In silico identification of natural inhibitory compounds against the Mycobacterium tuberculosis Enzyme Pyrazinamidase using high-throughput virtual screening techniques
- Authors: Kenyon, Thomas
- Date: 2021-10-29
- Subjects: Mycobacterium tuberculosis , Pyrazinamide , Molecular dynamics , High throughput screening (Drug development) , Mutagenesis , South African Natural Compounds database (SANCDB)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192074 , vital:45193
- Description: Tuberculosis (TB) is most commonly a pulmonary infection caused by the bacterium Mycobacterium tuberculosis. With the exception of the COVID-19 pandemic, TB was the most common cause of death due to an infectious disease for a number of years up until 2020. In 2019, 10 million people fell ill with TB worldwide and 1.4 million people died (WHO, 2020a). Additionally, multidrug-resistant TB (MDR-TB) remains a public health crisis and a health security threat. A global total of 206 030 people with multidrug- or rifampicin-resistant TB (MDR/RR-TB) were reported in 2019, a 10% increase from 186 883 in 2018. South Africa is ranked among the 48 high TB burden countries, with an estimated 360 000 people falling ill in 2019, resulting in 58 000 deaths, the majority of which being among people living with HIV. Unlike HIV, however, TB is a curable disease when managed correctly with long durations of antitubercular chemotherapy. Pyrazinamide (PZA) is an important first-line tuberculosis drug unique for its activity against latent TB. PZA is a prodrug, being converted into its active form, pyrazinoic acid (POA) by the Mtb gene pncA, coding for the pyrazinamidase enzyme (PZase). TB resistance to first-line drugs such as PZA is commonly associated with mutations in the pncA/PZase enzyme. This study aimed to identify potential novel inhibitors that bind to the active site of PZase. By making use of molecular docking studies and molecular dynamics (MD) simulations, high throughput virtual screening was performed on 623 compounds from the South African Natural Compounds database (SANCDB; https://sancdb.rubi.ru.ac.za). Ligands that selectively bound to the PZase active site were identified using docking studies, followed by MD simulations to assess ligand-PZase complex stability, Finally, hit compounds identified from the first round of MD simulations were screened again against PZase structures with high confidence point mutations known to infer PZA resistance in order to identify any novel compounds which had inhibitory potential against both WT and mutant forms of the PZase enzyme. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Kenyon, Thomas
- Date: 2021-10-29
- Subjects: Mycobacterium tuberculosis , Pyrazinamide , Molecular dynamics , High throughput screening (Drug development) , Mutagenesis , South African Natural Compounds database (SANCDB)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192074 , vital:45193
- Description: Tuberculosis (TB) is most commonly a pulmonary infection caused by the bacterium Mycobacterium tuberculosis. With the exception of the COVID-19 pandemic, TB was the most common cause of death due to an infectious disease for a number of years up until 2020. In 2019, 10 million people fell ill with TB worldwide and 1.4 million people died (WHO, 2020a). Additionally, multidrug-resistant TB (MDR-TB) remains a public health crisis and a health security threat. A global total of 206 030 people with multidrug- or rifampicin-resistant TB (MDR/RR-TB) were reported in 2019, a 10% increase from 186 883 in 2018. South Africa is ranked among the 48 high TB burden countries, with an estimated 360 000 people falling ill in 2019, resulting in 58 000 deaths, the majority of which being among people living with HIV. Unlike HIV, however, TB is a curable disease when managed correctly with long durations of antitubercular chemotherapy. Pyrazinamide (PZA) is an important first-line tuberculosis drug unique for its activity against latent TB. PZA is a prodrug, being converted into its active form, pyrazinoic acid (POA) by the Mtb gene pncA, coding for the pyrazinamidase enzyme (PZase). TB resistance to first-line drugs such as PZA is commonly associated with mutations in the pncA/PZase enzyme. This study aimed to identify potential novel inhibitors that bind to the active site of PZase. By making use of molecular docking studies and molecular dynamics (MD) simulations, high throughput virtual screening was performed on 623 compounds from the South African Natural Compounds database (SANCDB; https://sancdb.rubi.ru.ac.za). Ligands that selectively bound to the PZase active site were identified using docking studies, followed by MD simulations to assess ligand-PZase complex stability, Finally, hit compounds identified from the first round of MD simulations were screened again against PZase structures with high confidence point mutations known to infer PZA resistance in order to identify any novel compounds which had inhibitory potential against both WT and mutant forms of the PZase enzyme. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
- Date Issued: 2021-10-29
What is political corruption?: A philosophical analysis
- Authors: Onah, Gideon Owogeka
- Date: 2021-10-29
- Subjects: Political corruption , Political ethics , Political science Philosophy , Philp, Mark , Thompson, Dennis F (Dennis Frank), 1940- , Miller, Seumas
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192298 , vital:45213
