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The use of gabions as a tool for ecological engineering

- Seath, Jessica Lauren

Authors: Seath, Jessica Lauren
Date: 2024-04-04
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/434987 , vital:73121
Description: Anthropogenic activities are centred in coastal ecosystems, including the development of harbours and/or marinas. The artificial structures used in coastal development typically has a different composition, orientation and level of complexity to that of natural ecosystems contributing to loss of biodiversity and increased incidence of invasive species. Ecological engineering research is attempting to identify different types of structures and materials that can increase species diversity and target species of conservation concern in coastal systems. The aim of this study was to investigate the efficacy of gabions (rock filled structures) as an ecological engineering tool by comparing community structure on these structures with pre-existing seawall structures within a small harbour and marina in South Africa (Knysna Harbour). The objectives of the study were to compare the differences in; 1) fish and; 2) colonising organisms’ diversity and composition between two artificial structures. Thirteen gabion boxes were deployed in Knysna Harbour and together with corresponding seawalls, monitored quarterly over a period of 12 months (August 2020 – August 2021) to assess taxon and functional richness, diversity, abundance and composition of fish, invertebrate and algal species. Physico-chemical characteristics of the water body were also monitored quarterly. Remote underwater video systems were used to quantify MaxN (maximum number of a fish species in the frame at any one time during each set that gives an indication of relative abundance) and identify fish species. The results of the two-way crossed ANOVAs indicated that gabion habitats recruited greater numbers and more types of fish species and from more functional groups than the seawalls, especially omnivorous and carnivorous fish. Additionally, photoquadrats were used to quantify percentage cover, counts and to identify colonising taxa. The results of the two-way crossed ANOVAs indicated that gabions hosted greater numbers of species resulting in a higher overall diversity and abundance of colonising organisms than seawalls. By contrast, the seawalls supported more types of functional groups of colonising organisms than gabions, largely due to abundances of different algal species. The results from the crossed PERMANOVAs indicated that the composition of fish and colonising organisms were vastly different from one another, and that each habitat was supporting very different functional groups. Results indicate that whilst both gabions and seawalls contain several alien species, that the ratio of native to alien species is higher in gabion habitats. Additionally, this research observed that gabion structures hosted four species listed on the IUCN Red List of Threatened Species. This study has highlighted that the use of gabions (with their natural increased complexity) could be important to consider for the future of urban coastal development in harbours such as in Knysna Harbour. Ecological engineering projects using gabions have the potential to be used in South Africa in projects that aim at increasing biodiversity in urban coastal environments. As well as increasing the settlement and abundance of habitat-forming ecosystem engineers to ensure the long-term stability of these ecosystems. They can be used both in the development of new costal development projects as well as in an ad-hoc fashion where they can be interspersed on seawalls in harbours. Additionally, gabions have the potential to be used in projects that target species of conservation concern such as the endangered Knysna Seahorse (Hippocampus capensis). It is, however, important to monitor the invasion by non-native species in future ecological engineering projects in South Africa as well as their potential for creating ecological traps (a situation in which an organism may be convinced to settle in a low-quality habitat) for certain species. , Thesis (MSc) -- Faculty of Science, Zoology and Entomology, 2024
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Date Issued: 2024-04-04

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Anonymous testimony and epistemic responsibility

