Understanding current teacher implementation of Zimbabwe's primary school AIDS curriculum: a case study
- Authors: Musingarabwi, Starlin
- Date: 2013
- Subjects: Teacher participation in curriculum planning -- Zimbabwe , Primary school teachers -- Zimbabwe , Education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9584 , http://hdl.handle.net/10948/d1020912
- Description: Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit the teachers’ views on how personal and contextual factors impact their adaptation and enactment of the curriculum. The study also sought to establish teachers’ perceptions of their practical experiences with the implementation of Zimbabwe’s primary school AIDS curriculum and their suggestions for improving practice. The study follows a qualitative case study design with minimal quantitative results. It involved three purposively selected primary school grade six teachers (n=3) each of whom was asked to teach five lessons while being observed over a period of three months. Each teacher availed his or her teaching scheme/plan to the researcher who conducted document analysis to glean their symbolic conceptualisation of actual classroom practice of the curriculum. This was followed by three semi-structured interviews with each participating teacher to elicit their perceptions. A content analysis using ideas borrowed from the grounded theory approach was employed resulting in thematic findings. The findings of the study confirm and enhance the theoretical significance of the phenomenological-adaptive perspective of educational change and Honig’s (people, policy, places) and cognition model for describing teacher implementation of the mandatory AIDS curriculum. The findings also confirm the complex ways in which human-generated personal and contextual factors played out in framing and shaping teachers’ personal adaptation of the mandatory AIDS curriculum. The study confirms the adaptation claim that as cognitive sense-makers, teachers mutate and enact a curriculum according to their personal subjective interpretations in the context of unique use-setting implementation realities. Although one of the participants’ understanding and practice displayed considerable comprehension of the requirements of the curriculum, the other teachers displayed an understanding of this curriculum in a superficial way, and experienced few positive experiences and several conceptual and operational constraints in its implementation. Drawing on their practical experiences with the implementation of the curriculum, teachers offered suggestions for transforming the implementation proficiency of this curriculum, which formed part of the conceptual strategy I developed for improving practice. Thus the resultant achievement of the study was a conceptual strategy that was constructed from the key findings of the study to provide educational change leaders with nuanced ideas and insights for improving practice.
- Full Text:
- Date Issued: 2013
- Authors: Musingarabwi, Starlin
- Date: 2013
- Subjects: Teacher participation in curriculum planning -- Zimbabwe , Primary school teachers -- Zimbabwe , Education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9584 , http://hdl.handle.net/10948/d1020912
- Description: Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit the teachers’ views on how personal and contextual factors impact their adaptation and enactment of the curriculum. The study also sought to establish teachers’ perceptions of their practical experiences with the implementation of Zimbabwe’s primary school AIDS curriculum and their suggestions for improving practice. The study follows a qualitative case study design with minimal quantitative results. It involved three purposively selected primary school grade six teachers (n=3) each of whom was asked to teach five lessons while being observed over a period of three months. Each teacher availed his or her teaching scheme/plan to the researcher who conducted document analysis to glean their symbolic conceptualisation of actual classroom practice of the curriculum. This was followed by three semi-structured interviews with each participating teacher to elicit their perceptions. A content analysis using ideas borrowed from the grounded theory approach was employed resulting in thematic findings. The findings of the study confirm and enhance the theoretical significance of the phenomenological-adaptive perspective of educational change and Honig’s (people, policy, places) and cognition model for describing teacher implementation of the mandatory AIDS curriculum. The findings also confirm the complex ways in which human-generated personal and contextual factors played out in framing and shaping teachers’ personal adaptation of the mandatory AIDS curriculum. The study confirms the adaptation claim that as cognitive sense-makers, teachers mutate and enact a curriculum according to their personal subjective interpretations in the context of unique use-setting implementation realities. Although one of the participants’ understanding and practice displayed considerable comprehension of the requirements of the curriculum, the other teachers displayed an understanding of this curriculum in a superficial way, and experienced few positive experiences and several conceptual and operational constraints in its implementation. Drawing on their practical experiences with the implementation of the curriculum, teachers offered suggestions for transforming the implementation proficiency of this curriculum, which formed part of the conceptual strategy I developed for improving practice. Thus the resultant achievement of the study was a conceptual strategy that was constructed from the key findings of the study to provide educational change leaders with nuanced ideas and insights for improving practice.
- Full Text:
- Date Issued: 2013
Investigation into the technical feasibility of biological treatment of precious metal refining wastewater
- Authors: Moore, Bronwyn Ann
- Date: 2013
- Subjects: Sewage -- Purification -- Biological treatment -- South Africa Sewage -- Purification -- Activated sludge process -- South Africa Water reuse -- South Africa Flotation -- South Africa Platinum mines and mining -- Waste disposal -- South Africa Platinum mines and mining -- Economic aspects -- South Africa Mine water -- Environmental aspects -- South Africa Platinum mines and mining -- Waste minimization -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3888 , http://hdl.handle.net/10962/d1002013
- Description: The hydrometallurgical refining of platinum group metals results in large volumes of liquid waste that requires suitable treatment before any disposal can be contemplated. The wastewater streams are characterized by extremes of pH, high inorganic ion content (such as chloride), significant residual metal loads and small amounts of entrained organic compounds. Historically these effluents were housed in evaporation reservoirs, however lack of space and growing water demands have led Anglo Platinum to consider treatment of these effluents. The aim of this study was to investigate whether biological wastewater treatment could produce water suitable for onsite reuse. Bench-scale activated sludge and anaerobic digestion for co-treatment of an acidic refinery waste stream with domestic wastewater were used to give preliminary data. Activated sludge showed better water treatment at lab scale in terms of removal efficiencies of ammonia (approximately 25%, cf. 20% in anaerobic digestion) and COD (70% cf. 43% in digestion) and greater robustness when biomass health was compared. Activated sludge was consequently selected for a pilot plant trial. The pilot plant was operated on-site and performed comparably with the bench-scale system, however challenges in the clarifier design led to losses of biomass and poor effluent quality (suspended solids washout). The pilot plant was unable to alter the pH of the feed, but a two week maturation period resulted in the pH increasing from 5.3 to 7.0. Tests on algal treatment as an alternative or follow-on unit operation to activated sludge showed it not to be a viable process. The activated sludge effluent was assessed for onsite reuse in flotation and it was found that there was no significant difference between its flotation performance and that of the process water currently used, indicating the effluent generated by the biological treatment system can be used successfully for flotation. Flotation is the method whereby minerals refining operations recover minerals of interest from ore through the addition of chemicals and aeration of the ore slurry. Target minerals adhere to the bubbles and can be removed from the process.
- Full Text:
- Date Issued: 2013
- Authors: Moore, Bronwyn Ann
- Date: 2013
- Subjects: Sewage -- Purification -- Biological treatment -- South Africa Sewage -- Purification -- Activated sludge process -- South Africa Water reuse -- South Africa Flotation -- South Africa Platinum mines and mining -- Waste disposal -- South Africa Platinum mines and mining -- Economic aspects -- South Africa Mine water -- Environmental aspects -- South Africa Platinum mines and mining -- Waste minimization -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3888 , http://hdl.handle.net/10962/d1002013
- Description: The hydrometallurgical refining of platinum group metals results in large volumes of liquid waste that requires suitable treatment before any disposal can be contemplated. The wastewater streams are characterized by extremes of pH, high inorganic ion content (such as chloride), significant residual metal loads and small amounts of entrained organic compounds. Historically these effluents were housed in evaporation reservoirs, however lack of space and growing water demands have led Anglo Platinum to consider treatment of these effluents. The aim of this study was to investigate whether biological wastewater treatment could produce water suitable for onsite reuse. Bench-scale activated sludge and anaerobic digestion for co-treatment of an acidic refinery waste stream with domestic wastewater were used to give preliminary data. Activated sludge showed better water treatment at lab scale in terms of removal efficiencies of ammonia (approximately 25%, cf. 20% in anaerobic digestion) and COD (70% cf. 43% in digestion) and greater robustness when biomass health was compared. Activated sludge was consequently selected for a pilot plant trial. The pilot plant was operated on-site and performed comparably with the bench-scale system, however challenges in the clarifier design led to losses of biomass and poor effluent quality (suspended solids washout). The pilot plant was unable to alter the pH of the feed, but a two week maturation period resulted in the pH increasing from 5.3 to 7.0. Tests on algal treatment as an alternative or follow-on unit operation to activated sludge showed it not to be a viable process. The activated sludge effluent was assessed for onsite reuse in flotation and it was found that there was no significant difference between its flotation performance and that of the process water currently used, indicating the effluent generated by the biological treatment system can be used successfully for flotation. Flotation is the method whereby minerals refining operations recover minerals of interest from ore through the addition of chemicals and aeration of the ore slurry. Target minerals adhere to the bubbles and can be removed from the process.
- Full Text:
- Date Issued: 2013
Representation and use of indigenous heritage constructs : implications for the quality and relevance of heritage education in post colonial southern Africa
- Authors: Zazu, Cryton
- Date: 2013
- Subjects: Albany Museum (Grahamstown, South Africa) Cultural property -- Conservation and restoration -- Research -- Africa, Southern Great Zimbabwe (Extinct city) Indigenous peoples -- Material culture -- Africa, Southern Anthropological museums and collections -- Management -- Research -- Africa, Southern Cultural property -- Management -- Research Ethnoscience -- Study and teaching -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1407 , http://hdl.handle.net/10962/d1002015
- Description: This study explores representation and use of indigenous heritage constructs with a view to identifying implications thereof for the quality and relevance of heritage education practices in post colonial southern Africa. Framed within a critical hermeneutic research paradigm under-laboured by critical realist ontology, the study was conducted using a multiple case study research design. The data collection protocol was three-phased, starting with a process of contextual profiling, within which insights were gained into discourses shaping the constitution and orientation of heritage education practices at the Albany Museum in South Africa, the Great Zimbabwe Monument in Zimbabwe and the Supa Ngwao Museum in Botswana. The second phase of data collection entailed modelling workshops in which educators engaged in discussion around the status of heritage education in post apartheid South Africa. This highlighted, through modelled lessons, some of the tensions, challenges and implications for working with notions of social transformation and inclusivity in heritage education. The third phase of data collection involved in-depth interviews. Twelve purposively selected research participants were interviewed between 2010 and 2011. Data generated across the study was processed and subjected to different levels of critical discourse analysis. Besides noting how heritage education in post colonial southern Africa is poorly framed and under-researched, this study revealed that current forms of representing indigenous heritage constructs are influenced more by socio-political discourses than the need to protect and conserve local heritage resources. The study also noted that the observed heritage education practices are oriented more towards addressing issues related to marginalisation and alienation of indigenous cultures and practices, than enhancing learners’ agency to manage and utilise local heritage resources in a more sustainable ways. Based on these findings the study recommends re-positioning heritage education within the framework of Education for Sustainable Development (ESD). ESD acknowledges both issues of social justice and the dialectical interplay between nature and culture; as such, it may allow for representation and use of indigenous heritage constructs in ways that expand current political orientations to include sustainability as an additional objective of heritage education. Given that little research focusing on heritage education has been undertaken within southern Africa, the findings of this study provide a basis upon which future research may emerge.