- Description: The concept of political corruption is crucial in political discourses. Since the 1990s, there has been a massive resurgence of focus on political corruption. Definitional accounts of the concept have been proposed. This work is a critique of the accounts that have since been provided. I argue that these definitions are inadequate, offering an alternative. The predominant definition of the concept is that it refers to public officials’ violations of public office rules due to their respective interests in private gain. I consider this wrong for three reasons. First, politics includes more than the activities of public officials. Second, that is not the only behaviour that is contrary to the moral imperatives of politics. Third, the lack of political integrity is not just about acting wrongly. It also includes the possession of political vices. Observing the inadequacy of the dominant perspective, Seumas Miller offers a more comprehensive definition. He defines political corruption as any act that despoils the moral character of political actors and undermines the processes and purposes of legitimate political institutions. However, his definition is also insufficient. First, he includes some immoral non-political acts as examples of political corruption, although he agrees that political corruption entails immorality in politics. Second, he unjustifiably excludes some immoral political actions as denoting political corruption. In contrast, I define political corruption as possessing political vices or acting contrary to moral, political imperatives. This definition is a comprehensive reflection of what it means to lack political integrity. My thesis begins with a critical account of politics and its moral imperatives. That is the criteria for determining what political corruption is. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Onah, Gideon Owogeka
- Date: 2021-10-29
- Subjects: Political corruption , Political ethics , Political science Philosophy , Philp, Mark , Thompson, Dennis F (Dennis Frank), 1940- , Miller, Seumas
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192298 , vital:45213
- Description: The concept of political corruption is crucial in political discourses. Since the 1990s, there has been a massive resurgence of focus on political corruption. Definitional accounts of the concept have been proposed. This work is a critique of the accounts that have since been provided. I argue that these definitions are inadequate, offering an alternative. The predominant definition of the concept is that it refers to public officials’ violations of public office rules due to their respective interests in private gain. I consider this wrong for three reasons. First, politics includes more than the activities of public officials. Second, that is not the only behaviour that is contrary to the moral imperatives of politics. Third, the lack of political integrity is not just about acting wrongly. It also includes the possession of political vices. Observing the inadequacy of the dominant perspective, Seumas Miller offers a more comprehensive definition. He defines political corruption as any act that despoils the moral character of political actors and undermines the processes and purposes of legitimate political institutions. However, his definition is also insufficient. First, he includes some immoral non-political acts as examples of political corruption, although he agrees that political corruption entails immorality in politics. Second, he unjustifiably excludes some immoral political actions as denoting political corruption. In contrast, I define political corruption as possessing political vices or acting contrary to moral, political imperatives. This definition is a comprehensive reflection of what it means to lack political integrity. My thesis begins with a critical account of politics and its moral imperatives. That is the criteria for determining what political corruption is. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
The de novo biosynthesis of biotin is required for the optimal growth of Salmonella enterica serovar Typhimurium in the intracellular environment
- Authors: McLaughlin, Claire
- Date: 2021-10-29
- Subjects: Salmonella , Biotin , Biosynthesis , Salmonella typhimurium , Antibacterial agents , Anti-infective agents , Pathogenic bacteria , Salmonella food poisoning
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192097 , vital:45195
- Description: Salmonella enterica serovar Typhimurium (S. Typhimurium) is a foodborne pathogen infecting humans and animals, contributing to significant morbidity and mortality worldwide each year. The increase in antibiotic-resistant S. Typhimurium infections in recent years has highlighted the need for new antibacterial drugs and drug targets. S. Typhimurium can acquire biotin through de novo biosynthesis or via transport from its extracellular environment. The importance of the vitamin for bacterial survival, coupled with the absence of the biotin biosynthetic pathway in humans, makes the biotin biosynthetic enzymes attractive targets for drug discovery. The study's primary aim was to determine the relative importance of the biotin biosynthesis and transport pathways for the in vitro and ex vivo growth and survival of S. Typhimurium, with the goal of validating the pathways as valid targets for antimicrobial drug development. In order to achieve this aim, we generated S. Typhimurium mutant strains harbouring deletions in either the biotin biosynthetic gene, bioB, or putative high-affinity biotin transporter, yigM (ΔbioB and ΔyigM, respectively), as well as a double mutant in which the two mutations were