- Ajiboro, Aderonke Adeyinka

Authors: Ajiboro, Aderonke Adeyinka
Date: 2023-10-13
Subjects: Anonymity , Assertion , Credibility , Truthfulness and falsehood , Responsibility , Testimony (Theory of knowledge)
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/432286 , vital:72858 , DOI 10.21504/10962/432286
Description: In this thesis, I examine anonymous testimony in both offline (face-to-face) and online (internet and social media) interactions and the epistemic concerns it raises in relation to belief, knowledge, justification, and normative assessments of assertions. I discuss anonymous testimony as involving a relation between the hearer and the content of the testimony in comparison to ordinary cases where the speaker of an assertion is known. In anonymous testimony, the hearer has the burden of epistemic responsibility to arrive at a testimonial belief or arguably acceptance. The hearer is also accountable for the anonymous testimony in the event of re-assertion. I also assess the norms of assertion for anonymous testimony and argue that knowledge, truth, and belief norms that apply in cases where the speaker is known should not be applied to cases of anonymous speakers. Epistemologists have paid little attention to anonymous testimony and its implications on the norms of interaction. This is a study in the epistemology of testimony and it aims at providing further understanding of the epistemic responsibility of hearers of anonymous testimony. In Chapter One, I argue that anonymous testimony can be appropriately described as testimony; where the properties of an assertion to induce belief in the hearer are sufficient to describe the assertion as testimony. I examine the kinds of anonymity and the burden of epistemic responsibility for the hearer. I introduce basically anonymous testimony in offline and online contexts of interaction. A basically anonymous testimony occurs where, at the instance of receiving testimony and making an epistemic decision on it, the speaker is unidentifiable to the hearer. In Chapter Two, I discuss the kinds of epistemic attitudes hearers may have when they receive anonymous testimony. I discuss reductionism, antireductionism, and entitlement theory as accounts of the justification for believing testimony. I argue that acceptance is the appropriate attitude and the entitlement theory provides a basis for accepting anonymous testimony. I also argue that practical reasons are a sufficient to accept anonymous testimony. Also, I discuss the possibility that a hearer of anonymous testimony can make a wrongful presumption by assigning an identity to a person as the speaker of an anonymous testimony. This can cause harm to the ‘person’ of the presumed speaker such as an unwarranted credibility assessment of the person by other people in the community. I also argue that making a credibility assessment of a presumed speaker constitutes harm to a proper epistemic assessment of the content. In Chapter Three, I discuss the possibility of trust relations between an anonymous speaker and a hearer. I argue that the hearer is solely responsible for making an epistemic decision from anonymous testimony. I argue that anonymous testimony can be relevant to a hearer given the value of its content. In Chapter Four, I discuss the applicability of knowledge, truth, belief, reasonable to believe and supportive reasons norms for the re-assertion of anonymous testimony. Hence, I argue that the supportive reasons norm, which acknowledges acceptance of an assertion, the relevance of contexts, and admits both epistemic and practical reasons to make an assertion, should guide the re-assertion of anonymous testimony. I also argue that a hearer should be epistemically conscientiousness for responsible re-assertion of received anonymous testimony. , Thesis (PhD) -- Faculty of Humanities, Philosophy, 2023
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Date Issued: 2023-10-13

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Design of an LMS-mediated tutorial to support deep and effective engagement in the process of learning mathematics

- Kigundu, Stephen

Authors: Kigundu, Stephen
Date: 2023-10-13
Subjects: Learning Management Systems (LMS) , e-learning , Educational technology , Mathematics Study and teaching (Secondary) , Constructivism (Education) , Mixed methods research
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/431565 , vital:72786 , DOI 10.21504/10962/431565
Description: Many institutions of Higher Learning have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning implementation. However, the design and nature of LMS technologies present challenges to the design of LMS-based activities that engage students in learning to do mathematics. There are no clear guidelines or strategies for designing LMS-based activities that engage students in complex mathematical processes. Hence, using technologies in mathematics education often replicates instructivist positions and practices. Conversely, using constructivist principles, modes of mathematical engagement, and e-learning tools to mediate learning provides an integrated framework to transform the use of an LMS as a platform for e-learning implementation and promote deep engagement in mathematical learning. The objective of this study was to explore mechanisms that could be useful for conceiving activities to support the learning of Mathematics using an LMS-mediated tutorial. The design, redesign and evaluation of the e-tutorial are reported upon. In preparation for the study, an LMS-based tutorial was designed and developed to be used as a test-bed to investigate how these e-learning tools could support learning to do mathematics. A Trigonometry module, consisting of course content in the form of resources and tasks to help the students to explore, practice and apply right triangle concepts, was used to investigate and derive design strategies. A mixed method research approach with a reflexive self-study research design was used. A group of first-year university student volunteers studying mathematics in the mechanical engineering department were used to test the tutorial. The students were asked to do a series of tasks using the e-learning environment during the Mathematics tutorial period. Data was collected using in-class observations, interviews, screen capture videos, student-written responses, and system-generated data. All students were encouraged to complete a learning journal detailing their experiences during the tutorial using an LMS-based tool. The students were given no training, but a tutor (researcher) was available to answer any questions they may have had. Contradiction analysis was used to evaluate the data, compare purpose and practice and judge whether the activity or tool was fitted for the intended purpose. Findings were in the form of transformations of the e-tutorial system as it was developed. Among the most noteworthy contributory modifications were changing from 1) “read first, then do” to “do first, read when necessary”, 2) “work on the computer” to “work on paper then capture on the computer”, 3) “physically separated work with computer-enabled social contact”, to "individual computer work in face-to-face social settings.” 4) “single-level of resource provision” to “multi-level, demand-driven resource provision” and 5) “self-regulated” learning process regulation to “computer-assisted” learning process regulation. The discussion of these findings indicated that to enable students’ deep and effective engagement in the process of learning fundamental trigonometry within an LMS-mediated tutorial, one needs to design the system with some activities that can create a demand for knowledge, encourage rough work and face-to-face social interaction, supported by multi-level, demand-driven resources, and computer-assisted learning-process regulation. Contributions to research by this study were in the form of 1) Design Principles for LMS-mediated tutorials, 2) Principles for an e-tutorial development methodology, and 3) The LMS-mediated tutorial system. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
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Date Issued: 2023-10-13

