The experiences of secondary traumatic stress among social workers who deal with traumatised populations : a case study of Buffalo City Municipality, Eastern Cape, South Africa
- Authors: Anyi, Marynet Ema Tangwe
- Date: 2018
- Subjects: Secondary traumatic stress Social workers -- Mental health Social service -- Psychological aspects
- Language: English
- Type: Thesis , Masters , Social Work
- Identifier: http://hdl.handle.net/10353/9951 , vital:35207
- Description: The aim of the research study was to investigate the experiences of secondary traumatic stress among social workers who deal with traumatised populations in the Buffalo City Municipality in the province of the Eastern Cape in South Africa. Qualitative research methods were employed to collect data from thirty participants; twenty were interviewed and 10 participated in a focus group discussion. The most significant finding of this study was that there is a high rate of secondary traumatic stress among social workers, particularly among those who practice in nongovernmental organisations (NGOs), especially those social workers who work with children. The intensity of secondary traumatic stress among social workers appears to be growing steadily, owing to either inadequate or a complete lack of supervision and support on the part of the agencies concerned. The study concludes that social workers are highly at risk of experiencing secondary traumatic stress. The study therefore recommends that policies that are there to protect social workers should be implemented and institutions of higher learning which educate and train social workers need to implement courses in their syllabuses which prepare students for the stresses which they will inevitably encounter while working in the field of social work, particularly secondary traumatic stress.
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- Date Issued: 2018
Selecting educational computer software and evaluating its use, with special reference to biology education
- Authors: Beyers, Ronald Noel
- Date: 1992
- Subjects: Biology -- Study and teaching -- Computer programs Education -- Data processing Biology -- Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1764 , http://hdl.handle.net/10962/d1003649
- Description: In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.
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- Date Issued: 1992
Ideas and power: shaping monetary policy in South Africa 1919-1936
- Authors: Bordiss, Bradley John
- Date: 2014
- Subjects: Monetary policy -- South Africa -- 1919-1936 Economic development -- South Africa -- 1919-1936 Economics -- South Africa -- History Economics -- Philosophy South Africa -- Economic policy -- 1919-1936 South Africa -- Foreign economic relations -- 1919-1936 Great Britain -- Foreign economic relations -- 1919-1936 Great Britain -- Economic policy -- 1918-1945
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1084 , http://hdl.handle.net/10962/d1011605
- Description: In the concluding paragraphs of Keynes’ General Theory, Keynes suggests that vested interests (power) may dominate in the short term, but that “sooner or later, it is ideas, not vested interests, which are dangerous for good or evil” (Keynes; 1936:384). This dissertation seeks to establish whether this is so, and to what extent, in the period 1919 to 1936, insofar as the shaping of monetary policy was concerned. The context that South Africa found itself in at the time was one in which Britain, the colonising power, was in economic decline. Britain’s real economy had lost its lead in the world in the late 1800s, and by our period, 1919 – 1936, she was now struggling to maintain her dominance of the world’s financial economy. South African gold flows to London, and a South African monetary policy supportive of British monetary policy, became more important than ever to Britain. On the back of its ascendant real economy, the United States of America was fast developing its financial sector as a rival to that centered on London. In the broader monetary policy world, the orthodox monetary regime of the Gold Standard, which had worked so well in the period from 1875 to 1914, was firstly difficult to reestablish, and once established, difficult to maintain. Opinion on what should be done was divided between the majority who favoured a return to the orthodoxy, and a much smaller group, including John Maynard Keynes, who argued that the Gold Standard should no longer be the preferred monetary system. In South Africa, our period starts 17 years after the Second Boer War. Afrikaner nationalists intent on establishing independence from Britain, competed with those, including Jan Christiaan Smuts, who believed that tying our policy up with that of the British Empire was the best for South Africa. It is in this context that a naturalised Briton, which the research shows was a loyal servant of the London power elite, was appointed by the Empire-friendly Smuts government to advise the South African government on monetary policy, the setting up of the South African Reserve Bank, the appointment of its first Governor and other matters in the period up until the fall of this government in 1924. It is also in this context that an American ‘Currency Doctor’ and Professor of Economics at Princeton University, which the research shows was intimately connected with the American government and Benjamin Strong at the Federal Reserve, was appointed by the Pact government later in 1924, and who was anxious to throw off the yoke of British control. The theoretical paradigm of this study is that developed by John Maynard Keynes and after him by the post-Keynesian economists, particularly Basil Moore and Hyman P. Minsky. Instead of considering the theory chronologically, book by book, the theory section deals with the subject matter in the themes which came up in the monetary policy debates of the time, looking at all the theoretical literature that applied to these various themes. Aside from the correction of errors of emphasis and errors of fact dealt with in chapter two, chapter five of the dissertation is where most of the original research is reflected. This is the section which deals in depth with the experts that advised the South Africans at the time, how they came to be appointed, whose interests they served, what theories they used in support of their positions, and what was the decision-making process; from their appointment, until their reports were drafted into the law of the Union of South Africa. While Ally’s work (1994) is accepted as the principal work on the influence of the Bank of England, and Britain’s control of South African gold on South African gold and monetary policy, this dissertation claims legitimacy based on a much closer look at the motives and vested interests of the experts advising the South African government at the time. By the end of this chapter, I believe we are better placed to understand and analyse the relative influence of ideas and power on monetary policy in the period 1919 – 1936.