combined (ΔbioB ΔyigM). Since the simultaneous disruption of biotin biosynthesis and transport in the double mutant may form a synthetic lethal combination, preventing further analysis of the strain, we also constructed a conditional mutant in which the promoter of the yigM gene was replaced by the arabinose-regulatable, PBAD promoter in the ΔbioB background (ΔbioB PBAD::yigM). Since the expression of the YigM in this strain is arabinose-regulatable, its role as a biotin transporter can be evaluated by altering the arabinose concentration in the growth media. Once the mutant strains were isolated and verified genetically, their growth and that of their genetically complemented counterparts were analysed in liquid and/or solid M9 minimal medium in the absence of biotin. Consistent with previous observations, the ΔbioB auxotrophic mutant's growth was severely compromised in minimal media in the absence of biotin. The growth of the strain could, however, be restored by supplementation with exogenous biotin or expression of the wild type bioB gene from an episomal plasmid. The ability of biotin to reverse the growth defect of the ΔbioB mutant strain was, however, dependent on the presence of a functional YigM, since biotin supplementation did not affect the growth of the ΔbioB ΔyigM double mutant strain. The introduction of a second copy of the yigM gene in the ΔbioB ΔyigM background, however, restored the growth of the strain in the presence, but not absence, of biotin. The dependence of the double mutant on both YigM and biotin for growth supports the idea that the protein functions as the sole or primary biotin transporter in S. Typhimurium, as it has recently been shown for E. coli (Ringsletter, 2010; Finkenwirth et al, 2013). The essentiality of YigM for biotin transport was subsequently verified by two independent means. Firstly, the growth of the ΔbioB PBAD::yigM promoter-replacement mutant was strictly dependent on the inclusion of arabinose in biotin-supplemented M9 minimal media supplemented, indicating that the expression of YigM from the PBAD promoter is essential for biotin transport. Secondly, following treatment with a known small-molecule inhibitor of the biotin biosynthesis, MAC-13772, exogenous biotin was capable of restoring the growth defect of the YigM+ wild type S. Typhimurium strain, but not the YigM− ΔyigM mutant. Taken together, these findings confirm that YigM serves as the biotin transporter for S. Typhimurium and that the corresponding ΔyigM mutant is, as a result, defective for biotin transport. Having confirmed the genotypes and phenotypes of the ΔbioB, ΔyigM, and ΔbioB ΔyigM mutants, we next analysed the importance of the biotin biosynthesis and transport pathways for the growth and survival of S. Typhimurium within the intracellular environment. To this end, we determined the proliferation of each of the mutant strains following infection of HeLa epithelial and RAW264.7 macrophage-like cell lines. Our results revealed that the de novo biosynthesis of biotin is required for the optimal growth of S. Typhimurium following infection of both epithelial and macrophage-like cell lines. Disruption of biotin transport, by contrast, had no significant effect on the intracellular proliferation of S. Typhimurium when a functional pathway for the biosynthesis of biotin was present. The simultaneous disruption of biotin biosynthesis and transport, however, resulted in significant attenuation of S. Typhimurium in epithelial cells, while bacterial survival in macrophages decreased to below the limit of detection. Overall, our results suggest the S. Typhimurium relies primarily on biotin produced by the de novo biosynthesis pathway to support its growth in the intracellular environment. While YigM-mediated biotin transport is essential for sustaining the viability of intracellular S. Typhimurium in the absence of de novo biosynthesis, it appears to play a relatively minor role in the acquisition of biotin during growth in the nutrient-limited Salmonella containing vacuole. Our findings suggest that inhibiting biotin biosynthesis may be a viable strategy for combating systemic infections caused by Salmonella, as has been recently proposed for other medically important bacterial pathogens (Carfrae et al., 2020). , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: McLaughlin, Claire
- Date: 2021-10-29
- Subjects: Salmonella , Biotin , Biosynthesis , Salmonella typhimurium , Antibacterial agents , Anti-infective agents , Pathogenic bacteria , Salmonella food poisoning
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192097 , vital:45195
- Description: Salmonella enterica serovar Typhimurium (S. Typhimurium) is a foodborne pathogen infecting humans and animals, contributing to significant morbidity and mortality worldwide each year. The increase in antibiotic-resistant S. Typhimurium infections in recent years has highlighted the need for new antibacterial drugs and drug targets. S. Typhimurium can acquire biotin through de novo biosynthesis or via transport from its extracellular environment. The importance of the vitamin for bacterial survival, coupled with the absence of the biotin biosynthetic pathway in humans, makes the biotin biosynthetic enzymes attractive targets for drug discovery. The study's primary aim was to determine the relative importance of the biotin biosynthesis and transport pathways for the in vitro and ex vivo growth and survival of S. Typhimurium, with the goal of validating the pathways as valid targets for antimicrobial drug development. In