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
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:
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
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
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
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
Sub-volcanic intrusions and the link to global climatic and environmental changes:
- Svensen, Henrik H, Planke, Sverre, Neumann, Else-Ragnhild, Aarnes, Ingrid, Marsh, Julian S, Polteau, Stéphane, Harstad, Camilla H, Chevallier, Luc
- Authors: Svensen, Henrik H , Planke, Sverre , Neumann, Else-Ragnhild , Aarnes, Ingrid , Marsh, Julian S , Polteau, Stéphane , Harstad, Camilla H , Chevallier, Luc
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/145166 , vital:38414 , ISBN 9783319140841 , https://link.springer.com/chapter/10.1007/11157_2015_10
- Description: Most of the Large Igneous Provinces (LIPs) formed during the last 260 million years are associated with climatic changes, oceanic anoxia, or extinctions in marine and terrestrial environments. Current hypotheses involve (1) degassing of carbon from either oceans or shallow sea-bed reservoirs, (2) degassing from flood basalts, or from (3) sedimentary basins heavily intruded by LIP-related sills. These hypotheses are based on detailed geological and geochemical studies from LIPSs or relevant proxy data sequences. Here we present new data on gas generation and degassing from a LIP, based on the LA1/68 borehole north of the Ladybrand area in the Karoo Basin, South Africa.
- Full Text:
- Date Issued: 2018
- Authors: Svensen, Henrik H , Planke, Sverre , Neumann, Else-Ragnhild , Aarnes, Ingrid , Marsh, Julian S , Polteau, Stéphane , Harstad, Camilla H , Chevallier, Luc
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/145166 , vital:38414 , ISBN 9783319140841 , https://link.springer.com/chapter/10.1007/11157_2015_10
- Description: Most of the Large Igneous Provinces (LIPs) formed during the last 260 million years are associated with climatic changes, oceanic anoxia, or extinctions in marine and terrestrial environments. Current hypotheses involve (1) degassing of carbon from either oceans or shallow sea-bed reservoirs, (2) degassing from flood basalts, or from (3) sedimentary basins heavily intruded by LIP-related sills. These hypotheses are based on detailed geological and geochemical studies from LIPSs or relevant proxy data sequences. Here we present new data on gas generation and degassing from a LIP, based on the LA1/68 borehole north of the Ladybrand area in the Karoo Basin, South Africa.
- Full Text:
- Date Issued: 2018
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
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
Lessons from bright-spots for advancing knowledge exchange at the interface of marine science and policy
- Karcher, Denis B, Cvitanovic, Christopher, van Putten, Ingrid E, Colvin, Rebecca M, Armitage, Derek, Aswani, Shankar, Ballesteros, Marta, Ban, Natalie, Barragán-Paladines, María José, Bednarek, Angela, Bell, Johann D, Brooks, Cassandra M, Daw, Tim M, De la Cruz-Modino, Raquel, Francis, Tessa B, Fulton, Elizabeth A, Hobday, Alistair J, Holcer, Draško, Hudson, Charlotte, Jennerjahn, Tim C, Kinney, Aimee, Knol-Kauffman, Maaike, Löf, Marie F, Lopes, Priscila F, Mackelworth, Peter C, McQuatters-Gollop, Abigail, Muhl, Ella-Kari, Neihapi, Pita, Pascual-Fernández, José J, Posner, Stephpen M, Runhaar, Hens, Sainsbury, Keith, Sander, Gunnar, Steenbergen, Dirk J, Tuda, Paul M, Whiteman, Elizabeth, Zhang, Jialin
- Authors: Karcher, Denis B , Cvitanovic, Christopher , van Putten, Ingrid E , Colvin, Rebecca M , Armitage, Derek , Aswani, Shankar , Ballesteros, Marta , Ban, Natalie , Barragán-Paladines, María José , Bednarek, Angela , Bell, Johann D , Brooks, Cassandra M , Daw, Tim M , De la Cruz-Modino, Raquel , Francis, Tessa B , Fulton, Elizabeth A , Hobday, Alistair J , Holcer, Draško , Hudson, Charlotte , Jennerjahn, Tim C , Kinney, Aimee , Knol-Kauffman, Maaike , Löf, Marie F , Lopes, Priscila F , Mackelworth, Peter C , McQuatters-Gollop, Abigail , Muhl, Ella-Kari , Neihapi, Pita , Pascual-Fernández, José J , Posner, Stephpen M , Runhaar, Hens , Sainsbury, Keith , Sander, Gunnar , Steenbergen, Dirk J , Tuda, Paul M , Whiteman, Elizabeth , Zhang, Jialin
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391378 , vital:68647 , xlink:href="https://doi.org/10.1016/j.jenvman.2022.114994"
