Targeting conserved pathways as a strategy for novel drug development: disabling the cellular stress response:
- Edkins, Adrienne L, Blatch, Gregory L
- Authors: Edkins, Adrienne L , Blatch, Gregory L
- Date: 2012
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/165129 , vital:41211 , ISBN 978-3-642-28174-7 , DOI: 10.1007/978-3-642-28175-4_4
- Description: The ability to respond to and cope with stress at a molecular level is essential for cell survival. The stress response is conserved across organisms by the expression of a group of molecular chaperones known as heat shock proteins (HSP). HSP are ubiquitous and highly conserved proteins that regulate cellular protein homeostasis and trafficking under physiological and stressful conditions, including diseases such as cancer and malaria. HSP are good drug targets for the treatment of human diseases, as the significant functional and structural data available suggest that they are essential for cell survival and that, despite conservation across species, there are biophysical and biochemical differences between HSP in normal and disease states that allow HSP to be selectively targeted. In this chapter, we review the international status of this area of research and highlight progress by us and other African researchers towards the characterisation and targeting of HSP from humans and parasites from Plasmodium and Trypanosoma as drug targets.
- Full Text:
- Date Issued: 2012
- Authors: Edkins, Adrienne L , Blatch, Gregory L
- Date: 2012
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/165129 , vital:41211 , ISBN 978-3-642-28174-7 , DOI: 10.1007/978-3-642-28175-4_4
- Description: The ability to respond to and cope with stress at a molecular level is essential for cell survival. The stress response is conserved across organisms by the expression of a group of molecular chaperones known as heat shock proteins (HSP). HSP are ubiquitous and highly conserved proteins that regulate cellular protein homeostasis and trafficking under physiological and stressful conditions, including diseases such as cancer and malaria. HSP are good drug targets for the treatment of human diseases, as the significant functional and structural data available suggest that they are essential for cell survival and that, despite conservation across species, there are biophysical and biochemical differences between HSP in normal and disease states that allow HSP to be selectively targeted. In this chapter, we review the international status of this area of research and highlight progress by us and other African researchers towards the characterisation and targeting of HSP from humans and parasites from Plasmodium and Trypanosoma as drug targets.
- Full Text:
- Date Issued: 2012
Teacher education in post-apartheid South Africa: navigating a way through competing state and global imperatives for change
- Schäfer, Marc, Wilmot, P Dianne
- Authors: Schäfer, Marc , Wilmot, P Dianne
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140905 , vital:37928 , DOI: 10.1007/s11125-012-9220-3
- Description: This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the urgent need for social reconstruction, democratization, redress, social justice, and equity. At the same time, and as part of a global context, the country needed global competitiveness, human capital development, global skills, international standards, and accountability. These competing modernist discourses have informed the design and orientation of the National Qualifications Framework and national curriculum that took place in parallel with, and simultaneous to, the restructuring and reform of teacher education. This article reviews literature pertinent to understanding the post-apartheid transformation in South African education in general and teacher education in particular. It concludes that policy makers have managed to navigate a way through the axis of tension created by opposed orientations to transformation. A more equitable and improved system of teacher education has been achieved but critical issues of teacher quality and quantity have emerged which urgently need resolution.
- Full Text:
- Date Issued: 2012
- Authors: Schäfer, Marc , Wilmot, P Dianne
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140905 , vital:37928 , DOI: 10.1007/s11125-012-9220-3
- Description: This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the urgent need for social reconstruction, democratization, redress, social justice, and equity. At the same time, and as part of a global context, the country needed global competitiveness, human capital development, global skills, international standards, and accountability. These competing modernist discourses have informed the design and orientation of the National Qualifications Framework and national curriculum that took place in parallel with, and simultaneous to, the restructuring and reform of teacher education. This article reviews literature pertinent to understanding the post-apartheid transformation in South African education in general and teacher education in particular. It concludes that policy makers have managed to navigate a way through the axis of tension created by opposed orientations to transformation. A more equitable and improved system of teacher education has been achieved but critical issues of teacher quality and quantity have emerged which urgently need resolution.
- Full Text:
- Date Issued: 2012
Teacher practices in the grade 10 first additional language classroom: a relevance study
- Authors: Naadirah, Abader
- Date: 2012
- Subjects: Action research in education , Reflective teaching
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9438 , http://hdl.handle.net/10948/d1011093 , Action research in education , Reflective teaching
- Description: Teachers are key figures in the English First Additional Language learning process, their influence is fundamental to their learners‟ progress, or lack thereof. I am of the opinion that literacy in itself is not sufficient, as success lies in the learners‟ application of appropriate learning techniques. The purpose of my study was to reflect on and improve my own teaching practice, improve my learners‟ participation and enhance their academic outcomes in the poetry classroom. My study required that I reflect on my classroom practice to facilitate the improvement thereof. Successful learning within the classroom therefore involves interaction and collaboration between the learner, the materials, the teacher and the context. Scaffolding is a technique I used to actualize my learners‟ potential. I chose action research, because I wanted to research an educational problem (as experienced by my learners and myself), critically reflect on my classroom practice, evaluate my teaching methods, and consider practical solutions. Action research allowed me to record the events and happenings in my location, my reflection, beliefs and teaching philosophies, my ideas and my insights about my practice. In my journal I reflected on the events that took place during my poetry lessons. Both positive and negative comments were noted and I tried to closely monitor my learners during the lessons. After marking my classroom assessments, I immediately shared my thoughts regarding the assessment outcomes. My reflections gave me a better understanding of my teaching practice. I used photovoice as a data collecting strategy which is the intermingling of images and words. The actions taken through photovoice, taking photographs and telling stories as they relate to the photographs, were empowering. My study enabled me to understand the many challenges of teaching poetry. I learnt that if I teach well, poetry can add important aspects to my learners‟ language skills, including understanding metaphors, connotations and symbolic meanings. The teaching of poetry should promote a pleasurable understanding of language. This means that the language of the poem is as important as the content of the poem.
- Full Text:
- Date Issued: 2012
- Authors: Naadirah, Abader
- Date: 2012
- Subjects: Action research in education , Reflective teaching
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9438 , http://hdl.handle.net/10948/d1011093 , Action research in education , Reflective teaching
- Description: Teachers are key figures in the English First Additional Language learning process, their influence is fundamental to their learners‟ progress, or lack thereof. I am of the opinion that literacy in itself is not sufficient, as success lies in the learners‟ application of appropriate learning techniques. The purpose of my study was to reflect on and improve my own teaching practice, improve my learners‟ participation and enhance their academic outcomes in the poetry classroom. My study required that I reflect on my classroom practice to facilitate the improvement thereof. Successful learning within the classroom therefore involves interaction and collaboration between the learner, the materials, the teacher and the context. Scaffolding is a technique I used to actualize my learners‟ potential. I chose action research, because I wanted to research an educational problem (as experienced by my learners and myself), critically reflect on my classroom practice, evaluate my teaching methods, and consider practical solutions. Action research allowed me to record the events and happenings in my location, my reflection, beliefs and teaching philosophies, my ideas and my insights about my practice. In my journal I reflected on the events that took place during my poetry lessons. Both positive and negative comments were noted and I tried to closely monitor my learners during the lessons. After marking my classroom assessments, I immediately shared my thoughts regarding the assessment outcomes. My reflections gave me a better understanding of my teaching practice. I used photovoice as a data collecting strategy which is the intermingling of images and words. The actions taken through photovoice, taking photographs and telling stories as they relate to the photographs, were empowering. My study enabled me to understand the many challenges of teaching poetry. I learnt that if I teach well, poetry can add important aspects to my learners‟ language skills, including understanding metaphors, connotations and symbolic meanings. The teaching of poetry should promote a pleasurable understanding of language. This means that the language of the poem is as important as the content of the poem.
