, less unexpectedly, that asymmetries during recovery can occur as a result of the underlying social and ecological context and existing adaptive capacity. More generally, the study shows how by evaluating post-disturbance perceptional data in tsunami-affected communities, we can better understand how subjective perceptions of change can affect the (de)-coupling of human and natural systems.
- Full Text:
- Date Issued: 2017
The GULLS project: a comparison of vulnerabilities across selected ocean hotspots and implications for adaptation to global change
- Cochrane, Kevern L, Hobday, Alistair J, Aswani, Shankar, Byfield, Val, Dutra, Leo X, Gasalla, Maria A, Haward, Marcus, Paytan, Adina, Pecl, Gretta T, Popova, Katya, Sainulabdeen, Shyam S, Savage, Candida, Sauer, Warwick H H, van Putten, Ingrid E, Visser, Natascha, TG Team
- Authors: Cochrane, Kevern L , Hobday, Alistair J , Aswani, Shankar , Byfield, Val , Dutra, Leo X , Gasalla, Maria A , Haward, Marcus , Paytan, Adina , Pecl, Gretta T , Popova, Katya , Sainulabdeen, Shyam S , Savage, Candida , Sauer, Warwick H H , van Putten, Ingrid E , Visser, Natascha , TG Team
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/422037 , vital:71906
- Description: The GULLS project, `Global learning for local solutions: Reducing vulnerability of marine-dependent coastal communities' has been underway since October 2014. The project has been investigating six regional `hotspots': marine areas experiencing rapid warming. These are south-east Australia, Brazil, India, Solomon Islands, South Africa, and the Mozambique Channel and Madagascar. Rapid warming could be expected to have social, cultural and economic impacts that could affect these countries in different ways and may already be doing so. GULLS has focused on contributing to assessing and reducing the vulnerability of coastal communities and other stakeholders dependent on marine resources and to facilitate adaptation to climate change and variability through an integrated and trans-disciplinary approach. It includes participants from Australia, Brazil, India, Madagascar, New Zealand, South Africa, the United Kingdom and the United States of America. The research programme has been divided into six inter-linked components: ocean models, biological and ecological sensitivity analyses, system models, social vulnerability, policy mapping, and communication and education. This presentation will provide a brief overview of each of these components and describe the benefits that have resulted from the collaborative and transdisciplinary approach of GULLS. Following the standard vulnerability elements of exposure, sensitivity and adaptive capacity, the vulnerabilities of coastal communities and other stakeholders dependent on marine resources in the five hotspots will be compared using a set of indicators derived and populated from results of the research programme. The implications of similarities and differences between the hotspots for adaptation planning and options will be described.
- Full Text:
- Date Issued: 2016
- Authors: Cochrane, Kevern L , Hobday, Alistair J , Aswani, Shankar , Byfield, Val , Dutra, Leo X , Gasalla, Maria A , Haward, Marcus , Paytan, Adina , Pecl, Gretta T , Popova, Katya , Sainulabdeen, Shyam S , Savage, Candida , Sauer, Warwick H H , van Putten, Ingrid E , Visser, Natascha , TG Team
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/422037 , vital:71906
- Description: The GULLS project, `Global learning for local solutions: Reducing vulnerability of marine-dependent coastal communities' has been underway since October 2014. The project has been investigating six regional `hotspots': marine areas experiencing rapid warming. These are south-east Australia, Brazil, India, Solomon Islands, South Africa, and the Mozambique Channel and Madagascar. Rapid warming could be expected to have social, cultural and economic impacts that could affect these countries in different ways and may already be doing so. GULLS has focused on contributing to assessing and reducing the vulnerability of coastal communities and other stakeholders dependent on marine resources and to facilitate adaptation to climate change and variability through an integrated and trans-disciplinary approach. It includes participants from Australia, Brazil, India, Madagascar, New Zealand, South Africa, the United Kingdom and the United States of America. The research programme has been divided into six inter-linked components: ocean models, biological and ecological sensitivity analyses, system models, social vulnerability, policy mapping, and communication and education. This presentation will provide a brief overview of each of these components and describe the benefits that have resulted from the collaborative and transdisciplinary approach of GULLS. Following the standard vulnerability elements of exposure, sensitivity and adaptive capacity, the vulnerabilities of coastal communities and other stakeholders dependent on marine resources in the five hotspots will be compared using a set of indicators derived and populated from results of the research programme. The implications of similarities and differences between the hotspots for adaptation planning and options will be described.
