Integrating Afrocentric approaches for meaningful learning of science concepts
- Chikunda, Charles, Ngcoza, Kenneth M
- Authors: Chikunda, Charles , Ngcoza, Kenneth M
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436248 , vital:73252 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_
- Description: Economic and social development in any modern country re-lies heavily on a sound scientific and technological base. Es-sentially, science constitutes an area of any nation’s education system where many of the skills that are needed to stimulate development are learned, such as securing good health, fighting diseases, protecting the environment, farming and de-veloping agriculture and developing new industries and tech-nologies and even building resilience to climate change. There is a need therefore for a country to harness the intellectual and scientific capacity of its young people. Ironically, however, sci-ence (especially physical sciences) is one of the least popular areas within the educational system of most developing countries. Research shows that students’ and especially girls’ low interest in science and their relatively negative attitudes are at least partially attributed to the way science is taught at school.
- Full Text:
- Date Issued: 2017
- Authors: Chikunda, Charles , Ngcoza, Kenneth M
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436248 , vital:73252 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_
- Description: Economic and social development in any modern country re-lies heavily on a sound scientific and technological base. Es-sentially, science constitutes an area of any nation’s education system where many of the skills that are needed to stimulate development are learned, such as securing good health, fighting diseases, protecting the environment, farming and de-veloping agriculture and developing new industries and tech-nologies and even building resilience to climate change. There is a need therefore for a country to harness the intellectual and scientific capacity of its young people. Ironically, however, sci-ence (especially physical sciences) is one of the least popular areas within the educational system of most developing countries. Research shows that students’ and especially girls’ low interest in science and their relatively negative attitudes are at least partially attributed to the way science is taught at school.
- Full Text:
- Date Issued: 2017
Issues-Based Enquiry: An Enabling Pedagogy for ESD in Teacher Education and School Geography
- Authors: Wilmot, Diana P
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436266 , vital:73253 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_10
- Description: This chapter addresses the need for innovations in geography teacher education programmes in a developing world context. More specifically, it responds to the need for practical ‘how to’ examples for ESD integration into school geography by de-scribing a pedagogical experiment that was piloted with in-service Namibian teachers and education development offic-ers (EDOs) enrolled for a Bachelor of Education (Honours) de-gree in 2014. The theoretical constructs underpinning the ex-periment’s design and pedagogical approach as well as the teacher professional development model are described. This is followed by a description and justification of the methodology used to answer the research question: ‘How can issues-based enquiry enable the integration of ESD at the micro level of the classroom?’ The findings of the experiment provide evidence of how issues-based enquiry, underpinned by active learning and constructivist epistemology and a model of teacher pro-fessional development located in reflexive practice, enabled the teachers to acquire foundational knowledge and pedagog-ical content knowledge for effective integration of ESD into school geography. This chapter may offer other teacher educators some guidelines on how to develop teacher capacity to integrate ESD into their own programmes.
- Full Text:
- Date Issued: 2017
- Authors: Wilmot, Diana P
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436266 , vital:73253 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_10
- Description: This chapter addresses the need for innovations in geography teacher education programmes in a developing world context. More specifically, it responds to the need for practical ‘how to’ examples for ESD integration into school geography by de-scribing a pedagogical experiment that was piloted with in-service Namibian teachers and education development offic-ers (EDOs) enrolled for a Bachelor of Education (Honours) de-gree in 2014. The theoretical constructs underpinning the ex-periment’s design and pedagogical approach as well as the teacher professional development model are described. This is followed by a description and justification of the methodology used to answer the research question: ‘How can issues-based enquiry enable the integration of ESD at the micro level of the classroom?’ The findings of the experiment provide evidence of how issues-based enquiry, underpinned by active learning and constructivist epistemology and a model of teacher pro-fessional development located in reflexive practice, enabled the teachers to acquire foundational knowledge and pedagog-ical content knowledge for effective integration of ESD into school geography. This chapter may offer other teacher educators some guidelines on how to develop teacher capacity to integrate ESD into their own programmes.