- Full Text:
- Date Issued: 2012
Teacher's and principal's perceptions of the integrated quality management system (IQMS) in three Butterworth District schools
- Authors: Ntshewula, Nombulelo
- Date: 2012
- Subjects: Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16197 , http://hdl.handle.net/10353/d1007301 , Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
- Full Text:
- Date Issued: 2012
- Authors: Ntshewula, Nombulelo
- Date: 2012
- Subjects: Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16197 , http://hdl.handle.net/10353/d1007301 , Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
- Full Text:
- Date Issued: 2012
Teachers' leadership roles at a public rural school in the Ohangwena Region, Namibia
- Nauyoma-Hamupembe, Ladipaleni Ndadiinina
- Authors: Nauyoma-Hamupembe, Ladipaleni Ndadiinina
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Ohangwena Rural schools -- Namibia -- Ohangwena School management and organization -- Namibia -- Ohangwena Teachers -- Namibia -- Ohangwena Teacher-principal relationships -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1794 , http://hdl.handle.net/10962/d1003679
- Description: The changing global and local circumstances and shift for democracy posed particular problems for school administration and leadership and made it difficult for principals to fulfil leadership responsibilities in schools alone. Hence principals require the assistance of all stakeholders in the school, and teachers in particular, to work together as a team and share the diverse leadership load for the improvement of schools. Thus, leadership in schools needs to be shared and distributed in a collaborative manner among teachers and principals working as a group to accomplish the primary objective of their schools, which is to improve learners’ achievement. For this idea to be embraced, I suggest it may require an urgent need for advanced knowledge and understanding of teacher leadership in schools, among teachers and principals, if schools are to thrive. This research studied the phenomenon of teacher leadership at a public rural school in the Ohangwena region of Namibia. It explored the teachers’ experiences of their leadership roles, and specifically the challenges inherent within the practice of teacher leadership in a school. A qualitative interpretive case study was conducted, employing document analysis, semi‐structured interviews and observations to produce data with regard to teachers’ experiences of their leadership roles, challenges inherent within its practice and possible strategies to promote teacher leadership. The analysis and the triangulation across the data sets suggested that teacher leadership existed in the case study school where it appeared in four different areas of leadership practice. These areas of leadership practices (Grant, 2008, p. 93) were, for example, in the classroom, outside the classroom in curricular and extra‐curricular activities, in school‐wide leadership development and between other neighbouring schools in the community. The school had a view of teacher leadership which was strongly located within the classroom and outside the classroom in curricular and extra‐curricular activities where teachers worked and interacted with their colleagues and learners. Teacher leadership was severely limited in the area of whole school development and almost non‐existent in the area outside the school between teachers across neighbouring schools, at circuit or district level and in the community. The study suggested that the nature of teacher leadership in the case study school was a restricted form of teacher leadership (Harris and Muijs, 2005) due to a range of factors which impeded its practice. The factors were, for example, a lack of involvement of all teachers in whole school leadership and school‐wide decision‐making. Other factors were limited time for teachers in the school, a lack of leadership development amongst the principal and teachers as well as resistance for teachers to leadership in the case study school.
- Full Text:
- Date Issued: 2012
- Authors: Nauyoma-Hamupembe, Ladipaleni Ndadiinina
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Ohangwena Rural schools -- Namibia -- Ohangwena School management and organization -- Namibia -- Ohangwena Teachers -- Namibia -- Ohangwena Teacher-principal relationships -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1794 , http://hdl.handle.net/10962/d1003679
- Description: The changing global and local circumstances and shift for democracy posed particular problems for school administration and leadership and made it difficult for principals to fulfil leadership responsibilities in schools alone. Hence principals require the assistance of all stakeholders in the school, and teachers in particular, to work together as a team and share the diverse leadership load for the improvement of schools. Thus, leadership in schools needs to be shared and distributed in a collaborative manner among teachers and principals working as a group to accomplish the primary objective of their schools, which is to improve learners’ achievement. For this idea to be embraced, I suggest it may require an urgent need for advanced knowledge and understanding of teacher leadership in schools, among teachers and principals, if schools are to thrive. This research studied the phenomenon of teacher leadership at a public rural school in the Ohangwena region of Namibia. It explored the teachers’ experiences of their leadership roles, and specifically the challenges inherent within the practice of teacher leadership in a school. A qualitative interpretive case study was conducted, employing document analysis, semi‐structured interviews and observations to produce data with regard to teachers’ experiences of their leadership roles, challenges inherent within its practice and possible strategies to promote teacher leadership. The analysis and the triangulation across the data sets suggested that teacher leadership existed in the case study school where it appeared in four different areas of leadership practice. These areas of leadership practices (Grant, 2008, p. 93) were, for example, in the classroom, outside the classroom in curricular and extra‐curricular activities, in school‐wide leadership development and between other neighbouring schools in the community. The school had a view of teacher leadership which was strongly located within the classroom and outside the classroom in curricular and extra‐curricular activities where teachers worked and interacted with their colleagues and learners. Teacher leadership was severely limited in the area of whole school development and almost non‐existent in the area outside the school between teachers across neighbouring schools, at circuit or district level and in the community. The study suggested that the nature of teacher leadership in the case study school was a restricted form of teacher leadership (Harris and Muijs, 2005) due to a range of factors which impeded its practice. The factors were, for example, a lack of involvement of all teachers in whole school leadership and school‐wide decision‐making. Other factors were limited time for teachers in the school, a lack of leadership development amongst the principal and teachers as well as resistance for teachers to leadership in the case study school.
- Full Text:
- Date Issued: 2012
Teachers' perceptions of the state of readiness for the introduction of grade zero/early childhood education in Zimbabwe : a case study
- Authors: Mangwaya, Ezron Pemberai
- Date: 2012
- Subjects: Early childhood education -- Zimbabwe , Curriculum planning -- Zimbabwe , Readiness for school -- Zimbabwe , Education, Preschool -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9574 , http://hdl.handle.net/10948/d1018179
- Description: Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.
- Full Text:
- Date Issued: 2012
- Authors: Mangwaya, Ezron Pemberai
- Date: 2012
- Subjects: Early childhood education -- Zimbabwe , Curriculum planning -- Zimbabwe , Readiness for school -- Zimbabwe , Education, Preschool -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9574 , http://hdl.handle.net/10948/d1018179
- Description: Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.
- Full Text:
- Date Issued: 2012
Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Date Issued: 2012
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Date Issued: 2012
Teachers’ perspectives of learners’ indiscipline on Grade 12 academic performance: a case of the Libode District
- Authors: Tuta, Thamsanqa Clifford
- Date: 2012
- Subjects: Indiscipline -- Learners Academic performance -- Grade twelve -- Learners School discipline -- South Africa -- Eastern Cape Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/889 , vital:30007
- Description: Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
- Full Text:
- Date Issued: 2012
- Authors: Tuta, Thamsanqa Clifford
- Date: 2012
- Subjects: Indiscipline -- Learners Academic performance -- Grade twelve -- Learners School discipline -- South Africa -- Eastern Cape Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/889 , vital:30007
- Description: Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
- Full Text:
- Date Issued: 2012
Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation
- Authors: Loggenberg, Ernest Wilfred
- Date: 2012
- Subjects: Electrostatics , Ethnoscience
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9505 , http://hdl.handle.net/10948/d1008412 , Electrostatics , Ethnoscience
- Description: South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impact focused on the teachers’ ability to implement the strategy, the electrostatics knowledge gained by learners, the learners’ argumentation ability, and the motivational and confidence levels of both teachers and learners. The sample comprised eight schools (the science teachers and their Grade Ten Physical Science learners) in the Uitenhage District of Education of the Eastern Cape Province of South Africa. Qualitative data were generated via interviews, classroom observations, pre- and post test questionnaires with open-ended questions to evoke meaningful responses that could not be anticipated by the research, and argumentation writing frames for both teachers and learners. Limited quantitative data were generated via the argumentation writing frames and the more close-ended questionnaire questions. The findings of the teacher and learner argumentation frames and the teacher checklists which revealed that the intervention impacted positively on the teachers’ ability to integrate IKS into their teaching practice. The use indigenous knowledge as the context for argumentation appears to have been a more effective way of introducing the concept than doing so within a scientific context (which the learners found difficult). The intervention facilitated an enhanced level of understanding on lightning, and assisted with the creation of the “third space” and border crossing between IKS and western science. The individual interviews disclosed the teachers’ improved ability to integrate IKS, IKS improving the facilitation of the argumentation strategy, and their improved motivation and confidence.