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Developing a socio-economic framework for assessing the effectiveness of Expanded Public Works Programmes (EPWP): The case of the Prosopis mesquite Working for Water clearing project in the Northern Cape Province, South Africa

- Ntsonge, Sinazo

Authors: Ntsonge, Sinazo
Date: 2023-10-13
Subjects: Public works South Africa Northern Cape Evaluation , Mesquite , South Africa. Expanded Public Works Programme , Working for Water Programme , Project management Case studies , Livelihood
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/419219 , vital:71626 , DOI 10.21504/10962/419219
Description: The EPWP functions as a bridge between unemployment and entry into the labour market by providing work readiness skills training to its beneficiaries who receive below-market rate stipends for the short- term duration of their participation. The EPWP combines service delivery issues with social development objectives by promoting intensive manual labour in its projects. As a social protection strategy, public works programmes cater to those who do not meet the criteria to receive government social grants. As one of the programmes under the EPWP dealing with the control and eradication of invasive alien plants, the Working for Water (WfW) programme also uses intensive manual labour methods for clearing alien plant species. Although the clearing successes of WfW are well documented, the programme has focused little attention to the longer-term livelihood impacts of the temporary work and skills training provided to beneficiaries. This study suggests this could be due to a lack of the appropriate indicators to measure these outcomes. Therefore, an evaluation framework for environmental public works projects is proposed, which consists of outcome indicators to track the livelihood impact of the work experience and skills training on the beneficiaries post-participation, since the aim of these EPWP interventions is to improve beneficiaries’ labour market outcomes. The Northern Cape province’s Prosopis mesquite clearing project was used as the case study to develop and test the evaluation framework. The outcome indicators were informed by the key stakeholders’ interviews and the beneficiaries’ survey, specifically since the beneficiaries were well placed to give feedback on the benefits of the work experience and training post-participation. The combined strengths of the Sustainable Livelihoods Approach and the Capability Approach were useful for formulating the outcomes indicators, while the indicators for the inputs, activities and outputs were formulated from the key stakeholder interviews and online EPWP reports. A mixed methods approach was used and primary data were collected through key stakeholder interviews with the Prosopis mesquite clearing project managers and an online survey with some of the beneficiaries. Online EPWP reports and records obtained from WfW were used as secondary data. Data analysis used RStudio, Microsoft Excel and GraphPad Prism. The data analysis and evaluation framework indicators constituted the results section and aimed to highlight the factors that managers should focus on to achieve the desired livelihood outcomes. The proposed outcome indicators can be used to gauge the effectiveness of environmental public works’ social development interventions. The results revealed that the project budget fluctuations resulted in the Working for Water managers adopting a myopic view in administering the workdays and skills training, which diminished the livelihood impact of the Prosopis mesquite clearing project to merely a ‘make work’ project with no observable longer-term livelihood benefits. The selection input indicators and their utilisation during project activities needs to be better aligned with the desired longer-term livelihood outcomes that these environmental public works projects seek to achieve, mainly that of preparing beneficiaries for jobs in the labour market. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2023
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Date Issued: 2023-10-13