- Description: Evidence-informed decision-making is in increasing demand given growing pressures on marine environments. A way to facilitate this is by knowledge exchange among marine scientists and decision-makers. While many barriers are reported in the literature, there are also examples whereby research has successfully informed marine decision-making (i.e., ‘bright-spots’). Here, we identify and analyze 25 bright-spots from a wide range of marine fields, contexts, and locations to provide insights into how to improve knowledge exchange at the interface of marine science and policy. Through qualitative surveys we investigate what initiated the bright-spots, their goals, and approaches to knowledge exchange. We also seek to identify what outcomes/impacts have been achieved, the enablers of success, and what lessons can be learnt to guide future knowledge exchange efforts. Results show that a diversity of approaches were used for knowledge exchange, from consultative engagement to genuine knowledge co-production. We show that diverse successes at the interface of marine science and policy are achievable and include impacts on policy, people, and governance. Such successes were enabled by factors related to the actors, processes, support, context, and timing. For example, the importance of involving diverse actors and managing positive relationships is a key lesson for success. However, enabling routine success will require: 1) transforming the ways in which we train scientists to include a greater focus on interpersonal skills, 2) institutionalizing and supporting knowledge exchange activities in organizational agendas, 3) conceptualizing and implementing broader research impact metrics, and 4) transforming funding mechanisms to focus on need-based interventions, impact planning, and an acknowledgement of the required time and effort that underpin knowledge exchange activities.
- Full Text:
- Date Issued: 2022
- Authors: Karcher, Denis B , Cvitanovic, Christopher , van Putten, Ingrid E , Colvin, Rebecca M , Armitage, Derek , Aswani, Shankar , Ballesteros, Marta , Ban, Natalie , Barragán-Paladines, María José , Bednarek, Angela , Bell, Johann D , Brooks, Cassandra M , Daw, Tim M , De la Cruz-Modino, Raquel , Francis, Tessa B , Fulton, Elizabeth A , Hobday, Alistair J , Holcer, Draško , Hudson, Charlotte , Jennerjahn, Tim C , Kinney, Aimee , Knol-Kauffman, Maaike , Löf, Marie F , Lopes, Priscila F , Mackelworth, Peter C , McQuatters-Gollop, Abigail , Muhl, Ella-Kari , Neihapi, Pita , Pascual-Fernández, José J , Posner, Stephpen M , Runhaar, Hens , Sainsbury, Keith , Sander, Gunnar , Steenbergen, Dirk J , Tuda, Paul M , Whiteman, Elizabeth , Zhang, Jialin
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391378 , vital:68647 , xlink:href="https://doi.org/10.1016/j.jenvman.2022.114994"
- Description: Evidence-informed decision-making is in increasing demand given growing pressures on marine environments. A way to facilitate this is by knowledge exchange among marine scientists and decision-makers. While many barriers are reported in the literature, there are also examples whereby research has successfully informed marine decision-making (i.e., ‘bright-spots’). Here, we identify and analyze 25 bright-spots from a wide range of marine fields, contexts, and locations to provide insights into how to improve knowledge exchange at the interface of marine science and policy. Through qualitative surveys we investigate what initiated the bright-spots, their goals, and approaches to knowledge exchange. We also seek to identify what outcomes/impacts have been achieved, the enablers of success, and what lessons can be learnt to guide future knowledge exchange efforts. Results show that a diversity of approaches were used for knowledge exchange, from consultative engagement to genuine knowledge co-production. We show that diverse successes at the interface of marine science and policy are achievable and include impacts on policy, people, and governance. Such successes were enabled by factors related to the actors, processes, support, context, and timing. For example, the importance of involving diverse actors and managing positive relationships is a key lesson for success. However, enabling routine success will require: 1) transforming the ways in which we train scientists to include a greater focus on interpersonal skills, 2) institutionalizing and supporting knowledge exchange activities in organizational agendas, 3) conceptualizing and implementing broader research impact metrics, and 4) transforming funding mechanisms to focus on need-based interventions, impact planning, and an acknowledgement of the required time and effort that underpin knowledge exchange activities.