- Full Text:
- Date Issued: 2012
- Authors: Loggenberg, Ernest Wilfred
- Date: 2012
- Subjects: Electrostatics , Ethnoscience
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9505 , http://hdl.handle.net/10948/d1008412 , Electrostatics , Ethnoscience
- Description: South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impact focused on the teachers’ ability to implement the strategy, the electrostatics knowledge gained by learners, the learners’ argumentation ability, and the motivational and confidence levels of both teachers and learners. The sample comprised eight schools (the science teachers and their Grade Ten Physical Science learners) in the Uitenhage District of Education of the Eastern Cape Province of South Africa. Qualitative data were generated via interviews, classroom observations, pre- and post test questionnaires with open-ended questions to evoke meaningful responses that could not be anticipated by the research, and argumentation writing frames for both teachers and learners. Limited quantitative data were generated via the argumentation writing frames and the more close-ended questionnaire questions. The findings of the teacher and learner argumentation frames and the teacher checklists which revealed that the intervention impacted positively on the teachers’ ability to integrate IKS into their teaching practice. The use indigenous knowledge as the context for argumentation appears to have been a more effective way of introducing the concept than doing so within a scientific context (which the learners found difficult). The intervention facilitated an enhanced level of understanding on lightning, and assisted with the creation of the “third space” and border crossing between IKS and western science. The individual interviews disclosed the teachers’ improved ability to integrate IKS, IKS improving the facilitation of the argumentation strategy, and their improved motivation and confidence.
- Full Text:
- Date Issued: 2012
Teaching pharmacology: issues of language and learning in a multilingual classroom setting
- Boschmans, Shirley-Anne Inez
- Authors: Boschmans, Shirley-Anne Inez
- Date: 2012
- Subjects: English language -- Study and teaching -- South Africa , Pharmacology -- Terminology , Multicultural education , Second language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9562 , http://hdl.handle.net/10948/d1013398
- Description: The medium for teaching and learning in South African universities is not the mother tongue of the majority of students and this has been reported to be a barrier to achievement (Department of Education, 2002). Poor English language skills, as well as poor discipline specific vocabulary knowledge, can lead to poor study techniques with the students resorting to rote learning as they are unable to interpret the recommended texts (Gow, Kember, & Chow, 1991; Shembe, 2002). In 2005 at the NMMU a significant difference was reported between the marks achieved for the Pharmacology 2 (ZCL2) module by English first language (EFL) students and the English second language students (EAL) (Boschmans & McCartney, 2005). These finding provided motivation for this study which interrogates issues of language and learning in a multilingual Pharmacology classroom. A mixed methods approach, which employed a concurrent triangulation design with quantitative dominance, was used. Two parallel studies were undertaken. One consisted of a quasi-experimental, pre-test and post-test control group design using an intervention which consisted of the application of the didactical practice of exploratory talk with an experimental sample group during ZCL2 Supplementary Instruction sessions (SI). A second study involved a parallel data collection from the ZCL303 and ZCL401 Pharmacy students at the NMMU to investigate possible effects of academic progression. Purposive, homogenous sampling was used in selection of the samples. The mean ZCL2 mark for the experimental group (58.70±14.14 percent) of students who experienced the intervention (application of exploratory talk) was significantly higher (p = .0004) than the mark achieved by the ZCL2 comparison group (46.47±14.48). This Abstract difference was of high practical significance (Cohen‟s d = 0.85). This quantitative finding was supported by the qualitative data where the students expressed support for the discussion sessions (application of exploratory talk) held during SI sessions. There was a significant increase, with academic progression, of English reading comprehension amongst the EFL students (p = .025) but not in the EAL students and BPharm1 weighted average (p < .001) as well as SI attendance (p = .02) correlated significantly with achievement in ZCL2. The findings of this study provide insights into the teaching of Pharmacology in a multilingual classroom. The qualitative results in addition to strengthening the quantitative findings through triangulation have provided a rich, deep and detailed description of the lived experiences of Pharmacology students. The data will provide insights into students‟ experiences for Pharmacy academics and are a resource for understanding student perspectives.
- Full Text:
- Date Issued: 2012
- Authors: Boschmans, Shirley-Anne Inez
- Date: 2012
- Subjects: English language -- Study and teaching -- South Africa , Pharmacology -- Terminology , Multicultural education , Second language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9562 , http://hdl.handle.net/10948/d1013398
- Description: The medium for teaching and learning in South African universities is not the mother tongue of the majority of students and this has been reported to be a barrier to achievement (Department of Education, 2002). Poor English language skills, as well as poor discipline specific vocabulary knowledge, can lead to poor study techniques with the students resorting to rote learning as they are unable to interpret the recommended texts (Gow, Kember, & Chow, 1991; Shembe, 2002). In 2005 at the NMMU a significant difference was reported between the marks achieved for the Pharmacology 2 (ZCL2) module by English first language (EFL) students and the English second language students (EAL) (Boschmans & McCartney, 2005). These finding provided motivation for this study which interrogates issues of language and learning in a multilingual Pharmacology classroom. A mixed methods approach, which employed a concurrent triangulation design with quantitative dominance, was used. Two parallel studies were undertaken. One consisted of a quasi-experimental, pre-test and post-test control group design using an intervention which consisted of the application of the didactical practice of exploratory talk with an experimental sample group during ZCL2 Supplementary Instruction sessions (SI). A second study involved a parallel data collection from the ZCL303 and ZCL401 Pharmacy students at the NMMU to investigate possible effects of academic progression. Purposive, homogenous sampling was used in selection of the samples. The mean ZCL2 mark for the experimental group (58.70±14.14 percent) of students who experienced the intervention (application of exploratory talk) was significantly higher (p = .0004) than the mark achieved by the ZCL2 comparison group (46.47±14.48). This Abstract difference was of high practical significance (Cohen‟s d = 0.85). This quantitative finding was supported by the qualitative data where the students expressed support for the discussion sessions (application of exploratory talk) held during SI sessions. There was a significant increase, with academic progression, of English reading comprehension amongst the EFL students (p = .025) but not in the EAL students and BPharm1 weighted average (p < .001) as well as SI attendance (p = .02) correlated significantly with achievement in ZCL2. The findings of this study provide insights into the teaching of Pharmacology in a multilingual classroom. The qualitative results in addition to strengthening the quantitative findings through triangulation have provided a rich, deep and detailed description of the lived experiences of Pharmacology students. The data will provide insights into students‟ experiences for Pharmacy academics and are a resource for understanding student perspectives.
- Full Text:
- Date Issued: 2012
Teaching strategies in Grade 11 multilingual Life Sciences classrooms: a case of two schools in East London District
- Authors: Jekwa, Noxolo
- Date: 2012
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16169 , http://hdl.handle.net/10353/488 , Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Description: It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
- Full Text:
- Date Issued: 2012
- Authors: Jekwa, Noxolo
- Date: 2012
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16169 , http://hdl.handle.net/10353/488 , Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Description: It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
- Full Text:
- Date Issued: 2012
Technauriture: Multimedia Research and Documentation of African Oral Performance
- Authors: Kaschula, Russell H
- Date: 2012
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175223 , vital:42554 , ISBN 9783643901309
- Description: This paper seeks to assess the contribution of technology to the preservation and popularizing of oral performance in Southern Africa. An example will be provided which looks at the oral poetry, izibongo, produced by Xhosa oral poet Bongani Sitole (both in book and technological form). It will trace this poetry from the moment it was orally produced, through to the technologising and publication of this poetry in book form and on a website. A number of websites will also be analysed. The initial part of the paper provides a contextual analysis of selected poetry. This genre will also be compared (in terms of technological influence) with more contemporary Southern African performers such as the story-teller, Gcina Mhlophe as well as Lebo Mashile and Botsotso, spoken word artists and the oral poet Zolani Mkiva. The latter part of the article concentrates on issues related to technology and its relationship to the oral and written word.
- Full Text:
- Date Issued: 2012
- Authors: Kaschula, Russell H
- Date: 2012
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175223 , vital:42554 , ISBN 9783643901309
- Description: This paper seeks to assess the contribution of technology to the preservation and popularizing of oral performance in Southern Africa. An example will be provided which looks at the oral poetry, izibongo, produced by Xhosa oral poet Bongani Sitole (both in book and technological form). It will trace this poetry from the moment it was orally produced, through to the technologising and publication of this poetry in book form and on a website. A number of websites will also be analysed. The initial part of the paper provides a contextual analysis of selected poetry. This genre will also be compared (in terms of technological influence) with more contemporary Southern African performers such as the story-teller, Gcina Mhlophe as well as Lebo Mashile and Botsotso, spoken word artists and the oral poet Zolani Mkiva. The latter part of the article concentrates on issues related to technology and its relationship to the oral and written word.