- Full Text:
- Date Issued: 2013
- Authors: Zazu, Cryton
- Date: 2013
- Subjects: Albany Museum (Grahamstown, South Africa) Cultural property -- Conservation and restoration -- Research -- Africa, Southern Great Zimbabwe (Extinct city) Indigenous peoples -- Material culture -- Africa, Southern Anthropological museums and collections -- Management -- Research -- Africa, Southern Cultural property -- Management -- Research Ethnoscience -- Study and teaching -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1407 , http://hdl.handle.net/10962/d1002015
- Description: This study explores representation and use of indigenous heritage constructs with a view to identifying implications thereof for the quality and relevance of heritage education practices in post colonial southern Africa. Framed within a critical hermeneutic research paradigm under-laboured by critical realist ontology, the study was conducted using a multiple case study research design. The data collection protocol was three-phased, starting with a process of contextual profiling, within which insights were gained into discourses shaping the constitution and orientation of heritage education practices at the Albany Museum in South Africa, the Great Zimbabwe Monument in Zimbabwe and the Supa Ngwao Museum in Botswana. The second phase of data collection entailed modelling workshops in which educators engaged in discussion around the status of heritage education in post apartheid South Africa. This highlighted, through modelled lessons, some of the tensions, challenges and implications for working with notions of social transformation and inclusivity in heritage education. The third phase of data collection involved in-depth interviews. Twelve purposively selected research participants were interviewed between 2010 and 2011. Data generated across the study was processed and subjected to different levels of critical discourse analysis. Besides noting how heritage education in post colonial southern Africa is poorly framed and under-researched, this study revealed that current forms of representing indigenous heritage constructs are influenced more by socio-political discourses than the need to protect and conserve local heritage resources. The study also noted that the observed heritage education practices are oriented more towards addressing issues related to marginalisation and alienation of indigenous cultures and practices, than enhancing learners’ agency to manage and utilise local heritage resources in a more sustainable ways. Based on these findings the study recommends re-positioning heritage education within the framework of Education for Sustainable Development (ESD). ESD acknowledges both issues of social justice and the dialectical interplay between nature and culture; as such, it may allow for representation and use of indigenous heritage constructs in ways that expand current political orientations to include sustainability as an additional objective of heritage education. Given that little research focusing on heritage education has been undertaken within southern Africa, the findings of this study provide a basis upon which future research may emerge.
- Full Text:
- Date Issued: 2013
Antifugal evaluation and phytochemical analysis of selected medicinal plants used in the treatment of fungal diseases associated with HIV infection in the Eastern Cape Province, South Africa
- Authors: Mbeng, Wilfred Otang
- Date: 2013
- Subjects: Medicinal plants -- ethnobotanical survey , Opportunistic fungal infections , HIV/AIDS -- Cytotoxicity , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Botany)
- Identifier: vital:11307 , http://hdl.handle.net/10353/d1006834 , Medicinal plants -- ethnobotanical survey , Opportunistic fungal infections , HIV/AIDS -- Cytotoxicity , Eastern Cape -- South Africa
- Description: Background. As a result of the AIDS pandemic, many people areimmuno compromised andopportunistic fungal infections (OFIs) such as candidiasis are common. Despite the widespread use of medicinal plants in South Africa, there is a dearth of knowledge regarding the use of such plants in the management of these infections. This study evaluates three South African medicinal plants (Arctotis arctotoides, Pittosporum viridiflorum, and Gasteria bicolor) traditionally used in the treatment of OFIs in HIV/AIDS patients, in the Eastern Cape Province, South Africa. Materials and methods. A six-stage process of documentation, evaluation and analysis of results was conducted: (1) Selection of medicinal plants most frequently used in the treatment of OFIs through ethnomedical studies and the survey of specialised literature; (2) Collection and preparation of the extract of each plant; (3) Antifungal evaluation of the crude plant extracts. (4) Phytochemical and antioxidant evaluation of the active crude plant extracts; (5) Cytotoxicity evaluation of the bioactive extracts using the Chang liver cell line, and (6) Statistical analysis of the results. Ethnobotanical information was obtained through interviews with traditional healers and AIDS patients with the aid of semi-structured questionnaires, direct observations and by reviewing studies reported in the literature. Following the approval from the University of Fort Hare‘s Ethics Committee, 101 HIV/AIDS patients were recruited through convenience sampling into an anonymous cross-sectional questionnaire study. The agar diffusion and micro-dilution methods were used to determine the antifungal activities of the hexane, acetone and aqueous extracts of A. arctotoides, G. bicolor and P. viridiflorum against 10 opportunistic fungi.
- Full Text:
- Date Issued: 2013
- Authors: Mbeng, Wilfred Otang
- Date: 2013
- Subjects: Medicinal plants -- ethnobotanical survey , Opportunistic fungal infections , HIV/AIDS -- Cytotoxicity , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Botany)
- Identifier: vital:11307 , http://hdl.handle.net/10353/d1006834 , Medicinal plants -- ethnobotanical survey , Opportunistic fungal infections , HIV/AIDS -- Cytotoxicity , Eastern Cape -- South Africa
- Description: Background. As a result of the AIDS pandemic, many people areimmuno compromised andopportunistic fungal infections (OFIs) such as candidiasis are common. Despite the widespread use of medicinal plants in South Africa, there is a dearth of knowledge regarding the use of such plants in the management of these infections. This study evaluates three South African medicinal plants (Arctotis arctotoides, Pittosporum viridiflorum, and Gasteria bicolor) traditionally used in the treatment of OFIs in HIV/AIDS patients, in the Eastern Cape Province, South Africa. Materials and methods. A six-stage process of documentation, evaluation and analysis of results was conducted: (1) Selection of medicinal plants most frequently used in the treatment of OFIs through ethnomedical studies and the survey of specialised literature; (2) Collection and preparation of the extract of each plant; (3) Antifungal evaluation of the crude plant extracts. (4) Phytochemical and antioxidant evaluation of the active crude plant extracts; (5) Cytotoxicity evaluation of the bioactive extracts using the Chang liver cell line, and (6) Statistical analysis of the results. Ethnobotanical information was obtained through interviews with traditional healers and AIDS patients with the aid of semi-structured questionnaires, direct observations and by reviewing studies reported in the literature. Following the approval from the University of Fort Hare‘s Ethics Committee, 101 HIV/AIDS patients were recruited through convenience sampling into an anonymous cross-sectional questionnaire study. The agar diffusion and micro-dilution methods were used to determine the antifungal activities of the hexane, acetone and aqueous extracts of A. arctotoides, G. bicolor and P. viridiflorum against 10 opportunistic fungi.
- Full Text:
- Date Issued: 2013
Post-war reconstruction and development: a collective case study
- Authors: Heleta, Savo
- Date: 2013
- Subjects: Civil war , Peace , Peace-building , Nation-building
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9058 , http://hdl.handle.net/10948/d1008049 , Civil war , Peace , Peace-building , Nation-building
- Description: Since the end of the Cold War, there has been a surge in post-war stabilisation, reconstruction and development operations around the world. Externally driven efforts have been shaped by the liberal peace framework, which assumes that a rapid transmission or imposition of neo-liberal norms and values, combined with Western-style governance institutions, would create conditions for lasting peace and prosperity. Only in a few instances countries have attempted internally driven post-war reconstruction and development; in most cases, these efforts were either ignored or suppressed by international analysts, experts, academics and organisations. Despite all the expertise and funding spent since the early 1990s, externally driven operations have not led to lasting peace and stability, establishment of functioning institutions, eradication of poverty, livelihood improvements and economic reconstruction and development in war-torn countries. All too often, programmes, policies and „solutions‟ were designed and imposed by external actors either because they worked elsewhere or because they were influenced by geopolitical, economic and/or security interests of powerful countries. Furthermore, external actors have tended to assume that generic approaches based on the liberal peace framework can work in all places, while ignoring local actors, contexts and knowledge. Focusing on Bosnia and Herzegovina, South Sudan and Somaliland, this exploratory qualitative study critically explores and assesses both externally and internally driven post-war reconstruction and development practices and operations in order to understand the strengths and shortcomings of both approaches and offer recommendations for future improvements. This is important since socio-economic recovery and economic development are crucial for lasting stability and peace in post-war countries.
- Full Text:
- Date Issued: 2013
- Authors: Heleta, Savo
- Date: 2013
- Subjects: Civil war , Peace , Peace-building , Nation-building
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9058 , http://hdl.handle.net/10948/d1008049 , Civil war , Peace , Peace-building , Nation-building
- Description: Since the end of the Cold War, there has been a surge in post-war stabilisation, reconstruction and development operations around the world. Externally driven efforts have been shaped by the liberal peace framework, which assumes that a rapid transmission or imposition of neo-liberal norms and values, combined with Western-style governance institutions, would create conditions for lasting peace and prosperity. Only in a few instances countries have attempted internally driven post-war reconstruction and development; in most cases, these efforts were either ignored or suppressed by international analysts, experts, academics and organisations. Despite all the expertise and funding spent since the early 1990s, externally driven operations have not led to lasting peace and stability, establishment of functioning institutions, eradication of poverty, livelihood improvements and economic reconstruction and development in war-torn countries. All too often, programmes, policies and „solutions‟ were designed and imposed by external actors either because they worked elsewhere or because they were influenced by geopolitical, economic and/or security interests of powerful countries. Furthermore, external actors have tended to assume that generic approaches based on the liberal peace framework can work in all places, while ignoring local actors, contexts and knowledge. Focusing on Bosnia and Herzegovina, South Sudan and Somaliland, this exploratory qualitative study critically explores and assesses both externally and internally driven post-war reconstruction and development practices and operations in order to understand the strengths and shortcomings of both approaches and offer recommendations for future improvements. This is important since socio-economic recovery and economic development are crucial for lasting stability and peace in post-war countries.
- Full Text:
- Date Issued: 2013
Environmental water quality management of glyphosate-based herbicides in South Africa
- Authors: Mensah, Paul Kojo
- Date: 2013
- Subjects: Water quality management -- South Africa Water quality management -- Environmental Aspects -- South Africa Herbicides -- Environmental aspects -- South Africa Herbicides -- Toxicology -- South Africa Water -- Glyphosate content -- South Africa Water -- Pollution -- South Africa Water quality -- Measurement -- South Africa Water -- Analysis -- South Africa Freshwater ecology -- South Africa Integrated water development -- South Africa Caridina -- Effect of pollution on -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:6023 , http://hdl.handle.net/10962/d1001987
- Description: Although the use of pesticides is necessary to meet the socio-economic needs of many developing countries, especially in Africa, side effects of these bio-active chemicals have contributed to contaminating aquatic and terrestrial ecosystems. Environmental water quality degradation by pesticides interferes with ecosystem health and poses numerous risks to aquatic life. In South Africa, glyphosate-based herbicides are frequently used to control weeds and invading alien plants, but ultimately end up in freshwater ecosystems. However, there are no South African-based environmental water quality management strategies to regulate these bio-active chemicals. Therefore, this study sought to provide a sound scientific background for the environmental water quality management of glyphosate-based herbicides in South Africa, by conducting both laboratory and field investigations. In the laboratory investigations, aquatic ecotoxicological methods were used to evaluate responses of the freshwater aquatic shrimp Caridina nilotica exposed to Roundup® at different biological system scales, and the responses of multiple South African aquatic species exposed to Roundup® through species sensitivity distribution (SSD). In the field investigations, the effect of Kilo Max WSG on the physicochemical and biological conditions of three selected sites in the Swartkops River before and after a spray episode by Working for Water were evaluated through biomonitoring, using the South African Scoring System version 5 (SASS5) as a sampling protocol. Both Roundup® and Kilo Max WSG are glyphosate-based herbicides. All the data were subjected to relevant statistical analyses. Findings of this study revealed that Roundup® elicited responses at different biological system scales in C. nilotica, while SSD estimates were used to derive proposed water quality guidelines for glyphosate-based herbicides in South Africa. The biomonitoring revealed that using glyphosate-based herbicides to control water hyacinth within the Swartkops River had a negligible impact on the physicochemical and biological conditions. Based on these findings, a conceptual framework that can be used for the integrated environmental water quality management of glyphosate-based herbicides in South Africa was developed as part of integrated water resource management (IWRM). The combined data sets contribute to a sound scientific basis for the environmental water quality management of glyphosate-based herbicides in South Africa.