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- Date Issued: 2014
Epitaxial growth and characterisation of CuGaS2
- Authors: Branch, Matthew Stewart
- Date: 2006
- Subjects: Epitaxy , Chalcopyrite , Semiconductors
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10541 , http://hdl.handle.net/10948/438 , http://hdl.handle.net/10948/d1012893 , Epitaxy , Chalcopyrite , Semiconductors
- Description: In this work, the growth and characterisation of the chalcopyrite semiconductor CuGaS2 is presented. The purpose of this study is to gain a better understanding of the defect chemistry of this class of materials through a systematic study relating the structural and optical properties to the composition of thin films grown by metalorganic vapour phase epitaxy. Details associated with the optimisation of the growth process are presented in a format relating the changes in the composition and morphology to variations in the growth process. The structural properties of thin films grown on GaAs(001) substrates are described. A dominance of polycrystalline growth is found to occur for Cu-rich material, whereas near-stoichiometric to Ga-rich material is typified by epitaxial growth. Secondary phases are identified by X-ray diffractometry and Raman spectroscopy for severely non-stoichiometric material. In some cases, the formation of the cubic zincblende and CuPt polytype of CuGaS2 are identified by transmission electron microscopy. It will be shown that changes in the Cu/Ga ratio of the solid strongly influence the photoluminescence response of the layers. Weak excitonic luminescence is observed for both slightly Ga-rich and Cu-rich material. Near stoichiometric layers exhibit luminescence centered at ~2.4 eV. Cu-rich layers are dominated by a line occurring at ~2.1 eV, whereas a different line at ~2.25 eV dominates for Ga-rich layers. A clear picture emerges of the radiative mechanisms dominating for Cu-rich and Ga-rich layers.
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- Date Issued: 2006
An erosion and sediment delivery model for semi-arid catchments
- Authors: Bryson, Louise Kay
- Date: 2016
- Subjects: Sedimentation and deposition , Erosion , Watershed management -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:6056 , http://hdl.handle.net/10962/d1020331
- Description: Sedimentation has become a significant environmental threat in South Africa as it intensifies water management problems in the water-scarce semi-arid regions of the country. As South Africa already allocates 98% of available water, the loss of storage capacity in reservoirs and degraded water quality has meant that a reliable water supply is compromised. The overall aim of this thesis was to develop a catchment scale model that represents the sediment dynamics of semi-arid regions of South Africa as a simple and practically applicable tool for water resource managers. Development of a conceptual framework for the model relied on an understanding of both the sediment dynamics of South African catchments and applicable modelling techniques. Scale was an issue in both cases as most of our understanding of the physical processes of runoff generation and sediment transport has been derived from plot scale studies. By identifying defining properties of semi-arid catchments it was possible to consider how temporal and spatial properties at higher levels emerged from properties at lower levels. These properties were effectively represented by using the Pitman rainfall-runoff model disaggregated to a daily timescale, the Modified Universal Soil Loss Equation (MUSLE) model incorporating probability function theory and through the representation of sediment storages across a semi-distributed catchment. The model was tested on two small and one large study catchment in the Karoo, South Africa, with limited observed data. Limitations to the model were found to be the large parameter data set and the dominance of structural constraints with an increase in catchment size. The next steps in model development will require a reduction of the parameter data set and an inclusion of an in-stream component for sub-catchments at a larger spatial scale. The model is applicable in areas such as South Africa where water resource managers need a simple model at the catchment scale in order to make decisions. This type of model provides a simple representation of the stochastic nature of erosion and sediment delivery over large spatial and temporal scales.