- Full Text:
- Date Issued: 2017
New Beginnings in an Ancient Region: well-being in Sub-Saharan Africa
- Moller, Valerie, Roberts, Benjamin J
- Authors: Moller, Valerie , Roberts, Benjamin J
- Date: 2017
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/61701 , vital:28050 , https://link.springer.com/chapter/10.1007/978-3-319-39101-4_7
- Description: In this chapter, we trace the well-being of people living in the sub-Saharan region of Africa over time, focusing on what are universally considered to be main ingredients of the good life in modern times: health, education, and the income and resources needed to meet basic needs and to prosper. The people of sub-Saharan Africa do not have a common identity, but we have isolated some of the experiences and commonalities that bind the people of the region. The glory of earlier civilizations and of traditional religious beliefs and rituals that cemented the social order and the disruption of African society by foreign incursions during the period of discovery and the Atlantic slave trade and colonialism all had their impact on the African imagination. Well-being in Africa south of the Sahara suffered when people living in Africa were oppressed and exploited between the fifteenth and early twentieth centuries. The winds of change in the 1960s brought freedom and a new sense of dignity. Since independence, there are signs of improvements in key domains of life, but the modern states of sub-Saharan Africa are still addressing the many political and development challenges they face. Optimism and resilience are characteristic of the people living south of the Sahara who have faith that their dreams of a better life will come true.
- Full Text: false
- Date Issued: 2017
- Authors: Moller, Valerie , Roberts, Benjamin J
- Date: 2017
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/61701 , vital:28050 , https://link.springer.com/chapter/10.1007/978-3-319-39101-4_7
- Description: In this chapter, we trace the well-being of people living in the sub-Saharan region of Africa over time, focusing on what are universally considered to be main ingredients of the good life in modern times: health, education, and the income and resources needed to meet basic needs and to prosper. The people of sub-Saharan Africa do not have a common identity, but we have isolated some of the experiences and commonalities that bind the people of the region. The glory of earlier civilizations and of traditional religious beliefs and rituals that cemented the social order and the disruption of African society by foreign incursions during the period of discovery and the Atlantic slave trade and colonialism all had their impact on the African imagination. Well-being in Africa south of the Sahara suffered when people living in Africa were oppressed and exploited between the fifteenth and early twentieth centuries. The winds of change in the 1960s brought freedom and a new sense of dignity. Since independence, there are signs of improvements in key domains of life, but the modern states of sub-Saharan Africa are still addressing the many political and development challenges they face. Optimism and resilience are characteristic of the people living south of the Sahara who have faith that their dreams of a better life will come true.
- Full Text: false
- Date Issued: 2017
Postcolonialism and psychology: Growing interest and promising potential
- Macleod, Catriona I, Bhatia, Sunil, Kessi, Shose
- Authors: Macleod, Catriona I , Bhatia, Sunil , Kessi, Shose
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434332 , vital:73049 , ISBN 9781473925212 , https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-qualitative-research-in-psychology/book245472#description
- Description: In the first edition of this book published in 2008, we categorized postcolonial psychology as embryonic: at the time very few psychologists were using postcolonial theories and approaches to illuminate broadly psychological issues. Since then, there has been some growing interest, to which we refer below. Nevertheless, despite recent contributions to postcolonial psychology literature under the banner of critical psychology (Bhatia, 2014; Moane and Sonn, 2015; Painter, 2015; Teo, 2005) as well as a number of books tackling the psychological in relation to postcolonial theory in the last decade (Anderson et al., 2011; Bhatia, 2007; David, 2011; Good et al., 2008; Hook, 2012; Macleod, 2011; Moane, 2011), postcolonial psychology is far from being an established or significant sub-discipline of psychology. The growing interest and positive responses to some of the work (eg Parker, 2012) must, however, be seen as encouraging in demonstrating the promising potential of postcolonial approaches in psychology, particularly in the political and social conditions of the twenty-first century. By way of orienting the reader, we start this chapter by outlining some of the key tenets of postcolonialism. This must of necessity be brief and unsatisfactory, not least because postcolonialism itself is a slippery term, representing the gathering together of a variety of theoretical writings and understandings under one rubric. Despite the increasing interest in postcolonialism in psychology, there has been little systematic discussion of the implications of this approach in terms of research. We lay the foundations of this discussion by unpicking the possibilities of postcolonialism in understanding the politics of research, specifically the politics of location, the politics of representation, and the politics of practice. We go on to consider the broad research aims postcolonial psychology should address, as well as productive sites for such research. We provide examples of qualitative research in postcolonialism.