- Full Text:
- Date Issued: 2016
Address at the Student Volunteer programme awards
- Authors: Badat, Saleem
- Date: 2007-10-25
- Language: English
- Type: Text
- Identifier: vital:7663 , http://hdl.handle.net/10962/d1015808
- Full Text:
- Date Issued: 2007-10-25
- Authors: Badat, Saleem
- Date: 2007-10-25
- Language: English
- Type: Text
- Identifier: vital:7663 , http://hdl.handle.net/10962/d1015808
- Full Text:
- Date Issued: 2007-10-25
Tu Pandureni hompa
- Rundu Folk, Hango, Eugen, Sirenga, Ingrid, Dargie, Dave
- Authors: Rundu Folk , Hango, Eugen , Sirenga, Ingrid , Dargie, Dave
- Date: 1981-11-12
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Nambia Rundu f-sx
- Language: Kwangali
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/260031 , vital:53236 , International Library of African Music, Rhodes University, Makhanda, South Africa , Dave Dargie Field Tapes, Rhodes University, Makhanda, South Africa , DD028-06
- Description: Indigenous traditional music.
- Full Text: false
- Date Issued: 1981-11-12
- Authors: Rundu Folk , Hango, Eugen , Sirenga, Ingrid , Dargie, Dave
- Date: 1981-11-12
- Subjects: Folk music--Africa , Field recordings , Africa, Sub-Saharan , Africa Nambia Rundu f-sx
- Language: Kwangali
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/260031 , vital:53236 , International Library of African Music, Rhodes University, Makhanda, South Africa , Dave Dargie Field Tapes, Rhodes University, Makhanda, South Africa , DD028-06
- Description: Indigenous traditional music.
- Full Text: false
- Date Issued: 1981-11-12
Exploring a knowledge-focused trajectory for researching environmental learning in the South African curriculum
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294375 , vital:57216 , xlink:href="https://www.researchgate.net/publication/305730521"
- Description: This paper explores the past twenty years of environmental learning in the South African curriculum in order to consider how one might best research a knowledge focus within the Fundisa for Change national teacher education programme. In exploring this knowledge focus, the paper draws on international literature. It also extensively, but not exclusively, draws on two key publications which informed the 2002 and the 2011 curriculum changes in South Africa. The paper draws on social realist curriculum theory, underpinned by critical realism. This theoretical perspective, which includes Bernstein’s pedagogic device and particularly recontextualisation of knowledge across the pedagogical landscape, provides a language of description for critically reviewing knowledge and environmental learning. In particular, the review develops five perspectives on environmental knowledge as it pertains to curriculum which include: Perspective #1) new environmental knowledge in the curriculum; Perspective #2) environmental knowledge in local and global contexts; Perspective # 3) dynamic knowledge for open-ended and futuristic thinking; Perspective #4) depth and complexity of environmental knowledge; and Perspective #5) combining discipline-specific core knowledge and skills with a systems perspective. The paper argues for a re-emphasis and review of new environmental knowledge and learning support materials. It suggests a consideration of context-rich but not context-bound explorations of local and global environmental issues and the need for adopting open-ended and futuristic thinking in the context of the dynamism of environmental knowledge. This involves exploring systems of meaning and structures of knowledge in dealing with the complexity of environmental knowledge and acknowledging the challenges of a transformative ideology within such a complex knowledge system. Additionally, the paper argues for creative ways of working across disciplines to develop better understanding of discipline-specific concepts and their potential to contribute to meaningful learning. The paper concludes by suggesting a research trajectory for future environmental education research in the context of the new South African Curriculum and Assessment Policy Statement (CAPS) extending the emphasis in this paper on the official recontextualising field, to fields across the entire pedagogic device.