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- Date Issued: 2016
Teachers’ experiences in identifying learners with learning barriers in a Full Service School
- Authors: Dakada, Alinda
- Date: 2015
- Subjects: Inclusive education Learning disabilities -- South Africa -- Eastern Cape Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6147 , vital:29495
- Description: This study investigates teachers‟ experiences in identifying learners with learning barriers in one primary school in the East London District. It focuses on diversity and inclusive education as well as practices and procedures within the school. This is a phenomenological study conceptualized in terms of social constructivism(Leatherman, 2007), Kurt Lewin‟s Field Theory(Neill, 2004) and ecological systems theory(Maddock, 2000).The literature review encompasses four focal points: conceptualisation of inclusive education, inclusive education in South Africa, policy implementation, and lessons learned from inclusive education implementation both internationally and in South Africa. A qualitative research method is employed in this study through the use of semistructured interviews and observations. The findings are analysed using content analysis. The key findings of this might help the teachers working in full service or mainstream schools to have a good understanding and a sense of what diversity and inclusive education entails. The findings might attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need in order to be competent inclusive teachers. Recommendations are developed that point to how practices could be put in place to facilitate an effective implementation strategy for the development of an inclusive education system.
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- Date Issued: 2015
The effect of ultraviolet and gamma irradation on soluble calf-skin collagen
- Authors: Davidson, Raymond John
- Date: 1967
- Subjects: Collagen -- Hide powder Irradiation Solids -- Effect of radiation on Gamma rays -- Dose-response relationship
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4290 , http://hdl.handle.net/10962/d1003718
- Description: Initially the present study was confined to the effects of ultraviolet irradiation on acid-soluble collagen. Such a study was undertaken in order to demonstrate the critical role played by tyrosine and phenylalanine in the intermolecular interaction of the telopeptides protruding from the rigid parent collagen molecule. Since both tyrosine and phenylalanine are photosensitive, and because the collagen telopeptides are relatively rich in these aromatic amino acids, carefully controlled degradation studies involving telopeptide liberation could be made. It became increasingly apparent during the course of investigation, that a better understanding of the subunit composition of thermally denatured acid-soluble collagen was necessary if a satisfactory interpretation of the irradiation studies was to be made. A subsequent study of the subunit composition of thermally denatured acid-soluble collagen resulted in the isolation and characterisation of two major and two minor dimeric components as well as the α- and β - subunits. Three acidic telopeptides and three basic telopeptides were also isolated from acid-soluble collagen during the course of the present study. The presence of the dimeric components while related directly to the method of preparation, suggested that acid-soluble collagen was largely dimeric in nature. Such a conclusion suggested an intermolecular rather than an intraolecular relationship between neutral-salt-soluble and acid-soluble collagen. While it is currently accepted that an intramolecular relationship exists between neutral-salt-soluble and acid-soluble collagen, such a relationship does not satisfactorily explain the very different solubility characteristics displayed by these soluble collagen extracts. With this in mind, and using the study on the subunit composition of thermally denatured acid-soluble collagen as a basis for comparison, the intra and intermolecular relationship between neutral-salt-soluble and acid-soluble collagen was investigated using ultraviolet and gamma irradiation. The effects of ultraviolet and gamma irradiation on soluble collagen preparations proved very similar. Although collagen samples were irradiated in solution from an ultraviolet source; and under anhydrous conditions from a gamma source, much the same degradation mechanism resulted. The initial depolymerisation of dimeric material followed by peptide fission, yielding irradiation-resistant crystalline portions of the parent triple helix, took place in both instances. At the same time, both studies indicated no significant differences in the intra or intermolecular structures of the neutral-salt-soluble and acid-soluble preparations investigated. The dimer content of neutral-salt-soluble collagen preparations was, however, noted to be smaller. To current methods for the preparation of soluble collagens, it may be concluded that such preparations are peptideless to some degree. While the native tropocollagen monomer with its full complement of telopeptide side chains may actively undergo linear polymerisation resulting in fibre formation, the soluble collagen preparations referred to above may only aggregate in a rather random fashion.