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Natural Language Processing with machine learning for anomaly detection on system call logs

- Goosen, Christo

Authors: Goosen, Christo
Date: 2023-10-13
Subjects: Natural language processing (Computer science) , Machine learning , Information security , Anomaly detection (Computer security) , Host-based intrusion detection system
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424699 , vital:72176
Description: Host intrusion detection systems and machine learning have been studied for many years especially on datasets like KDD99. Current research and systems are focused on low training and processing complex problems such as system call returns, which lack the system call arguments and potential traces of exploits run against a system. With respect to malware and vulnerabilities, signatures are relied upon, and the potential for natural language processing of the resulting logs and system call traces needs further experimentation. This research looks at unstructured raw system call traces from x86_64 bit GNU Linux operating systems with natural language processing and supervised and unsupervised machine learning techniques to identify current and unseen threats. The research explores whether these tools are within the skill set of information security professionals, or require data science professionals. The research makes use of an academic and modern system call dataset from Leipzig University and applies two machine learning models based on decision trees. Random Forest as the supervised algorithm is compared to the unsupervised Isolation Forest algorithm for this research, with each experiment repeated after hyper-parameter tuning. The research finds conclusive evidence that the Isolation Forest Tree algorithm is effective, when paired with a Principal Component Analysis, in identifying anomalies in the modern Leipzig Intrusion Detection Data Set (LID-DS) dataset combined with samples of executed malware from the Virus Total Academic dataset. The base or default model parameters produce sub-optimal results, whereas using a hyper-parameter tuning technique increases the accuracy to within promising levels for anomaly and potential zero day detection. , Thesis (MSc) -- Faculty of Science, Computer Science, 2023
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Date Issued: 2023-10-13

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Social Learning and Regenerative Sustainability: Unlocking value created in sustainability projects in higher education

- Royle, Carlene

Authors: Royle, Carlene
Date: 2023-10-13
Subjects: Social Learning South Africa Makhanda , Sustainability South Africa Makhanda , Education, Higher Social aspects South Africa Makhanda , Social accounting South Africa Makhanda , Education, Higher Activity programs South Africa Makhanda , Value creation , Agent (Philosophy) , Sustainable Development Goals
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/402981 , vital:69911
Description: This qualitative study considers two bodies of theory, regenerative sustainability and social learning theory, within a tertiary education context. Universities offer unique opportunities, across both the formal and informal curriculum, that engage with the two-fold socioeconomic and environmental crises. The study explores both the promise of unlocking value in an ex-linear economy; and the healing and regenerative benefits in moving toward greener practices. Through an embedded case study at Rhodes University, in the Eastern Cape of South Africa, this research explores the value that is being unlocked in campus-based sustainability projects, when considered through a social learning lens (Lave and Wenger, 1991). Invitations to participate in this study were extended to project-leads of sustainability initiatives originating from Rhodes University campus. Six projects, which have been active on campus in recent years, were selected and, through semi-structured interviews, the insights of 12 participants were captured and analysed using the associated Value Creation Framework (VCF) developed by Wenger, Trayner and De Laat (Wenger, Trayner, de Laat, 2011) and later Wenger-Trayner and Wenger Trayner (2014, 2015, 2020). The VCF consists of value cycles that interconnect dynamically, including Orientating, Strategic, Enabling, Immediate, Potential, Applied, Realised and Reframed or Transformative value cycles. The study identified instances of all these value cycles, within and across the six embedded case studies (project). Drawing on social learning theorists the analysis further focused on instances of collaboration, agency and boundary crossing. Additional themes that emerged across the majority of the embedded study projects, were a convergence of socio and eco; a whole-systems perspective shared by project leads; the importance of the social commons; language as an enabler; and problem solving for system change. A recommendation is proposed to further unlock the unbounded value created through such projects by reframing the informal curriculum opportunities offered on university campuses as social learning spaces where students can practice agency. To do so, would require formalizing various forms of system support, thus facilitating expanded learning in regenerative sustainability activities, for the common social and planetary good. , Thesis (MEd) -- Faculty of Education, Education, 2023
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Date Issued: 2023-10-13