- Full Text:
- Date Issued: 2013
- Authors: Mensah, Paul Kojo
- Date: 2013
- Subjects: Water quality management -- South Africa Water quality management -- Environmental Aspects -- South Africa Herbicides -- Environmental aspects -- South Africa Herbicides -- Toxicology -- South Africa Water -- Glyphosate content -- South Africa Water -- Pollution -- South Africa Water quality -- Measurement -- South Africa Water -- Analysis -- South Africa Freshwater ecology -- South Africa Integrated water development -- South Africa Caridina -- Effect of pollution on -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:6023 , http://hdl.handle.net/10962/d1001987
- Description: Although the use of pesticides is necessary to meet the socio-economic needs of many developing countries, especially in Africa, side effects of these bio-active chemicals have contributed to contaminating aquatic and terrestrial ecosystems. Environmental water quality degradation by pesticides interferes with ecosystem health and poses numerous risks to aquatic life. In South Africa, glyphosate-based herbicides are frequently used to control weeds and invading alien plants, but ultimately end up in freshwater ecosystems. However, there are no South African-based environmental water quality management strategies to regulate these bio-active chemicals. Therefore, this study sought to provide a sound scientific background for the environmental water quality management of glyphosate-based herbicides in South Africa, by conducting both laboratory and field investigations. In the laboratory investigations, aquatic ecotoxicological methods were used to evaluate responses of the freshwater aquatic shrimp Caridina nilotica exposed to Roundup® at different biological system scales, and the responses of multiple South African aquatic species exposed to Roundup® through species sensitivity distribution (SSD). In the field investigations, the effect of Kilo Max WSG on the physicochemical and biological conditions of three selected sites in the Swartkops River before and after a spray episode by Working for Water were evaluated through biomonitoring, using the South African Scoring System version 5 (SASS5) as a sampling protocol. Both Roundup® and Kilo Max WSG are glyphosate-based herbicides. All the data were subjected to relevant statistical analyses. Findings of this study revealed that Roundup® elicited responses at different biological system scales in C. nilotica, while SSD estimates were used to derive proposed water quality guidelines for glyphosate-based herbicides in South Africa. The biomonitoring revealed that using glyphosate-based herbicides to control water hyacinth within the Swartkops River had a negligible impact on the physicochemical and biological conditions. Based on these findings, a conceptual framework that can be used for the integrated environmental water quality management of glyphosate-based herbicides in South Africa was developed as part of integrated water resource management (IWRM). The combined data sets contribute to a sound scientific basis for the environmental water quality management of glyphosate-based herbicides in South Africa.
- Full Text:
- Date Issued: 2013
Assemblage dynamics of larval fishes associated with various shallow water nursery habitats in Algoa Bay, South Africa
- Authors: Pattrick, Paula
- Date: 2013
- Subjects: Spawning -- South Africa -- Algoa Bay , Fishes -- Larvae -- South Africa -- Algoa Bay
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:10727 , http://hdl.handle.net/10948/d1021042
- Description: The success of the larval stage in fishes plays a critical role in structuring adult fish populations. It is well understood that juveniles of many marine fish species are closely associated with nearshore and coastal habitats that serve as nursery areas while adult assemblages are more widely distributed. The larval phase however, particularly pertaining to nursery habitat use, remains poorly understood in South Africa. A mixed-method, larval and juvenile fish study was conducted in the warm-temperate shallow coastal waters of Algoa Bay, South Africa. Two years (2010 – 2012) of seasonal sampling at 27 stations at various habitat types revealed distinct spatio-temporal patterns in larval fish composition and abundance. In total, 164 species from 50 families were collected in the nearshore (<30 m), over reef and sand, in the surf zone and large estuarine habitats in Algoa Bay. Engraulidae dominated the larval fish catch in the nearshore (38.4 percent) and over the selected reef and sand habitats (37.8 percent). Cynoglossidae (28.1 percent) and Sparidae (8.4 percent) were the second and third most abundant fish families in the nearshore. In subtidal reef and sand habitats, Gobiidae (23.4 percent) and Clupeidae (9.2 percent) were the second and third most abundant families respectively. Sparidae dominated (71.4 percent) surf zones followed by Soleidae (10.8 percent) and Mugilidae (5.3 percent), while in the mouth area of two permanently open estuaries in Algoa Bay, Gobiidae (35.9 percent) Sparidae (30.1 percent) and Mugilidae (12.4 percent) dominated. Several species from the Blenniidae, Gobiesocidae, Gobiidae, Scorpaenidae and Tripterygiidae fish families complete their pelagic larval phase in the reef habitats in Algoa Bay. These reef habitats therefore serve as important nursery areas for the larvae of benthic species. The sand and nearshore habitats serve as nursery areas for Clupeidae and Engraulidae. Highest densities of Carangidae, Sciaenidae and Sparidae larvae were observed at the subtidal reef habitats indicating that this area is important for accumulation of the early developmental stages of these fishes. The nearshore serves as an important accumulation habitat for species in the Haemulidae and Soleidae families whose juveniles are known to recruit into estuarine nursery areas. The nearshore therefore is a specific area of presettlement buildup of larvae prior to settlement of larvae or juveniles in estuarine nursery areas. Cynoglossidae larvae are also using the nearshore as an accumulation area prior to settlement and recruitment into adult populations occurring in shallow water habitats. In the surf zone, not only are estuary-dependent fish species utilizing this habitat as a nursery area, but marinespecies whose adults are either associated with rocky shores or surf zones are similarly using these areas as nursery habitats. In addition, estuary-dependent fish species which spawn in the marine environment are actively recruiting into estuarine nursery areas on both tides. Active recruitment against the outgoing ebb tide flow was a conclusive finding in this study. These larvae and juveniles are actively swimming against the ebb tide in the shallower, slower-flowing marginal areas where current flow is reduced. Strong environmental gradients on multiple temporal and spatial scales occur in Algoa Bay. Seasonal patterns were evident in larval densities, richness and diversity. Peaks in density, richness and diversity occurred during spring and summer (September to February) associated with increasing water temperatures and a high productivity providing a good food environment for larval fishes. Thereafter densities declined steadily as a result of natural mortality, settlement or adult spawning activity, until autumn when numbers dropped suddenly as the surviving larvae moved to settlement habitats. The relationship between larval fish and environmental variables provides information useful to determine distributions. Therefore the Bay is particularly suited for modelling larval fish distributions. Using generalized linear models, larval fish density in the nearshore of Algoa Bay responded to different ocean features to varying degrees. Larval fish density responded positively to both upwelling and when warm water plumes, originating from an Agulhas Current meander, entered Algoa Bay. On subtidal reefs, habitat complexity played an important role in determining larval fish composition and diversity. The less structurally complex, reefassociated sand habitats, yielded higher species richness and diversity than the high and low profile reef habitats. Therefore, it is likely that the importance of less structurally complex habitats has been overlooked relative to other habitats in terms of their function for larval fishes. In the surf zone, wave period and wave height, which can be related to exposure, were the most significant environmental factors influencing larval fish assemblages. Greatest species diversity was observed in the surf zone habitats heavily influenced by wave action in the windward sector of Algoa Bay. The identification of spawning areas and the mapping of distributions of early developmental stages of fishes are important in providing data pertaining to the protection of these habitats. This is particularly relevant as a new marine protected area MPA)is planned for the eastern sector of Algoa Bay. Results from retrogressive plots indicate that the spawning locations of several species of coastal and pelagic fishes are occurring outside of the Bay, with the bay therefore serving as an accumulation area. Furthermore, distribution modelling results demonstrate that the early developmental stages of fishes in the shallow coastal habitats of Algoa Bay exhibit high spatial variability in their distributions. Results presented in this thesis help fill the knowledge gaps critical to the understanding of larval fish nursery areas of several economically and ecologically important fish species in Algoa Bay.
- Full Text:
- Date Issued: 2013
- Authors: Pattrick, Paula
- Date: 2013
- Subjects: Spawning -- South Africa -- Algoa Bay , Fishes -- Larvae -- South Africa -- Algoa Bay
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:10727 , http://hdl.handle.net/10948/d1021042
- Description: The success of the larval stage in fishes plays a critical role in structuring adult fish populations. It is well understood that juveniles of many marine fish species are closely associated with nearshore and coastal habitats that serve as nursery areas while adult assemblages are more widely distributed. The larval phase however, particularly pertaining to nursery habitat use, remains poorly understood in South Africa. A mixed-method, larval and juvenile fish study was conducted in the warm-temperate shallow coastal waters of Algoa Bay, South Africa. Two years (2010 – 2012) of seasonal sampling at 27 stations at various habitat types revealed distinct spatio-temporal patterns in larval fish composition and abundance. In total, 164 species from 50 families were collected in the nearshore (<30 m), over reef and sand, in the surf zone and large estuarine habitats in Algoa Bay. Engraulidae dominated the larval fish catch in the nearshore (38.4 percent) and over the selected reef and sand habitats (37.8 percent). Cynoglossidae (28.1 percent) and Sparidae (8.4 percent) were the second and third most abundant fish families in the nearshore. In subtidal reef and sand habitats, Gobiidae (23.4 percent) and Clupeidae (9.2 percent) were the second and third most abundant families respectively. Sparidae dominated (71.4 percent) surf zones followed by Soleidae (10.8 percent) and Mugilidae (5.3 percent), while in the mouth area of two permanently open estuaries in Algoa Bay, Gobiidae (35.9 percent) Sparidae (30.1 percent) and Mugilidae (12.4 percent) dominated. Several species from the Blenniidae, Gobiesocidae, Gobiidae, Scorpaenidae and Tripterygiidae fish families complete their pelagic larval phase in the reef habitats in Algoa Bay. These reef habitats therefore serve as important nursery areas for the larvae of benthic species. The sand and nearshore habitats serve as nursery areas for Clupeidae and Engraulidae. Highest densities of Carangidae, Sciaenidae and Sparidae larvae were observed at the subtidal reef habitats indicating that this area is important for accumulation of the early developmental stages of these fishes. The nearshore serves as an important accumulation habitat for species in the Haemulidae and Soleidae families whose juveniles are known to recruit into estuarine nursery areas. The nearshore therefore is a specific area of presettlement buildup of larvae prior to settlement of larvae or juveniles in estuarine nursery areas. Cynoglossidae larvae are also using the nearshore as an accumulation area prior to settlement and recruitment into adult populations occurring in shallow water habitats. In the surf zone, not only are estuary-dependent fish species utilizing this habitat as a nursery area, but marinespecies whose adults are either associated with rocky shores or surf zones are similarly using these areas as nursery habitats. In addition, estuary-dependent fish species which spawn in the marine environment are actively recruiting into estuarine nursery areas on both tides. Active recruitment against the outgoing ebb tide flow was a conclusive finding in this study. These larvae and juveniles are actively swimming against the ebb tide in the shallower, slower-flowing marginal areas where current flow is reduced. Strong environmental gradients on multiple temporal and spatial scales occur in Algoa Bay. Seasonal patterns were evident in larval densities, richness and diversity. Peaks in density, richness and diversity occurred during spring and summer (September to February) associated with increasing water temperatures and a high productivity providing a good food environment for larval fishes. Thereafter densities declined steadily as a result of natural mortality, settlement or adult spawning activity, until autumn when numbers dropped suddenly as the surviving larvae moved to settlement habitats. The relationship between larval fish and environmental variables provides information useful to determine distributions. Therefore the Bay is particularly suited for modelling larval fish distributions. Using generalized linear models, larval fish density in the nearshore of Algoa Bay responded to different ocean features to varying degrees. Larval fish density responded positively to both upwelling and when warm water plumes, originating from an Agulhas Current meander, entered Algoa Bay. On subtidal reefs, habitat complexity played an important role in determining larval fish composition and diversity. The less structurally complex, reefassociated sand habitats, yielded higher species richness and diversity than the high and low profile reef habitats. Therefore, it is likely that the importance of less structurally complex habitats has been overlooked relative to other habitats in terms of their function for larval fishes. In the surf zone, wave period and wave height, which can be related to exposure, were the most significant environmental factors influencing larval fish assemblages. Greatest species diversity was observed in the surf zone habitats heavily influenced by wave action in the windward sector of Algoa Bay. The identification of spawning areas and the mapping of distributions of early developmental stages of fishes are important in providing data pertaining to the protection of these habitats. This is particularly relevant as a new marine protected area MPA)is planned for the eastern sector of Algoa Bay. Results from retrogressive plots indicate that the spawning locations of several species of coastal and pelagic fishes are occurring outside of the Bay, with the bay therefore serving as an accumulation area. Furthermore, distribution modelling results demonstrate that the early developmental stages of fishes in the shallow coastal habitats of Algoa Bay exhibit high spatial variability in their distributions. Results presented in this thesis help fill the knowledge gaps critical to the understanding of larval fish nursery areas of several economically and ecologically important fish species in Algoa Bay.