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- Date Issued: 1967
The servant of Yahweh : a critical and exegetical study of the Servant Songs in Deutero-Isaiah
- Authors: Dijkman, Jan Hendrik Leonard
- Date: 1961
- Subjects: Bible -- Criticism, interpretation, etc. , Servant songs
- Language: English
- Type: Thesis , Bachelor , BDiv
- Identifier: vital:1293 , http://hdl.handle.net/10962/d1014812
- Description: For more than two thousand years the question of tbe identity of the Servant of Yahweh in Is. 40 - 55, and especially in the so-called "Servant Songs", has exercised the minds of students of the Old Testament. The first answer which we may trace with any certainty is that of the translator of this particular section in the Septuagint, who adds the words "Jacob" and "Israel" to the text. This is closely followed in the New Testament by the answer which Philip gave to the Ethiopian eunuch's query, "Of whom speaketh the prophet this ? of himself, or of some other ?" ( Acts 8:34f,). These two answers are typical of the two possible extremes in solving the problem. The first sees the Servant as a collective entity, the people Israel, while the second sees him as an individual figure, namely, Jesus Christ. The second answer explains why the interpretation of the Servant figure has been such a live issue throughout the entire history of Christendom. In it Christians have seen a prophecy of Jesus Christ - and more particularly in the suffering of the Servant, a prophecy of the facts which form the basis of the Christian Salvation, the death and resurrection of Jesus. Until the close of the eighteenth century, the generally accepted interpretation of the figure of the Suffering Servant among Christians was to identify him completely with Christ. With the development of the scientific study of the Old Testament during the last two centuries, every generation has raised the question afresh and sought to answer it. There is hardly an Old Testament scholar who has not laboured over it, and many have published their attempts at a solution. Hence the literature on the subject is enormous. In the present study no attempt has been made to give an exhaustive survey of all the interpretations of the Servant figure, but the text of the Servant Songs has been examined before an interpretation of the Servant figure was attempted. It is to be hoped that the final interpretation here given will reflect the thought of the prophet rather than that of the interpreter.
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- Date Issued: 1961
The role of microzooplankton in carbon cycling in the Southern Ocean
- Authors: Froneman, Pierre William
- Date: 1996
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:21066 , http://hdl.handle.net/10962/6234
- Description: A 3-year study was carried out on the role of microzooplankton in carbon cycling in the south Atlantic and the Atlantic sector of the Southern Ocean. Microzooplankton grazing impact on phytoplankton was estimated during austral summer and winter employing the dilution technique. Carnivory by larger zooplankton on microzooplankton during summer was estimated using in vitro incubations. Microzooplankton assemblages were always dominated by protozoans comprising ciliates and dinoflagellates. In the ( 20 um chlorophyll fraction, microzooplankton grazing was sufficient to control the growth of the nano- and picophytoplankton suggesting that, where larger microphytoplankton cells dominate, micro zooplankton maintain the background concentrations of the nano- and picophytoplankton. During winter, when small nano- and picophytoplankton cells dominate total chlorophyll concentrations, the microzooplankton grazing impact on phytoplankton is dramatically increased. Microzooplankton removed on average 37% of the initial phytoplankton stock or 70% of the daily phytoplankton production. These results suggest that in winter, micro zooplankton are the main sink for phytoplankton production. Carnivory experiments conducted with selected meso- (copepods) and macro zooplankton (euphausiids and tunicates) showed that all species examined consumed micro zooplankton in the presence of substantial chlorophyll concentrations. Microzooplankton can, therefore, be regarded as trophic intermediates between bacterioplankton, small phytoplankton cells and larger zooplankton species in the Southern Ocean. The results of this investigation suggest a spatiotemporal shift in efficiency of the biological pump mediated by changes in the size composition of the phytoplankton assemblages. South of the Antarctic Polar Front (APF) large IV microphytoplankton cells dominate the summer chlorophyll biomass, suggesting that larger zooplankton grazers represent the main sink for phytoplankton production. Under these conditions, carbon flux to the interior of the ocean will be high due to diel vertical migrations by grazers and the production of large, fast sinking faecal pellets. The sedimentation of large phytoplankton cells also contributes to flux. In the permanently open waters south of the APF and throughout the Southern Ocean during winter, small phytoplankton cells dominate total chlorophyll, resulting in the microbial loop being the main sink for phytoplankton production. The close coupling between the micro zooplankton and the microbial loop dramatically reduces the transfer of organic carbon from the surface layers to depth. Carnivory by metazoans on microzooplankton may reduce the high grazing impact of micro zooplankton and, may also represent an important source of carbon flux originating from the microbial loop.