- Full Text:
- Date Issued: 2012
Termination of employment contract by operation of law in the education sector: the constitutionality and validity of the deeming provisions
- Authors: Mpati, Lungisa
- Date: 2012
- Subjects: Employees -- Dismissal of -- Law and legislation -- South Africa , Labor contract -- South Africa , Unfair labor practices -- South Africa , Educational law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10200 , http://hdl.handle.net/10948/1600 , Employees -- Dismissal of -- Law and legislation -- South Africa , Labor contract -- South Africa , Unfair labor practices -- South Africa , Educational law and legislation -- South Africa
- Description: Fundamental to any contract of employment is the obligation that rests on an employee not to be absent from work without justification. Under the common law, if an employee did that, the employer would be entitled to dismiss him or her on notice. The International Labour Organization Convention (ILO) 158 of 1982 provides that the employer must have a reason for a dismissal and sets out broad categories or reasons for dismissals . Section 23 of the Constitution of the Republic of South Africa, 1996(Act 108 of 1998) provides that “Everyone has the right to fair labour practices”. Section 33 of the Constitution provides that “Everyone has the right to administrative action that is lawful, reasonable and procedurally fair. The Promotion of Administrative Justice Act 3 of 2000 (PAJA) is designed to give effect to just administrative action. Section 1 and 3 of the Labour Relations Act,1995(Act 66 of 1995)(LRA) require compliance with Article 7 and 8 of the ILO Convention 158 of 1982, when the employment of a worker has been terminated by his or her employer. The LRA protects employees against unfair dismissal. In the Department of Education, Section 14(1)(a) of the Employment of Educators Act, 1998 provides for the discharge of an educator in the event that he or she absents himself or herself from work for a period exceeding 14 consecutive days without the permission of the employer. A similar provision, Section 17(5)(a)(i) of the Public Service Act, 1994 provides for the discharge of an officer other than an educator who absents himself or herself from his or her official duties without the permission of the Head of Department for a period exceeding one calendar month. Section 14(2) of the Employment of Educators Act, 1998 and 17(5)(b) of the Public Service Act,1994 afford an employee who has been deemed discharged to show good cause why he or she should be reinstated. Against this background, the critical legal question is the constitutionality of the deeming provisions. The study will examine the validity of these provisions in relation to the ILO Conventions, Constitution, LRA and PAJA.
- Full Text:
- Date Issued: 2012
- Authors: Mpati, Lungisa
- Date: 2012
- Subjects: Employees -- Dismissal of -- Law and legislation -- South Africa , Labor contract -- South Africa , Unfair labor practices -- South Africa , Educational law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10200 , http://hdl.handle.net/10948/1600 , Employees -- Dismissal of -- Law and legislation -- South Africa , Labor contract -- South Africa , Unfair labor practices -- South Africa , Educational law and legislation -- South Africa
- Description: Fundamental to any contract of employment is the obligation that rests on an employee not to be absent from work without justification. Under the common law, if an employee did that, the employer would be entitled to dismiss him or her on notice. The International Labour Organization Convention (ILO) 158 of 1982 provides that the employer must have a reason for a dismissal and sets out broad categories or reasons for dismissals . Section 23 of the Constitution of the Republic of South Africa, 1996(Act 108 of 1998) provides that “Everyone has the right to fair labour practices”. Section 33 of the Constitution provides that “Everyone has the right to administrative action that is lawful, reasonable and procedurally fair. The Promotion of Administrative Justice Act 3 of 2000 (PAJA) is designed to give effect to just administrative action. Section 1 and 3 of the Labour Relations Act,1995(Act 66 of 1995)(LRA) require compliance with Article 7 and 8 of the ILO Convention 158 of 1982, when the employment of a worker has been terminated by his or her employer. The LRA protects employees against unfair dismissal. In the Department of Education, Section 14(1)(a) of the Employment of Educators Act, 1998 provides for the discharge of an educator in the event that he or she absents himself or herself from work for a period exceeding 14 consecutive days without the permission of the employer. A similar provision, Section 17(5)(a)(i) of the Public Service Act, 1994 provides for the discharge of an officer other than an educator who absents himself or herself from his or her official duties without the permission of the Head of Department for a period exceeding one calendar month. Section 14(2) of the Employment of Educators Act, 1998 and 17(5)(b) of the Public Service Act,1994 afford an employee who has been deemed discharged to show good cause why he or she should be reinstated. Against this background, the critical legal question is the constitutionality of the deeming provisions. The study will examine the validity of these provisions in relation to the ILO Conventions, Constitution, LRA and PAJA.
- Full Text:
- Date Issued: 2012
Tetra and octa (2, 6-di-iso-propylphenoxy)-substituted phthalocyanines
- Tuhl, Ahmad, Chidawanayika, Wadzanai J U, Ibrahim, Hamada Mohamed, Al-Awadi, Nouria, Litwinski, Christian, Nyokong, Tebello, Behbehani, Haider, Manaa, Hacene, Makhseed, Saad
- Authors: Tuhl, Ahmad , Chidawanayika, Wadzanai J U , Ibrahim, Hamada Mohamed , Al-Awadi, Nouria , Litwinski, Christian , Nyokong, Tebello , Behbehani, Haider , Manaa, Hacene , Makhseed, Saad
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/245855 , vital:51411 , xlink:href="https://doi.org/10.1142/S1088424612004495"
- Description: This work reports on the synthesis of novel metal free, zinc, aluminum, gallium and indium tetra and octa (2,6-di-iso-propylphenoxy)-substituted phthalocyanine derivatives. UV-visible and 1H NMR analyses confirm that a non-planar conformation, adapted by the phenoxy substituents due to steric interaction in both derivative series, perfectly discourage cofacial aggregation. Fluorescence quantum yields vary as a function of the number of substituents on the ring periphery, while the fluorescence lifetimes display no distinct trend. Triplet quantum yields are significantly larger for the tetra 2,6-di-iso-propylphenoxy- substituted derivatives relative to their corresponding octa-substituted species. However there was no overall trend in the triplet lifetime values. For almost all of the phthalocyanine derivatives, singlet oxygen was produced with relatively good quantum yields. This study explores the possibility of fine-tuning their physicochemical properties by simple structural modification.
- Full Text:
- Date Issued: 2012
- Authors: Tuhl, Ahmad , Chidawanayika, Wadzanai J U , Ibrahim, Hamada Mohamed , Al-Awadi, Nouria , Litwinski, Christian , Nyokong, Tebello , Behbehani, Haider , Manaa, Hacene , Makhseed, Saad
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/245855 , vital:51411 , xlink:href="https://doi.org/10.1142/S1088424612004495"
- Description: This work reports on the synthesis of novel metal free, zinc, aluminum, gallium and indium tetra and octa (2,6-di-iso-propylphenoxy)-substituted phthalocyanine derivatives. UV-visible and 1H NMR analyses confirm that a non-planar conformation, adapted by the phenoxy substituents due to steric interaction in both derivative series, perfectly discourage cofacial aggregation. Fluorescence quantum yields vary as a function of the number of substituents on the ring periphery, while the fluorescence lifetimes display no distinct trend. Triplet quantum yields are significantly larger for the tetra 2,6-di-iso-propylphenoxy- substituted derivatives relative to their corresponding octa-substituted species. However there was no overall trend in the triplet lifetime values. For almost all of the phthalocyanine derivatives, singlet oxygen was produced with relatively good quantum yields. This study explores the possibility of fine-tuning their physicochemical properties by simple structural modification.
- Full Text:
- Date Issued: 2012
The "realisation company" concept in South African income tax law
- Authors: Grobler, Daniel Jacques
- Date: 2012
- Subjects: Income tax -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:8951 , http://hdl.handle.net/10948/2118 , Income tax -- South Africa
- Description: The Supreme Court of Appeal has revisited the issue that has attracted the most litigation in South African tax law: whether gains from the disposal of an asset are of a capital or of a revenue nature. In CSARS V Founders Hill (509/10) [2011] ZASCA 66, 73 SATC 183 the court held that „intention‟ is not conclusive in the enquiry and cannot be the litmus test in determining the nature of proceeds from the sale of an asset. This judgement relegates intention to only one of the factors to be considered as it was held that it should be considered objectively whether the taxpayer is actually trading or not. The court also indicated that a „realisation company‟ would only act on capital account if it is formed for the purpose of facilitating the realisation of property which could not otherwise be dealt with satisfactorily. This treatise was primarily aimed at an analysis of the court cases which dealt with the „realisation company‟ concept in South African income tax law. In analysing the „realisation company‟ concept through case law culminating in Founders Hill, it was found that in every instance where „realisation company‟ x had won the argument, there had been compelling reasons why the owners of the assets had found it necessary to realise the asset through an interposed company established for that purpose. These reasons include: to facilitate the sale of property previously held by different people and to consolidate and conveniently administer the interests of beneficiaries under different wills. Furthermore, this treatise criticised „intention‟ as the primary test in determining the nature of proceeds from the sale of a capital asset and examined the objective approach to the inquiry as advocated in CSARS v Founders Hill. A discussion on the advantages of this approach indicated that it will certainly obviate a number of difficulties that arise from invoking „intention‟ as the litmus test.