- Full Text:
- Date Issued: 2022
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
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
'I won't be squeezed into someone else's frame': Stories of supervisor selection
- Harrison, Liz, McKenna, Sioux, Searle, Ruth
- Authors: Harrison, Liz , McKenna, Sioux , Searle, Ruth
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187395 , vital:44629 , xlink:href="https://hdl.handle.net/10520/EJC15100"
- Description: Using a collection of stories from a group of women who belong to a PhD support group, this article tracks the issue of choosing a supervisor. These women are all academics and therefore had some claim to an "insider" status but as novice researchers they were also "outsiders". Their discussions around how and why they chose their supervisors highlight issues often underplayed or ignored in textbooks on postgraduate supervision. In particular, this article examines issues of knowledge, embodied subjectivity and power by following three questions that arise from the data : whose knowing is important; who should I be, and whose PhD is it?
- Full Text:
- Date Issued: 2010
- Authors: Harrison, Liz , McKenna, Sioux , Searle, Ruth
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187395 , vital:44629 , xlink:href="https://hdl.handle.net/10520/EJC15100"
- Description: Using a collection of stories from a group of women who belong to a PhD support group, this article tracks the issue of choosing a supervisor. These women are all academics and therefore had some claim to an "insider" status but as novice researchers they were also "outsiders". Their discussions around how and why they chose their supervisors highlight issues often underplayed or ignored in textbooks on postgraduate supervision. In particular, this article examines issues of knowledge, embodied subjectivity and power by following three questions that arise from the data : whose knowing is important; who should I be, and whose PhD is it?
- Full Text:
- Date Issued: 2010
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
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
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:
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
Rhodes University EE and Sustainability Unit
- Lotz-Sisitka, Heila, Schudel, Ingrid J
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294423 , vital:57220 , xlink:href="https://doi.org/10.1177/097340820700100127"
- Description: In the early 1990s, in response to the emphasis laid on environment and development issues by the new South African Constitution, Rhodes University undertook several initiatives such as establishing the first Chair of Environmental Education (EE) in Africa. Another important initiative was the introduction of an open-entry participatory course for environmental educators. Owing to its flexible format and practice-based methodology, the course gained rapid popularity, necessitating the setting up of a Service Centre to help meet the increased demand. The Chair and the Service Centre have been providing a range of short courses in environment and sustainability education to professionals, and are today widely known as the Rhodes University Environmental Education and Sustainability Unit (RUEESU). The Unit offers PhD and Masters level programmes in EE, encourages meaningful research in key thematic areas, and is actively involved in publishing, and policy transformation. It also endeavours to define the role of Universities in enabling sustainability education.
- Full Text:
- Date Issued: 2007
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294423 , vital:57220 , xlink:href="https://doi.org/10.1177/097340820700100127"
- Description: In the early 1990s, in response to the emphasis laid on environment and development issues by the new South African Constitution, Rhodes University undertook several initiatives such as establishing the first Chair of Environmental Education (EE) in Africa. Another important initiative was the introduction of an open-entry participatory course for environmental educators. Owing to its flexible format and practice-based methodology, the course gained rapid popularity, necessitating the setting up of a Service Centre to help meet the increased demand. The Chair and the Service Centre have been providing a range of short courses in environment and sustainability education to professionals, and are today widely known as the Rhodes University Environmental Education and Sustainability Unit (RUEESU). The Unit offers PhD and Masters level programmes in EE, encourages meaningful research in key thematic areas, and is actively involved in publishing, and policy transformation. It also endeavours to define the role of Universities in enabling sustainability education.
- Full Text:
- Date Issued: 2007