- Full Text:
- Date Issued: 2013
Analysis of temporal and spatial variations in water storage by means of gravimetric and hydrologic methods in the region around the South African gravimetric observation station
- Authors: Mahed, Gaathier
- Date: 2013
- Subjects: Ground water -- South Africa , Geology -- South Africa , Hydrogeology -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/6714 , vital:21137
- Description: This work examines the use of gravity data and its application to subsurface water reservoirs in the immediate vicinity of the South African Geodynamic Observatory, Sutherland (SAGOS), situated in a semi-arid region of the Karoo region of South Africa, and underlain by the Karoo sedimentary rocks intruded by dolerite dykes and sills. SAGOS houses the only supergravity metre (SG) in Africa, and this thesis sets out to test its use in monitoring groundwater dynamics using hydrological and gravity data. The main aim of this work is the application of the SG data, in conjunction with hydrological data, to better understand episodic recharge of subsurface reservoirs. The importance of water as a resource, globally and specifically the Karoo, is reviewed in conjunction with supply and demand of water. This is to contextualise the socio-economic, technical as well as policy issues related to water resource management. Applicable technologies for water resource management and efficient water use are highlighted and the application of gravity to hydrology is introduced, including satellite as well as ground based tools. In addition, arid zone hydrology as well as recharge and its mechanisms are analysed in order to better understand these processes when examined from gravity measurements. Issues related to understanding flow within the vadose zone as well as in secondary aquifers are examined, and gravity residuals and subsurface hydrology are highlighted. Thereafter, a conceptual groundwater flow modelof the study area is developed using multiple tools. First, the geology around SAGOS was mapped using SPOT 5 imagery and then ground truthed. Second, stable isotopes and water chemistry analysis was undertaken on water samples from selected boreholes. The results allude to preferential flow acting as the main mechanism for groundwater recharge. Follow-up pump-tests illustrate that fracture connectivity is greatest at close proximity to the dyke. Soil mapping, using aerial photography was also undertaken. Duplex soils, enriched with clay at depth, dominate the study area. Using in-situ infiltration tests, it is shown that the alluvium, which lines the river beds, has a higher hydraulic conductivity than the other soils, confirming that these streams act as preferential conduits for subsurface recharge. Precipitation events were correlated against gravity residuals at 4 wells, over different time periods. The results are examined using time series analyses. Gravity residuals from well SA BK07, over a period of 24 hours after the rainfall event, delineate instances of negative correlations, as well as strong positive correlations (of up to 0.9). On the whole however, correlations between gravity and groundwater at SA BK07 are variable and weak, and in conjunction with water level measurements and water chemistry, the data suggest that this well is located in a dynamic conduit (throughflow) and not in a permanent groundwater reservoir. By contrast, other wells show strong positive correlations between gravity residuals and water levels following episodic recharge events for a later time series. Correlations between the water levels and gravity residuals in wells SA BK04, SA BK05 and SA BK 01 are in excess of 0.7 for specific rainfall events. In summary, the results suggests that gravity is an excellent tool for measuring episodic groundwater recharge within the immediate vicinity of the SAGOS. This implies that gravity can aid in monitoring groundwater losses/gains in arid and semi-arid areas. Recommendations for future work are highlighted at the end; these include the possible use of hydrological modelling of reservoirs at various scales and then comparing these results to the SG as well as GOCE and GRACE satellites data, and then improving numerical modelling of the groundwater dynamics for sites like Sutherland and the surrounding arid Karoo region, where sparse water shortages, and potential pollution related to fracking for shale-gas, are likely to compete with established water needs for farming and human consumption. It is also suggested that the gravity modelling be examined to better understand site specific scenarios and thus aid in improving the processing of the gravity signal.
- Full Text:
- Date Issued: 2013
- Authors: Mahed, Gaathier
- Date: 2013
- Subjects: Ground water -- South Africa , Geology -- South Africa , Hydrogeology -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/6714 , vital:21137
- Description: This work examines the use of gravity data and its application to subsurface water reservoirs in the immediate vicinity of the South African Geodynamic Observatory, Sutherland (SAGOS), situated in a semi-arid region of the Karoo region of South Africa, and underlain by the Karoo sedimentary rocks intruded by dolerite dykes and sills. SAGOS houses the only supergravity metre (SG) in Africa, and this thesis sets out to test its use in monitoring groundwater dynamics using hydrological and gravity data. The main aim of this work is the application of the SG data, in conjunction with hydrological data, to better understand episodic recharge of subsurface reservoirs. The importance of water as a resource, globally and specifically the Karoo, is reviewed in conjunction with supply and demand of water. This is to contextualise the socio-economic, technical as well as policy issues related to water resource management. Applicable technologies for water resource management and efficient water use are highlighted and the application of gravity to hydrology is introduced, including satellite as well as ground based tools. In addition, arid zone hydrology as well as recharge and its mechanisms are analysed in order to better understand these processes when examined from gravity measurements. Issues related to understanding flow within the vadose zone as well as in secondary aquifers are examined, and gravity residuals and subsurface hydrology are highlighted. Thereafter, a conceptual groundwater flow modelof the study area is developed using multiple tools. First, the geology around SAGOS was mapped using SPOT 5 imagery and then ground truthed. Second, stable isotopes and water chemistry analysis was undertaken on water samples from selected boreholes. The results allude to preferential flow acting as the main mechanism for groundwater recharge. Follow-up pump-tests illustrate that fracture connectivity is greatest at close proximity to the dyke. Soil mapping, using aerial photography was also undertaken. Duplex soils, enriched with clay at depth, dominate the study area. Using in-situ infiltration tests, it is shown that the alluvium, which lines the river beds, has a higher hydraulic conductivity than the other soils, confirming that these streams act as preferential conduits for subsurface recharge. Precipitation events were correlated against gravity residuals at 4 wells, over different time periods. The results are examined using time series analyses. Gravity residuals from well SA BK07, over a period of 24 hours after the rainfall event, delineate instances of negative correlations, as well as strong positive correlations (of up to 0.9). On the whole however, correlations between gravity and groundwater at SA BK07 are variable and weak, and in conjunction with water level measurements and water chemistry, the data suggest that this well is located in a dynamic conduit (throughflow) and not in a permanent groundwater reservoir. By contrast, other wells show strong positive correlations between gravity residuals and water levels following episodic recharge events for a later time series. Correlations between the water levels and gravity residuals in wells SA BK04, SA BK05 and SA BK 01 are in excess of 0.7 for specific rainfall events. In summary, the results suggests that gravity is an excellent tool for measuring episodic groundwater recharge within the immediate vicinity of the SAGOS. This implies that gravity can aid in monitoring groundwater losses/gains in arid and semi-arid areas. Recommendations for future work are highlighted at the end; these include the possible use of hydrological modelling of reservoirs at various scales and then comparing these results to the SG as well as GOCE and GRACE satellites data, and then improving numerical modelling of the groundwater dynamics for sites like Sutherland and the surrounding arid Karoo region, where sparse water shortages, and potential pollution related to fracking for shale-gas, are likely to compete with established water needs for farming and human consumption. It is also suggested that the gravity modelling be examined to better understand site specific scenarios and thus aid in improving the processing of the gravity signal.
- Full Text:
- Date Issued: 2013
Afro-communitarianism and the nature of reconciliation
- Authors: Oelofsen, Rianna
- Date: 2013
- Subjects: Ubuntu (Philosophy) Reconciliation -- South Africa Communitarianism -- Africa Philosophy, African
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2736 , http://hdl.handle.net/10962/d1006809
- Description: In this dissertation I sketch a conception of personhood as understood from within an Afrocommunitarian worldview, and argue that this understanding of personhood has implications for understanding the concept of reconciliation. Understanding ‘being human’ as a collective, communal enterprise has implications for how responsibility, justice, forgiveness and humanization (all cognate concepts of reconciliation) are conceptualized. In line with this understanding of reconciliation and its cognate concepts, I argue that the humanization of self and other (according to the Afrocommunitarian understanding of personhood) is required for addressing the ‘inferiority’ and concurrent ‘superiority’ racial complexes as diagnosed by Franz Fanon and Steve Biko. These complexes reach deeply within individual and collective psyches and political identities, and I argue that political solutions to protracted conflict (in South Africa and other racially charged contexts) which do not address these deeply entrenched pathologies will be inadequate according to an Afrocommunitarian framework.
- Full Text:
- Date Issued: 2013
- Authors: Oelofsen, Rianna
- Date: 2013
- Subjects: Ubuntu (Philosophy) Reconciliation -- South Africa Communitarianism -- Africa Philosophy, African
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2736 , http://hdl.handle.net/10962/d1006809
- Description: In this dissertation I sketch a conception of personhood as understood from within an Afrocommunitarian worldview, and argue that this understanding of personhood has implications for understanding the concept of reconciliation. Understanding ‘being human’ as a collective, communal enterprise has implications for how responsibility, justice, forgiveness and humanization (all cognate concepts of reconciliation) are conceptualized. In line with this understanding of reconciliation and its cognate concepts, I argue that the humanization of self and other (according to the Afrocommunitarian understanding of personhood) is required for addressing the ‘inferiority’ and concurrent ‘superiority’ racial complexes as diagnosed by Franz Fanon and Steve Biko. These complexes reach deeply within individual and collective psyches and political identities, and I argue that political solutions to protracted conflict (in South Africa and other racially charged contexts) which do not address these deeply entrenched pathologies will be inadequate according to an Afrocommunitarian framework.