- Full Text:
- Date Issued: 2014
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294375 , vital:57216 , xlink:href="https://www.researchgate.net/publication/305730521"
- Description: This paper explores the past twenty years of environmental learning in the South African curriculum in order to consider how one might best research a knowledge focus within the Fundisa for Change national teacher education programme. In exploring this knowledge focus, the paper draws on international literature. It also extensively, but not exclusively, draws on two key publications which informed the 2002 and the 2011 curriculum changes in South Africa. The paper draws on social realist curriculum theory, underpinned by critical realism. This theoretical perspective, which includes Bernstein’s pedagogic device and particularly recontextualisation of knowledge across the pedagogical landscape, provides a language of description for critically reviewing knowledge and environmental learning. In particular, the review develops five perspectives on environmental knowledge as it pertains to curriculum which include: Perspective #1) new environmental knowledge in the curriculum; Perspective #2) environmental knowledge in local and global contexts; Perspective # 3) dynamic knowledge for open-ended and futuristic thinking; Perspective #4) depth and complexity of environmental knowledge; and Perspective #5) combining discipline-specific core knowledge and skills with a systems perspective. The paper argues for a re-emphasis and review of new environmental knowledge and learning support materials. It suggests a consideration of context-rich but not context-bound explorations of local and global environmental issues and the need for adopting open-ended and futuristic thinking in the context of the dynamism of environmental knowledge. This involves exploring systems of meaning and structures of knowledge in dealing with the complexity of environmental knowledge and acknowledging the challenges of a transformative ideology within such a complex knowledge system. Additionally, the paper argues for creative ways of working across disciplines to develop better understanding of discipline-specific concepts and their potential to contribute to meaningful learning. The paper concludes by suggesting a research trajectory for future environmental education research in the context of the new South African Curriculum and Assessment Policy Statement (CAPS) extending the emphasis in this paper on the official recontextualising field, to fields across the entire pedagogic device.
- Full Text:
- Date Issued: 2014
A social realist analysis of collaborative curriculum development processes in an academic department at a South African university
- Authors: Vorster, Jo-Anne
- Date: 2010
- Subjects: Rhodes University -- Curricula Journalism -- Study and teaching -- South Africa -- Grahamstown Curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3339 , http://hdl.handle.net/10962/d1004314
- Description: This study reports on a social-realist analysis of collaborative curriculum development in a journalism and media studies (JMS) department at a South African university. Archer's social-realist meta-theoretical framework is used to theorise about mechanisms that influence collaborative curriculum development within the context of the JMS Department. The thesis examines the cultural, structural and agential conditions that influenced the process of developing a JMS curriculum that aimed to integrate theory and practice. Bernstein's theories of knowledge recontextualisation and disciplinary knowledge structures are used in the analysis. Bernstein argues that knowledge recontextualisation constitutes a site of struggle. This thesis is an examination of the "struggles" for the epistemic-pedagogic device (Maton's elaboration of Bernstein's epistemic device) during the recontextualisation process that aimed to integrate media studies (MS) and media production (MP) in the JMS curriculum. Traditionally academic work has been an individual endeavour. However, given the growing need to work in disciplinary and inter-disciplinary teams, it is imperative to develop knowledge of the mechanisms that influence such practices. This thesis is a contribution to knowledge of collaborative processes at the level of an academic department in a university. It contributes to knowledge of cultural, structural and agential mechanisms that enable or constrain collaborative curriculum development within a particular kind of context. In addition it contributes to knowledge of the nature of leadership that may be necessary to facilitate productive collaborative relationships and practices in such a context. The curriculum development project reported on in this thesis was initiated in 2003; however, data collection for the study was conducted in 2006 when the curriculum for the fourth year (JMS 4) of the Bachelor of Journalism degree was developed. Since the JMS course prepares students to work as journalists or media workers it is necessary for the curriculum and pedagogy to be oriented both towards the academy and towards the media industries. The aim of the JMS degree is to develop students who will be critically reflexive journalists or media workers. As such the course is both theoretical (MS) and practical (MP). One of the findings of this research project is that the integration of MS and MP is a complex project given that the knowledge of the two disciplines is structured differently. MS is concept-dependent and some aspects of it can be applied to journalism and media practice, while MP is practical and thus context-dependent, though underpinned by theory. A further finding is that both the collaborative work and the integration project required different identity shifts from the lecturers in the JMS Department. Some were more able to make the shifts than others. The thesis shows that the knowledge recontextualisation struggles in the curriculum development processes of the Department of JMS centred around, inter alia, the setting of boundaries between the department and the media and journalism industries, between MS and MP and between MS theory and journalism theory. In addition, existing boundaries between MS and MP lecturers had to be traversed. These boundaries were circumscribed by, amongst other things, unequal power relations emanating from the higher status traditionally accorded to theoretical knowledge by universities, the tensions around the nature of journalism education and training and the differential properties and powers of the various lecturers within the department. The existence of a strong regulative discourse was found to be an important unifying mechanism in a tension-ridden context.