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Status and potential of green infrastructure to support urban resilience in Zomba City, Malawi

- Likongwe, Patrick Jeremy

Authors: Likongwe, Patrick Jeremy
Date: 2023-10-13
Subjects: Biodiversity , Ecosystem services Malawi Zomba District , Green space , Land use Malawi Zomba District , Land cover Malawi Zomba District , Social ecology , Sustainability , Urban resilience , Trees Variation
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/431821 , vital:72806 , DOI 10.21504/10962/431821
Description: Small and medium towns with less than one million inhabitants are regarded to be the fastest growing urban centres globally, absorbing the bulk of the urban population growth. This urban growth drives the diminishing natural capital within the urban settings, resulting in compromised ecosystem services delivery, thereby rendering urban dwellers and systems less resilient to hazards and shocks. It is known that urban resilience discourse is rooted in robust, empirical assessments of the nature, composition and distribution of urban green infrastructure. Using the concept of green infrastructure, a mechanism for the delivery of ecosystem services that are multi-functional, well connected, and that integrate the grey-green infrastructure while providing room for social inclusion, anchored the research in a small city of Zomba, Malawi, which is a fast-growing city facing natural resource and ecosystem service degradation. The research therefore was set to understand the status of urban green infrastructure in Zomba over space and time as the basis for enhancing urban resilience. This was facilitated by an understanding of the spatial and temporal quantity, quality, diversity and distribution of urban greenspaces and the composition, structure, diversity and distributional differences of urban trees within different urban greenspace classes. Further to this was an investigation on the perceptions of and preferences for urban greenspaces among the different socio-demographic groups and finally the role of residents, institutions and institutional frameworks in building urban resilience through the delivery of ecosystem services. To achieve these objectives, the study used a suite of methods. First was geographical information system and remote sensing to understand the spatial and temporal changes in greenspaces within the city in terms of quantity and distribution. Ecological methods of assessing the tree species composition, diversity, population structure and distribution were also employed. To gauge the perceptions of and preferences for urban greenspaces, a survey was done, targeting users found within the urban greenspaces plus residents that claimed to have patronised the urban greenspaces. Finally, to understand the role of nature and the relevant urban ecosystem services provided towards building urban resilience, remote sensing and key informant interviews were done to enrich the literature searches on a case study of urban community efforts involved in managing Sadzi hill to reverse ecosystem disservices versus Chiperoni hill that was not managed. A general impression of declining urban green infrastructure was verified through the study. The city has indeed lost 14 % tree cover between 1998 and 2018 due to increased housing and creation of agricultural land to support the growing urban population. The city has 168 tree species with 65 % of them being indigenous. Residential areas were dominated by exotic trees, mainly due to the abundance of exotic fruit trees like Mangifera indica. Generally, the city has a good tree diversity score but unequally distributed, with the formal residential areas, where the colonial masters settled, having more trees than the mixed and informal residential areas. Nine urban greenspace types were identified, but there was a low per capita urban greenspace area of 11.6 m2 per person, slightly above the minimum standard set by World Health Organisation. From the preferences for and perceptions of urban greenspaces, patronage to these greenspaces (treated as parks) was highest among the educated youth, a majority being from the high housing density areas where there are no urban parks. Walking to the nearest urban greenspace took more than 10 minutes for 85 % of the respondents. With the available by-laws in support for the governance of greenspaces within the city and the role of residents towards the same, restoration efforts that targeted Sadzi hill yielded positive results through reversing ecosystem disservices that were being experienced by the community members around the hill. The community enjoys several ecosystem services that have also contributed towards building their resilience to climatic and environmental hazards. The results of this study have unveiled several green infrastructure attributes that can contribute towards building urban social ecological resilience like the presence of high proportion of indigenous tree species, healthy urban forest, high proportion of fruit trees, high diversity scores, unparalleled demand for urban greenspaces for cultural and regulatory ecosystem services, the willingness to pay and work towards managing and conserving greenspaces and the social capital available from the urban communities. However, the study also unveiled several green infrastructure related attributes that if not checked will continue to undermine efforts towards building urban resilience. These included the continued drop in tree and greenspace cover, poor governance of the available public greenspaces, unequal distribution of trees and urban greenspaces, poor management of greenspaces, bare river banks, lack of park amenities and a lack of a clear strategy, policy or an urban plan that clearly outlines green infrastructure. Efforts towards addressing these will mean acknowledging the role of green infrastructure in supporting urban social ecological resilience. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2023
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Date Issued: 2023-10-13