- Full Text:
- Date Issued: 2017
- Authors: Macleod, Catriona I , Bhatia, Sunil , Kessi, Shose
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434332 , vital:73049 , ISBN 9781473925212 , https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-qualitative-research-in-psychology/book245472#description
- Description: In the first edition of this book published in 2008, we categorized postcolonial psychology as embryonic: at the time very few psychologists were using postcolonial theories and approaches to illuminate broadly psychological issues. Since then, there has been some growing interest, to which we refer below. Nevertheless, despite recent contributions to postcolonial psychology literature under the banner of critical psychology (Bhatia, 2014; Moane and Sonn, 2015; Painter, 2015; Teo, 2005) as well as a number of books tackling the psychological in relation to postcolonial theory in the last decade (Anderson et al., 2011; Bhatia, 2007; David, 2011; Good et al., 2008; Hook, 2012; Macleod, 2011; Moane, 2011), postcolonial psychology is far from being an established or significant sub-discipline of psychology. The growing interest and positive responses to some of the work (eg Parker, 2012) must, however, be seen as encouraging in demonstrating the promising potential of postcolonial approaches in psychology, particularly in the political and social conditions of the twenty-first century. By way of orienting the reader, we start this chapter by outlining some of the key tenets of postcolonialism. This must of necessity be brief and unsatisfactory, not least because postcolonialism itself is a slippery term, representing the gathering together of a variety of theoretical writings and understandings under one rubric. Despite the increasing interest in postcolonialism in psychology, there has been little systematic discussion of the implications of this approach in terms of research. We lay the foundations of this discussion by unpicking the possibilities of postcolonialism in understanding the politics of research, specifically the politics of location, the politics of representation, and the politics of practice. We go on to consider the broad research aims postcolonial psychology should address, as well as productive sites for such research. We provide examples of qualitative research in postcolonialism.
- Full Text:
- Date Issued: 2017
Situated learning in relation to human conduct and social-ecological change
- Authors: O’Donoghue, R
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436278 , vital:73254 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social process in modernity and tracks some of the expansive trajectories in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in Southern Africa.
- Full Text:
- Date Issued: 2017
- Authors: O’Donoghue, R
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436278 , vital:73254 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social process in modernity and tracks some of the expansive trajectories in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in Southern Africa.
- Full Text:
- Date Issued: 2017
Situated learning in relation to human conduct and social-ecological change
- Authors: O'Donoghue, Rob B
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437513 , vital:73390 , ISBN 978-3-319-45989 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social pro-cess in modernity and tracks some of the expansive trajecto-ries in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in South-ern Africa.
- Full Text:
- Date Issued: 2017
- Authors: O'Donoghue, Rob B
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437513 , vital:73390 , ISBN 978-3-319-45989 , https://doi.org/10.1007/978-3-319-45989-9_2
- Description: This chapter traces how education has developed to provide orientation in a modern world that is characterised by emerging risk. It examines how ESD initially developed as a modernist process to enable social reorientation and has been centred on problem-solving engagement in relation to issues and risk. The intractable complexity of most social-ecological problems has meant that change-orientated and transformative imagi-naries arising in learning are not easily realised in tangible change to resolve the problems at hand. The chapter thus poses the question, “Is ESD as situated learning with trans-gressive social-ecological reorientation possible?” To address this question, the study reviews ESD as a reflexive social pro-cess in modernity and tracks some of the expansive trajecto-ries in the developing field over the last 10 years of the UN Decade of Education for Sustainable Development in South-ern Africa.
- Full Text:
- Date Issued: 2017
Strengthening teachers’ knowledge and practices through a biodiversity education professional development programme
- Songqwaru, Zintle, Shava, Soul
- Authors: Songqwaru, Zintle , Shava, Soul
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436294 , vital:73255 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_15
- Description: What constitutes adequate teacher professional development support that enables teachers to engage meaningfully with ESD learning processes? In an attempt to answer this question, this chapter focuses on how continuing teacher profes-sional development programmes can support teachers of Life Sciences to teach biodiversity as a grounding concept to strengthen educational quality and relevance of Life Sciences education. It reflects on how continuing teacher professional development programmes may be designed and implemented to support South African teachers to work creatively with a con-tent and assessment-referenced national school curriculum. The chapter focuses on what content knowledge, teaching and assessment approaches to include as well as teachers’ reflections on the impacts of such a programme.