- Full Text:
- Date Issued: 2010
- Authors: Vorster, Jo-Anne
- Date: 2010
- Subjects: Rhodes University -- Curricula Journalism -- Study and teaching -- South Africa -- Grahamstown Curriculum planning -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3339 , http://hdl.handle.net/10962/d1004314
- Description: This study reports on a social-realist analysis of collaborative curriculum development in a journalism and media studies (JMS) department at a South African university. Archer's social-realist meta-theoretical framework is used to theorise about mechanisms that influence collaborative curriculum development within the context of the JMS Department. The thesis examines the cultural, structural and agential conditions that influenced the process of developing a JMS curriculum that aimed to integrate theory and practice. Bernstein's theories of knowledge recontextualisation and disciplinary knowledge structures are used in the analysis. Bernstein argues that knowledge recontextualisation constitutes a site of struggle. This thesis is an examination of the "struggles" for the epistemic-pedagogic device (Maton's elaboration of Bernstein's epistemic device) during the recontextualisation process that aimed to integrate media studies (MS) and media production (MP) in the JMS curriculum. Traditionally academic work has been an individual endeavour. However, given the growing need to work in disciplinary and inter-disciplinary teams, it is imperative to develop knowledge of the mechanisms that influence such practices. This thesis is a contribution to knowledge of collaborative processes at the level of an academic department in a university. It contributes to knowledge of cultural, structural and agential mechanisms that enable or constrain collaborative curriculum development within a particular kind of context. In addition it contributes to knowledge of the nature of leadership that may be necessary to facilitate productive collaborative relationships and practices in such a context. The curriculum development project reported on in this thesis was initiated in 2003; however, data collection for the study was conducted in 2006 when the curriculum for the fourth year (JMS 4) of the Bachelor of Journalism degree was developed. Since the JMS course prepares students to work as journalists or media workers it is necessary for the curriculum and pedagogy to be oriented both towards the academy and towards the media industries. The aim of the JMS degree is to develop students who will be critically reflexive journalists or media workers. As such the course is both theoretical (MS) and practical (MP). One of the findings of this research project is that the integration of MS and MP is a complex project given that the knowledge of the two disciplines is structured differently. MS is concept-dependent and some aspects of it can be applied to journalism and media practice, while MP is practical and thus context-dependent, though underpinned by theory. A further finding is that both the collaborative work and the integration project required different identity shifts from the lecturers in the JMS Department. Some were more able to make the shifts than others. The thesis shows that the knowledge recontextualisation struggles in the curriculum development processes of the Department of JMS centred around, inter alia, the setting of boundaries between the department and the media and journalism industries, between MS and MP and between MS theory and journalism theory. In addition, existing boundaries between MS and MP lecturers had to be traversed. These boundaries were circumscribed by, amongst other things, unequal power relations emanating from the higher status traditionally accorded to theoretical knowledge by universities, the tensions around the nature of journalism education and training and the differential properties and powers of the various lecturers within the department. The existence of a strong regulative discourse was found to be an important unifying mechanism in a tension-ridden context.
- Full Text:
- Date Issued: 2010
Analysis of the Corporate Social Investment motives and benefits behind the sponsors’ involvement with Parkrun South Africa
- Authors: Fordyce, Jonathan
- Date: 2017
- Subjects: Parkrun (Organization) , Parkrun (SA) , Blue Label Telecoms (Firm) , Dis-Chem (Firm) , Discovery Vitality (Firm) , Investments -- Moral and ethical aspects -- South Africa , Sports sponsorship -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/5388 , vital:20919
- Description: This study is a qualitative investigation into the area of Corporate Social Investment (CSI) of non-profit organisations (NPOs). The focus of the study is on the non-profit organisation Parkrun South Africa (Parkrun SA) and its three major sponsors, namely Blue Label Telecoms, Discovery Vitality and Dis-Chem Pharmacies. The research analyses and subsequently posits the various benefits and motivations of the sponsors’ CSI initiative with Parkrun SA. Semi-structured, one-on-one interviews were carried out with the three sponsors to establish these benefits and motivations. The interviewees were selected based on their involvement and influence in establishing and governing their organisations’ CSI initiative with Parkrun SA. The research compared the benefits and motivations, highlighted by the sponsors during the interviews, to the current body of knowledge and literature on CSI. From the interviews it became evident that the benefits and motivations, pertaining to each sponsor, are well aligned to the current literature on CSI benefits and motivations. The benefits and motivations of the three organisations were also deemed very similar. Upon evaluation of the research, it became evident that the most essential motivator for all three sponsoring organisations is commercial. Key to all the sponsoring organisations involvement with Parkrun SA, is the potential return on investment through the various commercial aspects of being associated with such an initiative. Branding was the biggest benefit named by all three sponsoring organisations, however, creating a healthy society emerged as a major benefit too. It can be argued that health has become a major benefit for the sponsors because of the success and exponential growth of Parkrun SA. This growth has captured a large audience and in so doing, created major health benefits for the vast array of participants. Finally, through the data collection and analysis it became clear that the sponsors all view their CSI initiative with Parkrun SA as a major success. It is however, recommended that Parkrun SA start to grow their organisation to match the sustained growth seen in the country. There is a need to expand the organisation in terms of employees and transparent corporate reporting to deal with this growth and keep the sponsors satisfied while also keeping additional sponsors fascinated.