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The mathematical and pedagogical content knowledge that Namibian senior primary teachers draw on to develop their learners’ computational estimation

- Shigwedha, Emilia Ndilimeke

Authors: Shigwedha, Emilia Ndilimeke
Date: 2023-10-13
Subjects: Mathematics Study and teaching (Primary) Namibia , Approximation theory , Pedagogical content knowledge , Mathematics teachers In-service training Namibia , Mathematics Namibia Outlines, syllabi, etc
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424108 , vital:72124
Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
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Date Issued: 2023-10-13

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The potential of social learning to upscale the Community Based Water Quality Management (CBWQM) process: A case study of the Mpophomeni and Baynespruit Enviro Champs project

- Sithole, Nkosingithandile

Authors: Sithole, Nkosingithandile
Date: 2023-10-13
Subjects: Community of practice , Social learning , Water quality management South Africa Pietermaritzburg Citizen participation , Citizen science , Water quality South Africa Pietermaritzburg
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/402966 , vital:69910
Description: Water is an essential component of human survival, with a wide variety of uses such as washing, cooking, drinking and growing food. Covering approximately 70% of the Earth’s surface, water is necessary for all human survival, and is a source of life for plants and animals. Only 0.036% of freshwater can be accessed and utilised by humans, which is not enough to support the rapidly growing population and economic development. This water is further exhausted by pollution caused by sewage leaks, littering, agricultural runoff and industry discharge which deteriorate water quality significantly. To exacerbate these water issues, the major issue of water accessibility is not directly linked to quantity but has been primarily attributed to poor water governance, at a global and local level (in South Africa). Poorly maintained water infrastructure and inadequate cooperative governance have resulted in the establishment of many Community Based Water Quality Management (CBWQM) projects in South Africa, to respond to water quality monitoring and management challenges. The aim of this study was firstly, to investigate how social learning was occurring within two CBWQM Communities of Practice (CoPs) located in KwaZulu-Natal, Pietermaritzburg, namely, the Baynespruit and the Mpophomeni Enviro Champs project (Case Study 1 and 2 respectively), and the potential of social learning to upscale CBWQM. Additionally, it sought to identify the type of support required for the scaling of social learning outcomes in CBWQM communities of practice, along two potential scaling pathways that were identified in a national study on scaling of CBWQM: Scaling Pathway 1(Policy engagement and support) and Scaling Pathway 2 (Capacity building). The research was undertaken as a qualitative case study approach, with data collected through semi-structured interviews, document, and questionnaire analysis to investigate social learning within the two selected case studies. The data was coded and indexed using a thematic analysis technique and an analytical framework as a tool to investigate how social learning was occurring in both case studies and explore the potential required to upscale it. The study found that there is an existing gap between policy and practice with regard to CBWQM support by government structures. Despite South African water policy advocating for public participation in water resource management, there has been limited support from government to support and resource CBWQM projects over a long period of time. To upscale the practice of CBWQM, the study found that capacity building and learning needs to be improved and better supported practically through models such as the 5Ts of learning, and through supporting CBWQM participants’ learning journey to establish learning pathways for them. , Thesis (MEd) -- Faculty of Education, Education, 2023
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Date Issued: 2023-10-13

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Technological pedagogical content knowledge development: investigating secondary school teachers' integration and use of technology during emergency remote teaching in Endola education circuit

- Munyanyo, Johanna

Authors: Munyanyo, Johanna
Date: 2023-10
Subjects: Pedagogical content knowledge , Social distancing (Public health) and education , Distance teaching , Educational technology , Technological Pedagogical Content Knowledge
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/423882 , vital:72101
Description: The Covid-19 pandemic has created the largest disruption of education systems in human history. The closure of schools and other learning spaces has impacted billions of learners worldwide. The mitigative measures and many new standard operating procedures have brought restrictions and many challenges. The face-to-face traditional teaching method lost its value, and teaching shifted to distance through the integration of technologies. The integration of technologies necessitated the emergency remote teaching process, as it is one of the distance teaching modes that can make teaching possible even for less technologically privileged nations. Literature has shown that the integration and usage of technology during teaching support the development of technological pedagogical and content knowledge (TPACK) of teachers. This study, therefore, sought to investigate how the integration and use of technology during the emergency remote teaching of Covid-19 developed the secondary school teachers’ technological pedagogical and content knowledge. The study is underpinned by an interpretive paradigm, and a qualitative case study approach was employed. It was conducted in seven secondary schools in the Endola education circuit, Ohangwena region, with the purposeful participation of twenty-six secondary school teachers. Data was collected using semi-structured questionnaires and semi-structured interviews. The study was informed by Vygotsky’s (1978) sociocultural theory together with the TPACK framework of Thompson and Mishra (2007) as both theoretical and analytical frameworks. The study's results showed that teachers made use of existing technological resources to sustain their teaching efforts during ERT. They encountered various challenges, including a lack of technological expertise (knowledge) among both teachers and learners. The shift to virtual instruction during ERT supported teachers in developing proficient technological pedagogical content knowledge. This research concludes that schools possess the necessary technological infrastructure to enable teachers to incorporate technology into their teaching methods. Furthermore, it highlights that teachers generally hold favourable attitudes toward integrating technology into their instruction. Nevertheless, it recommends that there is a need for improving both in-service and pre-service teachers’ training and support for effectively teaching in online and blended learning environments. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
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Date Issued: 2023-10

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Pragmatic necessity for breaching Gricean maxims in fiction: Towards a literary plot theory

- Tserayi, Jonathan https://orcid.org/0000-0002-6200-8177

Authors: Tserayi, Jonathan https://orcid.org/0000-0002-6200-8177
Date: 2023-08
Subjects: Indic fiction (English) , Maxims in literature
Language: English
Type: Doctoral theses , text
Identifier: http://hdl.handle.net/10353/28705 , vital:74555
Description: Unlike in most literary studies involving the analysis of the Gricean Cooperative Principle, where the main thrust has been to expose where and how the Gricean maxims were violated, the focus in this study was to investigate the utility or functionality of breached maxims in fictional works. This novel approach, issuing from the presupposition that breached maxims add value to literature, warranted the speculation that it is necessary to breach Gricean maxims for the success of the literary plot. To prove such necessity, the researcher sampled three texts consisting of two novels and a play for in depth analysis. Using two theories (Relevance Theory (RT) and Pragma-crafting theory (PC), and methodologically applying Discourse Analysis (DA) and Conversation Analysis (CA), the researcher sought to establish the effect of breached maxims in the sampled texts. Furthermore, the researcher utilised both quantitative and qualitative methods, even though the former was minimally applied. As expected for a study of this nature, the analysis was largely qualitative. Findings confirmed that breached maxims have the effect of generating literary content and hence are purposefully used to achieve literary creativity and convenience. This affirms the necessity of expediently breaching the maxims in the interest of the literary plot. In this regard, literary works have traditionally thrived on breached Gricean maxims, but the act of violating maxims has hardly been viewed in a positive light. Thus, this research partly fills the gap of articulating the efficacy of breached maxims in literary works, and ultimately proposes a literary plot theory premised on the efficacy of breached maxims. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2023
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Date Issued: 2023-08

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