- Full Text:
- Date Issued: 2017
- Authors: Songqwaru, Zintle , Shava, Soul
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436294 , vital:73255 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_15
- Description: What constitutes adequate teacher professional development support that enables teachers to engage meaningfully with ESD learning processes? In an attempt to answer this question, this chapter focuses on how continuing teacher profes-sional development programmes can support teachers of Life Sciences to teach biodiversity as a grounding concept to strengthen educational quality and relevance of Life Sciences education. It reflects on how continuing teacher professional development programmes may be designed and implemented to support South African teachers to work creatively with a con-tent and assessment-referenced national school curriculum. The chapter focuses on what content knowledge, teaching and assessment approaches to include as well as teachers’ reflections on the impacts of such a programme.
- Full Text:
- Date Issued: 2017
The culture hut concept as curriculum innovation: Engaging the dialectic nature of heritage in Zimbabwean schools to support ESD learning
- Authors: Zazu, Cryton
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436895 , vital:73314 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_5
- Description: Influenced by Zimbabwe’s cultural policy of 2004, the culture hut concept entails the establishment of a culture hut or village within schools as a curriculum innovation aimed at promoting the teaching and learning of culture within the country’s formal education system. The culture hut is representative of what can be viewed as a ‘mini cultural museum’ in which cultural ar-tefacts and objects are displayed. All schools in Zimbabwe are, therefore, as a matter of policy expected to have a culture hut; hence the culture hut concept itself as a curriculum innovation has, since 2004, became popular in the country. Despite its popularity, little research has been done to evaluate how this curriculum innovation is adding value to Zimbabwe’s education system. It is against this background that this chapter interro-gates the culture hut concept in Zimbabwe, pointing out some of the shortfalls in its current application and highlighting how, if carefully constituted, such curriculum innovation can foster the type of learning envisaged within the Education for Sus-tainable Development (ESD) framework. This chapter, as much as it provides a critique of how the culture hut concept is being used in Zimbabwean schools, also points to what could be done to reconstitute and use this curriculum innovation in ways that support more ESD learning.
- Full Text:
- Date Issued: 2017
- Authors: Zazu, Cryton
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436895 , vital:73314 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_5
- Description: Influenced by Zimbabwe’s cultural policy of 2004, the culture hut concept entails the establishment of a culture hut or village within schools as a curriculum innovation aimed at promoting the teaching and learning of culture within the country’s formal education system. The culture hut is representative of what can be viewed as a ‘mini cultural museum’ in which cultural ar-tefacts and objects are displayed. All schools in Zimbabwe are, therefore, as a matter of policy expected to have a culture hut; hence the culture hut concept itself as a curriculum innovation has, since 2004, became popular in the country. Despite its popularity, little research has been done to evaluate how this curriculum innovation is adding value to Zimbabwe’s education system. It is against this background that this chapter interro-gates the culture hut concept in Zimbabwe, pointing out some of the shortfalls in its current application and highlighting how, if carefully constituted, such curriculum innovation can foster the type of learning envisaged within the Education for Sus-tainable Development (ESD) framework. This chapter, as much as it provides a critique of how the culture hut concept is being used in Zimbabwean schools, also points to what could be done to reconstitute and use this curriculum innovation in ways that support more ESD learning.
- Full Text:
- Date Issued: 2017
The Uptake of Education for Sustainable Development in Geography Curricula in South African Secondary Schools
- Authors: Dube, Carolina
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436319 , vital:73257 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_7
- Description: Curriculum innovation that took place in the post-apartheid era in South Africa provided opportunities for integrating environ-mental concerns and sustainability issues in subjects such as geography and science at further education and training level (FET). However, evidence from my PhD study in geography education at FET level shows that there are major challenges in the implementation of education for sustainable develop-ment (ESD) in the school context. These relate, firstly, to teachers’ lack of content knowledge (CK) and pedagogical content knowledge (PCK) and, secondly, to contextual issues and structural constraints within schools. In order to overcome some of the challenges, a standards-based teacher training model is recommended to ensure the mastery of appropriate competencies for the implementation of environmental educa-tion (EE) and ESD.