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- Date Issued: 1996
A preliminary examination of teacher development in farm schools through an illuminative evaluation of a teacher development course implemented by the 1820 Foundation Farm School Project
- Authors: Gale, Frances
- Date: 1989
- Subjects: Rural schools -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape 1820 Foundation. Inset Farm School Project Rural schools
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1712 , http://hdl.handle.net/10962/d1003595
- Description: The 1820 Foundation INSET Farm School Project is described in order to set the context in which this illuminative evaluation of a Teacher Development course took place. The concepts of training, education and development are discussed and it is suggested that the term 'education' encompasses a training-development continuum. The design and implementation of the Teacher Development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses i) her attempt to encourage teacher control of the course and, ii) the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to i) a questionnaire administered to the five teachers involved and ii) a group interview and individual interviews with the teachers. Factors which emerge in the illumination of the data indicate that teacher control of development courses in farm schools in the Eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies.
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- Date Issued: 1989
Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University
- Authors: Gambushe, Wanga
- Date: 2015
- Subjects: Language and education -- South Africa , Multilingual education -- South Africa , Native language and education -- South Africa , Education, Higher -- South Africa , Language policy -- South Africa , Cytology -- Study and teaching (Higher) -- South Africa , Xhosa (African people) -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3649 , http://hdl.handle.net/10962/d1017890
- Description: This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
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- Date Issued: 2015
Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education
- Authors: Graham, Nicola Susan Jearey
- Date: 2014
- Subjects: Responsibility in adolescence , Language and sex -- South Africa , Teenagers -- Sexual behavior -- South Africa , Sex instruction -- South Africa , Sexual health -- Study and teaching -- South Africa , Sexual ethics
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3230 , http://hdl.handle.net/10962/d1013078
- Description: The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.
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- Date Issued: 2014
Studies in the comparative anatomy and systematic importance of the hexapod tentorium
- Authors: Hudson, Gerda Bland
- Date: 1954
- Subjects: Insects -- Anatomy
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5858 , http://hdl.handle.net/10962/d1012457
- Description: During a study of the morphology of the orthopteroid Hexapoda between the years 1939-1941, it appeareded to the writer that further investigation into the structure of the insect tentorium was necessary. The early entomologists laid the foundation or our knowledge or the tentorium but during the latter half of the last century little was added in this particulart field. Comstock and Kochi (1902), as far as the writer is aware are the only workers who have published a paper devoted entirely to the skeleton of the bead of insects, and they did much to clarify both nomenclature and existing knowledge of this structure at that time. Berlese (1909) described a typical tentorlum as observed in orthopteroid Hexapoda and then considered the variations of the tentorium which occur in other groups of insects. Some confusion then appears to have arisen amongst workers, over the origin of the dorsal arms which were erroneously considered by some to be cuticular invaginations and not secondary outgrowths of the anterior tentorial arms. Certain morphologists amongst them, Hoke (1924) Denis (1928), Snodgrass (1928, 1935), Hansen (1930), Walker (1933) Imms (1934), and Symmons (1952), have done much towards improving our knowledge of the tentorium, but all too frequently workers offer brief and inadequate descriptions of this structure in otherwise comprehensive investigations of the insect head. Themain objects in this study are threefold, vlz. (1) The claification of nomenclature (2) The examination and the interpretation ot the tentorium in certain groups of insects. (3) The deliberation as to whether the tentorium is of phylogenetic significance, and thus of use in assessing various schemes of insect classification which have been presented. Introduction, p. 1-2.
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- Date Issued: 1954
Data reduction techniques for Very Long Baseline Interferometric spectropolarimetry
- Authors: Kemball, Athol James
- Date: 1993
- Subjects: Very long baseline interferometry Radio interferometers Data reduction -- Research
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5457 , http://hdl.handle.net/10962/d1005242
- Description: This thesis reports the results of an investigation into techniques for the calibration and imaging of spectral line polarization observations in Very Long Baseline Interferometry (VLBI). A review is given of the instrumental and propagation effects which need to be removed in the course of calibrating such obervations, with particular reference to their polarization dependence. The removal of amplitude and phase errors and the determination of the instrumental feed response is described. The polarization imaging of such data is discussed with particular reference to the case of poorly sampled cross-polarization data. The software implementation of the algorithms within the Astronomical Image Processing System (AlPS) is discussed and the specific case of spectral line polarization reduction for data observed using the MK3 VLBI system is considered in detail. VLBI observations at two separate epochs of the 1612 MHz OH masers towards the source IRC+ 10420 are reduced as part of this work. Spectral line polarization maps of the source structure are presented, including a discussion of source morphology and variability. The source is sigmficantly circularly polarized at VLBI resolution, but does not display appreciable linear polarization. A proper motion study of the circumstellar envelope is presented, which supports an ellipsoidal kinematic model with anisotropic radial outflow. Kinematic modelling of the measured proper motions suggests a distance to the source of ~ 3 kpc. The cirumstellar magnetic field strength in the masing regions is determined as 1-3 mG, assuming Zeeman splitting as the polarization mechanism.
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- Date Issued: 1993
A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education : a research project ; Towards an effective implementation of assessment of biology practical work under ʺcurriculum 2005ʺ
- Authors: Kwayisi, Frederick Ntow
- Date: 1999
- Subjects: Biology -- Study and teaching -- South Africa Group work in education Biology -- Curricula Curriculum change -- South Africa Curriculum planning -- South Africa Competency-based education -- South Africa Inclusive education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1705 , http://hdl.handle.net/10962/d1003588
- Description: A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.
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- Date Issued: 1999
An ecological study of the ixodid tick rhipicephalus glabroscutatum (Du Toit, 1941)
- Authors: Macivor, Keith Malcolm de Falloux
- Date: 1983
- Subjects: Ticks -- Control -- South Africa -- Eastern Cape Parasites -- South Africa -- Eastern Cape Rhipicephalus -- South Africa -- Eastern Cape Angora goat -- South Africa -- Eastern Cape Larvae -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5602 , http://hdl.handle.net/10962/d1002052
- Description: An intensive study was conducted on the free-living larvae and parasitic life stages of R.glabroscutatum on Angora and Boer goats in the Uitenhage district. Free-living larvae exhibited periods of maximum relative abundance during months of generally lower rainfall, from the end of autumn to the beginning of spring. Relative larval abundance in open and gully sites was low while larvae were rarely found in bush sites. Relative abundance was higher at 20h00 than at 08h00 and 14h00. Repeated sampling in the same areas did not reduce larval numbers. Over 99% of parasitic ticks removed from Angora and Boer goats were located on the feet. The annual occurrence of a low and variable number of parasitic immatures was synchronous with the occurrence of free-living larvae. High, less variable numbers of adult ticks were removed from goat feet from September to December, the highest numbers being recorded during October and November. The occurrence of a single period of parasitic adult abundance annually indicated a life cycle with 1 generation per anum. There were higher numbers of adult ticks on the feet of the Angora goats than on the Boer goats. Adult numbers were higher on the hind feet of both breeds of goats than on the front feet. R.glabroscutatum adults seem to be implicated in the aetiology of foot abscesses since more infections were observed in Angora goats than in Boer goats and on the hind feet rather than the front feet within both goat groups. In addition R.glabroscutatum adults attached at interdigital sites where abscesses also originated and reached highest numbers in October and November when abscesses were most frequently observed. A review of distribution and host records indicated that R.glabroscutatum was limited in its distribution to the eastern Cape Province, being primarily located in South Africa's major mohair producing areas. R.glabroscutatum was classed an obligative xerophile on the basis of its recorded occurrence in non coastal areas with a low annual rainfall and Karoo and Karroid Bush vegetation. Host records for R.glabroscutatum included 10 species of wild ungulate, sheep, goats and cattle. The common site of occurrence on small stock and on small to medium sized wild animals appeared to be the legs and feet.
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- Date Issued: 1983
How an eco-school sanitation community of practice fosters action competence for sanitation management in a rural school : the case of Ramashobohle High School Eco-Schools Community of Practice in Mankweng circuit Polokwane Municipality Capricorn district in Limpopo Province, South Africa
- Authors: Manaka, Ngoanamoshala Maria
- Date: 2011
- Subjects: Sanitation -- South Africa -- Management -- Citizen participation Public utilities -- South Africa -- Management -- Citizen participation Sanitation, Rural -- South Africa Sanitation -- Study and teaching -- South Africa School children -- Health and hygiene -- South Africa School hygiene -- South Africa Sanitation -- Health aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1917 , http://hdl.handle.net/10962/d1007319
- Description: Providing adequate sanitation facilities for the poor remains one of the major challenges in all developing countries. In South Africa, an estimated 11,7% of the schools are without sanitation. The South African government has a constitutional responsibility to ensure that all South Africans have access to adequate sanitation. When sanitation systems fail, or are inadequate, the impact of the health of the community, on the health of others and the negative impact on the environment can be extremely serious. In rural South African schools, many Enviro-Ioo toilets are available today. They are designed to suit a variety of water scarce areas and where there is a high risk of contamination of ground water resources. It is important to realize that any Enviro-Ioo system programme requires an education programme to ensure that the principles of use and maintenance are clearly understood by the user group. Their maintenance requires more responsibility and commitment by users. This study is an interpretive case study that indicates how sanitation in a rural Ramashobohle High School in Polokwane municipality was managed through an EcoSchools Sanitation Community of Practice, and how this developed action competence for sanitation management in the school. The study established that the earlier practice and knowledge of the Ramashobohle Eco-Schools community of practice exercised in maintaining Enviro-Ioo systems was inadequate; unhealthy and unsafe according to the data generated through focus group interviews, observations, interviews, action plan, workshops and reflection interviews. The data generated also indicates that the Eco-Schools community of practice was not committed to maintaining sanitation in their school because they were not sharing sanitation knowledge; they were not communicating and not updating one another concerning Enviro-Ioo systems maintenance as they had no adequate knowledge as to how to maintain the facilities; and the school management was also not supportive and was not taking responsibility. The study shows how this situation was turned around as an Eco-Schools Sanitation Community of Practice focussed on developing action competence in the school community. It provides a case based example of how knowledge and action competence, supported by an Eco-Schools Community of Practice, can find and implement solutions to inadequate sanitation management practices in rural schools, and shows how members of the school community can be engaged in learning how to manage and maintain school sanitation systems through a participatory process that develops action competence. The study points to important dimensions of developing action competence, such as providing knowledge and demonstrations, inviting experts to the school, involving learners in observations and monitoring and in ensuring that adequate facilities are available. In particular, a workshop conducted by Enviro-Ioo consultants, organised and supported by the Eco-Schools Sanitation COP, together with a follow up action plan, provided the main impetus for changes in practice in the school and served to support action competence development. Finally the study provides research findings and recommendations for further research.
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- Date Issued: 2011
The hydrogeology of a Karoo basalt/sandstone contact aquifer moretele II district Republic of Bophuthatswana southern Africa
- Authors: Martinelli, Giorgio Luigi
- Date: 1988
- Subjects: Basalt -- South Africa -- Bophuthatswana Sandstone -- South Africa -- Bophuthatswana Aquifers -- South Africa -- Bophuthatswana Hydrogeology -- South Africa -- Bophuthatswana
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4802 , http://hdl.handle.net/10962/d1001902
- Description: As part of a development programme in the Moretele II District, the Government of the Republic of Bophuthatswana, commissioned in 1983 the building of a dry system coal-fired power station. The lack of local surface water to cool the power station resulted in a decision to investigate the potential of the ground water resources. The resources will be required to supply an anticipated 30 year water demand. Because of the high capital investment and the importance of establishing an accurate assessement of the ground water potential there was a need for a comprehensive and detailed hydrogeological study. The specific aim of the investigation is to assess and quantify the long term reliability of the ground water resources. The very limited data for the area necessitated a particularly thorough and detailed investigation. This thesis describes the hydrogeological investigation carried out to define the ground water resource potential of this area. The main objectives of the study are to identify, recognize and evaluate the hydrogeological processes operating on this previously ill-defined Karoo aquifer. To achieve the research objectives the hydrogeological investigation was formulated to make use of various traditional geological, hydrogeological, geophysical and hydrochemical techniques in a logical framework. More specifically, the work involved a hydrocensus, a geophysical survey, the drilling of exploratory boreholes, aquifer tests to determine the intrinsic hydraulic parameters, water level measurements and the collection and analysis of water samples. The combined results of these various techniques provided data to quantify, evaluate and then propose management strategies for the identified resources. The study provided an understanding of the local hydrogeological conditions and has allowed for a conceptual model of the aquifer system to be derived
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- Date Issued: 1988
The consumption and use of wild foods by children across a deforestation gradient in Zomba District, Malawi
- Authors: Maseko, Heather Nonhlanhla
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3212 , vital:20392
- Description: Despite consensus on their significant nutritional value, wild foods are continually excluded from both food security statistics and economic values of natural resources. Though largely unexplored, there is evidence on the use of wild foods by children to supplement their diets and as a source of income. Children have knowledge on the gathering and hunting of selected wild food species and sources thereof. Wetlands, agro-ecosystems, natural forests, human landscapes and river systems remain important sources of wild food resources. The provision of and access to these resources are significantly affected by the interference and disruption to natural ecosystems. In Malawi, interference has been largely due to deforestation and land use change caused by an interplay of pressures from population growth for development and agricultural expansion. Against this background, the implications of deforestation and vegetation cover on the availability of wild foods and their access and use by children is largely unexplored. Through a comprehensive analysis of data collected from 150 children and 50 elderly men and women, the integration of Participatory Rural Appraisal (PRA) exercises and Geographic Information System (GIS), in the four sites of Mpheta, Mtuluma, Kasonga and Makombe in Zomba district, wild foods availability was established and their contribution to the nutritional status of children and households’ food security assessed. Study sites were identified along the deforestation gradient of Lake Chilwa, Zomba Mountain and Shire River basin with an additional focus on varying landscapes. One hundred and twenty species of wild foods were identified with greatest availability in areas of high vegetation cover and the lowest in areas of low vegetation cover, but with meaningful differences per wild food category. There was considerable reduction in the availability of wild foods with increasing deforestation; mainly wild game and fruits species and, in turn, decreased access of these by children. Nevertheless, small game, insects, other wild fruits and wild vegetables thrive well in agro-ecosystems and therefore were minimally affected by deforestation but largely by management practices of those systems and can be possibly improved through the promotion of agro-ecological farming systems. The research reveals that wild foods form an important component of the starch based diets of households from agricultural communities in the various landscapes. Besides securing the household’s food base, all children largely supplemented their diets with wild foods but with increased dependence by children from poorer households who are highly vulnerable to food insecurity. Access and use of wild foods was largely dependent on children’s knowledge, perceptions of the wild food and ease of access, with considerable variations due to gender and socio-cultural norms. Besides contributing to the nutritional status and food security, commercialisation of wild foods was common among children, hence providing them with an alternative livelihood strategy and in some cases only viable source of income.
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- Date Issued: 2016
An investigation into some learning and teaching problems of biology in Transkei senior secondary schools
- Authors: Matoti, Sheila Nokuthula
- Date: 1990
- Subjects: Education, Secondary Biology -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1349 , http://hdl.handle.net/10962/d1001415
- Description: The aim of this study was to investigate some learning and teaching problems of biology in Transkei Senior Secondary schools. The research focussed mainly on Biochemistry. Biochemistry was treated in the context of biology as a whole to show its relevance to other sections of the syllabus. Questionnaires were administered to standard 10 pupils in 15 senior secondary schools selected randomly from the Central Region of Transkei. Further information on pupils' understanding of concepts taught in Biochemistry , was gained through use of concept tests and concept maps. Interviews were conducted with standard 9 and 10 biology teachers, Subject committee members, Examiners, Subject advisers, Lecturers from the University of Transkei and the Transkei Teachers' In-service College and pupils. Data obtained through the use of those research methods was analysed and discussed. Concept mapping as a teaching strategy was introduced to some standard 9 and 10 teachers who attended courses (biology) at The Transkei Teachers ' In-service College. Some suggestions and recommendations for the learning and teaching of biology were then made
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- Date Issued: 1990