- Full Text:
- Date Issued: 2013
Design, implementation and evaluation of a directly water cooled photovoltaic- thermal system
- Authors: Mtunzi, Busiso
- Date: 2013
- Subjects: Sensitivity analysis -- Photovoltaic thermal system (PV/T) , Solar utilization -- Carbon emission
- Language: English
- Type: Thesis , Doctoral , PhD (Physics)
- Identifier: vital:11597 , http://hdl.handle.net/10353/d1016198 , Sensitivity analysis -- Photovoltaic thermal system (PV/T) , Solar utilization -- Carbon emission
- Description: This research project was based on the Design, Implementation and Evaluation of a Photovoltaic Water heating system in South Africa, Eastern Cape Province. The purpose of the study was to design and investigate the scientific and economic contribution of direct water cooling on the photovoltaic module. The method involved performance comparison of two photovoltaic modules, one naturally cooled (M1) and the other, direct water cooled module (M2). Module M2 was used to produce warm water and electricity, hence, a hybrid system. The study focused on comparing the modules’ efficiency, power output and their performance. The temperatures attained by water through cooling the module were monitored as well as the electrical energy generated. A data logger and a low cost I/V characteristic system were used for data collection for a full year. The data were then used for performance analysis of the modules. The results of the study revealed that the directly water cooled module could operate at a higher electrical efficiency for 87% of the day and initially produced 3.63% more electrical energy each day. This was found to be true for the first three months after installation. In the remaining months to the end of the year M2 was found to have more losses as compared to M1 as evidenced by the modules’ performance ratios. The directly water cooled module also showed an energy saving efficiency of 61%. A solar utilization of 47.93% was found for M2 while 8.77% was found for M1. Economically, the project was found to be viable and the payback period of the directly cooled module (M2) system was found to be 9.8 years. Energy economics showed that the system was more sensitive to the price changes and to the energy output as compared to other inputs such as operation and maintenance and years of operation. A generation cost of R0.84/kWh from the system was found and when compared to the potential revenue of R1.18 per kWh, the system was found to enable households to make a profit of 40.5 %. Use of such a system was also found to be able to contribute 9.55% towards carbon emission reduction each year. From these results, it was concluded that a directly cooled photovoltaic/thermal heating (PV/T) system is possible and that it can be of much help in terms of warm water and electricity provision.
- Full Text:
- Date Issued: 2013
- Authors: Mtunzi, Busiso
- Date: 2013
- Subjects: Sensitivity analysis -- Photovoltaic thermal system (PV/T) , Solar utilization -- Carbon emission
- Language: English
- Type: Thesis , Doctoral , PhD (Physics)
- Identifier: vital:11597 , http://hdl.handle.net/10353/d1016198 , Sensitivity analysis -- Photovoltaic thermal system (PV/T) , Solar utilization -- Carbon emission
- Description: This research project was based on the Design, Implementation and Evaluation of a Photovoltaic Water heating system in South Africa, Eastern Cape Province. The purpose of the study was to design and investigate the scientific and economic contribution of direct water cooling on the photovoltaic module. The method involved performance comparison of two photovoltaic modules, one naturally cooled (M1) and the other, direct water cooled module (M2). Module M2 was used to produce warm water and electricity, hence, a hybrid system. The study focused on comparing the modules’ efficiency, power output and their performance. The temperatures attained by water through cooling the module were monitored as well as the electrical energy generated. A data logger and a low cost I/V characteristic system were used for data collection for a full year. The data were then used for performance analysis of the modules. The results of the study revealed that the directly water cooled module could operate at a higher electrical efficiency for 87% of the day and initially produced 3.63% more electrical energy each day. This was found to be true for the first three months after installation. In the remaining months to the end of the year M2 was found to have more losses as compared to M1 as evidenced by the modules’ performance ratios. The directly water cooled module also showed an energy saving efficiency of 61%. A solar utilization of 47.93% was found for M2 while 8.77% was found for M1. Economically, the project was found to be viable and the payback period of the directly cooled module (M2) system was found to be 9.8 years. Energy economics showed that the system was more sensitive to the price changes and to the energy output as compared to other inputs such as operation and maintenance and years of operation. A generation cost of R0.84/kWh from the system was found and when compared to the potential revenue of R1.18 per kWh, the system was found to enable households to make a profit of 40.5 %. Use of such a system was also found to be able to contribute 9.55% towards carbon emission reduction each year. From these results, it was concluded that a directly cooled photovoltaic/thermal heating (PV/T) system is possible and that it can be of much help in terms of warm water and electricity provision.
- Full Text:
- Date Issued: 2013
A social realist account of the tutorial system at the University of Johannesburg
- Authors: Layton, Delia Melanie
- Date: 2013
- Subjects: University of Johannesburg Education, Higher -- South Africa Tutors and tutoring -- South Africa College teaching -- South Africa Archer, Margaret Scotford College student development programs -- South Africa Social realism , Tutorial system
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1314 , http://hdl.handle.net/10962/d1001621
- Description: Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.
- Full Text:
- Date Issued: 2013
- Authors: Layton, Delia Melanie
- Date: 2013
- Subjects: University of Johannesburg Education, Higher -- South Africa Tutors and tutoring -- South Africa College teaching -- South Africa Archer, Margaret Scotford College student development programs -- South Africa Social realism , Tutorial system
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1314 , http://hdl.handle.net/10962/d1001621
- Description: Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.
- Full Text:
- Date Issued: 2013
The role of conflict management in maintenance of discipline : the case of Kenya's public secondary schools
- Authors: Kibui, Agnes Wanja
- Date: 2013
- Subjects: School discipline -- Kenya , Discipline of children -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:16151 , http://hdl.handle.net/10948/d1020074
- Description: This study set out to establish the role of conflict Management in Maintenance of Discipline in Kenya’s Public Secondary Schools. The study formulated 6 objectives as follows: examine the nature of Conflict experienced in Public Secondary Schools in Kenya; establish how teachers and students perceive conflict in secondary schools; determine how teachers and students experience conflict in Secondary Schools; investigate the effectiveness of conflict Management Programmes used in Secondary Schools; discover suitable conflict management programmes to address present and future conflict in secondary schools; generate findings based on a theoretical approach for understanding and managing conflict in secondary schools with particular reference to schools in Kenya. The research was conducted in the form of a descriptive survey design with a mixed methods approach which combined qualitative research design and quantitative research technique. A sample of 649 Students, 16 secondary school head teachers, and 16 secondary school guidance and counseling officers from 4 provinces in Kenya was used to obtain data for the study. Random and purposive sampling techniques were used. Data was collected using questionnaires and structured interviews. Descriptive statistics such as mean, percentages, standard deviation, and frequencies was used to discuss the research findings. The study also used inferential statistics, particularly chi-square to test the significant statistical differences on the nature of conflict in schools, how students and teachers experience and perceive conflict in different categories of schools. From the findings, students witness conflict in form of theft, 51.7%, bullying, 29 percent, rumours and fights. Results from males and females indicate that drugs are abused in secondary schools (males (26.8%) and females (13.6 percent). All the respondents revealed that students take drugs to please their peers, and to release stress, and for adventure. On the effectiveness of conflict management programmes, a majority of students accept punishment when they break the school rules (80.0%) as they feel that punishments improve their behaviour. Most of the teachers had not had proper training in conflict management and some of them do not understand the role of peer mediation as they lack such programmes in their schools. The study concluded that failure to train teachers in conflict management skills, and to involve students in decision making causes conflict in schools. The study recommended that life skills, and peace keeping lessons should be taught in schools. In addition, head teachers and teachers should go for a refresher course in conflict management. Also, the study recommends that a comparative study should be done in a wider scope in secondary schools that experience conflict and those that do not, so as to get an insight of the suitable strategies needed to manage conflict in schools.
- Full Text:
- Date Issued: 2013
- Authors: Kibui, Agnes Wanja
- Date: 2013
- Subjects: School discipline -- Kenya , Discipline of children -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:16151 , http://hdl.handle.net/10948/d1020074
- Description: This study set out to establish the role of conflict Management in Maintenance of Discipline in Kenya’s Public Secondary Schools. The study formulated 6 objectives as follows: examine the nature of Conflict experienced in Public Secondary Schools in Kenya; establish how teachers and students perceive conflict in secondary schools; determine how teachers and students experience conflict in Secondary Schools; investigate the effectiveness of conflict Management Programmes used in Secondary Schools; discover suitable conflict management programmes to address present and future conflict in secondary schools; generate findings based on a theoretical approach for understanding and managing conflict in secondary schools with particular reference to schools in Kenya. The research was conducted in the form of a descriptive survey design with a mixed methods approach which combined qualitative research design and quantitative research technique. A sample of 649 Students, 16 secondary school head teachers, and 16 secondary school guidance and counseling officers from 4 provinces in Kenya was used to obtain data for the study. Random and purposive sampling techniques were used. Data was collected using questionnaires and structured interviews. Descriptive statistics such as mean, percentages, standard deviation, and frequencies was used to discuss the research findings. The study also used inferential statistics, particularly chi-square to test the significant statistical differences on the nature of conflict in schools, how students and teachers experience and perceive conflict in different categories of schools. From the findings, students witness conflict in form of theft, 51.7%, bullying, 29 percent, rumours and fights. Results from males and females indicate that drugs are abused in secondary schools (males (26.8%) and females (13.6 percent). All the respondents revealed that students take drugs to please their peers, and to release stress, and for adventure. On the effectiveness of conflict management programmes, a majority of students accept punishment when they break the school rules (80.0%) as they feel that punishments improve their behaviour. Most of the teachers had not had proper training in conflict management and some of them do not understand the role of peer mediation as they lack such programmes in their schools. The study concluded that failure to train teachers in conflict management skills, and to involve students in decision making causes conflict in schools. The study recommended that life skills, and peace keeping lessons should be taught in schools. In addition, head teachers and teachers should go for a refresher course in conflict management. Also, the study recommends that a comparative study should be done in a wider scope in secondary schools that experience conflict and those that do not, so as to get an insight of the suitable strategies needed to manage conflict in schools.
- Full Text:
- Date Issued: 2013
An intervention study to develop a male circumcision health promotion programme at Libode Rural Communities in the Eastern Cape Province, South Africa
- Authors: Douglas, Mbuyiselo
- Date: 2013
- Subjects: Circumcision Health promotion Penis surgery South Africa -- Libode
- Language: English
- Type: Thesis , Doctoral , Ph D
- Identifier: vital:18476 , http://hdl.handle.net/11260/d1007187
- Description: The purpose of this study was to develop an intervention health promotion programme to prevent circumcision related health problem such as sepsis, botched circumcision, dehydration, penile amputation and reduce the number of deaths. The intervention programme was aimed at promoting a safe male circumcision practice affecting boys aged 12-18 years at Libode rural communities in Eastern Cape Province of South Africa. This was achieved through a mixed method design using both quantitative and qualitative approaches utilizing sequential transformative strategy to allow for the convergence of multiple perspectives of the traditional male circumcision in Libode. The study was conducted in 22 schools of the rural communities of Libode because most of the participants are still attending school. Frequencies and percentages were used to analyse the quantitative data, utilizing the Statistical Package for Social Sciences (SPSS). A total of 1036 participants, AmaXhosa circumcised young men (abafana) and uncircumcised boys (amakhwenkwe) participated in the cross-sectional survey, quantitative phase of the study. Qualitative phase of this study was composed of 7 focus group discussions with a total of 84 circumcised and uncircumcised male participants and 10 key informants’ interviews were conducted. In analysis qualitative data, the researcher found the most descriptive words for each topic and turned them into categories or sub-themes. Topics that related to each other were then grouped in order to reduce the number of categories and to create themes. The similar categories of data were grouped and analysed using Tesch’s method. Findings indicated that traditional circumcision is performed during winter and summer holidays in order to cater for the boys who are attending schools. The circumcision age at Libode ranges from 12 and 18 years of age which is against the Health Standards in Traditional Circumcision Act (Act No. 6 of 2001). Although the participants were aware of the complications of male circumcision in Libode, there was a high preference for traditional circumcision (92.3% of participants) to hospital circumcision. The participants were of the view that the benefits of traditional circumcision outweigh the complications or challenges related to traditional circumcision. They wanted to be socially accepted and wanted to learn about manhood values in the traditional circumcision which are values that cannot be achieved through the hospital based circumcision. As male circumcision initiation is seasonal and the intervention programme needed to be approved by different stakeholders, the testing of intervention programme could not happen before the programme was approved by all the stakeholders.