- Full Text:
- Date Issued: 2017
- Authors: Fordyce, Jonathan
- Date: 2017
- Subjects: Parkrun (Organization) , Parkrun (SA) , Blue Label Telecoms (Firm) , Dis-Chem (Firm) , Discovery Vitality (Firm) , Investments -- Moral and ethical aspects -- South Africa , Sports sponsorship -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/5388 , vital:20919
- Description: This study is a qualitative investigation into the area of Corporate Social Investment (CSI) of non-profit organisations (NPOs). The focus of the study is on the non-profit organisation Parkrun South Africa (Parkrun SA) and its three major sponsors, namely Blue Label Telecoms, Discovery Vitality and Dis-Chem Pharmacies. The research analyses and subsequently posits the various benefits and motivations of the sponsors’ CSI initiative with Parkrun SA. Semi-structured, one-on-one interviews were carried out with the three sponsors to establish these benefits and motivations. The interviewees were selected based on their involvement and influence in establishing and governing their organisations’ CSI initiative with Parkrun SA. The research compared the benefits and motivations, highlighted by the sponsors during the interviews, to the current body of knowledge and literature on CSI. From the interviews it became evident that the benefits and motivations, pertaining to each sponsor, are well aligned to the current literature on CSI benefits and motivations. The benefits and motivations of the three organisations were also deemed very similar. Upon evaluation of the research, it became evident that the most essential motivator for all three sponsoring organisations is commercial. Key to all the sponsoring organisations involvement with Parkrun SA, is the potential return on investment through the various commercial aspects of being associated with such an initiative. Branding was the biggest benefit named by all three sponsoring organisations, however, creating a healthy society emerged as a major benefit too. It can be argued that health has become a major benefit for the sponsors because of the success and exponential growth of Parkrun SA. This growth has captured a large audience and in so doing, created major health benefits for the vast array of participants. Finally, through the data collection and analysis it became clear that the sponsors all view their CSI initiative with Parkrun SA as a major success. It is however, recommended that Parkrun SA start to grow their organisation to match the sustained growth seen in the country. There is a need to expand the organisation in terms of employees and transparent corporate reporting to deal with this growth and keep the sponsors satisfied while also keeping additional sponsors fascinated.
- Full Text:
- Date Issued: 2017
Corrigendum to “Perinatal maternal depression in rural South Africa: Child outcomes over the first two years”. Journal of Affective Disorders, 247 (2019) 168-174
- Joan Christodoulou, Karl Le Roux, Mark Tomlinson, Ingrid M. Le Roux, Linnea Stansert Katzen, Mary Jane Rotheram-Borus
- Authors: Joan Christodoulou , Karl Le Roux , Mark Tomlinson , Ingrid M. Le Roux , Linnea Stansert Katzen , Mary Jane Rotheram-Borus
- Date: 2020
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/4136 , vital:44029
- Full Text:
- Authors: Joan Christodoulou , Karl Le Roux , Mark Tomlinson , Ingrid M. Le Roux , Linnea Stansert Katzen , Mary Jane Rotheram-Borus
- Date: 2020
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/4136 , vital:44029
- Full Text:
Situated culture, ethics and new learning theory: emerging perspectives in environmental education research
- Authors: Lotz-Sisitka, Heila
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6095 , http://hdl.handle.net/10962/d1008617
- Description: Celebrating the 8th International Invitational Research and Development Seminar. This edition of the EEASA Journal celebrates the hosting of the 8th International Invitational Research and Development Seminar on Environmental and Health Education in South Africa in March 2005. The International Invitational Research and Development Seminars are ‘special events’ in the field of environmental and health education research. They are characterised by their democratic, deliberative nature, and by their intent to scope innovation and methodological issues. First established some years ago in Copenhagen, Denmark, these seminars have provided an evolving international forum for researchers interested in research methodology to meet and frame new themes, trends and issues arising in the field of environmental education and health education research.