- Full Text:
- Date Issued: 2017
- Authors: Dube, Carolina
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436319 , vital:73257 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_7
- Description: Curriculum innovation that took place in the post-apartheid era in South Africa provided opportunities for integrating environ-mental concerns and sustainability issues in subjects such as geography and science at further education and training level (FET). However, evidence from my PhD study in geography education at FET level shows that there are major challenges in the implementation of education for sustainable develop-ment (ESD) in the school context. These relate, firstly, to teachers’ lack of content knowledge (CK) and pedagogical content knowledge (PCK) and, secondly, to contextual issues and structural constraints within schools. In order to overcome some of the challenges, a standards-based teacher training model is recommended to ensure the mastery of appropriate competencies for the implementation of environmental educa-tion (EE) and ESD.
- Full Text:
- Date Issued: 2017
Towards professional learning communities: A review
- Tshiningayamwe, Sirkka, Songqwaru, Zintle
- Authors: Tshiningayamwe, Sirkka , Songqwaru, Zintle
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436305 , vital:73256 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_19
- Description: Professional learning communities (PLCs) have proven to be effective models of teachers’ professional development. Therefore, for effective Education for Sustainable Develop-ment (ESD), PLCs should be considered in the planning of teacher professional development initiatives. This will enable teachers to address issues of quality teaching, learning and sustainable development issues. In the South African context, a ‘professional learning community’ is an emerging policy con-cept. This chapter thus provides a review of the emergence of teacher clusters in South Africa using a reflexive spiral model and praxis tasks. The chapter also draws from the Namibian and South African teacher cluster literature to comment on how teacher clusters could potentially be translated into PLCs to transform teachers’ practices as they relate to ESD.
- Full Text:
- Date Issued: 2017
- Authors: Tshiningayamwe, Sirkka , Songqwaru, Zintle
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436305 , vital:73256 , ISBN 978-3-319-45989-9 , https://doi.org/10.1007/978-3-319-45989-9_19
- Description: Professional learning communities (PLCs) have proven to be effective models of teachers’ professional development. Therefore, for effective Education for Sustainable Develop-ment (ESD), PLCs should be considered in the planning of teacher professional development initiatives. This will enable teachers to address issues of quality teaching, learning and sustainable development issues. In the South African context, a ‘professional learning community’ is an emerging policy con-cept. This chapter thus provides a review of the emergence of teacher clusters in South Africa using a reflexive spiral model and praxis tasks. The chapter also draws from the Namibian and South African teacher cluster literature to comment on how teacher clusters could potentially be translated into PLCs to transform teachers’ practices as they relate to ESD.
- Full Text:
- Date Issued: 2017
‘Adolescent’ sexual and reproductive health: Controversies, rights, and justice
- Authors: Macleod, Catriona I
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434348 , vital:73050 , ISBN 978-3-319-40741-8 , https://doi.org/10.1007/978-3-319-40743-2_9
- Description: Adolescent sexual and reproductive health (SRH) is a field beset with a number of controversies, e.g. whether and to what kind of sexuality education young people should be exposed and whether teenagers should be able to decide on abortion without parental consent. It is within these controversies as well as local social dynamics that public SRH interventions aimed at adolescents take place. I start this chapter with an outline of the major global public health approach to adolescent SRH: the health and human rights framework. I then briefly overview some of the key issues concerning sexuality education, contraception, pregnancy, abortion, HIV, and lesbian, gay, bisexual (LGB) issues among adolescents, concentrating on questions surrounding taken-for-granted assumptions and health injustices. With this as a backdrop, I argue for a sexual and reproductive justice approach that draws from transnational feminism. Such an approach would focus on health injustices, analyze gendered power relations that cohere around sexuality and reproduction among adolescents, highlight the intersectionality of race, class, location, religion, ability and sexual orientation in health outcomes, and deconstruct normative frameworks and taken-for-granted assumptions.