- Full Text:
- Date Issued: 2012
- Authors: Grobler, Daniel Jacques
- Date: 2012
- Subjects: Income tax -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:8951 , http://hdl.handle.net/10948/2118 , Income tax -- South Africa
- Description: The Supreme Court of Appeal has revisited the issue that has attracted the most litigation in South African tax law: whether gains from the disposal of an asset are of a capital or of a revenue nature. In CSARS V Founders Hill (509/10) [2011] ZASCA 66, 73 SATC 183 the court held that „intention‟ is not conclusive in the enquiry and cannot be the litmus test in determining the nature of proceeds from the sale of an asset. This judgement relegates intention to only one of the factors to be considered as it was held that it should be considered objectively whether the taxpayer is actually trading or not. The court also indicated that a „realisation company‟ would only act on capital account if it is formed for the purpose of facilitating the realisation of property which could not otherwise be dealt with satisfactorily. This treatise was primarily aimed at an analysis of the court cases which dealt with the „realisation company‟ concept in South African income tax law. In analysing the „realisation company‟ concept through case law culminating in Founders Hill, it was found that in every instance where „realisation company‟ x had won the argument, there had been compelling reasons why the owners of the assets had found it necessary to realise the asset through an interposed company established for that purpose. These reasons include: to facilitate the sale of property previously held by different people and to consolidate and conveniently administer the interests of beneficiaries under different wills. Furthermore, this treatise criticised „intention‟ as the primary test in determining the nature of proceeds from the sale of a capital asset and examined the objective approach to the inquiry as advocated in CSARS v Founders Hill. A discussion on the advantages of this approach indicated that it will certainly obviate a number of difficulties that arise from invoking „intention‟ as the litmus test.
- Full Text:
- Date Issued: 2012
The accelerated life cycle testing and modelling of Li-ion cells used in electric vehicle applications
- Authors: Rossouw, Claire Angela
- Date: 2012
- Subjects: Lithium Ions , Electric batteries , Energy storage , Electric vehicles -- Power supply
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:10417 , http://hdl.handle.net/10948/d1012709 , Lithium Ions , Electric batteries , Energy storage , Electric vehicles -- Power supply
- Description: Li-ion batteries have become one of the chosen energy storage devices that are used in applications such as power tools, cellular phones and electric vehicles (EV). With the demand for portable high energy density devices, the rechargeable Li-ion battery has become one of the more viable energy storage systems for large scale commercial EVs because of their higher energy density to weight or volume ratio when compared to other current commercial battery energy storage systems. Various safety procedures for the use of Li-ion batteries in both consumer and EV applications have been developed by the international associations. The test procedures studied in this dissertation demonstrated the importance of determining the true capacity of a cell at various discharge rates. For this, the well known Peukert test was demonstrated. The study also showed that cells with different battery geometries and chemistries would demonstrate different thermal heating during discharge and slightly different Ragone results if different test methods were used as reported in the literature. Accelerated ageing tests were done on different cells at different Depth-of-Discharge (DoD) regions. The different DoD regions were determined according to expected stresses the electrode material in a cell would experience when discharged to specific DoD that follows the discharge voltage profile. Electrochemical Impedance Spectroscopy (EIS) was used to measure various electrochemical changes within these cells. The EIS results showed that certain observed modelled parameters would change similarly to the ageing of the cell as it aged due to the accelerated testing. EIS was also done on cells at different State-of-Charge (SoC) and temperatures. The results showed that EIS can be used as an effective technique to observe changes within a Li-ion cell as the SoC or temperature changed. For automotive vehicles that are powered by a fuel cell or battery, a supercapacitor can be coupled to a battery in order to increase and optimize the energy and power densities of the drive systems. A test procedure in the literature that evaluated the use of capacitors with Pb-acid batteries was applied to Li-ion type cells in order to quantify the increased power due to the use of a supercapacitor with a Li-ion cell. Both a cylindrical LiCoO2 cell and a VRLA Pb-acid cell showed some additional charge acceptance and delivery when connected to the supercapacitors. A LiMn2O4 pouch cell showed significant charge acceptance and delivery when connected to supercapacitors. The amount of additional charge acceptance and delivery of the different combinations could be explained by EIS, in particular, the resistance and capacitance of the cell in comparison to the combination of the cell and supercapacitor. A large capacity LiCoO2 cell showed high charge acceptance and delivery without connection with a supercapacitor. The study proved that EIS can be used to model the changes within cells under the different conditions and using different test procedures.
- Full Text:
- Date Issued: 2012
- Authors: Rossouw, Claire Angela
- Date: 2012
- Subjects: Lithium Ions , Electric batteries , Energy storage , Electric vehicles -- Power supply
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:10417 , http://hdl.handle.net/10948/d1012709 , Lithium Ions , Electric batteries , Energy storage , Electric vehicles -- Power supply
- Description: Li-ion batteries have become one of the chosen energy storage devices that are used in applications such as power tools, cellular phones and electric vehicles (EV). With the demand for portable high energy density devices, the rechargeable Li-ion battery has become one of the more viable energy storage systems for large scale commercial EVs because of their higher energy density to weight or volume ratio when compared to other current commercial battery energy storage systems. Various safety procedures for the use of Li-ion batteries in both consumer and EV applications have been developed by the international associations. The test procedures studied in this dissertation demonstrated the importance of determining the true capacity of a cell at various discharge rates. For this, the well known Peukert test was demonstrated. The study also showed that cells with different battery geometries and chemistries would demonstrate different thermal heating during discharge and slightly different Ragone results if different test methods were used as reported in the literature. Accelerated ageing tests were done on different cells at different Depth-of-Discharge (DoD) regions. The different DoD regions were determined according to expected stresses the electrode material in a cell would experience when discharged to specific DoD that follows the discharge voltage profile. Electrochemical Impedance Spectroscopy (EIS) was used to measure various electrochemical changes within these cells. The EIS results showed that certain observed modelled parameters would change similarly to the ageing of the cell as it aged due to the accelerated testing. EIS was also done on cells at different State-of-Charge (SoC) and temperatures. The results showed that EIS can be used as an effective technique to observe changes within a Li-ion cell as the SoC or temperature changed. For automotive vehicles that are powered by a fuel cell or battery, a supercapacitor can be coupled to a battery in order to increase and optimize the energy and power densities of the drive systems. A test procedure in the literature that evaluated the use of capacitors with Pb-acid batteries was applied to Li-ion type cells in order to quantify the increased power due to the use of a supercapacitor with a Li-ion cell. Both a cylindrical LiCoO2 cell and a VRLA Pb-acid cell showed some additional charge acceptance and delivery when connected to the supercapacitors. A LiMn2O4 pouch cell showed significant charge acceptance and delivery when connected to supercapacitors. The amount of additional charge acceptance and delivery of the different combinations could be explained by EIS, in particular, the resistance and capacitance of the cell in comparison to the combination of the cell and supercapacitor. A large capacity LiCoO2 cell showed high charge acceptance and delivery without connection with a supercapacitor. The study proved that EIS can be used to model the changes within cells under the different conditions and using different test procedures.
- Full Text:
- Date Issued: 2012
The adequacy of national student financial aid scheme towards qualification completion at Nelson Mandela Metropolitan University
- Authors: Nzuzo, Nomakhaya Olivia
- Date: 2012
- Subjects: Student financial aid administration -- South Africa -- Port Elizabeth , Dropouts -- Prevention , Student aid -- South Africa -- Port Elizabeth , Nelson Mandela Metropolitan University
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8291 , http://hdl.handle.net/10948/d1018686
- Description: NSFAS is a government-funded scheme that was established in 1996 with the objective of assisting financially needy students who are able to perform well academically, but are financially disadvantaged, and cannot afford higher education. The scheme was introduced as a mechanism to develop the country’s human capital and to also eradicate inequalities leading to poverty, crime, skill shortages and high levels of unemployment. This research was encouraged by the realization of the high drop-out rates amongst students funded by NSFAS. The research, therefore, wanted to investigate the adequacy of NSFAS in qualification completion, specifically at NMMU. In order to elicit responses from participants, a mixed method, with both quantitative and qualitative approaches was preferred. Questionnaires containing closed and open-ended questions were used as instruments for collecting data from participants. The study used a selected group of participants, with certain characteristics; and hence, the study was a purposive study. Five main areas were formulated as a framework to present the findings. The five areas involved the economic background of parents of NSFAS recipients, challenges faced by NSFAS recipients, as well as to determine whether NSFAS recipients were motivated to work hard as a result of attaining financial assistance. The last two areas involved reasons for NSFAS recipients to drop out and lastly the available support for NSFAS recipients. In relation to the economic background of parents of NSFAS recipients, findings revealed that almost 50 percent of their guardians were employed, with 26 percent of them being in skilled positions. The challenges faced by NSFAS recipients, were revealed, as being both academic and financial. About 52 percent of participants did not obtain full funding; and therefore, were expected to contribute towards their uncovered expenses. These participants were eventually faced with financial challenges that led them to drop out. To determine whether participants were motivated to work hard, as a result of acquiring financial assistance from NSFAS, about 52 percent of participants agreed to have received financial relief from NSFAS, but were not motivated to work hard. Findings revealed different reasons that led students funded by NSFAS to drop out before qualifying. The reasons included less Lecturer support (17.6 percent), unbearable workload (51.8 percent), bad qualification choice and financial challenges (21.4 percent). The last main area focused on available support from NSFAS as an Organisation to its recipients. Findings revealed no structured support system in place from NSFAS that was directed specifically to see its recipients succeed. Findings of the study can be used to identify students funded by NSFAS who might drop out before finishing their intended qualification. The findings could also guide NSFAS on what the student requirements are – in order to qualify. Recommendations on drop-out reductions and retention successes from local and international countries are provided. Further recommendations directed to NSFAS as a provider and it’s recipients are also provided.
- Full Text:
- Date Issued: 2012
- Authors: Nzuzo, Nomakhaya Olivia
- Date: 2012
- Subjects: Student financial aid administration -- South Africa -- Port Elizabeth , Dropouts -- Prevention , Student aid -- South Africa -- Port Elizabeth , Nelson Mandela Metropolitan University
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8291 , http://hdl.handle.net/10948/d1018686
- Description: NSFAS is a government-funded scheme that was established in 1996 with the objective of assisting financially needy students who are able to perform well academically, but are financially disadvantaged, and cannot afford higher education. The scheme was introduced as a mechanism to develop the country’s human capital and to also eradicate inequalities leading to poverty, crime, skill shortages and high levels of unemployment. This research was encouraged by the realization of the high drop-out rates amongst students funded by NSFAS. The research, therefore, wanted to investigate the adequacy of NSFAS in qualification completion, specifically at NMMU. In order to elicit responses from participants, a mixed method, with both quantitative and qualitative approaches was preferred. Questionnaires containing closed and open-ended questions were used as instruments for collecting data from participants. The study used a selected group of participants, with certain characteristics; and hence, the study was a purposive study. Five main areas were formulated as a framework to present the findings. The five areas involved the economic background of parents of NSFAS recipients, challenges faced by NSFAS recipients, as well as to determine whether NSFAS recipients were motivated to work hard as a result of attaining financial assistance. The last two areas involved reasons for NSFAS recipients to drop out and lastly the available support for NSFAS recipients. In relation to the economic background of parents of NSFAS recipients, findings revealed that almost 50 percent of their guardians were employed, with 26 percent of them being in skilled positions. The challenges faced by NSFAS recipients, were revealed, as being both academic and financial. About 52 percent of participants did not obtain full funding; and therefore, were expected to contribute towards their uncovered expenses. These participants were eventually faced with financial challenges that led them to drop out. To determine whether participants were motivated to work hard, as a result of acquiring financial assistance from NSFAS, about 52 percent of participants agreed to have received financial relief from NSFAS, but were not motivated to work hard. Findings revealed different reasons that led students funded by NSFAS to drop out before qualifying. The reasons included less Lecturer support (17.6 percent), unbearable workload (51.8 percent), bad qualification choice and financial challenges (21.4 percent). The last main area focused on available support from NSFAS as an Organisation to its recipients. Findings revealed no structured support system in place from NSFAS that was directed specifically to see its recipients succeed. Findings of the study can be used to identify students funded by NSFAS who might drop out before finishing their intended qualification. The findings could also guide NSFAS on what the student requirements are – in order to qualify. Recommendations on drop-out reductions and retention successes from local and international countries are provided. Further recommendations directed to NSFAS as a provider and it’s recipients are also provided.
- Full Text:
- Date Issued: 2012
The AIDS of aid?: long-term organisation challenges of a CBO dealing with HIV/AIDS, poverty and donor aid
- Authors: Shelver, Amy
- Date: 2012
- Subjects: Communicable diseases -- Prevention , Public health -- International cooperation , Economic assistance, Domestic , Community-based social services , AIDS (Disease) -- Prevention , HIV infections -- Prevention , Nonprofit organizations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9103 , http://hdl.handle.net/10948/d1012321 , Communicable diseases -- Prevention , Public health -- International cooperation , Economic assistance, Domestic , Community-based social services , AIDS (Disease) -- Prevention , HIV infections -- Prevention , Nonprofit organizations
- Description: The following treatise first frames the role of CBOs in responding to the HIV/Aids crisis in relation to their position in the global health governance system through a literature survey that moves from an analysis of the global structures down to the local. The survey covers the role of international organisations, international NGOs (INGOs), national governments, local NGOs and CBOs and outlines the context in which Masizakhe is working within the global health governance structure. Secondly the research design and methodology are outlined focusing on the longitudinal, case study and participant--‐observation approaches. Hypotheses, conceptualisation, definitions, key variables are described and data collection methods and fieldwork practice extrapolated upon. Following that data capturing, editing and analysis are discussed in conjunction with shortcomings and sources of error. In the fourth chapter the research discusses the history, structure and outlines the research findings by comparing what has changed within the organisation over time, presenting and discussing the results. The outcomes of this research have shown that existing problems in this particular CBO are very difficult to overcome without committed, sustained support from donors, government, community and the organisation’s members. CBOs are often hamstrung by a series of intersecting factors which hamper their ability to problem--‐solve, even when the route to overcoming the problem is clear, particularly when the capacity and will to do so is not always present from both within the organisation and from outside support systems. These challenges then impact on the overall quality of and ability to deliver the services the organisation is structured to deliver. The major challenge for the organisation remains the inconsistent donor cycle and resultant instability thus created within an organisation already working in a highly volatile, unstable situation marked by poverty and disease. Thus the title, The Aids of Aid?, captures the essence of Masizakhe’s struggle with its own syndrome of problems. It summarises a comment made by the project secretary said that: “Sometimes it feels like we are not only fighting for the health of our people – We are fighting for the health of our organisation. We are a sick organisation trying to help sick people. All we need is donors and funding –we can’t live without them, and when they don't give, we get sick” (Stamper, Pers Comm, 2011). The other emergent challenges were a battle internally with ‘founder syndrome’, lack of management transparency and a dysfunctional board.
- Full Text:
- Date Issued: 2012
- Authors: Shelver, Amy
- Date: 2012
- Subjects: Communicable diseases -- Prevention , Public health -- International cooperation , Economic assistance, Domestic , Community-based social services , AIDS (Disease) -- Prevention , HIV infections -- Prevention , Nonprofit organizations
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9103 , http://hdl.handle.net/10948/d1012321 , Communicable diseases -- Prevention , Public health -- International cooperation , Economic assistance, Domestic , Community-based social services , AIDS (Disease) -- Prevention , HIV infections -- Prevention , Nonprofit organizations
- Description: The following treatise first frames the role of CBOs in responding to the HIV/Aids crisis in relation to their position in the global health governance system through a literature survey that moves from an analysis of the global structures down to the local. The survey covers the role of international organisations, international NGOs (INGOs), national governments, local NGOs and CBOs and outlines the context in which Masizakhe is working within the global health governance structure. Secondly the research design and methodology are outlined focusing on the longitudinal, case study and participant--‐observation approaches. Hypotheses, conceptualisation, definitions, key variables are described and data collection methods and fieldwork practice extrapolated upon. Following that data capturing, editing and analysis are discussed in conjunction with shortcomings and sources of error. In the fourth chapter the research discusses the history, structure and outlines the research findings by comparing what has changed within the organisation over time, presenting and discussing the results. The outcomes of this research have shown that existing problems in this particular CBO are very difficult to overcome without committed, sustained support from donors, government, community and the organisation’s members. CBOs are often hamstrung by a series of intersecting factors which hamper their ability to problem--‐solve, even when the route to overcoming the problem is clear, particularly when the capacity and will to do so is not always present from both within the organisation and from outside support systems. These challenges then impact on the overall quality of and ability to deliver the services the organisation is structured to deliver. The major challenge for the organisation remains the inconsistent donor cycle and resultant instability thus created within an organisation already working in a highly volatile, unstable situation marked by poverty and disease. Thus the title, The Aids of Aid?, captures the essence of Masizakhe’s struggle with its own syndrome of problems. It summarises a comment made by the project secretary said that: “Sometimes it feels like we are not only fighting for the health of our people – We are fighting for the health of our organisation. We are a sick organisation trying to help sick people. All we need is donors and funding –we can’t live without them, and when they don't give, we get sick” (Stamper, Pers Comm, 2011). The other emergent challenges were a battle internally with ‘founder syndrome’, lack of management transparency and a dysfunctional board.
- Full Text:
- Date Issued: 2012
The allelopathic potential of Arctotis Arctotoides (L.f.) O. Hoffm on some vegetables
- Authors: Badmus, Abimbola Adesile
- Date: 2012
- Subjects: Allelopathy , Allelopathic agents , Vegetables -- Microbiology , Enzyme inhibitors
- Language: English
- Type: Thesis , Doctoral , PhD (Botany)
- Identifier: vital:11306 , http://hdl.handle.net/10353/454 , Allelopathy , Allelopathic agents , Vegetables -- Microbiology , Enzyme inhibitors
- Description: Laboratory and greenhouse experiments were conducted to evaluate the allelopathic effects of the extracts and residue Arctotis arctotoides (L.f.) O. Hoffm on selected vegetable crops. The study aimed to address the following specific objectives to (i) examine the ultra structures of the leaf of A. arctotoides using the Scanning Electron Microscope (SEM), (ii) carry out comprehensive qualitative and quantitative phytochemical analysis of the root and shoot materials of the plant, (iii) investigate the allelopathic activities of the root and shoot aqueous extracts of A. arctotoides at concentrations of 10, 8, 6, 4 and 2 mg/ml on germination, radicle and plumule growth of cabbage, carrot, tomato and spinach, (iv) evaluate the inhibitory effects of the dried shoot residue of the plant at 10, 20 and 40 g kg-3 of soil (treatments B, C and D) and the control (treatment A) on the morphology, growth and chlorophyll pigment content of tomato and cabbage transplants at 1, 2, 3 and 4 weeks after transplanting and (v) assess the effects of the dried shoot residue of A. arctotoides on the yield, nutrient uptake by the leaves of tomato and cabbage at 4 and 12 weeks after transplanting. Finally, to analyze the residual mineral content of the soils with tomato and cabbage transplants at 12 weeks after transplanting. The the SEM revealed that anisocytic stomata and glandular trichomes (GTs) were numerous on the abaxial than the adaxial surfaces of A. arctotoides. The non glandular trichomes (NGTs) were also present on both surfaces but lesser on the abaxial. Morphologically, the GTs were peltate, uniseriate and globular head while the NGTs were cylindrical and filamentous with variable number of cells at the basal portion. The energy dispersive X-ray spectroscopy of some crystals showed that Na+ Mg2+ and Ca2+ were the major constituents of the crystal deposit found around the GTs and stomata. The results of the phytochemical composition of the root and shoot extracts of A. arctotoides confirmed the occurrence of alkaloids, flavonoids, phenolics, saponnins, tannins and triterpenes as the common constituents. In addition, cardiac glycosides and steroids were also detected in the shoot of the A. arctotoides. Quantitative estimation of the chemical constituents of the crude extracts further revealed that the alkaloid content in the root higher (0.97 percent) than the shoot (0.64 percent). The quantity of flavonoids detected in the shoot (1.02 percent) was more than that observed in the root (0.35 percent). Others (phenolics and tannins) were marginal in the two plant parts. The results of the inhibitory effects of the root and shoot aqueous extract at the varying concentrations showed that root extract at 10 mg/ml considerably reduced the germination of cabbage, carrot, tomato and spinach seeds by 84.0, 83.2, 72.8 and 37.4 percent respectively. Incubation of the shoot extract at the same concentration resulted in 100 percent inhibition of cabbage and carrot seed germination whereas those of tomato and spinach were suppressed by 91.5 and 61.2 percent respectively. The two extracts at the varying concentrations also had a significant reduction on the radicle and plumule growth of the four vegetables. Addition of the shoot residue to the soil showed massive chlorosis, necrotic lesions and wilting of tomato and cabbage leaves under treatments C and D at 2 weeks after transplanting. The number of leaves, leaf area, dry shoot and root weight of the two vegetables grown in the amended soils were also drastically reduced. The inhibition percentages due to the addition of the three concentrations of A. arctotoides dried shoot residue on the dry shoot weight at 4 weeks after transplanting were 38.6, 45.5 and 70.3. for tomato and 57.5, 73.3 and 87.5 percent for cabbage. Similarly, the declines in the dry root weight of 61.3, 82.9.4 and 83.4 percent for tomato as well as 53.1, 54.7 and 67.2 percent for cabbages were recorded for the two vegetables under treatment B, C and D during the period. The results further showed that the dry fruit yield and shoot weight of tomato under the treatments B, C and D decreased with increase in shoot residue concentrations of A. arctotoides. Relative to treatment A, no significant differences were recorded in the dry head weight of cabbage under the residue treated groups. The reductions in the fruit yield and fresh head weight caused by treatments C and D were 37.2 and 84.8 percent for tomato and 30.9 and 72.4 percent for cabbage. The findings on the mineral contents in the leaves of the two vegetables revealed significant differences in the uptake of N, Mg, Na, Cu and Fe by tomato leaves. The concentrations of N, K, Na and Zn in cabbage leaves also differed. However, the P content was relatively constant in the leaves of the two vegetables at 4 and 12 weeks after transplanting. At 12 weeks after transplanting, the Fe content in soils with tomato and cabbage treatments C and D was greatly enhanced in comparison with the other nutrients. The residual N, P and Zn detected in soils planted to cabbage were similarly equal among all the groups including the control. Thus, under the greenhouse experiment, Arctotis arctotoides (L.f) O. Hoffm has been shown to contain some phytotoxic chemical compounds in its root and shoot materials. The compounds either singly or collectively have demonstrated some inhibitory potentials on the germination, growth and yields of cabbage, carrot, tomato and spinach evaluated in this study.
- Full Text:
- Date Issued: 2012
- Authors: Badmus, Abimbola Adesile
- Date: 2012
- Subjects: Allelopathy , Allelopathic agents , Vegetables -- Microbiology , Enzyme inhibitors
- Language: English
- Type: Thesis , Doctoral , PhD (Botany)
- Identifier: vital:11306 , http://hdl.handle.net/10353/454 , Allelopathy , Allelopathic agents , Vegetables -- Microbiology , Enzyme inhibitors
- Description: Laboratory and greenhouse experiments were conducted to evaluate the allelopathic effects of the extracts and residue Arctotis arctotoides (L.f.) O. Hoffm on selected vegetable crops. The study aimed to address the following specific objectives to (i) examine the ultra structures of the leaf of A. arctotoides using the Scanning Electron Microscope (SEM), (ii) carry out comprehensive qualitative and quantitative phytochemical analysis of the root and shoot materials of the plant, (iii) investigate the allelopathic activities of the root and shoot aqueous extracts of A. arctotoides at concentrations of 10, 8, 6, 4 and 2 mg/ml on germination, radicle and plumule growth of cabbage, carrot, tomato and spinach, (iv) evaluate the inhibitory effects of the dried shoot residue of the plant at 10, 20 and 40 g kg-3 of soil (treatments B, C and D) and the control (treatment A) on the morphology, growth and chlorophyll pigment content of tomato and cabbage transplants at 1, 2, 3 and 4 weeks after transplanting and (v) assess the effects of the dried shoot residue of A. arctotoides on the yield, nutrient uptake by the leaves of tomato and cabbage at 4 and 12 weeks after transplanting. Finally, to analyze the residual mineral content of the soils with tomato and cabbage transplants at 12 weeks after transplanting. The the SEM revealed that anisocytic stomata and glandular trichomes (GTs) were numerous on the abaxial than the adaxial surfaces of A. arctotoides. The non glandular trichomes (NGTs) were also present on both surfaces but lesser on the abaxial. Morphologically, the GTs were peltate, uniseriate and globular head while the NGTs were cylindrical and filamentous with variable number of cells at the basal portion. The energy dispersive X-ray spectroscopy of some crystals showed that Na+ Mg2+ and Ca2+ were the major constituents of the crystal deposit found around the GTs and stomata. The results of the phytochemical composition of the root and shoot extracts of A. arctotoides confirmed the occurrence of alkaloids, flavonoids, phenolics, saponnins, tannins and triterpenes as the common constituents. In addition, cardiac glycosides and steroids were also detected in the shoot of the A. arctotoides. Quantitative estimation of the chemical constituents of the crude extracts further revealed that the alkaloid content in the root higher (0.97 percent) than the shoot (0.64 percent). The quantity of flavonoids detected in the shoot (1.02 percent) was more than that observed in the root (0.35 percent). Others (phenolics and tannins) were marginal in the two plant parts. The results of the inhibitory effects of the root and shoot aqueous extract at the varying concentrations showed that root extract at 10 mg/ml considerably reduced the germination of cabbage, carrot, tomato and spinach seeds by 84.0, 83.2, 72.8 and 37.4 percent respectively. Incubation of the shoot extract at the same concentration resulted in 100 percent inhibition of cabbage and carrot seed germination whereas those of tomato and spinach were suppressed by 91.5 and 61.2 percent respectively. The two extracts at the varying concentrations also had a significant reduction on the radicle and plumule growth of the four vegetables. Addition of the shoot residue to the soil showed massive chlorosis, necrotic lesions and wilting of tomato and cabbage leaves under treatments C and D at 2 weeks after transplanting. The number of leaves, leaf area, dry shoot and root weight of the two vegetables grown in the amended soils were also drastically reduced. The inhibition percentages due to the addition of the three concentrations of A. arctotoides dried shoot residue on the dry shoot weight at 4 weeks after transplanting were 38.6, 45.5 and 70.3. for tomato and 57.5, 73.3 and 87.5 percent for cabbage. Similarly, the declines in the dry root weight of 61.3, 82.9.4 and 83.4 percent for tomato as well as 53.1, 54.7 and 67.2 percent for cabbages were recorded for the two vegetables under treatment B, C and D during the period. The results further showed that the dry fruit yield and shoot weight of tomato under the treatments B, C and D decreased with increase in shoot residue concentrations of A. arctotoides. Relative to treatment A, no significant differences were recorded in the dry head weight of cabbage under the residue treated groups. The reductions in the fruit yield and fresh head weight caused by treatments C and D were 37.2 and 84.8 percent for tomato and 30.9 and 72.4 percent for cabbage. The findings on the mineral contents in the leaves of the two vegetables revealed significant differences in the uptake of N, Mg, Na, Cu and Fe by tomato leaves. The concentrations of N, K, Na and Zn in cabbage leaves also differed. However, the P content was relatively constant in the leaves of the two vegetables at 4 and 12 weeks after transplanting. At 12 weeks after transplanting, the Fe content in soils with tomato and cabbage treatments C and D was greatly enhanced in comparison with the other nutrients. The residual N, P and Zn detected in soils planted to cabbage were similarly equal among all the groups including the control. Thus, under the greenhouse experiment, Arctotis arctotoides (L.f) O. Hoffm has been shown to contain some phytotoxic chemical compounds in its root and shoot materials. The compounds either singly or collectively have demonstrated some inhibitory potentials on the germination, growth and yields of cabbage, carrot, tomato and spinach evaluated in this study.
- Full Text:
- Date Issued: 2012
The analysis of the strain level and the predicted human error probability for critical hospital tasks
- Authors: Burford, Eva-Maria
- Date: 2012
- Subjects: Nursing errors -- South Africa -- Prevention , Nursing -- South Africa -- Psychological aspects , Hospitals -- Employees -- Health and hygiene -- South Africa , Nursing -- Job stress -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5104 , http://hdl.handle.net/10962/d1005182 , Nursing errors -- South Africa -- Prevention , Nursing -- South Africa -- Psychological aspects , Hospitals -- Employees -- Health and hygiene -- South Africa , Nursing -- Job stress -- South Africa
- Description: South African hospitals, as a result of numerous factors, have the problem of an increasing workload for nursing staff, which in turn may affect patient treatment quality. This project aimed at addressing patient treatment quality specifically from the perspective of worker capabilities by investigating the strain level and predicted human error probability associated with specific patient-centered tasks in the South African health care sector. This was achieved through two independent yet interlinked studies which focused on seven patient-centred tasks. The tasks analysed were the tasks of setting up and changing intravenous medication, administering injection and pill medication, measuring blood glucose, temperature and heart rate and blood pressure. In the first study, work environment and task characteristics, task structure and execution were analysed. In addition to the task execution, the resulting strain levels, in the form of heart rate measures and subjective ratings of workload, were studied. The second study determined the error protocols and predictive error probability within the healthcare environment for the seven pre-defined tasks. The results for the first study established that different organizational and environment factors could affect task complexity and workload. The individual task components and information processing requirements for each task was also established. For the strain analysis, significant results for the tasks were determined for heart rate frequency and the heart rate variability measures, but some of these were contradictory. For the second study, specific error protocols and error reporting data were determined for the hospital where this research was conducted. Additionally the predictive error probability for the pre-defined tasks was determined. This combined approach and collective results indicate that strain and predictive error probability as a result of task workload can be determined in the field as well as being able to identify which factors have an effect on task strain and error probability. The value of this research lies in the foundation that the gathered information provides and the numerous potential applications of this data. These applications include providing recommendations aimed at improving nursing work environment with regards to workload, improving patient treatment as a result of a reduction in errors and the potential foundation these results provide for future research
- Full Text:
- Date Issued: 2012
- Authors: Burford, Eva-Maria
- Date: 2012
- Subjects: Nursing errors -- South Africa -- Prevention , Nursing -- South Africa -- Psychological aspects , Hospitals -- Employees -- Health and hygiene -- South Africa , Nursing -- Job stress -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5104 , http://hdl.handle.net/10962/d1005182 , Nursing errors -- South Africa -- Prevention , Nursing -- South Africa -- Psychological aspects , Hospitals -- Employees -- Health and hygiene -- South Africa , Nursing -- Job stress -- South Africa
- Description: South African hospitals, as a result of numerous factors, have the problem of an increasing workload for nursing staff, which in turn may affect patient treatment quality. This project aimed at addressing patient treatment quality specifically from the perspective of worker capabilities by investigating the strain level and predicted human error probability associated with specific patient-centered tasks in the South African health care sector. This was achieved through two independent yet interlinked studies which focused on seven patient-centred tasks. The tasks analysed were the tasks of setting up and changing intravenous medication, administering injection and pill medication, measuring blood glucose, temperature and heart rate and blood pressure. In the first study, work environment and task characteristics, task structure and execution were analysed. In addition to the task execution, the resulting strain levels, in the form of heart rate measures and subjective ratings of workload, were studied. The second study determined the error protocols and predictive error probability within the healthcare environment for the seven pre-defined tasks. The results for the first study established that different organizational and environment factors could affect task complexity and workload. The individual task components and information processing requirements for each task was also established. For the strain analysis, significant results for the tasks were determined for heart rate frequency and the heart rate variability measures, but some of these were contradictory. For the second study, specific error protocols and error reporting data were determined for the hospital where this research was conducted. Additionally the predictive error probability for the pre-defined tasks was determined. This combined approach and collective results indicate that strain and predictive error probability as a result of task workload can be determined in the field as well as being able to identify which factors have an effect on task strain and error probability. The value of this research lies in the foundation that the gathered information provides and the numerous potential applications of this data. These applications include providing recommendations aimed at improving nursing work environment with regards to workload, improving patient treatment as a result of a reduction in errors and the potential foundation these results provide for future research
- Full Text:
- Date Issued: 2012