- Full Text:
- Date Issued: 2013
- Authors: Douglas, Mbuyiselo
- Date: 2013
- Subjects: Circumcision Health promotion Penis surgery South Africa -- Libode
- Language: English
- Type: Thesis , Doctoral , Ph D
- Identifier: vital:18476 , http://hdl.handle.net/11260/d1007187
- Description: The purpose of this study was to develop an intervention health promotion programme to prevent circumcision related health problem such as sepsis, botched circumcision, dehydration, penile amputation and reduce the number of deaths. The intervention programme was aimed at promoting a safe male circumcision practice affecting boys aged 12-18 years at Libode rural communities in Eastern Cape Province of South Africa. This was achieved through a mixed method design using both quantitative and qualitative approaches utilizing sequential transformative strategy to allow for the convergence of multiple perspectives of the traditional male circumcision in Libode. The study was conducted in 22 schools of the rural communities of Libode because most of the participants are still attending school. Frequencies and percentages were used to analyse the quantitative data, utilizing the Statistical Package for Social Sciences (SPSS). A total of 1036 participants, AmaXhosa circumcised young men (abafana) and uncircumcised boys (amakhwenkwe) participated in the cross-sectional survey, quantitative phase of the study. Qualitative phase of this study was composed of 7 focus group discussions with a total of 84 circumcised and uncircumcised male participants and 10 key informants’ interviews were conducted. In analysis qualitative data, the researcher found the most descriptive words for each topic and turned them into categories or sub-themes. Topics that related to each other were then grouped in order to reduce the number of categories and to create themes. The similar categories of data were grouped and analysed using Tesch’s method. Findings indicated that traditional circumcision is performed during winter and summer holidays in order to cater for the boys who are attending schools. The circumcision age at Libode ranges from 12 and 18 years of age which is against the Health Standards in Traditional Circumcision Act (Act No. 6 of 2001). Although the participants were aware of the complications of male circumcision in Libode, there was a high preference for traditional circumcision (92.3% of participants) to hospital circumcision. The participants were of the view that the benefits of traditional circumcision outweigh the complications or challenges related to traditional circumcision. They wanted to be socially accepted and wanted to learn about manhood values in the traditional circumcision which are values that cannot be achieved through the hospital based circumcision. As male circumcision initiation is seasonal and the intervention programme needed to be approved by different stakeholders, the testing of intervention programme could not happen before the programme was approved by all the stakeholders.
- Full Text:
- Date Issued: 2013
A contribution to the theory of prime modules
- Authors: Ssevviiri, David
- Date: 2013
- Subjects: Modules (Algebra) , Radical theory , Rings (Algebra)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10510 , http://hdl.handle.net/10948/d1019923
- Description: This thesis is aimed at generalizing notions of rings to modules. In par-ticular, notions of completely prime ideals, s-prime ideals, 2-primal rings and nilpotency of elements of rings are respectively generalized to completely prime submodules and classical completely prime submodules, s-prime submodules, 2-primal modules and nilpotency of elements of modules. Properties and rad-icals that arise from each of these notions are studied.
- Full Text:
- Date Issued: 2013
- Authors: Ssevviiri, David
- Date: 2013
- Subjects: Modules (Algebra) , Radical theory , Rings (Algebra)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10510 , http://hdl.handle.net/10948/d1019923
- Description: This thesis is aimed at generalizing notions of rings to modules. In par-ticular, notions of completely prime ideals, s-prime ideals, 2-primal rings and nilpotency of elements of rings are respectively generalized to completely prime submodules and classical completely prime submodules, s-prime submodules, 2-primal modules and nilpotency of elements of modules. Properties and rad-icals that arise from each of these notions are studied.
- Full Text:
- Date Issued: 2013
Integration of values into management of learners' discipline in Ugandan schools
- Authors: Sekiwu, Denis
- Date: 2013
- Subjects: School management and organization -- Uganda , School discipline -- Uganda
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9583 , http://hdl.handle.net/10948/d1020814
- Description: To make education a profitable enterprise and contributor to social development requires that schools infuse values into schooling as part of the ethical construction of learners and citizenship building. This research used Kampala district as the case study to conduct a qualitative inquiry with grounded theory to examine the integration of values into the management of learners’ discipline in Ugandan schools. Using a sample of 60 participants, the researcher gathered data using personal interviews, focus group interviews, and documentary analysis. Through the analysis of this data, the researcher established that the School Governing Body (SGB), government, educators, missionaries and the community are stakeholders highly involved in directing the process of values integration into learners’ discipline. He also discerned that different schools impart moral, spiritual, academic, aesthetic, social and universal values into the learners. However with the 1963 Castle Report on Education that led to the nationalization and secularization of schools, denominational schools strongly felt that government robbed them of their powers to control and manage schools through the “principle of subsidiarity”. This seems to have led to the gradual erosion of values and breakdown of discipline in the denominational schools as well as the others. The central argument of this thesis is that integrating values into school discipline in Uganda would result into an inclusive education system that supports both theist and atheist attitudes towards formal schooling. Some respondents argued that values should be directly integrated into learners’ discipline while others opposed values integration. Those who supported values integration into school discipline pointed out that it is an integral part of life-education. On the other hand, those who oppose integrating values argued that values integration might be misused to impose secular influences on the learners. The existing avenues of optimal integration of values into school discipline include use of physical punishment and restorative justice, although custodial methods are widely condemned by human rights activists for being too harsh, punitive and retaliatory. Restorative justice methods used include the use of religious and social clubs as well as counseling and guidance. Collective stakeholder participation in school management is also widely used where school management, government, parents and the community take on a collaborative role in empowering and creating an environment for positive discipline. Finally, missionary educators play a significant role in learners’ behavioural modification. The challenges of values integration into school discipline, on the other hand, are policy-related; including poor school administrative styles, failure to define which values to emphasize in disciplinary management, lack of staff motivation and educators’ unethical behaviour. The classroom-related challenges were an over emphasis on academic values that, consequently, turn education into a theoretical rather than a practical exercise. This is compounded by the poor teaching methodologies used like rote-learning due to the problem of dealing with large classes especially in UPE and USE schools and the strict emphasis on an examination-centered syllabus. The social-related challenge observed was the negative influence of the media on young people’s life styles, consequently, leading to permissiveness, aggressive, violent and militant behaviours now common in schools. The study underscored the need to emphasise stakeholder responsibility in school disciplinary management, and the necessity to offer visionary and collegial leadership, identify a common set of values critical to the promotion of life-long learning, promotion of life-education to ensure formation of morally upright learners, and encourage inclusive education (UBUNTUISM). Government should draft a national education philosophy to guide schools in integration of values education, emphasizing secular, moral and religious values, as well as the need for restorative justice, and employing more pragmatic teaching methodologies. There is also the need to create role-models and staff motivation. All these are cardinal remedies in ensuring constructive school discipline. Finally, the central theory that explains the integration is an Integrated Values Framework (IVF) for Positive Discipline (PD). It advocates that discipline is a process of nurturing learners through the provision of inclusive education, life-long learning and citizenship building.
- Full Text:
- Date Issued: 2013
- Authors: Sekiwu, Denis
- Date: 2013
- Subjects: School management and organization -- Uganda , School discipline -- Uganda
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9583 , http://hdl.handle.net/10948/d1020814
- Description: To make education a profitable enterprise and contributor to social development requires that schools infuse values into schooling as part of the ethical construction of learners and citizenship building. This research used Kampala district as the case study to conduct a qualitative inquiry with grounded theory to examine the integration of values into the management of learners’ discipline in Ugandan schools. Using a sample of 60 participants, the researcher gathered data using personal interviews, focus group interviews, and documentary analysis. Through the analysis of this data, the researcher established that the School Governing Body (SGB), government, educators, missionaries and the community are stakeholders highly involved in directing the process of values integration into learners’ discipline. He also discerned that different schools impart moral, spiritual, academic, aesthetic, social and universal values into the learners. However with the 1963 Castle Report on Education that led to the nationalization and secularization of schools, denominational schools strongly felt that government robbed them of their powers to control and manage schools through the “principle of subsidiarity”. This seems to have led to the gradual erosion of values and breakdown of discipline in the denominational schools as well as the others. The central argument of this thesis is that integrating values into school discipline in Uganda would result into an inclusive education system that supports both theist and atheist attitudes towards formal schooling. Some respondents argued that values should be directly integrated into learners’ discipline while others opposed values integration. Those who supported values integration into school discipline pointed out that it is an integral part of life-education. On the other hand, those who oppose integrating values argued that values integration might be misused to impose secular influences on the learners. The existing avenues of optimal integration of values into school discipline include use of physical punishment and restorative justice, although custodial methods are widely condemned by human rights activists for being too harsh, punitive and retaliatory. Restorative justice methods used include the use of religious and social clubs as well as counseling and guidance. Collective stakeholder participation in school management is also widely used where school management, government, parents and the community take on a collaborative role in empowering and creating an environment for positive discipline. Finally, missionary educators play a significant role in learners’ behavioural modification. The challenges of values integration into school discipline, on the other hand, are policy-related; including poor school administrative styles, failure to define which values to emphasize in disciplinary management, lack of staff motivation and educators’ unethical behaviour. The classroom-related challenges were an over emphasis on academic values that, consequently, turn education into a theoretical rather than a practical exercise. This is compounded by the poor teaching methodologies used like rote-learning due to the problem of dealing with large classes especially in UPE and USE schools and the strict emphasis on an examination-centered syllabus. The social-related challenge observed was the negative influence of the media on young people’s life styles, consequently, leading to permissiveness, aggressive, violent and militant behaviours now common in schools. The study underscored the need to emphasise stakeholder responsibility in school disciplinary management, and the necessity to offer visionary and collegial leadership, identify a common set of values critical to the promotion of life-long learning, promotion of life-education to ensure formation of morally upright learners, and encourage inclusive education (UBUNTUISM). Government should draft a national education philosophy to guide schools in integration of values education, emphasizing secular, moral and religious values, as well as the need for restorative justice, and employing more pragmatic teaching methodologies. There is also the need to create role-models and staff motivation. All these are cardinal remedies in ensuring constructive school discipline. Finally, the central theory that explains the integration is an Integrated Values Framework (IVF) for Positive Discipline (PD). It advocates that discipline is a process of nurturing learners through the provision of inclusive education, life-long learning and citizenship building.
- Full Text:
- Date Issued: 2013
Development of a creep sample retrieval technique and friction weld site repair procedure
- Authors: Wedderburn, Ian Norman
- Date: 2013
- Subjects: Friction welding
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9635 , http://hdl.handle.net/10948/d1020116
- Description: The remnant life monitoring of creep loaded high temperature and pressure components in power stations is critical to ensuring their safe and cost effective operation as failures can have severe consequences. Effective creep life condition monitoring allows for optimising component life predictions and subsequent plant maintenance decisions. In South Africa many power generation stations have been in operation well beyond their 30 year design service life, as such knowledge of the remnant creep life of high temperature and pressure components, such as steam pipelines, becomes of utmost importance. Techniques for the remnant creep life assessments of critical high temperature and pressure components must therefore be as effective as possible. The common and well accepted in-situ inspection technique for assessing creep damage in steam pipes is by the metallographic replication technique. The technique is however limited to the outer surface of the pipe, without information on damage within the wall. This research will illustrate a means of obtaining a sample for creep life analysis with depth through the wall of a pipe, as wells as an alternative technique for the repair of the sample retrieval site. A sample retrieval technique was developed that would retrieve a small diameter cylindrical sample from a cored blind hole for creep analysis by visual creep void assessment or by the small punch creep test. The small punch creep test requires only a small diameter thin disc of material for testing for which its results are comparable with conventional uniaxial creep testing which requires a much larger sample of material. The smaller sample requirement of the small punch creep test therefore allows for a vastly reduced invasive sample retrieval operation and consequently smaller repair size area. Also the fact that the sample is retrieved from a blind hole is advantageous since the pipe wall is not penetrated which would require full plant shutdown. A friction welding technique was identified as an alternative to traditional arc fusion welding for the repair of the sample retrieval site, this technique being the Friction Hydro Pillar Processing technique. Friction Hydro Pillar Processing is a solid-state welding technique and as such has a number of inherent benefits over arc fusion welding as the weld is performed below the melting temperature of the material. From a process point of view Friction Hydro Pillar Processing is ideally suited for automation, has virtually no fumes generated, minimal distortion is experienced and no spatter has to be removed afterwards. The technique has yet to see industrial application and as such development of suitable process parameters was undertaken. Finally, to apply the sample retrieval and repair operations in-situ to a steam pipe in a power plant suitable equipment was developed. Existing friction welding equipment is generally bulky workshop based equipment and is unsuitable for on-site work due to its size and weight. Therefore development of dedicated equipment was required to enable Friction Hydro Pillar Processing to be applied to steam pipes within a power plant environment.
- Full Text:
- Date Issued: 2013
- Authors: Wedderburn, Ian Norman
- Date: 2013
- Subjects: Friction welding
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9635 , http://hdl.handle.net/10948/d1020116
- Description: The remnant life monitoring of creep loaded high temperature and pressure components in power stations is critical to ensuring their safe and cost effective operation as failures can have severe consequences. Effective creep life condition monitoring allows for optimising component life predictions and subsequent plant maintenance decisions. In South Africa many power generation stations have been in operation well beyond their 30 year design service life, as such knowledge of the remnant creep life of high temperature and pressure components, such as steam pipelines, becomes of utmost importance. Techniques for the remnant creep life assessments of critical high temperature and pressure components must therefore be as effective as possible. The common and well accepted in-situ inspection technique for assessing creep damage in steam pipes is by the metallographic replication technique. The technique is however limited to the outer surface of the pipe, without information on damage within the wall. This research will illustrate a means of obtaining a sample for creep life analysis with depth through the wall of a pipe, as wells as an alternative technique for the repair of the sample retrieval site. A sample retrieval technique was developed that would retrieve a small diameter cylindrical sample from a cored blind hole for creep analysis by visual creep void assessment or by the small punch creep test. The small punch creep test requires only a small diameter thin disc of material for testing for which its results are comparable with conventional uniaxial creep testing which requires a much larger sample of material. The smaller sample requirement of the small punch creep test therefore allows for a vastly reduced invasive sample retrieval operation and consequently smaller repair size area. Also the fact that the sample is retrieved from a blind hole is advantageous since the pipe wall is not penetrated which would require full plant shutdown. A friction welding technique was identified as an alternative to traditional arc fusion welding for the repair of the sample retrieval site, this technique being the Friction Hydro Pillar Processing technique. Friction Hydro Pillar Processing is a solid-state welding technique and as such has a number of inherent benefits over arc fusion welding as the weld is performed below the melting temperature of the material. From a process point of view Friction Hydro Pillar Processing is ideally suited for automation, has virtually no fumes generated, minimal distortion is experienced and no spatter has to be removed afterwards. The technique has yet to see industrial application and as such development of suitable process parameters was undertaken. Finally, to apply the sample retrieval and repair operations in-situ to a steam pipe in a power plant suitable equipment was developed. Existing friction welding equipment is generally bulky workshop based equipment and is unsuitable for on-site work due to its size and weight. Therefore development of dedicated equipment was required to enable Friction Hydro Pillar Processing to be applied to steam pipes within a power plant environment.
- Full Text:
- Date Issued: 2013
A critical analysis of the grammar of isiXhosa as used in the Revised Union version of the Bible
- Oosthuysen, Jacobus Christiaan
- Authors: Oosthuysen, Jacobus Christiaan
- Date: 2013
- Subjects: Bible -- Xhosa -- Revised Union -- 1942 Xhosa language -- Grammar -- Research Xhosa language -- Texts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3555 , http://hdl.handle.net/10962/d1001625
- Description: This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.
- Full Text:
- Date Issued: 2013
- Authors: Oosthuysen, Jacobus Christiaan
- Date: 2013
- Subjects: Bible -- Xhosa -- Revised Union -- 1942 Xhosa language -- Grammar -- Research Xhosa language -- Texts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3555 , http://hdl.handle.net/10962/d1001625
- Description: This study provides a description and critical analysis of the grammatical structure of isiXhosa as used in the Revised Union Version of the Bible, published in 1942 and republished in 1975. This translation records what was regarded as proper isiXhosa at the beginning of the 20th century, reflecting the consensus inter alia of prominent isiXhosa writers, such as W.B. Rubusana, J.H. Soga, C. Koti, Y. Mbali and D. D. T. Jabavu, who served on the committee that produced the revision. In this study isiXhosa is described in its own right, without approaching it with preconceived ideas derived from other languages. That is to say this is a phenomenological analysis describing the grammatical structures of isiXhosa as they present themselves to the analyst. It is comprehensive, with no structure being overlooked or being described in such a manner that it complicates an understanding of other structures. In the first chapter the context of the research and a brief outline of the historical growth in understanding the structure of isiXhosa are set out and the goals and the method followed in this study are described. In the following chapters the findings of this study are presented. The initial focus is on isiXhosa phonology and the orthography used to put it to writing. Then isiXhosa morphology and syntax is set out. Initially the substantives, i.e. the nouns and pronouns in their distinctive classes and forms, and how they are qualified, receive attention. Then the predicates are explored, i.e. the verbs and copulatives, as linked to the substantives with concords, and reflecting various moods, tenses, actualities and aspects. Finally attention is given to ideophones and interjections and words that can be grouped together as adverbs, conjunctions, avoidance words and numerals. In the concluding chapter consideration is given to the question of whether this study has in fact achieved the aim of setting out a description of the structure of isiXhosa based solely on the language itself, free of preconceived ideas, and attention is drawn to insights gained in respect of the true nature of the isiXhosa grammatical structures, such as, for example, the variable prefix qualificative nouns, traditionally referred to as adjectives. This study is therefore a revisionist study in the sense that it reinvents isiXhosa as a language in its own right, free from Western influenced perspectives.
- Full Text:
- Date Issued: 2013
Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa
- Authors: Chikunda, Charles
- Date: 2013 , 2013-08-30
- Subjects: Science teachers -- Training of -- South Africa -- Case studies Science teachers -- Training of -- Zimbabwe -- Case studies Mathematics teachers -- Training of -- South Africa -- Case studies Women in education -- South Africa -- Case studies Women in education -- Zimbabwe -- Case studies Environmental education -- Study and teaching -- Case studies Curriculum planning -- South Africa Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1887 , http://hdl.handle.net/10962/d1006026
- Description: The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
- Authors: Chikunda, Charles
- Date: 2013 , 2013-08-30
- Subjects: Science teachers -- Training of -- South Africa -- Case studies Science teachers -- Training of -- Zimbabwe -- Case studies Mathematics teachers -- Training of -- South Africa -- Case studies Women in education -- South Africa -- Case studies Women in education -- Zimbabwe -- Case studies Environmental education -- Study and teaching -- Case studies Curriculum planning -- South Africa Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1887 , http://hdl.handle.net/10962/d1006026
- Description: The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
The ecology and management of the large carnivore guild on Shamwari Game Reserve, Eastern Cape
- Authors: O'Brien, John William
- Date: 2013
- Subjects: Cheetah -- Behavior -- South Africa -- Shamwari Game Reserve Shamwari Game Reserve (South Africa) Carnivora -- South Africa -- Shamwari Game Reserve Wildlife conservation -- South Africa -- Shamwari Game Reserve Game reserves -- Management -- South Africa -- Shamwari Game Reserve Lion -- Behavior -- South Africa -- Shamwari Game Reserve Lion -- Ecology -- South Africa -- Shamwari Game Reserve African wild dog -- Ecology -- South Africa -- Shamwari Game Reserve Cheetah -- Ecology -- South Africa -- Shamwari Game Reserve Lion -- Food -- South Africa -- Shamwari Game Reserve Lion -- Food -- South Africa -- Shamwari Game Reserve Cheetah -- Food -- South Africa -- Shamwari Game Reserve African wild dog -- Behavior -- South Africa -- Shamwari Game Reserve African wild dog -- Food -- South Africa -- Shamwari Game Reserve Leopard -- Behavior -- South Africa -- Shamwari Game Reserve Leopard -- Ecology -- South Africa -- Shamwari Game Reserve Leopard -- Food --South Africa -- Shamwari Game Reserve
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5609 , http://hdl.handle.net/10962/d1002604
- Description: Shamwari Game Reserve was the first enclosed conservation area in the Eastern Cape Province of South Africa to reintroduce free ranging lions, cheetahs, leopards and wild dogs back into their historic range. At that time (2000 – 2001), little information was available on the ecology and behaviour of these predators in the habitats of the Eastern Cape, and management decisions were based on assumptions and unfounded comparisons with extant populations but from quite different habitats. The aim of this study was therefore to obtain a better understanding of the feeding ecology and space use of the predator guild, and the carrying capacity of Shamwari Game Reserve to enable more informed management decisions. In addition, the reserve is a photographic based tourism venture and understanding both the ecological and financial sustainability of the predator guild was important. The diets of the predators were similar to those reported in other studies; larger predators killed a greater range of prey species than did smaller predators and a small number of prey species made up the majority of the kills. The larger predators had a higher mean kill mass than the smaller species and prey selection was influenced by prey size, prey abundance and prey habitat preference, and risk associated with hunting the species. Diet was flexible and responded to natural and management induced changes in prey abundance. There was a considerable overlap in space use by the lions, cheetahs and leopards with their core areas being centred on and around the Bushmans River. Space use was driven by resource distribution and landscape attributes, and by the presence of other predators of the same or different species. The long term viability of wild dog within the reserve was explored and the results confirmed that there was neither the required space nor the ecological processes and the wild dogs were removed from the reserve. A carrying capacity of the reserve for the predator guild was determined using the Maximum Sustainable Yield method to assess the potential prey species off take and a resultant density of 3.3 to 6.6 lion female equivalent units per 10 000 ha was established. The natural carrying capacity of the reserve with respect to predators will not sustain the tourism objectives and consequently prey supplementation was necessary to maintain predator density at levels high enough to sustain tourism. Under these conditions the large predator guild is still sustainable financially although careful, responsible management is needed to provide ecological sustainability.
- Full Text:
- Date Issued: 2013
- Authors: O'Brien, John William
- Date: 2013
- Subjects: Cheetah -- Behavior -- South Africa -- Shamwari Game Reserve Shamwari Game Reserve (South Africa) Carnivora -- South Africa -- Shamwari Game Reserve Wildlife conservation -- South Africa -- Shamwari Game Reserve Game reserves -- Management -- South Africa -- Shamwari Game Reserve Lion -- Behavior -- South Africa -- Shamwari Game Reserve Lion -- Ecology -- South Africa -- Shamwari Game Reserve African wild dog -- Ecology -- South Africa -- Shamwari Game Reserve Cheetah -- Ecology -- South Africa -- Shamwari Game Reserve Lion -- Food -- South Africa -- Shamwari Game Reserve Lion -- Food -- South Africa -- Shamwari Game Reserve Cheetah -- Food -- South Africa -- Shamwari Game Reserve African wild dog -- Behavior -- South Africa -- Shamwari Game Reserve African wild dog -- Food -- South Africa -- Shamwari Game Reserve Leopard -- Behavior -- South Africa -- Shamwari Game Reserve Leopard -- Ecology -- South Africa -- Shamwari Game Reserve Leopard -- Food --South Africa -- Shamwari Game Reserve
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5609 , http://hdl.handle.net/10962/d1002604
- Description: Shamwari Game Reserve was the first enclosed conservation area in the Eastern Cape Province of South Africa to reintroduce free ranging lions, cheetahs, leopards and wild dogs back into their historic range. At that time (2000 – 2001), little information was available on the ecology and behaviour of these predators in the habitats of the Eastern Cape, and management decisions were based on assumptions and unfounded comparisons with extant populations but from quite different habitats. The aim of this study was therefore to obtain a better understanding of the feeding ecology and space use of the predator guild, and the carrying capacity of Shamwari Game Reserve to enable more informed management decisions. In addition, the reserve is a photographic based tourism venture and understanding both the ecological and financial sustainability of the predator guild was important. The diets of the predators were similar to those reported in other studies; larger predators killed a greater range of prey species than did smaller predators and a small number of prey species made up the majority of the kills. The larger predators had a higher mean kill mass than the smaller species and prey selection was influenced by prey size, prey abundance and prey habitat preference, and risk associated with hunting the species. Diet was flexible and responded to natural and management induced changes in prey abundance. There was a considerable overlap in space use by the lions, cheetahs and leopards with their core areas being centred on and around the Bushmans River. Space use was driven by resource distribution and landscape attributes, and by the presence of other predators of the same or different species. The long term viability of wild dog within the reserve was explored and the results confirmed that there was neither the required space nor the ecological processes and the wild dogs were removed from the reserve. A carrying capacity of the reserve for the predator guild was determined using the Maximum Sustainable Yield method to assess the potential prey species off take and a resultant density of 3.3 to 6.6 lion female equivalent units per 10 000 ha was established. The natural carrying capacity of the reserve with respect to predators will not sustain the tourism objectives and consequently prey supplementation was necessary to maintain predator density at levels high enough to sustain tourism. Under these conditions the large predator guild is still sustainable financially although careful, responsible management is needed to provide ecological sustainability.
- Full Text:
- Date Issued: 2013
An improved mentoring model for student teachers on practicum in primary schools in Zimbabwe
- Authors: Jeko, Ishmael
- Date: 2013
- Subjects: Student teachers -- Zimbabwe , Student teaching -- Zimbabwe , Early childhood education -- Curricula , Teachers -- Training of -- Zimbabwe , Mentoring in education -- Zimbabwe , Lesson planning
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9571 , http://hdl.handle.net/10948/d1017553
- Description: As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study design, guided by the interpretive paradigm. A core of nine primary schools, drawn from the rural, urban and peri-urban areas of the Masvingo Province in Zimbabwe, was purposively selected to participate in the study. In the participating schools, key participants were student teachers and mentors, while school principals participated when they had time. A secondary group of primary schools were also identified to be used as validation of findings in a wider setting. An in-depth literature study on teacher education and mentoring was also carried out and this, combined with empirical data, illuminated the issues being investigated. The empirical data were primarily gathered through focus group and face-to-face individual semi-structured interviews, while participant observation (used in conjunction with informal unstructured interviews) and questionnaires were used to verify and triangulate data collected through the interviews. To safeguard the ethical integrity of the study, ethical approval from the relevant university committee, as well as the official consent of educational authorities, was obtained beforehand, as was the informed consent of individual participants. The research established that the support rendered to student teachers in the participating primary schools was largely inadequate and of a shallow mode, focusing primarily on facilitating the mastery of technical skills and the provision of psycho-social support, while being sorely deficient in empowering the student teachers with the skills and attitudes to reflectively and critically engage with their own and others‟ teaching practices. The mentoring was taking place in the context of field experience, organised along the apprenticeship model, hence located in an outmoded traditional paradigm of field experience, something which is regrettable at a time when international best practices seek to move towards a reflective-inquiry-oriented paradigm. Secondly, the research found that the participating schools were not structurally or culturally ready to take significant teacher training responsibility; hence the schools, in their present state, could be seen as constraining the smooth functioning of the mentoring model. Thirdly, some mentor-based factors also seemed to inhibit the functioning of the mentoring model. These included teachers who were attitudinally indisposed to accept student teachers as their professional colleagues, preferring to relate to them hierarchically and vertically, thereby limiting the emergence of a culture of professional collaboration and reciprocal learning relationships. In similar vein, the mentors‟ lack of training limited their capacity of mentors to perform the extended range of mentoring functions necessary for supporting student teachers trained in 21st century schools. The above conclusions and implications point towards the following recommendations: Mentor support for student teachers should be extended from the present superficial level to include functions that are oriented towards reflective practice. However, for this to happen, some adjustments will need to be made in the schools. These include, most importantly, making time available for mentoring activities. In order for the mentors to be able to perform their mentoring functions knowledgeably, they must be made fully aware of what they are supposed to do by providing them with the official documents spelling out mentoring expectations in schools. Additionally, the commitment of mentors to their duties could be made more sustainable by putting in place a clearly defined reward structure that is fully recognized officially and integrated into the employee grading system. To make school environments more propitious towards mentoring, schools must be structurally modified and re-cultured to create slots for mentoring activities, provide opportunities for informal professional interaction among teachers, as well as establish professional engagement forums, such as school-based learning circles. The research also suggests that student teachers should be allowed to choose their mentors through providing them with opportunities for early contact with their prospective mentoring partners. In an attempt to close the gap between college-based modules and field-based school experiences, the research further recommends that college-based modules be delivered in a way that ensures that they are fully integrated with student teachers‟ field experiences. Finally, mentoring could be better facilitated if schools and colleges adopted a partnership arrangement that is more aligned to mentoring. This implies provisionally shifting from the present separatist to the HEI-led partnership model, while preparing for the adoption of a fully-fledged collaborative partnership in the long term. The research was, however, by no means carried out perfectly. It was somewhat limited by its failure to take into account the view of officials from the Department of Education, as well as the input of colleagues in teacher education. In similar vein, the researcher felt that a more nuanced and fine-grained picture of the participants‟ mentoring experiences could have emerged if he had spent more time in the field, something which limited resources and work commitments did not allow him to do. Some significant issues arose from this study, but which it could not pursue. These include exploring the possibility of coming up with a model of teacher education that integrates ITE and CTPD in the context of mentoring, as well as conducting a similarly designed research into the mentoring that is taking place in secondary schools.
- Full Text:
- Date Issued: 2013
- Authors: Jeko, Ishmael
- Date: 2013
- Subjects: Student teachers -- Zimbabwe , Student teaching -- Zimbabwe , Early childhood education -- Curricula , Teachers -- Training of -- Zimbabwe , Mentoring in education -- Zimbabwe , Lesson planning
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9571 , http://hdl.handle.net/10948/d1017553
- Description: As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study design, guided by the interpretive paradigm. A core of nine primary schools, drawn from the rural, urban and peri-urban areas of the Masvingo Province in Zimbabwe, was purposively selected to participate in the study. In the participating schools, key participants were student teachers and mentors, while school principals participated when they had time. A secondary group of primary schools were also identified to be used as validation of findings in a wider setting. An in-depth literature study on teacher education and mentoring was also carried out and this, combined with empirical data, illuminated the issues being investigated. The empirical data were primarily gathered through focus group and face-to-face individual semi-structured interviews, while participant observation (used in conjunction with informal unstructured interviews) and questionnaires were used to verify and triangulate data collected through the interviews. To safeguard the ethical integrity of the study, ethical approval from the relevant university committee, as well as the official consent of educational authorities, was obtained beforehand, as was the informed consent of individual participants. The research established that the support rendered to student teachers in the participating primary schools was largely inadequate and of a shallow mode, focusing primarily on facilitating the mastery of technical skills and the provision of psycho-social support, while being sorely deficient in empowering the student teachers with the skills and attitudes to reflectively and critically engage with their own and others‟ teaching practices. The mentoring was taking place in the context of field experience, organised along the apprenticeship model, hence located in an outmoded traditional paradigm of field experience, something which is regrettable at a time when international best practices seek to move towards a reflective-inquiry-oriented paradigm. Secondly, the research found that the participating schools were not structurally or culturally ready to take significant teacher training responsibility; hence the schools, in their present state, could be seen as constraining the smooth functioning of the mentoring model. Thirdly, some mentor-based factors also seemed to inhibit the functioning of the mentoring model. These included teachers who were attitudinally indisposed to accept student teachers as their professional colleagues, preferring to relate to them hierarchically and vertically, thereby limiting the emergence of a culture of professional collaboration and reciprocal learning relationships. In similar vein, the mentors‟ lack of training limited their capacity of mentors to perform the extended range of mentoring functions necessary for supporting student teachers trained in 21st century schools. The above conclusions and implications point towards the following recommendations: Mentor support for student teachers should be extended from the present superficial level to include functions that are oriented towards reflective practice. However, for this to happen, some adjustments will need to be made in the schools. These include, most importantly, making time available for mentoring activities. In order for the mentors to be able to perform their mentoring functions knowledgeably, they must be made fully aware of what they are supposed to do by providing them with the official documents spelling out mentoring expectations in schools. Additionally, the commitment of mentors to their duties could be made more sustainable by putting in place a clearly defined reward structure that is fully recognized officially and integrated into the employee grading system. To make school environments more propitious towards mentoring, schools must be structurally modified and re-cultured to create slots for mentoring activities, provide opportunities for informal professional interaction among teachers, as well as establish professional engagement forums, such as school-based learning circles. The research also suggests that student teachers should be allowed to choose their mentors through providing them with opportunities for early contact with their prospective mentoring partners. In an attempt to close the gap between college-based modules and field-based school experiences, the research further recommends that college-based modules be delivered in a way that ensures that they are fully integrated with student teachers‟ field experiences. Finally, mentoring could be better facilitated if schools and colleges adopted a partnership arrangement that is more aligned to mentoring. This implies provisionally shifting from the present separatist to the HEI-led partnership model, while preparing for the adoption of a fully-fledged collaborative partnership in the long term. The research was, however, by no means carried out perfectly. It was somewhat limited by its failure to take into account the view of officials from the Department of Education, as well as the input of colleagues in teacher education. In similar vein, the researcher felt that a more nuanced and fine-grained picture of the participants‟ mentoring experiences could have emerged if he had spent more time in the field, something which limited resources and work commitments did not allow him to do. Some significant issues arose from this study, but which it could not pursue. These include exploring the possibility of coming up with a model of teacher education that integrates ITE and CTPD in the context of mentoring, as well as conducting a similarly designed research into the mentoring that is taking place in secondary schools.
- Full Text:
- Date Issued: 2013