- Full Text:
- Date Issued: 2017
- Authors: Macleod, Catriona I
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434348 , vital:73050 , ISBN 978-3-319-40741-8 , https://doi.org/10.1007/978-3-319-40743-2_9
- Description: Adolescent sexual and reproductive health (SRH) is a field beset with a number of controversies, e.g. whether and to what kind of sexuality education young people should be exposed and whether teenagers should be able to decide on abortion without parental consent. It is within these controversies as well as local social dynamics that public SRH interventions aimed at adolescents take place. I start this chapter with an outline of the major global public health approach to adolescent SRH: the health and human rights framework. I then briefly overview some of the key issues concerning sexuality education, contraception, pregnancy, abortion, HIV, and lesbian, gay, bisexual (LGB) issues among adolescents, concentrating on questions surrounding taken-for-granted assumptions and health injustices. With this as a backdrop, I argue for a sexual and reproductive justice approach that draws from transnational feminism. Such an approach would focus on health injustices, analyze gendered power relations that cohere around sexuality and reproduction among adolescents, highlight the intersectionality of race, class, location, religion, ability and sexual orientation in health outcomes, and deconstruct normative frameworks and taken-for-granted assumptions.
- Full Text:
- Date Issued: 2017
Administrative penalties
- Arendse, Jacqueline A, Clegg, David, Williams, Robert C
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131225 , vital:36539 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Provisions dealing with the levying of interest and penalties are contained in the Tax Administration Act and specific provisions also exist in the various tax Acts. Most of the specific penalty provisions in the various tax Acts have been replaced by the general provisions contained in the Tax Administration Act.
- Full Text: false
- Date Issued: 2016
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131225 , vital:36539 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Provisions dealing with the levying of interest and penalties are contained in the Tax Administration Act and specific provisions also exist in the various tax Acts. Most of the specific penalty provisions in the various tax Acts have been replaced by the general provisions contained in the Tax Administration Act.
- Full Text: false
- Date Issued: 2016
Advance rulings
- Arendse, Jacqueline A, Clegg, David, Williams, Robert C
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131195 , vital:36535 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Chapter 7 of the Tax Administration Act, namely ss 75–90, deals with the formal system and process of the advance tax ruling system. It therefore follows that SARS may now issue advance rulings in respect of all tax types and tax Acts administered by the Commissioner. Procedures and guidelines, in the form of ‘binding general rulings’, for implementation and operation of the ‘advance ruling’ system may be issued by the Commissioner to give effect to the advance tax ruling system.
- Full Text: false
- Date Issued: 2016
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131195 , vital:36535 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Chapter 7 of the Tax Administration Act, namely ss 75–90, deals with the formal system and process of the advance tax ruling system. It therefore follows that SARS may now issue advance rulings in respect of all tax types and tax Acts administered by the Commissioner. Procedures and guidelines, in the form of ‘binding general rulings’, for implementation and operation of the ‘advance ruling’ system may be issued by the Commissioner to give effect to the advance tax ruling system.
- Full Text: false
- Date Issued: 2016
Allopatric speciation in the flightless Phoberus capensis (Coleoptera: Trogidae) group, with description of two new species
- Strümpher, Werner P, Sole, Catherine L, Villet, Martin H, Scholtz, Clarke H
- Authors: Strümpher, Werner P , Sole, Catherine L , Villet, Martin H , Scholtz, Clarke H
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442730 , vital:74028 , ISBN , https://brill.com/view/journals/ise/47/2/article-p149_4.xml
- Description: The name Phoberus capensis (Scholtz) is applied to a small flightless, keratinophagous beetle endemic to the Cape Floristic Region of South Africa. Its gross distribution stretches from roughly 1000 km from the Cederberg (32°24’22” S, 19°04’50” E) to Grahamstown (33°20’07” S, 26°32’50” E). The populations are spatially discrete, restricted to relict forests of the southern Cape and disjunct high montane refugia of the Cape Fold Mountains. We test the hypothesis that there is more than one distinct species nested within the name P . capensis . Phylogenetic relationships among populations were inferred using molecular sequence data. The results support three distinct evolutionary lineages, which were also supported by morphological characters. Divergence time estimates suggest Pliocene-Pleistocene diversification. Based on these results, it is suggested that the P. capensis lineage experienced climatically-driven allopatric speciation with sheltered Afrotemperate forests and high mountain peaks serving as important refugia in response to climatic ameliorations. The P. capensis complex thus represents a speciation process in which flight-restricted populations evolved in close allopatry, possibly as recently as the Pleistocene. Two divergent and geographically distinct lineages are described as novel species: The new species, P . disjunctus sp. n. and P . herminae sp. n., are illustrated by photographs of habitus and male aedeagi.