- Full Text:
- Date Issued: 2005
- Authors: Lotz-Sisitka, Heila
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6095 , http://hdl.handle.net/10962/d1008617
- Description: Celebrating the 8th International Invitational Research and Development Seminar. This edition of the EEASA Journal celebrates the hosting of the 8th International Invitational Research and Development Seminar on Environmental and Health Education in South Africa in March 2005. The International Invitational Research and Development Seminars are ‘special events’ in the field of environmental and health education research. They are characterised by their democratic, deliberative nature, and by their intent to scope innovation and methodological issues. First established some years ago in Copenhagen, Denmark, these seminars have provided an evolving international forum for researchers interested in research methodology to meet and frame new themes, trends and issues arising in the field of environmental education and health education research.
- Full Text:
- Date Issued: 2005
The largest volcanic eruptions on Earth
- Bryan, Scott E, Peate, Ingrid Ukstins, Peate, David W, Self, Stephen, Jerram, Dougal A, Mawby, Michael R, Marsh, Julian S, Miller, Jodie A
- Authors: Bryan, Scott E , Peate, Ingrid Ukstins , Peate, David W , Self, Stephen , Jerram, Dougal A , Mawby, Michael R , Marsh, Julian S , Miller, Jodie A
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/132887 , vital:36902 , https://doi.org/10.1016/j.earscirev.2010.07.001
- Description: Large igneous provinces (LIPs) are sites of the most frequently recurring, largest volume basaltic and silicic eruptions in Earth history. These large-volume (> 1000 km3 dense rock equivalent) and large-magnitude (> M8) eruptions produce really extensive (104–105 km2) basaltic lava flow fields and silicic ignimbrites that are the main building blocks of LIPs.
- Full Text: false
- Date Issued: 2010
- Authors: Bryan, Scott E , Peate, Ingrid Ukstins , Peate, David W , Self, Stephen , Jerram, Dougal A , Mawby, Michael R , Marsh, Julian S , Miller, Jodie A
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/132887 , vital:36902 , https://doi.org/10.1016/j.earscirev.2010.07.001
- Description: Large igneous provinces (LIPs) are sites of the most frequently recurring, largest volume basaltic and silicic eruptions in Earth history. These large-volume (> 1000 km3 dense rock equivalent) and large-magnitude (> M8) eruptions produce really extensive (104–105 km2) basaltic lava flow fields and silicic ignimbrites that are the main building blocks of LIPs.
- Full Text: false
- Date Issued: 2010
Editorial
- Schudel, Ingrid, Le Grange, Lesley, Reddy, Chris
- Authors: Schudel, Ingrid , Le Grange, Lesley , Reddy, Chris
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387193 , vital:68214 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/167508"
- Description: The unprecedented levels of human influence on the global enviroment have drawn the attention of scientists to the extent that in 2002, the Nobel Laureate, Paul Crutzen, helped in postulating a new geological epoch named the Anthropocene (Crutzen, 2002). This idea is not new and Crutzen describes an observation by an Italian geologist named Antonio Stoppani who, in 1873, spoke about an 'anthropozoic era'. Stoppani described this era as a 'new telluric force which in power and universality may be compared to the greater forces of earth' (Stoppani, 1873 in Crutzen, 2002).
- Full Text: false
- Date Issued: 2016
- Authors: Schudel, Ingrid , Le Grange, Lesley , Reddy, Chris
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387193 , vital:68214 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/167508"
- Description: The unprecedented levels of human influence on the global enviroment have drawn the attention of scientists to the extent that in 2002, the Nobel Laureate, Paul Crutzen, helped in postulating a new geological epoch named the Anthropocene (Crutzen, 2002). This idea is not new and Crutzen describes an observation by an Italian geologist named Antonio Stoppani who, in 1873, spoke about an 'anthropozoic era'. Stoppani described this era as a 'new telluric force which in power and universality may be compared to the greater forces of earth' (Stoppani, 1873 in Crutzen, 2002).
- Full Text: false
- Date Issued: 2016
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
Antipsychotic use in a resource-limited setting: Findings in an Eastern Cape psychiatric hospital
- Authors: Ingrid Eloff
- Date: 2017
- Language: English
- Type: Journal
- Identifier: http://hdl.handle.net/11260/5685 , vital:44630
- Full Text:
- Authors: Ingrid Eloff
- Date: 2017
- Language: English
- Type: Journal
- Identifier: http://hdl.handle.net/11260/5685 , vital:44630
- Full Text: