Economically important cephalopods of southern Angola, with a focus on the artisanal jig fishery
- Vázquez Morán, Chénelle Lesley
- Authors: Vázquez Morán, Chénelle Lesley
- Date: 2023-03-31
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422529 , vital:71955 , DOI 10.21504/10962/422529
- Description: The global decline in marine finfish stocks has been met with a concomitant expansion of fisheries for cephalopods. Despite the increase in the exploitation and commercialization of cephalopods, there is a dearth of scientific information for over 90% of the extant species and this is even more marked in the developing world. Angolan capture fisheries production noted a tenfold increase in cephalopod landings between 1994 and 2003. One of the important fisheries is a cephalopod directed jig fishery that targets the squid Loligo reynaudii and the cuttlefish Sepia vermiculata in southern Angola, however, there is a complete lack of socio-ecological information available for this fishery. Hence the aim of this thesis was to provide basic biological and demographic information on L. reynaudii and S. vermiculata distributed off the coast of southern Angola, assess the importance and dependence of local artisanal fishers on these two species and examine the current management strategies and policies in the region This study found that the artisanal cephalopod jig fishery is critical for the livelihoods of the coastal communities of southern Angola, particularly due to the limited alternative income generating opportunities available. The cephalopod jig fishery is highly labour intensive, with fishers spending a considerable amount of time per day, drifting over known fishing grounds. Catch composition of the artisanal jig fishery indicated that squid is the dominant species within the fishery, in terms of numerical abundance and weight. The productivity and progression of the fishery is hampered by a number of ecological, socio-economic and governance constraints, as highlighted by socio-economic surveys conducted with local squid fishers. Such constraints include, but are not limited to declining catches, increased negative interactions with seals, increased inter-sector competition, lack of infrastructure, poor quality fishing equipment as well as a lack of communication and support from government officials. To examine aspects of the biology and demography of L. reynaudii, whole specimens were collected monthly, from the two primary fishing areas in southern Angola; Namibe and Tombua, during two main sampling periods, June 2008 – May 2009 (Period 1) and June 2014 – May 2015 (Period 2). Male L. reynaudii were found to be significantly larger in size and weight than females, however both the average and maximum dorsal mantle length (DML) decreased between sampling periods. Length-at-50% maturity was larger for male L. reynaudii (170.47 mm DML – 1st period, 165.44 mm DML – 2nd period) than female L. reynaudii (114.71 mm DML – 1st period, 109.43 mm DML – 2nd period). Gonadosomatic indices (GSI) varied significantly during month and season for both sexes. Peak GSI coincided with a low catches in the artisanal jig fishery suggesting that the population may undergo a spawning migration away from fishing grounds, during late spring and summer. The theory of a seasonal spawning migration is further supported in this study by the low abundance of juvenile and sub-adult L, reynaudii collected during the study, along with the inability to detect egg beds in known fishing grounds. Stomach content analysis indicated that teleosts were the most important dietary item (66.3% F of the stomach contents). Trachurus capensis and Engraulis encrasicolus are both highly abundant small pelagic fishes in the cold nutrient rich waters of the Benguela Current and dominated the diet of sampled squid during autumn and winter months. It is likely that the prevalence of large, adult squid off the coast of Angola, as observed within the current study, may be ascribed to the suitable environmental conditions and the abundance of suitable prey. The results from the current study indicate that the southern Angolan subpopulation reveals similarities to that of the West Coast subpopulation of squid in South Africa, with regards to demographics and reproductive characteristics. It is likely that the population in southern Angola is an extension of the South African subpopulation of L. reynaudii on the western extremities. To examine the basic population biology and ecology of S. vermiculata off southern Angola whole specimens were collected from the fishery between December 2014 and April 2015. Morphological results indicate clear sexual dimorphism in soft part characteristics, cuttlebone and beak morphometry. Length-at-50% maturity was smaller in male S. vermiculata (217.53 mm DML) than female S. vermiculata (231.13 mm DML), although these differences were not significant. Stomach content analysis indicated that S. vermiculata predominantly fed on teleost species which were found within 64.5% of stomachs. Teleosts were more dominant in the diet of male S. vermiculata (78.6% F) than female S. vermiculata (53.0% F), which ate a more varied diet including crustaceans (41.2% F) and cephalopods (17.7% F). Availability and abundance of cuttlefish in Namibe indicates that the species may undergo a spatio-temporal shift in distribution, with majority of the artisanal catches of S. vermiculata occurring during summer months. The results from the current study highlights the fisheries potential of L. reynaudii and S. vermiculata and the dependence of artisanal fishers in southern Angola on cephalopods, and more specifically squid. The development of sustainable fisheries management strategies for the artisanal cephalopod jig fishery is critical, particularly as the global exploitation of cephalopods continues to increase with declining finfish populations. Failure to implement management strategies may remove this critical economic safety net for vulnerable coastal communities which have little alternative livelihood opportunities. Ongoing ecological research, a co-management approach and an increased consideration of local ecological knowledge will assist in designing appropriate management plans for the southern Angolan cephalopod jig fishery. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
- Full Text:
- Date Issued: 2023-03-31
- Authors: Vázquez Morán, Chénelle Lesley
- Date: 2023-03-31
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422529 , vital:71955 , DOI 10.21504/10962/422529
- Description: The global decline in marine finfish stocks has been met with a concomitant expansion of fisheries for cephalopods. Despite the increase in the exploitation and commercialization of cephalopods, there is a dearth of scientific information for over 90% of the extant species and this is even more marked in the developing world. Angolan capture fisheries production noted a tenfold increase in cephalopod landings between 1994 and 2003. One of the important fisheries is a cephalopod directed jig fishery that targets the squid Loligo reynaudii and the cuttlefish Sepia vermiculata in southern Angola, however, there is a complete lack of socio-ecological information available for this fishery. Hence the aim of this thesis was to provide basic biological and demographic information on L. reynaudii and S. vermiculata distributed off the coast of southern Angola, assess the importance and dependence of local artisanal fishers on these two species and examine the current management strategies and policies in the region This study found that the artisanal cephalopod jig fishery is critical for the livelihoods of the coastal communities of southern Angola, particularly due to the limited alternative income generating opportunities available. The cephalopod jig fishery is highly labour intensive, with fishers spending a considerable amount of time per day, drifting over known fishing grounds. Catch composition of the artisanal jig fishery indicated that squid is the dominant species within the fishery, in terms of numerical abundance and weight. The productivity and progression of the fishery is hampered by a number of ecological, socio-economic and governance constraints, as highlighted by socio-economic surveys conducted with local squid fishers. Such constraints include, but are not limited to declining catches, increased negative interactions with seals, increased inter-sector competition, lack of infrastructure, poor quality fishing equipment as well as a lack of communication and support from government officials. To examine aspects of the biology and demography of L. reynaudii, whole specimens were collected monthly, from the two primary fishing areas in southern Angola; Namibe and Tombua, during two main sampling periods, June 2008 – May 2009 (Period 1) and June 2014 – May 2015 (Period 2). Male L. reynaudii were found to be significantly larger in size and weight than females, however both the average and maximum dorsal mantle length (DML) decreased between sampling periods. Length-at-50% maturity was larger for male L. reynaudii (170.47 mm DML – 1st period, 165.44 mm DML – 2nd period) than female L. reynaudii (114.71 mm DML – 1st period, 109.43 mm DML – 2nd period). Gonadosomatic indices (GSI) varied significantly during month and season for both sexes. Peak GSI coincided with a low catches in the artisanal jig fishery suggesting that the population may undergo a spawning migration away from fishing grounds, during late spring and summer. The theory of a seasonal spawning migration is further supported in this study by the low abundance of juvenile and sub-adult L, reynaudii collected during the study, along with the inability to detect egg beds in known fishing grounds. Stomach content analysis indicated that teleosts were the most important dietary item (66.3% F of the stomach contents). Trachurus capensis and Engraulis encrasicolus are both highly abundant small pelagic fishes in the cold nutrient rich waters of the Benguela Current and dominated the diet of sampled squid during autumn and winter months. It is likely that the prevalence of large, adult squid off the coast of Angola, as observed within the current study, may be ascribed to the suitable environmental conditions and the abundance of suitable prey. The results from the current study indicate that the southern Angolan subpopulation reveals similarities to that of the West Coast subpopulation of squid in South Africa, with regards to demographics and reproductive characteristics. It is likely that the population in southern Angola is an extension of the South African subpopulation of L. reynaudii on the western extremities. To examine the basic population biology and ecology of S. vermiculata off southern Angola whole specimens were collected from the fishery between December 2014 and April 2015. Morphological results indicate clear sexual dimorphism in soft part characteristics, cuttlebone and beak morphometry. Length-at-50% maturity was smaller in male S. vermiculata (217.53 mm DML) than female S. vermiculata (231.13 mm DML), although these differences were not significant. Stomach content analysis indicated that S. vermiculata predominantly fed on teleost species which were found within 64.5% of stomachs. Teleosts were more dominant in the diet of male S. vermiculata (78.6% F) than female S. vermiculata (53.0% F), which ate a more varied diet including crustaceans (41.2% F) and cephalopods (17.7% F). Availability and abundance of cuttlefish in Namibe indicates that the species may undergo a spatio-temporal shift in distribution, with majority of the artisanal catches of S. vermiculata occurring during summer months. The results from the current study highlights the fisheries potential of L. reynaudii and S. vermiculata and the dependence of artisanal fishers in southern Angola on cephalopods, and more specifically squid. The development of sustainable fisheries management strategies for the artisanal cephalopod jig fishery is critical, particularly as the global exploitation of cephalopods continues to increase with declining finfish populations. Failure to implement management strategies may remove this critical economic safety net for vulnerable coastal communities which have little alternative livelihood opportunities. Ongoing ecological research, a co-management approach and an increased consideration of local ecological knowledge will assist in designing appropriate management plans for the southern Angolan cephalopod jig fishery. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
- Full Text:
- Date Issued: 2023-03-31
Characterisation of two novel ferrocenyl benzoxazines as in vitro triple-negative breast cancer inhibitors
- Authors: Mhlanga, Richwell
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365689 , vital:65776
- Description: Thesis access embargoed. Expected released date early 2025. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Mhlanga, Richwell
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365689 , vital:65776
- Description: Thesis access embargoed. Expected released date early 2025. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
Development of biosensor systems for the detection of anti-cancer drugs and prostate cancer
- Authors: Mwanza, Daniel
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365929 , vital:65803
- Description: Thesis embargoed. Expected release date early 2025. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Mwanza, Daniel
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365929 , vital:65803
- Description: Thesis embargoed. Expected release date early 2025. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-10-14
Dual and targeted photodynamic therapy ablation of bacterial and cancer cells using phthalocyanines and porphyrins in the presence of carbon-based nanomaterials
- Authors: Openda, Yolande Ikala
- Date: 2022-10-14
- Subjects: Phthalocyanines , Porphyrins , Active oxygen , Biofilms , Breast Cancer Treatment , Nanostructured materials , Combination therapy , Photochemotherapy
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365945 , vital:65804 , DOI https://doi.org/10.21504/10962//365946
- Description: Phthalocyanines (Pcs) and porphyrins bearing substituents that possess antibacterial/anticancer properties are used as photosensitizers (PS) for the first time in the work. For targeting specificity and improved photoactivity, the PSs were afterward functionalized with carbon nanomaterials such as graphene quantum dots (GQDs) and detonation nanodiamonds (DNDs) via covalent conjugation (amide or ester bonds) or by non-covalent conjugation (π-π stacking and electrostatic interactions). Furthermore, the PSs-DNDs nanoconjugates were conjugated to either chitosan-capped silver nanoparticles (CSAg) via amide bonds or to the bare silver nanoparticles (Ag NPs) using the silver- nitrogen affinity. The as-synthesized nanoconjugates were also fully characterized by spectroscopic and microscopic methods together with thermal analysis. The potential photocytotoxicity of the complexes alone and their nanoconjugates against S. aureus and/or E. coli planktonic and biofilm cultures has been evaluated in vitro. Compared to the non- quaternized PSs, the cationic analogs exhibited a higher photodynamic inactivation against the planktonic cells with log10 reduction values above 9 in the viable count using a concentration of ca. 1.25 μM following 30 min exposure to light (Light dose: 943 J/cm2 for Pcs and 250 mW/cm2 for porphyrins). Whereas, at a concentration of ca. 100 μM the cationic PSs showed complete eradication of biofilms upon 30 min exposure to light. As a result of conjugation to carbon-based nanomaterials and silver nanoparticles, the compounds proved to be more effective as they exhibited stronger antibacterial and anti-biofilm activities on the multi-drug resistant bacteria strains due to synergetic effect, compared to PSs alone. This suggests that the newly prepared nanohybrids (PS concentration ca. 100 μM) could be used as potential antimicrobial agents in the treatment of biofilm-related infections. The target nanoconjugates showed all the advantages of two different groups existing on a single entity. In light of the potential advantages of combined chemotherapy and photodynamic antimicrobial chemotherapy (PACT), this work reports for the first time the use of PACT-ciprofloxacin (CIP) dual therapy using selected indium quaternized PSs which showed higher photoactivity with complete eradication of both Gram-positive and Gram-negative bacteria biofilms at concentrations of 8 μM of PS versus 2 μg/mL of the antibiotic following 15 min irradiation time (light dose: 471 J/cm2 for Pcs and fluence: 250 mW/cm2 for porphyrins) on S. aureus. Whereas the total killing of E. coli was obtained when combining 8 or 16 μM of PS combined with 4 μg/mL of CIP. The combined treatment resulted in the complete eradication of the matured biofilms with the highest log10 reduction values of 7.05 and 7.20 on S. aureus and E. coli, respectively. Used as a model, positively charged dimethylamino-chalcone Pcs also exhibited interesting photodynamic therapy (PDT) activity against MCF-7 cancer cells giving IC50 values of 17.9 and 7.4 μM, respectively following 15 min irradiation. Additionally, the TD-B3LYP/LanL2DZ calculations were run on the dimethylaminophenyl- porphyrins to compare the singlet excitation energies of quaternized and non-quaternized porphyrins in vacuo. the study shows excellent agreement between time-dependent density- functional theory (TD-DFT) exciting energies and the experimental S1>S0 excitation energies. The small deviation observed between the calculated and experimental spectra arises from the solvent effect. The excitation energies observed in these UV-Vis spectra mostly originated from electron promotion between the highest occupied molecular orbital (HOMO) for the less intense band and the HOMO-1 for the most intense band of the ground states to the lower unoccupied molecular orbital (LUMO) of the excited states. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Openda, Yolande Ikala
- Date: 2022-10-14
- Subjects: Phthalocyanines , Porphyrins , Active oxygen , Biofilms , Breast Cancer Treatment , Nanostructured materials , Combination therapy , Photochemotherapy
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365945 , vital:65804 , DOI https://doi.org/10.21504/10962//365946
- Description: Phthalocyanines (Pcs) and porphyrins bearing substituents that possess antibacterial/anticancer properties are used as photosensitizers (PS) for the first time in the work. For targeting specificity and improved photoactivity, the PSs were afterward functionalized with carbon nanomaterials such as graphene quantum dots (GQDs) and detonation nanodiamonds (DNDs) via covalent conjugation (amide or ester bonds) or by non-covalent conjugation (π-π stacking and electrostatic interactions). Furthermore, the PSs-DNDs nanoconjugates were conjugated to either chitosan-capped silver nanoparticles (CSAg) via amide bonds or to the bare silver nanoparticles (Ag NPs) using the silver- nitrogen affinity. The as-synthesized nanoconjugates were also fully characterized by spectroscopic and microscopic methods together with thermal analysis. The potential photocytotoxicity of the complexes alone and their nanoconjugates against S. aureus and/or E. coli planktonic and biofilm cultures has been evaluated in vitro. Compared to the non- quaternized PSs, the cationic analogs exhibited a higher photodynamic inactivation against the planktonic cells with log10 reduction values above 9 in the viable count using a concentration of ca. 1.25 μM following 30 min exposure to light (Light dose: 943 J/cm2 for Pcs and 250 mW/cm2 for porphyrins). Whereas, at a concentration of ca. 100 μM the cationic PSs showed complete eradication of biofilms upon 30 min exposure to light. As a result of conjugation to carbon-based nanomaterials and silver nanoparticles, the compounds proved to be more effective as they exhibited stronger antibacterial and anti-biofilm activities on the multi-drug resistant bacteria strains due to synergetic effect, compared to PSs alone. This suggests that the newly prepared nanohybrids (PS concentration ca. 100 μM) could be used as potential antimicrobial agents in the treatment of biofilm-related infections. The target nanoconjugates showed all the advantages of two different groups existing on a single entity. In light of the potential advantages of combined chemotherapy and photodynamic antimicrobial chemotherapy (PACT), this work reports for the first time the use of PACT-ciprofloxacin (CIP) dual therapy using selected indium quaternized PSs which showed higher photoactivity with complete eradication of both Gram-positive and Gram-negative bacteria biofilms at concentrations of 8 μM of PS versus 2 μg/mL of the antibiotic following 15 min irradiation time (light dose: 471 J/cm2 for Pcs and fluence: 250 mW/cm2 for porphyrins) on S. aureus. Whereas the total killing of E. coli was obtained when combining 8 or 16 μM of PS combined with 4 μg/mL of CIP. The combined treatment resulted in the complete eradication of the matured biofilms with the highest log10 reduction values of 7.05 and 7.20 on S. aureus and E. coli, respectively. Used as a model, positively charged dimethylamino-chalcone Pcs also exhibited interesting photodynamic therapy (PDT) activity against MCF-7 cancer cells giving IC50 values of 17.9 and 7.4 μM, respectively following 15 min irradiation. Additionally, the TD-B3LYP/LanL2DZ calculations were run on the dimethylaminophenyl- porphyrins to compare the singlet excitation energies of quaternized and non-quaternized porphyrins in vacuo. the study shows excellent agreement between time-dependent density- functional theory (TD-DFT) exciting energies and the experimental S1>S0 excitation energies. The small deviation observed between the calculated and experimental spectra arises from the solvent effect. The excitation energies observed in these UV-Vis spectra mostly originated from electron promotion between the highest occupied molecular orbital (HOMO) for the less intense band and the HOMO-1 for the most intense band of the ground states to the lower unoccupied molecular orbital (LUMO) of the excited states. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-10-14
Mechanistic analysis of two cytotoxic thiazolidinones as novel inhibitors of Triple-Negative Breast Cancer
- Authors: Vukea, Nyeleti
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365734 , vital:65780
- Description: Thesis embargoes. Expected release date early 2025. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Vukea, Nyeleti
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365734 , vital:65780
- Description: Thesis embargoes. Expected release date early 2025. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
Regulation of Oct4 expression during cell stress
- Authors: Samson, William John
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365712 , vital:65778
- Description: Thesis embargoed. Expected release date early 2025. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Samson, William John
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365712 , vital:65778
- Description: Thesis embargoed. Expected release date early 2025. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
The transformative potential of intersecting arts-based inquiry and environmental learning in urban South Africa: a focus on socio-ecological water pedagogies
- Authors: James, Anna Katharine
- Date: 2022-04-08
- Subjects: Environmental education South Africa , Water conservation Study and teaching South Africa , Art in environmental education South Africa , Social learning South Africa , Educational sociology South Africa , Water-supply Social aspects South Africa , Critical realism , Socio-ecological education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290660 , vital:56772 , DOI 10.21504/10962/290660
- Description: In this study I explore and explain transformative potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: James, Anna Katharine
- Date: 2022-04-08
- Subjects: Environmental education South Africa , Water conservation Study and teaching South Africa , Art in environmental education South Africa , Social learning South Africa , Educational sociology South Africa , Water-supply Social aspects South Africa , Critical realism , Socio-ecological education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290660 , vital:56772 , DOI 10.21504/10962/290660
- Description: In this study I explore and explain transformative potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
Towards the Common Good: An expansive post-abyssal (Re)stor(y)ing of the epistemic cultures of the citizen sciences
- Authors: Vallabh, Priya
- Date: 2022-04-08
- Subjects: Science Citizen participation , Decolonization , Social epistemology , Hegemony , Common good , Traditional ecological knowledge , Ethnoscience
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290671 , vital:56773 , DOI 10.21504/10962/290671
- Description: In this study I explore and explain transformatiThe citizen sciences convene complex and reflexive ecologies of knowledges in response to a range of social-ecological risks. Their epistemic cultures seem to be assembled in ways which increase potential mobilisation of the common knowledges being produced, thereby producing knowledges in forms that are more strongly aligned with a range of implementation strategies. However, much of such processes of knowledge production have been ‘cleaned out’ of official accounts through scientifically hegemonic systems of legitimation, deepening hegemonically-entrenched systems of epistemic, contributory and distributive injustices, and undermining the potential for stronger enactments of participatory and radical democracies. The engagement of sociologies of absences and emergences in this study evidence these epistemic insights, thereby evidencing an expansive post-abyssal (re)stor(y)ing of the citizen sciences. Through this research, I consider knowledge production as ‘commoning', towards the constitution of the common good. To date, most accounts of knowledge production within citizen science projects primarily focus on scientific processes of knowledge production and legitimation. Such accounts neglect the ecologies of diverse knowledges through which knowledge is being collaboratively produced, the forms of learning that occur, or the ways in which such ecologies are mobilised in response to specific socialecological risks. To better understand the ways in which citizen science projects build risk-responsive common knowledge, I bring a focus to the diversity of epistemic cultures convened, speaking to this gap. My primary research question is: How do the epistemic cultures within citizen science projects enable commoning in response to social-ecological risk? To begin, I establish a particular vantage point from which the remainder of the thesis is launched, one which centres as the primary interest of knowledge production, an interest in social-ecological justice and the constitution of the common good. From this vantage point, knowledge co-production and learning can be viewed as acts of commoning, which themselves constitute common goods. I draw on the work of Karin Knorr Cetina to conceptualise and frame notions of epistemic cultures and their epistemic features. Expanding notions of epistemic cultures from a post-abyssal perspective, I draw on the work of Bruno Latour and Boaventura de Sousa Santos. Latour’s distinctions between the production of ‘matters of fact’ and ‘matters of concern’ provide a way to challenge hegemonic systems of scientific knowledge production, while preserving the potential emergence of multiplicity in the context of evolving risk, thereby enabling a greater degree of situated reflexivity. Santos argues for the reclamation of all ways of knowing, including but not limited to scientific ways of knowing the world. He argues that other forms of knowledge are produced as nonexistent, and that they might be reclaimed through engaging sociologies of absences and emergences. Both authors enable a stronger analysis of knowledge production in terms of its ability to intervene into context in response to manifest risks. These three theoretical approaches are convened into an analytical framework for the study. To enact sociologies of absences and emergences, I engage two forms of immanent critique, complemented by an epistemic mapping of 50 South African citizen science projects, and an analysis of three illustrative case studies. The first critique is one of produced nonexistence, through which I consider three aspects of the general knowledge cultures within which the epistemic cultures of citizen science projects are situated. This critique makes evident the ways in which the ontological and related conceptual structures of hegemonic scientific knowledge production actively produce as nonexistent, other onto-epistemic contributions to knowledge production in response to social-ecological risks. The second critique reviews the field of peer-reviewed literature through a reading of presence and absence, with a focus on the articulation of epistemic cultures. Predictably, a key finding is that this form of scientific reporting primarily foregrounds legitimated scientifically processed knowledge, while once again producing as nonexistent, other forms of knowledges. However, there is evidence of increasing accounts of citizen science which recognise both a diversity of knowledge contributions, and epistemic, contributory and distributive justice issues as regards hegemonic forms of reporting. The epistemic mapping evidences a highly diversified field of citizen sciences, whose epistemic cultures are convened to produce distinct forms of scientifically-informed knowledges in response to diverse contexts, scales and notions of risk. The three illustrative case studies engage sociologies of absences and emergences, with particular focus on articulating the ecologies of knowledges evidenced in project documentation, including both official and unofficial accounts of epistemic activity. This analysis highlights the significant contributions of diverse forms of knowledges, including scientific, situated, embodied, governance, indigenous, spiritual and relational knowledges, and the ways in which these knowledge are convened to respond to specific configurations of risk. It once again highlights issues of epistemic, contributory and distributive justice, and makes evident the need for stronger integrity in processes of producing and reporting common knowledges. The case studies also illustrate the increased effectiveness of leveraging an ecology of knowledges (in contrast to a monoculture of scientific knowledge) in response to situated risks, including how such ecologies have a tendency to be generative and enable multiple forms of intervention into structures and applied contexts of intervention. In response to the collective research findings, a think-piece on rigour-as-integrity is offered as a contribution to commoning, in response to social-ecological risk. The piece draws together a postabyssal system of rigour intended to strengthen knowledge production in ways which actively centre forms of justice and commoning. ve potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Vallabh, Priya
- Date: 2022-04-08
- Subjects: Science Citizen participation , Decolonization , Social epistemology , Hegemony , Common good , Traditional ecological knowledge , Ethnoscience
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290671 , vital:56773 , DOI 10.21504/10962/290671
- Description: In this study I explore and explain transformatiThe citizen sciences convene complex and reflexive ecologies of knowledges in response to a range of social-ecological risks. Their epistemic cultures seem to be assembled in ways which increase potential mobilisation of the common knowledges being produced, thereby producing knowledges in forms that are more strongly aligned with a range of implementation strategies. However, much of such processes of knowledge production have been ‘cleaned out’ of official accounts through scientifically hegemonic systems of legitimation, deepening hegemonically-entrenched systems of epistemic, contributory and distributive injustices, and undermining the potential for stronger enactments of participatory and radical democracies. The engagement of sociologies of absences and emergences in this study evidence these epistemic insights, thereby evidencing an expansive post-abyssal (re)stor(y)ing of the citizen sciences. Through this research, I consider knowledge production as ‘commoning', towards the constitution of the common good. To date, most accounts of knowledge production within citizen science projects primarily focus on scientific processes of knowledge production and legitimation. Such accounts neglect the ecologies of diverse knowledges through which knowledge is being collaboratively produced, the forms of learning that occur, or the ways in which such ecologies are mobilised in response to specific socialecological risks. To better understand the ways in which citizen science projects build risk-responsive common knowledge, I bring a focus to the diversity of epistemic cultures convened, speaking to this gap. My primary research question is: How do the epistemic cultures within citizen science projects enable commoning in response to social-ecological risk? To begin, I establish a particular vantage point from which the remainder of the thesis is launched, one which centres as the primary interest of knowledge production, an interest in social-ecological justice and the constitution of the common good. From this vantage point, knowledge co-production and learning can be viewed as acts of commoning, which themselves constitute common goods. I draw on the work of Karin Knorr Cetina to conceptualise and frame notions of epistemic cultures and their epistemic features. Expanding notions of epistemic cultures from a post-abyssal perspective, I draw on the work of Bruno Latour and Boaventura de Sousa Santos. Latour’s distinctions between the production of ‘matters of fact’ and ‘matters of concern’ provide a way to challenge hegemonic systems of scientific knowledge production, while preserving the potential emergence of multiplicity in the context of evolving risk, thereby enabling a greater degree of situated reflexivity. Santos argues for the reclamation of all ways of knowing, including but not limited to scientific ways of knowing the world. He argues that other forms of knowledge are produced as nonexistent, and that they might be reclaimed through engaging sociologies of absences and emergences. Both authors enable a stronger analysis of knowledge production in terms of its ability to intervene into context in response to manifest risks. These three theoretical approaches are convened into an analytical framework for the study. To enact sociologies of absences and emergences, I engage two forms of immanent critique, complemented by an epistemic mapping of 50 South African citizen science projects, and an analysis of three illustrative case studies. The first critique is one of produced nonexistence, through which I consider three aspects of the general knowledge cultures within which the epistemic cultures of citizen science projects are situated. This critique makes evident the ways in which the ontological and related conceptual structures of hegemonic scientific knowledge production actively produce as nonexistent, other onto-epistemic contributions to knowledge production in response to social-ecological risks. The second critique reviews the field of peer-reviewed literature through a reading of presence and absence, with a focus on the articulation of epistemic cultures. Predictably, a key finding is that this form of scientific reporting primarily foregrounds legitimated scientifically processed knowledge, while once again producing as nonexistent, other forms of knowledges. However, there is evidence of increasing accounts of citizen science which recognise both a diversity of knowledge contributions, and epistemic, contributory and distributive justice issues as regards hegemonic forms of reporting. The epistemic mapping evidences a highly diversified field of citizen sciences, whose epistemic cultures are convened to produce distinct forms of scientifically-informed knowledges in response to diverse contexts, scales and notions of risk. The three illustrative case studies engage sociologies of absences and emergences, with particular focus on articulating the ecologies of knowledges evidenced in project documentation, including both official and unofficial accounts of epistemic activity. This analysis highlights the significant contributions of diverse forms of knowledges, including scientific, situated, embodied, governance, indigenous, spiritual and relational knowledges, and the ways in which these knowledge are convened to respond to specific configurations of risk. It once again highlights issues of epistemic, contributory and distributive justice, and makes evident the need for stronger integrity in processes of producing and reporting common knowledges. The case studies also illustrate the increased effectiveness of leveraging an ecology of knowledges (in contrast to a monoculture of scientific knowledge) in response to situated risks, including how such ecologies have a tendency to be generative and enable multiple forms of intervention into structures and applied contexts of intervention. In response to the collective research findings, a think-piece on rigour-as-integrity is offered as a contribution to commoning, in response to social-ecological risk. The piece draws together a postabyssal system of rigour intended to strengthen knowledge production in ways which actively centre forms of justice and commoning. ve potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
A framework for the economic valuation of wetland rehabilitation: case studies from South Africa
- Authors: Browne, Michelle
- Date: 2022-04-06
- Subjects: Wetland restoration South Africa , Wetland management South Africa , Ecosystem management South Africa , Ecosystem services South Africa , Ecosystem management Economic aspects South Africa , Wetland restoration Cost effectiveness South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/263560 , vital:53638 , DOI 10.21504/10962/263561
- Description: Wetlands are recognised as having the potential to contribute long-term benefits to society; wetland rehabilitation is undertaken to recover these benefits in response to widespread wetland degradation. Increasingly, there have been calls to value the benefits of wetland rehabilitation to justify further investment. Such is the case in South Africa. Furthermore, recent global agendas and targets for ecosystem restoration, such as the declaration of the Decade of Restoration 2021-2030, suggest increasing pressure on governments to implement rehabilitation and imply a concomitant increase in decision-making regarding where and how to rehabilitate. In response to these information needs, this thesis explores the economic valuation of wetland rehabilitation through a narrative review of the foundational theory of values and valuation, a quantitative review of applied wetland rehabilitation economic valuation studies, and the evaluation of five wetland rehabilitation projects from South Africa. Projects were selected as case studies to represent various rehabilitation goals and explore different contexts (urban-rural; beneficiary groups), the timing of the evaluation (ex ante, ex post) and value types and valuation methods. The final chapter of the thesis integrates the case study experiences with the findings of the theoretical research components to propose a framework for the valuation of wetland rehabilitation, which can be applied in South Africa, and more generally, to further demonstrate the values of wetland rehabilitation, and as a tool to guide wetland rehabilitation decision-making. While initially grounded in mainstream economics, the research led into a number of fields including philosophy, social-ecological systems and social-ecological relations thinking, several environmental science areas and livelihood and human well-being frameworks. A deeper look into economic theory and history revealed an evolution of thinking on the meaning of ‘value’ and view of ‘nature’ and numerous critiques of standard neoclassical economics. From the insights gained and the case study experiences, this thesis argues that the neoclassical economic perspective, especially combined with a monetary metric, is too restrictive, and arguably too abstract in its assumptions of human behaviour and reliance on mathematical models, as an overarching framework for the valuation of wetland rehabilition. This is not to suggest that standard economic valuation concepts and methods cannot be useful, as the research case studies illustrated, but rather that wetland valuation must be approached from a value pluralism perspective. To this end, the proposed framework offers a way to think beyond, or in addition to, standard economic approaches in articulating the values of wetland rehabilitation. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2022
- Full Text:
- Date Issued: 2022-04-06
- Authors: Browne, Michelle
- Date: 2022-04-06
- Subjects: Wetland restoration South Africa , Wetland management South Africa , Ecosystem management South Africa , Ecosystem services South Africa , Ecosystem management Economic aspects South Africa , Wetland restoration Cost effectiveness South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/263560 , vital:53638 , DOI 10.21504/10962/263561
- Description: Wetlands are recognised as having the potential to contribute long-term benefits to society; wetland rehabilitation is undertaken to recover these benefits in response to widespread wetland degradation. Increasingly, there have been calls to value the benefits of wetland rehabilitation to justify further investment. Such is the case in South Africa. Furthermore, recent global agendas and targets for ecosystem restoration, such as the declaration of the Decade of Restoration 2021-2030, suggest increasing pressure on governments to implement rehabilitation and imply a concomitant increase in decision-making regarding where and how to rehabilitate. In response to these information needs, this thesis explores the economic valuation of wetland rehabilitation through a narrative review of the foundational theory of values and valuation, a quantitative review of applied wetland rehabilitation economic valuation studies, and the evaluation of five wetland rehabilitation projects from South Africa. Projects were selected as case studies to represent various rehabilitation goals and explore different contexts (urban-rural; beneficiary groups), the timing of the evaluation (ex ante, ex post) and value types and valuation methods. The final chapter of the thesis integrates the case study experiences with the findings of the theoretical research components to propose a framework for the valuation of wetland rehabilitation, which can be applied in South Africa, and more generally, to further demonstrate the values of wetland rehabilitation, and as a tool to guide wetland rehabilitation decision-making. While initially grounded in mainstream economics, the research led into a number of fields including philosophy, social-ecological systems and social-ecological relations thinking, several environmental science areas and livelihood and human well-being frameworks. A deeper look into economic theory and history revealed an evolution of thinking on the meaning of ‘value’ and view of ‘nature’ and numerous critiques of standard neoclassical economics. From the insights gained and the case study experiences, this thesis argues that the neoclassical economic perspective, especially combined with a monetary metric, is too restrictive, and arguably too abstract in its assumptions of human behaviour and reliance on mathematical models, as an overarching framework for the valuation of wetland rehabilition. This is not to suggest that standard economic valuation concepts and methods cannot be useful, as the research case studies illustrated, but rather that wetland valuation must be approached from a value pluralism perspective. To this end, the proposed framework offers a way to think beyond, or in addition to, standard economic approaches in articulating the values of wetland rehabilitation. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2022
- Full Text:
- Date Issued: 2022-04-06
Accountability of the police to provincial governments in South Africa: a comparative analysis of law and practice in the eastern and Western Cape Provinces
- Authors: Tyabazayo, Phumlani
- Date: 2022-03
- Subjects: Police -- South Africa , Police power , Police administration
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22456 , vital:52323
- Description: The 2012 Constitutional Court matter between the national minister of police and the premier of the Western Cape (Minister of Police v Premier of the Western Cape 2013 (12) BCLR 1365 (CC)) concerning the exercise of provincial policing powers as provided for in chapter 11 of the Constitution of South Africa laid bare the tension between the national and provincial governments in the exercise of these powers. Despite the Court’s determination of the dispute, there are still grey areas regarding the constitutional obligations of the provinces with regard to policing. The result has been a lack of clarity and uniformity in the exercise of policing powers by various provinces in South Africa. Based on documentary analysis and interviews, this study explores the parameters of the powers of provinces in policing matters as well as the extent of accountability of the police to provincial governments in South Africa by comparing the law and practice in the Eastern Cape and Western Cape provinces. The study argues that if provinces are to effectively exercise their constitutional powers in policing matters, there needs to be a degree of uniformity in and a mutual understanding of the extent and parameters of provincial policing powers. Only when they clearly understand their powers in policing matters will provincial governments be able to develop legal and policy frameworks to consolidate their powers and effectively hold the police accountable. The study considers whether the current policing powers afforded to provinces are adequate and if not, whether constitutional reform is needed to afford provinces more and clearer policing powers. Furthermore, within the context of participatory democracy, the study takes an in-depth look into the accountability role of Community Police Forums. The study finds that, generally, provincial governments fall short in fulfilling the obligations imposed on them by the Constitution. The study further finds that, in practice, there is still uncertainty about the role of the provincial governments and the Civilian Secretariat for Police in policing matters. Among the recommendations of this study is that section 206 (1) of the Constitution be amended to give provinces power to formulate policing policy in respect of issues peculiar to a particular province. The study also proposes a model to enhance the exercise of provincial policing powers by provincial governments in South Africa. , Thesis (PhD) -- Faculty of Law, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Tyabazayo, Phumlani
- Date: 2022-03
- Subjects: Police -- South Africa , Police power , Police administration
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22456 , vital:52323
- Description: The 2012 Constitutional Court matter between the national minister of police and the premier of the Western Cape (Minister of Police v Premier of the Western Cape 2013 (12) BCLR 1365 (CC)) concerning the exercise of provincial policing powers as provided for in chapter 11 of the Constitution of South Africa laid bare the tension between the national and provincial governments in the exercise of these powers. Despite the Court’s determination of the dispute, there are still grey areas regarding the constitutional obligations of the provinces with regard to policing. The result has been a lack of clarity and uniformity in the exercise of policing powers by various provinces in South Africa. Based on documentary analysis and interviews, this study explores the parameters of the powers of provinces in policing matters as well as the extent of accountability of the police to provincial governments in South Africa by comparing the law and practice in the Eastern Cape and Western Cape provinces. The study argues that if provinces are to effectively exercise their constitutional powers in policing matters, there needs to be a degree of uniformity in and a mutual understanding of the extent and parameters of provincial policing powers. Only when they clearly understand their powers in policing matters will provincial governments be able to develop legal and policy frameworks to consolidate their powers and effectively hold the police accountable. The study considers whether the current policing powers afforded to provinces are adequate and if not, whether constitutional reform is needed to afford provinces more and clearer policing powers. Furthermore, within the context of participatory democracy, the study takes an in-depth look into the accountability role of Community Police Forums. The study finds that, generally, provincial governments fall short in fulfilling the obligations imposed on them by the Constitution. The study further finds that, in practice, there is still uncertainty about the role of the provincial governments and the Civilian Secretariat for Police in policing matters. Among the recommendations of this study is that section 206 (1) of the Constitution be amended to give provinces power to formulate policing policy in respect of issues peculiar to a particular province. The study also proposes a model to enhance the exercise of provincial policing powers by provincial governments in South Africa. , Thesis (PhD) -- Faculty of Law, 2022
- Full Text:
- Date Issued: 2022-03
An analysis of the internship programme in the Sarah Baartman Health District of the Eastern Cape: a model for effective implementation
- Authors: Feni, Monde Ludick
- Date: 2022-03
- Subjects: Internship programs , Public service employment , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23359 , vital:57617
- Description: The study’s main purpose was to evaluate the processes for Internship Programme Implementation in the Sarah Baartman Health District of the Eastern Cape Department of Health, to determine a Model that can be postulated for improving the Internship Programme Implementation in the Sarah Baartman Health District, wide Public Service and Private Sector. An empirical Study reveals the process for the Internship Programme Implementation has been marred with a significant number of challenges. As part of the recommendations, it was highly stressed that the Sarah Baartman Health District must adopt and embrace the Internship Programme Implementation Model in Figure 6.1 to effectively implement the Internship Programme as a means to deal with the challenges. Data was collected by the investigator from four main groups within the Sarah Baartman Health District. These were Senior Managers, Corporate Services Managers, Mentors, current and past interns. All these groups were directly involved in the internships in the Sarah Baartman Health District Health Department. The investigator got accurate and verified reflections, experiences and understandings of four constructs surrounding the internship programme and they include recruitment and employment of Interns using Best Practices, Training and Development Programmes for Interns Training, Performance Management and Development System for Interns and Mentoring as a Tool to Transfer Knowledge, Skills, Competencies and Attitudes required to Perform Optimally. During interviews, the researcher requested permission from the participants to record their responses digitally. This was done to make sure that no data was lost during the writing of responses from the participants. The questionnaires that were distributed to the interns and mentors had closed-ended questions, but the validity of the questionnaire was ensured by having a space for comments under each question to allow participants to support their answers. An analysis of the questionnaire was done by employing Microsoft Excel and statistics that are descriptive and inferential. The study findings revealed that the recruitment and employment of interns using best practices had a mean score above the required mean of 3, meaning that it is applied acceptably. As much as the construct is acceptable and meets the standard, the item in the construct that pertained to security checks for interns was not done and this is a worrying factor, meaning that the recruitment and employment of interns might be at risk of bringing in interns into the programme who are risky for the organisation. , Thesis (PhD) -- Faculty of Management and Commerce, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Feni, Monde Ludick
- Date: 2022-03
- Subjects: Internship programs , Public service employment , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23359 , vital:57617
- Description: The study’s main purpose was to evaluate the processes for Internship Programme Implementation in the Sarah Baartman Health District of the Eastern Cape Department of Health, to determine a Model that can be postulated for improving the Internship Programme Implementation in the Sarah Baartman Health District, wide Public Service and Private Sector. An empirical Study reveals the process for the Internship Programme Implementation has been marred with a significant number of challenges. As part of the recommendations, it was highly stressed that the Sarah Baartman Health District must adopt and embrace the Internship Programme Implementation Model in Figure 6.1 to effectively implement the Internship Programme as a means to deal with the challenges. Data was collected by the investigator from four main groups within the Sarah Baartman Health District. These were Senior Managers, Corporate Services Managers, Mentors, current and past interns. All these groups were directly involved in the internships in the Sarah Baartman Health District Health Department. The investigator got accurate and verified reflections, experiences and understandings of four constructs surrounding the internship programme and they include recruitment and employment of Interns using Best Practices, Training and Development Programmes for Interns Training, Performance Management and Development System for Interns and Mentoring as a Tool to Transfer Knowledge, Skills, Competencies and Attitudes required to Perform Optimally. During interviews, the researcher requested permission from the participants to record their responses digitally. This was done to make sure that no data was lost during the writing of responses from the participants. The questionnaires that were distributed to the interns and mentors had closed-ended questions, but the validity of the questionnaire was ensured by having a space for comments under each question to allow participants to support their answers. An analysis of the questionnaire was done by employing Microsoft Excel and statistics that are descriptive and inferential. The study findings revealed that the recruitment and employment of interns using best practices had a mean score above the required mean of 3, meaning that it is applied acceptably. As much as the construct is acceptable and meets the standard, the item in the construct that pertained to security checks for interns was not done and this is a worrying factor, meaning that the recruitment and employment of interns might be at risk of bringing in interns into the programme who are risky for the organisation. , Thesis (PhD) -- Faculty of Management and Commerce, 2022
- Full Text:
- Date Issued: 2022-03
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Date Issued: 2022-03
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Date Issued: 2022-03
Development of a strategy to promote prenatal physical activity participation among women in Buffalo City Municipality, South Africa
- Okafor, Uchenna Benedine https://orcid.org/0000-0002-0435-2041
- Authors: Okafor, Uchenna Benedine https://orcid.org/0000-0002-0435-2041
- Date: 2022-03
- Subjects: Prenatal care , Exercise for pregnant women
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22919 , vital:53218
- Description: Research has proven that prenatal physical activity practice is associated with multiple health benefits; however, most women in South Africa rarely participate in prenatal physical activity. In contrast to more developed countries, there is dearth of research focusing specifically on prenatal physical activity and exercise among South African women. Nevertheless, in order to effectively, and strategically promote such prenatal activity, such information is important to plan for an intervention strategy. The main aim of this study was to assess the level, patterns, and associated factors of prenatal physical activity; beliefs, knowledge, attitudes, perceived benefits, and sources of information women received during pregnancy; and, furthermore, to develop an effective and relevant intervention strategy to facilitate the participation in this particular activity in Buffalo City Municipality, Eastern Cape, South Africa. Methods The study was a mixed-method, cross-sectional study design with both quantitative and qualitative data collection and analyses. The sequential explanatory design was adopted to merge and mix different datasets to be collected and analysed. The quantitative data involved a convenient sample of 1082 pregnant women in 12 randomly selected primary healthcare clinics offering antenatal health services in Buffalo City, Eastern Cape. The Pregnancy Physical Activity Questionnaire was interviewer-administered to women at each antenatal health clinic on pre-specified days, in a designated room allocated to the primary researcher by the health facility manager. The descriptive statistics were frequency distribution, percentages, mean and standard deviation. Furthermore, the bivariate and multivariate analyses were performed on two categories of participants, namely inactive or active, to determine the factors affecting prenatal physical activity behaviour. Furthermore, multiple logistic regression analyses were used to assess associations between physical activity and the predictor variables during pregnancy. Adjusted odds ratios with 95% confidence interval were applied to estimate factors associated with physical activity levels, and the associations between prenatal physical activity levels and socio-demographic, lifestyle, and obstetrics characteristics were determined using a chi-squared analyses. The significance level was set at p = 0.05. In addition, a qualitative descriptive approach was applied, using semi-structured face-to-face interviews with 15 purposively selected pregnant women, as well as 17 midwives offering antenatal health-care services to pregnant women in the 12 selected healthcare clinics. Qualitative data were analysed using a thematic content analysis. To develop the physical activity strategy for the promotion of prenatal physical activity practice, three frameworks were applied, namely the Strength, Weakness, Opportunity and Threat (SWOT), the Political, Economic Growth, Socio-Cultural, Technological, Laws and Environmental (PESTLE), and, lastly, the Build, Overcome, Explore and Minimise (BOEM) analytical frameworks. To facilitate the validation of the strategy, the findings were additionally analysed, after which, appropriate intervention strategies promoting prenatal physical activity were developed by again using the SWOT and PESTLE analytical strategic frameworks. This process involved a purposive sampling of seven experts with knowledge of and a proven academic and scholarly background in prenatal physical activity and maternal health. Next, the developed physical activity strategy was presented to various stakeholders, which included six primary healthcare managers, two midwives, and pregnant women purposively selected in each of the 12 chosen antenatal health clinics for the validation process. The stakeholders discussed, deliberated on, and provided comments and opinions of the feasibility and implementation of the developed prenatal physical activity for promotion of physical activity practices in the Eastern Cape Province. Results The findings of this particular study demonstrated low levels of prenatal physical activity among pregnant women, and, further indicated that the most preferred form of activity was light-intensity and household activities. Only 278 of the women (25.7%) met recommendations for prenatal activity (≥150 min moderate intensity exercise per week). The average time spent in moderate–vigorous physical activity was 151.6 min (95% CI: 147.2– 156.0). Most of the women participated in light exercises with a mean of 65.9% (95% CI: 64.8–67.0), and 47.6% (95% CI: 46.3–48.9) participated in household activities. The majority of the women did not receive physical activity advice during prenatal care sessions (64.7%). Lower age (<19 years) (adjusted odd ratio (AOR) = 0.3; CI: 0.16–0.76), semi-urban residence (AOR = 0.8; CI: 0.55–1.03), lower educational level (AOR = 0.5; CI: 0.20–0.71), unemployment (AOR = 0.5; CI: 0.29–0.77) and nulliparity (AOR = 0.6; CI: 0.28–1.31) were negatively associated with prenatal physical activity, while prenatal physical activity was positively associated with starting physical activity in the first trimester (AOR = 1.9; CI: 1.06–3.31) compared to other trimesters. In addition, the pregnant women were aware of the safety (88.2%) and benefits of physical activity for both mother and baby (79.6%), improved labour and delivery (93.1%), promote energy (89.0%), and should be discontinued when tired (76.6%). However, they also held the contradictory belief that pregnancy is “a time to rest” (56.5%). Furthermore, the most common sources of information about prenatal physical activity were the media, television, the radio and Internet-based websites (70.2%). Most women affirmed that prenatal physical activity reduced infant weight (61.4%), lessen moodiness (90.4), decreased risk of gestational diabetes mellitus (92.9%), pregnancy-induced hypertension (92.5%), and complications at birth (97.8%), while common negative perceptions included musculoskeletal discomfort (82.7%), and back pain (85.7%). The majority of women indicated that prenatal physical activity improved self-image (95.7%), sleep patterns (94.2%), and respiratory function (95.8%). The results from the quantitative data revealed that the major modifiable barriers to prenatal physical activity were tiredness (73.3%), lack of advice from healthcare professionals (nurses/midwives) (64.7%), low energy (64.5%), and non-accessibility to physical activity facilities (63.0%). The results were confirmed in the qualitative data, based on the Ecological Model, in which women also mentioned tiredness, work and household responsibilities, a lack of motivation, and the lack of physical activity advice and information on the relevant recommendations and guidelines. Overall, 62.4% women had high knowledge regarding prenatal physical activity; and half of the women showed a positive attitude toward it (50.1%). Whilst participants had knowledge of other types of antenatal exercises, 80.9% of the women had no knowledge of swimming exercise. Negative attitudes towards physical activity included the feeling of tiredness (67.7%), lack of interest (64.8%), and inadequate information on physical activity (59.5%). In addition, the study highlighted that midwives rarely educate and counsel pregnant women about prenatal physical activity during scheduled antenatal visits, which was attributed largely to the shortage of midwives handling many responsibilities at clinics. Nevertheless, the midwives did express a willingness to provide effective physical activity education and counselling on prenatal physical activity, if supported by relevant training and workshops. Furthermore, they further recommended the use of the Mom Connect application, which is a technological device designed by the National Department of Health, to distribute relevant information about maternal and child health. The prenatal physical activity strategies developed to address the above-mentioned and other barriers associated with prenatal physical activity include the use of scientific and technological innovations to provide basic information on prenatal physical activity to pregnant women by means of Mom Connect, and, by collaborating with the various cellphone and network companies in South Africa. Another strategy was to integrate prenatal physical activity training into the curricula of the existing higher institutions of learning that provide teaching of maternal health in the Eastern Cape Province. Additional strategies included the documentation and subsequent clarification of misconceptions about the safety concerns often associated with prenatal physical activity by making the documents accessible to all women at the clinics in the form of a small pamphlet or booklet. Lastly, stakeholders suggested that the government offer periodic prenatal physical activity campaigns, which should be presented in local community town halls and clinics and by other stakeholders to address the current lack of awareness and effectively eliminate misrepresentations and falsehoods around the safety of prenatal physical activity within geographical setting of the Eastern Cape Province. Conclusion Despite the advantages of prenatal physical activity practices, most pregnant women in South Africa do not participate in moderate-intensity physical activity. Notably, while women perceive prenatal physical activity as beneficial to both mother and baby, such theoretical knowledge is not easily translatable into practice. The predominant sources of information on prenatal physical activity are the television, the radio, and other media, which may be potentially misleading or contradictory to evidence-based physical activity practice. Furthermore, tiredness, a lack of time, work and household responsibilities, and a lack of motivation were major modifiable barriers to prenatal physical activity by the women. In addition, pregnant women rarely receive information on prenatal physical activity. Consequently, to address the needs of the pregnant women as highlighted in this study, a prenatal physical activity intervention strategy was developed and validated by key stakeholders to promote prenatal physical activity and exercise practice among women, taken in account the local context. , Thesis (PhD) -- Faculty of Health Sciences, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Okafor, Uchenna Benedine https://orcid.org/0000-0002-0435-2041
- Date: 2022-03
- Subjects: Prenatal care , Exercise for pregnant women
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22919 , vital:53218
- Description: Research has proven that prenatal physical activity practice is associated with multiple health benefits; however, most women in South Africa rarely participate in prenatal physical activity. In contrast to more developed countries, there is dearth of research focusing specifically on prenatal physical activity and exercise among South African women. Nevertheless, in order to effectively, and strategically promote such prenatal activity, such information is important to plan for an intervention strategy. The main aim of this study was to assess the level, patterns, and associated factors of prenatal physical activity; beliefs, knowledge, attitudes, perceived benefits, and sources of information women received during pregnancy; and, furthermore, to develop an effective and relevant intervention strategy to facilitate the participation in this particular activity in Buffalo City Municipality, Eastern Cape, South Africa. Methods The study was a mixed-method, cross-sectional study design with both quantitative and qualitative data collection and analyses. The sequential explanatory design was adopted to merge and mix different datasets to be collected and analysed. The quantitative data involved a convenient sample of 1082 pregnant women in 12 randomly selected primary healthcare clinics offering antenatal health services in Buffalo City, Eastern Cape. The Pregnancy Physical Activity Questionnaire was interviewer-administered to women at each antenatal health clinic on pre-specified days, in a designated room allocated to the primary researcher by the health facility manager. The descriptive statistics were frequency distribution, percentages, mean and standard deviation. Furthermore, the bivariate and multivariate analyses were performed on two categories of participants, namely inactive or active, to determine the factors affecting prenatal physical activity behaviour. Furthermore, multiple logistic regression analyses were used to assess associations between physical activity and the predictor variables during pregnancy. Adjusted odds ratios with 95% confidence interval were applied to estimate factors associated with physical activity levels, and the associations between prenatal physical activity levels and socio-demographic, lifestyle, and obstetrics characteristics were determined using a chi-squared analyses. The significance level was set at p = 0.05. In addition, a qualitative descriptive approach was applied, using semi-structured face-to-face interviews with 15 purposively selected pregnant women, as well as 17 midwives offering antenatal health-care services to pregnant women in the 12 selected healthcare clinics. Qualitative data were analysed using a thematic content analysis. To develop the physical activity strategy for the promotion of prenatal physical activity practice, three frameworks were applied, namely the Strength, Weakness, Opportunity and Threat (SWOT), the Political, Economic Growth, Socio-Cultural, Technological, Laws and Environmental (PESTLE), and, lastly, the Build, Overcome, Explore and Minimise (BOEM) analytical frameworks. To facilitate the validation of the strategy, the findings were additionally analysed, after which, appropriate intervention strategies promoting prenatal physical activity were developed by again using the SWOT and PESTLE analytical strategic frameworks. This process involved a purposive sampling of seven experts with knowledge of and a proven academic and scholarly background in prenatal physical activity and maternal health. Next, the developed physical activity strategy was presented to various stakeholders, which included six primary healthcare managers, two midwives, and pregnant women purposively selected in each of the 12 chosen antenatal health clinics for the validation process. The stakeholders discussed, deliberated on, and provided comments and opinions of the feasibility and implementation of the developed prenatal physical activity for promotion of physical activity practices in the Eastern Cape Province. Results The findings of this particular study demonstrated low levels of prenatal physical activity among pregnant women, and, further indicated that the most preferred form of activity was light-intensity and household activities. Only 278 of the women (25.7%) met recommendations for prenatal activity (≥150 min moderate intensity exercise per week). The average time spent in moderate–vigorous physical activity was 151.6 min (95% CI: 147.2– 156.0). Most of the women participated in light exercises with a mean of 65.9% (95% CI: 64.8–67.0), and 47.6% (95% CI: 46.3–48.9) participated in household activities. The majority of the women did not receive physical activity advice during prenatal care sessions (64.7%). Lower age (<19 years) (adjusted odd ratio (AOR) = 0.3; CI: 0.16–0.76), semi-urban residence (AOR = 0.8; CI: 0.55–1.03), lower educational level (AOR = 0.5; CI: 0.20–0.71), unemployment (AOR = 0.5; CI: 0.29–0.77) and nulliparity (AOR = 0.6; CI: 0.28–1.31) were negatively associated with prenatal physical activity, while prenatal physical activity was positively associated with starting physical activity in the first trimester (AOR = 1.9; CI: 1.06–3.31) compared to other trimesters. In addition, the pregnant women were aware of the safety (88.2%) and benefits of physical activity for both mother and baby (79.6%), improved labour and delivery (93.1%), promote energy (89.0%), and should be discontinued when tired (76.6%). However, they also held the contradictory belief that pregnancy is “a time to rest” (56.5%). Furthermore, the most common sources of information about prenatal physical activity were the media, television, the radio and Internet-based websites (70.2%). Most women affirmed that prenatal physical activity reduced infant weight (61.4%), lessen moodiness (90.4), decreased risk of gestational diabetes mellitus (92.9%), pregnancy-induced hypertension (92.5%), and complications at birth (97.8%), while common negative perceptions included musculoskeletal discomfort (82.7%), and back pain (85.7%). The majority of women indicated that prenatal physical activity improved self-image (95.7%), sleep patterns (94.2%), and respiratory function (95.8%). The results from the quantitative data revealed that the major modifiable barriers to prenatal physical activity were tiredness (73.3%), lack of advice from healthcare professionals (nurses/midwives) (64.7%), low energy (64.5%), and non-accessibility to physical activity facilities (63.0%). The results were confirmed in the qualitative data, based on the Ecological Model, in which women also mentioned tiredness, work and household responsibilities, a lack of motivation, and the lack of physical activity advice and information on the relevant recommendations and guidelines. Overall, 62.4% women had high knowledge regarding prenatal physical activity; and half of the women showed a positive attitude toward it (50.1%). Whilst participants had knowledge of other types of antenatal exercises, 80.9% of the women had no knowledge of swimming exercise. Negative attitudes towards physical activity included the feeling of tiredness (67.7%), lack of interest (64.8%), and inadequate information on physical activity (59.5%). In addition, the study highlighted that midwives rarely educate and counsel pregnant women about prenatal physical activity during scheduled antenatal visits, which was attributed largely to the shortage of midwives handling many responsibilities at clinics. Nevertheless, the midwives did express a willingness to provide effective physical activity education and counselling on prenatal physical activity, if supported by relevant training and workshops. Furthermore, they further recommended the use of the Mom Connect application, which is a technological device designed by the National Department of Health, to distribute relevant information about maternal and child health. The prenatal physical activity strategies developed to address the above-mentioned and other barriers associated with prenatal physical activity include the use of scientific and technological innovations to provide basic information on prenatal physical activity to pregnant women by means of Mom Connect, and, by collaborating with the various cellphone and network companies in South Africa. Another strategy was to integrate prenatal physical activity training into the curricula of the existing higher institutions of learning that provide teaching of maternal health in the Eastern Cape Province. Additional strategies included the documentation and subsequent clarification of misconceptions about the safety concerns often associated with prenatal physical activity by making the documents accessible to all women at the clinics in the form of a small pamphlet or booklet. Lastly, stakeholders suggested that the government offer periodic prenatal physical activity campaigns, which should be presented in local community town halls and clinics and by other stakeholders to address the current lack of awareness and effectively eliminate misrepresentations and falsehoods around the safety of prenatal physical activity within geographical setting of the Eastern Cape Province. Conclusion Despite the advantages of prenatal physical activity practices, most pregnant women in South Africa do not participate in moderate-intensity physical activity. Notably, while women perceive prenatal physical activity as beneficial to both mother and baby, such theoretical knowledge is not easily translatable into practice. The predominant sources of information on prenatal physical activity are the television, the radio, and other media, which may be potentially misleading or contradictory to evidence-based physical activity practice. Furthermore, tiredness, a lack of time, work and household responsibilities, and a lack of motivation were major modifiable barriers to prenatal physical activity by the women. In addition, pregnant women rarely receive information on prenatal physical activity. Consequently, to address the needs of the pregnant women as highlighted in this study, a prenatal physical activity intervention strategy was developed and validated by key stakeholders to promote prenatal physical activity and exercise practice among women, taken in account the local context. , Thesis (PhD) -- Faculty of Health Sciences, 2022
- Full Text:
- Date Issued: 2022-03
Examining the realisation of the Multisectoral Early Childhood Development Policy short-term goals in the Eastern Cape Province, South Africa
- Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
Financing tools, firm life cycle and growth of small, medium and micro enterprises in selected sub-Sahara African economies
- Ngonisa, Phillip https://orcid.org/0000-0002-0145-9062
- Authors: Ngonisa, Phillip https://orcid.org/0000-0002-0145-9062
- Date: 2022-03
- Subjects: Small business -- Finance , Small business -- Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21794 , vital:51754
- Description: Finance is of paramount importance for small, medium and micro enterprises’ (SMMEs) growth, without which many firms fail to move along their growth continuum. Against this background, the study sought to examine the growth effects of financing tools across the different phases of SMMEs' life cycle in Sub Sahara Africa (SSA) economies for the period spanning from 2003 to 2019. Firstly, due to the inherent heterogeneity nature of the SMMEs' financing landscapes across the world, the study starts by identifying the commonly used financing tools in the context of Sub-Saharan Africa. These were found to be internal finance, bank debt, trade credit, non-bank finance and informal finance, with internal finance being the most prevalent financing tool. The second aspect of the study was to examine the growth effects of the identified financing tools on SMMEs' performance in Sub Sahara Africa. In achieving this objective, several panel estimation techniques were employed, which are the feasible generalised least squares (FGLS), cross-sectional dependence (SCC), random effects model (REM) and pooled ordinary least squares (POLS). The empirical results show that internal finance or savings, bank financing, trade credit, non-bank financing and informal financing are positive and statistically significant in explaining SMMEs growth in the region, with stronger evidence for a positive relationship between external finance (trade credit and bank finance) on SMMEs growth in Sub-Saharan African region. The third objective of the study was to investigate the growth effects of SMMEs’ financing tools across different phases of the firm life cycle. The same panel techniques as used in achieving the previous objective were utilized again. The empirical findings show that the growth effects of SMME financing tools evolve as SMMEs move along their growth continuum, and only bank finance proved to be a fundamental variable for SMMEs growth throughout the different phases of firm growth. Finally, motivated by SMMEs’ high dependence on internal finance or savings, the study explored the saving practices of SMMEs in Sub Saharan Africa using thematic analysis. The study findings show that SMMEs in Sub Sahara African economies systematically save through formal and informal financial systems. These findings are contrary to conventional wisdom, which suggests that SMMEs are a financial basket case. Basing on the study findings, policies aimed at reducing or lessening the burden of accessing finance are important to stimulate the growth of SMMEs. Most importantly, there is a need for lenders and sponsors to understand the firm life cycle-financing tool nexus to ensure SMMEs growth. Moreover, SMMEs in Sub Sahara African economies need to cultivate a spirit of thrift to minimize firm attrition rate, thereby promoting SMMEs' growth in the region. , Thesis (PhD) -- Faculty of Management and Commerce, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Ngonisa, Phillip https://orcid.org/0000-0002-0145-9062
- Date: 2022-03
- Subjects: Small business -- Finance , Small business -- Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21794 , vital:51754
- Description: Finance is of paramount importance for small, medium and micro enterprises’ (SMMEs) growth, without which many firms fail to move along their growth continuum. Against this background, the study sought to examine the growth effects of financing tools across the different phases of SMMEs' life cycle in Sub Sahara Africa (SSA) economies for the period spanning from 2003 to 2019. Firstly, due to the inherent heterogeneity nature of the SMMEs' financing landscapes across the world, the study starts by identifying the commonly used financing tools in the context of Sub-Saharan Africa. These were found to be internal finance, bank debt, trade credit, non-bank finance and informal finance, with internal finance being the most prevalent financing tool. The second aspect of the study was to examine the growth effects of the identified financing tools on SMMEs' performance in Sub Sahara Africa. In achieving this objective, several panel estimation techniques were employed, which are the feasible generalised least squares (FGLS), cross-sectional dependence (SCC), random effects model (REM) and pooled ordinary least squares (POLS). The empirical results show that internal finance or savings, bank financing, trade credit, non-bank financing and informal financing are positive and statistically significant in explaining SMMEs growth in the region, with stronger evidence for a positive relationship between external finance (trade credit and bank finance) on SMMEs growth in Sub-Saharan African region. The third objective of the study was to investigate the growth effects of SMMEs’ financing tools across different phases of the firm life cycle. The same panel techniques as used in achieving the previous objective were utilized again. The empirical findings show that the growth effects of SMME financing tools evolve as SMMEs move along their growth continuum, and only bank finance proved to be a fundamental variable for SMMEs growth throughout the different phases of firm growth. Finally, motivated by SMMEs’ high dependence on internal finance or savings, the study explored the saving practices of SMMEs in Sub Saharan Africa using thematic analysis. The study findings show that SMMEs in Sub Sahara African economies systematically save through formal and informal financial systems. These findings are contrary to conventional wisdom, which suggests that SMMEs are a financial basket case. Basing on the study findings, policies aimed at reducing or lessening the burden of accessing finance are important to stimulate the growth of SMMEs. Most importantly, there is a need for lenders and sponsors to understand the firm life cycle-financing tool nexus to ensure SMMEs growth. Moreover, SMMEs in Sub Sahara African economies need to cultivate a spirit of thrift to minimize firm attrition rate, thereby promoting SMMEs' growth in the region. , Thesis (PhD) -- Faculty of Management and Commerce, 2022
- Full Text:
- Date Issued: 2022-03
Threatened plant species in Vhembe Biosphere Reserve, Limpopo province, South Africa: Problems and prospects of conservation and utilization
- Ramarumo, Luambo Jeffrey https://orcid.org/0000-0002-2393-6982
- Authors: Ramarumo, Luambo Jeffrey https://orcid.org/0000-0002-2393-6982
- Date: 2022-03
- Subjects: Plants -- Extinction , Rare plants , Botany, Economic
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22754 , vital:52738
- Description: Threatened plant species are those species that are vulnerable or at the risk of extinction. According to Version 3.1 of the International Union for Conservation of Nature (IUCN)’s Red List Categories and Criteria, the three categories of threat in order of increasing risk of extinction are: Vulnerable (VU), Endangered (EN) and Critically Endangered (CR). These species are oftenly protected by both national and international obligations. Scientific evidence suggests that threatened plants are disappearing at an alarming rate. The current expansion of agricultural land, urbanization, over-exploitation of biological resources, climate change and invasive alien species are regarded as major drivers of biodiversity loss and high rate of species extinction worldwide. Scientists and conservation managers are seeking to understand and monitor plant species that are likely to be on the verge of extinction. Monitoring of threatened plants can be better achieved through insights about indigenous knowledge dynamics associated with such species. Scientific scholars including botanists, ethnobotanists, conservationists and anthropologists, all share common interest about the use of indigenous knowledge for livelihoods, scientific and economic growth. As a result, there is a growing interest on indigenous knowledge researches, particularly involving utilization and conservation of plant species. Given the fact that recent scientific evidence suggests that such studies are lacking in South African Biosphere Reserves, as well as the fact that scientist and conservation managers are seeking to understand species likely to be on the verge of extinction risk. It is within this context that this study is aimed at investigating threatened plant species utilization, conservation statuses and distribution in the Vhembe Biosphere Reserve, Limpopo Province in South Africa. The hypothesis of this study states that traditional knowledge about utilization, distribution and conservation statuses of threatened plant species provide suggestions for appropriate conservation practices. Since the current study is ethnobotanical in nature that is focusing on human interactions with plants, the research methods used addressed multidisciplinary aspects and involved disciplinary integration. An integrated participatory research approach focusing on shared learning, forging collaborative relations with participants, analyzing and validating the shared knowledge was used to document ethnobotanical data within the study area. This research approach was selected as it is considered to be a quick and effective way of acquiring data associated with indigenous knowledge systems. To offset the elements of bias during data collection, the research technique was designed to accommodate core principles that interlinked participatory rural appraisal (PRA) and rapid rural appraisal (RRA). Furthermore, the integrated core principles of participatory rural appraisal and rapid rural appraisal were used with conventional methods such as field surveys and interviews using questionnaires. Therefore, ethnobotanical data were collected through interviews with 203 participants. The data associated with threatened plant’s population size were gathered through literal counting of individual plants as per the IUCN’s Red List Criteria. Data associated with the conservation statuses were gathered from both the South African National Biodiversity Institute and IUCN databases. A total of 13 useful threatened plants belonging to 12 families were recorded with their conservation statuses ranging from being Vulnerable to Critically Endangered. The majority of the threatened plant species (46.0percent) were used for medicinal purposes only, followed by species used for medicinal purposes and as ornamentals (23.0percent). The frequently cited useful threatened species with use values (UV) > 0.024, relative frequency citation (RFC) > 0.059 and fidelity level percentage (FLpercent) > 5.911percent, included Asparagus sekukuniensis, Bowiea volubilis, Brackenridgea zanguebarica, Ocotea bullata, Rhynchosia vendae, Siphonochilus aethiopicus and Warburgia salutaris. About 47.0percent of the recorded useful threatened plants were distributed in remote areas of the Thathe Vonḓo and its surroundings. Threatened plants with population size < 100 adult individuals constituted the majority (61.54percent). Birdlime-making plant species were also documented in the current study. A total of 12 birdlime-making plants belonging to six families were recorded, including threatened Huernia nouhuysii, which is categorized as Vulnerable in South Africa. Amongst the recorded families, Loranthaceae and Euphorbiaceae were categorized as the most frequently utilized families. Among the recorded species, six of them were reported to being used in the birdlime-making for the first time and these species include Euphorbia pulvinata (17.2percent), followed by Tapinanthus forbesii (8percent), Tapinanthus rubromarginatus (7.2percent), Erianthemum ngamicum (7.2percent), Englerophytum magalismon-tanum (3.6percent), Huernia nouhuysii (2.0percent), and Euphorbia tirucalli (0.8percent). Only three plant parts were utilized for birdlime-making. The milky latex was preferred plant part (58.3percent), followed by fruit (33.3percent) and root bark (8.4percent). Birdlime-making techniques involved crushing, which accounted for 55.7percent, followed by air blown (29.6percent) and boiling (14.7percent). Furthermore, the complementary contribution of birdlime toward human development included, being used for bird hunting or trapping small birds (45.8percent), adhesion (23.2percent), teeth cleaning (17.2percent) and roof-waterproofing (13.8percent). The indigenous conservation strategies employed by participants included harvesting of single lateral root per individual medicinal plant (15.3percent), medicinal and timber materials are only harvested during winter season (16.7percent), the use of moist soil to cover injured plant part after bark harvest (18.2percent), prohibit harvesting of and/ or from an injured plant (11.8percent), collection of dried or fallen plants for firewood (8.4percent), issuing of permits by traditional council through the chief or headman to allow collection of medicinal materials and timber (9.9percent), prohibit chopping down of medicinal plant species (13.8percent) and collection of some Critically Endangered plant species such as Brackenridgea zanguebarica and Siphonochilus aethiopicus during the night by authorized people only (5.9percent). The hypothesis which stated that traditional knowledge about utilization, distribution and conservation statuses of threatened plant species provide suggestions for appropriate conservation practices can therefore, not be rejected as there is room for further and more detailed ethnobotanical investigations that is focused on human interactions with threatened plant species. The data presented in this thesis could be used as baseline information for formulating new conservation strategies, monitoring and management plans of threatened plant species not only in the Vhembe Biosphere Reserve, but in other regions of South African. This study provided insights associated with ethnomedicinal uses of Asparagus sekukuniensis, Protea laetans and Encephalartos hirsutus. Results of this study could also stimulate interest in other scientific disciplines such as the phytochemistry, pharmacology, bioprocessing, conservation and anthropology involving documentation threatened plant species. , Thesis (PhD) -- Faculty of Science and Agriculture, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Ramarumo, Luambo Jeffrey https://orcid.org/0000-0002-2393-6982
- Date: 2022-03
- Subjects: Plants -- Extinction , Rare plants , Botany, Economic
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22754 , vital:52738
- Description: Threatened plant species are those species that are vulnerable or at the risk of extinction. According to Version 3.1 of the International Union for Conservation of Nature (IUCN)’s Red List Categories and Criteria, the three categories of threat in order of increasing risk of extinction are: Vulnerable (VU), Endangered (EN) and Critically Endangered (CR). These species are oftenly protected by both national and international obligations. Scientific evidence suggests that threatened plants are disappearing at an alarming rate. The current expansion of agricultural land, urbanization, over-exploitation of biological resources, climate change and invasive alien species are regarded as major drivers of biodiversity loss and high rate of species extinction worldwide. Scientists and conservation managers are seeking to understand and monitor plant species that are likely to be on the verge of extinction. Monitoring of threatened plants can be better achieved through insights about indigenous knowledge dynamics associated with such species. Scientific scholars including botanists, ethnobotanists, conservationists and anthropologists, all share common interest about the use of indigenous knowledge for livelihoods, scientific and economic growth. As a result, there is a growing interest on indigenous knowledge researches, particularly involving utilization and conservation of plant species. Given the fact that recent scientific evidence suggests that such studies are lacking in South African Biosphere Reserves, as well as the fact that scientist and conservation managers are seeking to understand species likely to be on the verge of extinction risk. It is within this context that this study is aimed at investigating threatened plant species utilization, conservation statuses and distribution in the Vhembe Biosphere Reserve, Limpopo Province in South Africa. The hypothesis of this study states that traditional knowledge about utilization, distribution and conservation statuses of threatened plant species provide suggestions for appropriate conservation practices. Since the current study is ethnobotanical in nature that is focusing on human interactions with plants, the research methods used addressed multidisciplinary aspects and involved disciplinary integration. An integrated participatory research approach focusing on shared learning, forging collaborative relations with participants, analyzing and validating the shared knowledge was used to document ethnobotanical data within the study area. This research approach was selected as it is considered to be a quick and effective way of acquiring data associated with indigenous knowledge systems. To offset the elements of bias during data collection, the research technique was designed to accommodate core principles that interlinked participatory rural appraisal (PRA) and rapid rural appraisal (RRA). Furthermore, the integrated core principles of participatory rural appraisal and rapid rural appraisal were used with conventional methods such as field surveys and interviews using questionnaires. Therefore, ethnobotanical data were collected through interviews with 203 participants. The data associated with threatened plant’s population size were gathered through literal counting of individual plants as per the IUCN’s Red List Criteria. Data associated with the conservation statuses were gathered from both the South African National Biodiversity Institute and IUCN databases. A total of 13 useful threatened plants belonging to 12 families were recorded with their conservation statuses ranging from being Vulnerable to Critically Endangered. The majority of the threatened plant species (46.0percent) were used for medicinal purposes only, followed by species used for medicinal purposes and as ornamentals (23.0percent). The frequently cited useful threatened species with use values (UV) > 0.024, relative frequency citation (RFC) > 0.059 and fidelity level percentage (FLpercent) > 5.911percent, included Asparagus sekukuniensis, Bowiea volubilis, Brackenridgea zanguebarica, Ocotea bullata, Rhynchosia vendae, Siphonochilus aethiopicus and Warburgia salutaris. About 47.0percent of the recorded useful threatened plants were distributed in remote areas of the Thathe Vonḓo and its surroundings. Threatened plants with population size < 100 adult individuals constituted the majority (61.54percent). Birdlime-making plant species were also documented in the current study. A total of 12 birdlime-making plants belonging to six families were recorded, including threatened Huernia nouhuysii, which is categorized as Vulnerable in South Africa. Amongst the recorded families, Loranthaceae and Euphorbiaceae were categorized as the most frequently utilized families. Among the recorded species, six of them were reported to being used in the birdlime-making for the first time and these species include Euphorbia pulvinata (17.2percent), followed by Tapinanthus forbesii (8percent), Tapinanthus rubromarginatus (7.2percent), Erianthemum ngamicum (7.2percent), Englerophytum magalismon-tanum (3.6percent), Huernia nouhuysii (2.0percent), and Euphorbia tirucalli (0.8percent). Only three plant parts were utilized for birdlime-making. The milky latex was preferred plant part (58.3percent), followed by fruit (33.3percent) and root bark (8.4percent). Birdlime-making techniques involved crushing, which accounted for 55.7percent, followed by air blown (29.6percent) and boiling (14.7percent). Furthermore, the complementary contribution of birdlime toward human development included, being used for bird hunting or trapping small birds (45.8percent), adhesion (23.2percent), teeth cleaning (17.2percent) and roof-waterproofing (13.8percent). The indigenous conservation strategies employed by participants included harvesting of single lateral root per individual medicinal plant (15.3percent), medicinal and timber materials are only harvested during winter season (16.7percent), the use of moist soil to cover injured plant part after bark harvest (18.2percent), prohibit harvesting of and/ or from an injured plant (11.8percent), collection of dried or fallen plants for firewood (8.4percent), issuing of permits by traditional council through the chief or headman to allow collection of medicinal materials and timber (9.9percent), prohibit chopping down of medicinal plant species (13.8percent) and collection of some Critically Endangered plant species such as Brackenridgea zanguebarica and Siphonochilus aethiopicus during the night by authorized people only (5.9percent). The hypothesis which stated that traditional knowledge about utilization, distribution and conservation statuses of threatened plant species provide suggestions for appropriate conservation practices can therefore, not be rejected as there is room for further and more detailed ethnobotanical investigations that is focused on human interactions with threatened plant species. The data presented in this thesis could be used as baseline information for formulating new conservation strategies, monitoring and management plans of threatened plant species not only in the Vhembe Biosphere Reserve, but in other regions of South African. This study provided insights associated with ethnomedicinal uses of Asparagus sekukuniensis, Protea laetans and Encephalartos hirsutus. Results of this study could also stimulate interest in other scientific disciplines such as the phytochemistry, pharmacology, bioprocessing, conservation and anthropology involving documentation threatened plant species. , Thesis (PhD) -- Faculty of Science and Agriculture, 2022
- Full Text:
- Date Issued: 2022-03
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