- Full Text:
- Date Issued: 2016
- Authors: Strümpher, Werner P , Sole, Catherine L , Villet, Martin H , Scholtz, Clarke H
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442730 , vital:74028 , ISBN , https://brill.com/view/journals/ise/47/2/article-p149_4.xml
- Description: The name Phoberus capensis (Scholtz) is applied to a small flightless, keratinophagous beetle endemic to the Cape Floristic Region of South Africa. Its gross distribution stretches from roughly 1000 km from the Cederberg (32°24’22” S, 19°04’50” E) to Grahamstown (33°20’07” S, 26°32’50” E). The populations are spatially discrete, restricted to relict forests of the southern Cape and disjunct high montane refugia of the Cape Fold Mountains. We test the hypothesis that there is more than one distinct species nested within the name P . capensis . Phylogenetic relationships among populations were inferred using molecular sequence data. The results support three distinct evolutionary lineages, which were also supported by morphological characters. Divergence time estimates suggest Pliocene-Pleistocene diversification. Based on these results, it is suggested that the P. capensis lineage experienced climatically-driven allopatric speciation with sheltered Afrotemperate forests and high mountain peaks serving as important refugia in response to climatic ameliorations. The P. capensis complex thus represents a speciation process in which flight-restricted populations evolved in close allopatry, possibly as recently as the Pleistocene. Two divergent and geographically distinct lineages are described as novel species: The new species, P . disjunctus sp. n. and P . herminae sp. n., are illustrated by photographs of habitus and male aedeagi.
- Full Text:
- Date Issued: 2016
Audit, investigation, search, seizure and access to information
- Arendse, Jacqueline A, Clegg, David, Williams, Robert C
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131245 , vital:36541 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Chapter 5 of the Tax Administration Act, which supplements the various fiscal statutes, empowers SARS to call for information on taxpayers, conduct audits, investigations and in certain instances to search premises and seize goods and records. For this purpose, taxpayers are required to keep proper books and records (see § 8.2 and § 4). The purpose of a tax audit is to verify the accuracy and timing of an assessment, but more specifically to ensure accuracy and full disclosure in terms of the law. In the event that an audit reveals non-compliance, criminal and/or civil charges may be initiated by SARS (see § 8.5).
- Full Text: false
- Date Issued: 2016
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131245 , vital:36541 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Chapter 5 of the Tax Administration Act, which supplements the various fiscal statutes, empowers SARS to call for information on taxpayers, conduct audits, investigations and in certain instances to search premises and seize goods and records. For this purpose, taxpayers are required to keep proper books and records (see § 8.2 and § 4). The purpose of a tax audit is to verify the accuracy and timing of an assessment, but more specifically to ensure accuracy and full disclosure in terms of the law. In the event that an audit reveals non-compliance, criminal and/or civil charges may be initiated by SARS (see § 8.5).
- Full Text: false
- Date Issued: 2016
Die Universiteit van die Werkersklas 1960-2010: die klem op studente
- Authors: Thomas, Cornelius
- Date: 2016
- Language: Afrikaans
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59778 , vital:27648 , http://naledi.online/product/ons-kom-van-ver/
- Description: Die Universiteit van die Werkersklas 1960-2010: die klem op studente
- Full Text: false
- Date Issued: 2016
- Authors: Thomas, Cornelius
- Date: 2016
- Language: Afrikaans
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59778 , vital:27648 , http://naledi.online/product/ons-kom-van-ver/
- Description: Die Universiteit van die Werkersklas 1960-2010: die klem op studente
- Full Text: false
- Date Issued: 2016
Dispute resolution
- Arendse, Jacqueline A, Clegg, David, Williams, Robert C
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131084 , vital:36522 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Chapter 9 of the Tax Administration Act 2011, deals with the objection and appeals processes of the tax Acts administered by SARS in terms of s 4 of the SARS Act, 1997. A taxpayer who is aggrieved by an assessment or a decision in which he has an interest, has the right to object against the assessment or decision.
- Full Text: false
- Date Issued: 2016
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131084 , vital:36522 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Chapter 9 of the Tax Administration Act 2011, deals with the objection and appeals processes of the tax Acts administered by SARS in terms of s 4 of the SARS Act, 1997. A taxpayer who is aggrieved by an assessment or a decision in which he has an interest, has the right to object against the assessment or decision.
- Full Text: false
- Date Issued: 2016
Hoofletter K Kleurling - 'n besonderse Suid-Afrikaanse
- Authors: Thomas, Cornelius
- Date: 2016
- Language: Afrikaans
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59771 , vital:27647 , http://naledi.online/product/ons-kom-van-ver/
- Description: Hoofletter K Kleurling.
- Full Text: false
- Date Issued: 2016
- Authors: Thomas, Cornelius
- Date: 2016
- Language: Afrikaans
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59771 , vital:27647 , http://naledi.online/product/ons-kom-van-ver/
- Description: Hoofletter K Kleurling.
- Full Text: false
- Date Issued: 2016
Miscellaneous provisions
- Arendse, Jacqueline A, Clegg, David, Williams, Robert C
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131276 , vital:36548 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Miscellaneous provisions pertaining to tax administration are explained in this chapter.
- Full Text: false
- Date Issued: 2016
- Authors: Arendse, Jacqueline A , Clegg, David , Williams, Robert C
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/131276 , vital:36548 , https://store.lexisnexis.co.za/products/silke-on-tax-administration-skuZASKUPG1440
- Description: Miscellaneous provisions pertaining to tax administration are explained in this chapter.
- Full Text: false
- Date Issued: 2016
Overview and revision of the extant genera and subgenera of Trogidae (Coleoptera Scarabaeoidea).
- Strümpher, Werner P, Villet, Martin H, Sole, Catherine L, Scholtz, Clarke H
- Authors: Strümpher, Werner P , Villet, Martin H , Sole, Catherine L , Scholtz, Clarke H
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442743 , vital:74029 , ISBN , https://brill.com/view/journals/ise/47/1/article-p53_4.xml
- Description: Extant genera and subgenera of the Trogidae (Coleoptera: Scarabaeoidea) are reviewed. Contemporary classifications of this family have been based exclusively on morphological characters. The first molecular phylogeny for the family recently provided strong support for the relationships between morphologically defined genera and subgenera. On the basis of morphological, molecular and biogeographical evidence, certain taxonomic changes to the genus-level classification of the family are now proposed. The family is confirmed as consisting of two subfamilies, Omorginae Nikolajev and Troginae MacLeay, the former with two genera, Omorgus Erichson and Polynoncus Burmeister, and the latter with two genera, Trox Fabricius and Phoberus MacLeay stat. rev. Phoberus is restored to generic rank to include all Afrotropical (including Madagascan endemic) species; Afromorgus is confirmed at subgeneric rank within the genus Omorgus ; and the monotypic Madagascan genus Madagatrox syn. n. is synonymised with Phoberus. The current synonymies of Pseudotrox Robinson (with Trox ), Chesas Burmeister, Lagopelus Burmeister and Megalotrox Preudhomme de Borre (all with Omorgus ) are all accepted to avoid creating speculative synonyms before definitive phylogenetic evidence is available.
- Full Text:
- Date Issued: 2016
- Authors: Strümpher, Werner P , Villet, Martin H , Sole, Catherine L , Scholtz, Clarke H
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442743 , vital:74029 , ISBN , https://brill.com/view/journals/ise/47/1/article-p53_4.xml
- Description: Extant genera and subgenera of the Trogidae (Coleoptera: Scarabaeoidea) are reviewed. Contemporary classifications of this family have been based exclusively on morphological characters. The first molecular phylogeny for the family recently provided strong support for the relationships between morphologically defined genera and subgenera. On the basis of morphological, molecular and biogeographical evidence, certain taxonomic changes to the genus-level classification of the family are now proposed. The family is confirmed as consisting of two subfamilies, Omorginae Nikolajev and Troginae MacLeay, the former with two genera, Omorgus Erichson and Polynoncus Burmeister, and the latter with two genera, Trox Fabricius and Phoberus MacLeay stat. rev. Phoberus is restored to generic rank to include all Afrotropical (including Madagascan endemic) species; Afromorgus is confirmed at subgeneric rank within the genus Omorgus ; and the monotypic Madagascan genus Madagatrox syn. n. is synonymised with Phoberus. The current synonymies of Pseudotrox Robinson (with Trox ), Chesas Burmeister, Lagopelus Burmeister and Megalotrox Preudhomme de Borre (all with Omorgus ) are all accepted to avoid creating speculative synonyms before definitive phylogenetic evidence is available.
- Full Text:
- Date Issued: 2016