order to achieve this aim, we generated S. Typhimurium mutant strains harbouring deletions in either the biotin biosynthetic gene, bioB, or putative high-affinity biotin transporter, yigM (ΔbioB and ΔyigM, respectively), as well as a double mutant in which the two mutations were combined (ΔbioB ΔyigM). Since the simultaneous disruption of biotin biosynthesis and transport in the double mutant may form a synthetic lethal combination, preventing further analysis of the strain, we also constructed a conditional mutant in which the promoter of the yigM gene was replaced by the arabinose-regulatable, PBAD promoter in the ΔbioB background (ΔbioB PBAD::yigM). Since the expression of the YigM in this strain is arabinose-regulatable, its role as a biotin transporter can be evaluated by altering the arabinose concentration in the growth media. Once the mutant strains were isolated and verified genetically, their growth and that of their genetically complemented counterparts were analysed in liquid and/or solid M9 minimal medium in the absence of biotin. Consistent with previous observations, the ΔbioB auxotrophic mutant's growth was severely compromised in minimal media in the absence of biotin. The growth of the strain could, however, be restored by supplementation with exogenous biotin or expression of the wild type bioB gene from an episomal plasmid. The ability of biotin to reverse the growth defect of the ΔbioB mutant strain was, however, dependent on the presence of a functional YigM, since biotin supplementation did not affect the growth of the ΔbioB ΔyigM double mutant strain. The introduction of a second copy of the yigM gene in the ΔbioB ΔyigM background, however, restored the growth of the strain in the presence, but not absence, of biotin. The dependence of the double mutant on both YigM and biotin for growth supports the idea that the protein functions as the sole or primary biotin transporter in S. Typhimurium, as it has recently been shown for E. coli (Ringsletter, 2010; Finkenwirth et al, 2013). The essentiality of YigM for biotin transport was subsequently verified by two independent means. Firstly, the growth of the ΔbioB PBAD::yigM promoter-replacement mutant was strictly dependent on the inclusion of arabinose in biotin-supplemented M9 minimal media supplemented, indicating that the expression of YigM from the PBAD promoter is essential for biotin transport. Secondly, following treatment with a known small-molecule inhibitor of the biotin biosynthesis, MAC-13772, exogenous biotin was capable of restoring the growth defect of the YigM+ wild type S. Typhimurium strain, but not the YigM− ΔyigM mutant. Taken together, these findings confirm that YigM serves as the biotin transporter for S. Typhimurium and that the corresponding ΔyigM mutant is, as a result, defective for biotin transport. Having confirmed the genotypes and phenotypes of the ΔbioB, ΔyigM, and ΔbioB ΔyigM mutants, we next analysed the importance of the biotin biosynthesis and transport pathways for the growth and survival of S. Typhimurium within the intracellular environment. To this end, we determined the proliferation of each of the mutant strains following infection of HeLa epithelial and RAW264.7 macrophage-like cell lines. Our results revealed that the de novo biosynthesis of biotin is required for the optimal growth of S. Typhimurium following infection of both epithelial and macrophage-like cell lines. Disruption of biotin transport, by contrast, had no significant effect on the intracellular proliferation of S. Typhimurium when a functional pathway for the biosynthesis of biotin was present. The simultaneous disruption of biotin biosynthesis and transport, however, resulted in significant attenuation of S. Typhimurium in epithelial cells, while bacterial survival in macrophages decreased to below the limit of detection. Overall, our results suggest the S. Typhimurium relies primarily on biotin produced by the de novo biosynthesis pathway to support its growth in the intracellular environment. While YigM-mediated biotin transport is essential for sustaining the viability of intracellular S. Typhimurium in the absence of de novo biosynthesis, it appears to play a relatively minor role in the acquisition of biotin during growth in the nutrient-limited Salmonella containing vacuole. Our findings suggest that inhibiting biotin biosynthesis may be a viable strategy for combating systemic infections caused by Salmonella, as has been recently proposed for other medically important bacterial pathogens (Carfrae et al., 2020). , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2021
- Full Text:
- Date Issued: 2021-10-29
A quantitative analysis of the relationship between the 12 components of the Index of Economic Freedom (IEF) and the Human Development Index (HDI) scores within the 16 Southern African Development Community (SADC) nations
- Authors: Peel, Brendon Robert
- Date: 2021-10-29
- Subjects: Southern African Development Community , Quantitative research , Economic development Developing countries , Economic development Africa, Sub-Saharan , Economic development projects Africa, Sub-Saharan , Heritage Foundation (South Africa) , United Nations Development Programme , Index of Economic Freedom (IEF) , Human Development Index (HDI) , Resource Based Theory (RBT)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191841 , vital:45171
- Description: Nations in Sub-Saharan Africa tend to experience some of the worst levels of human development and economic freedom in the world. Previous research has shown that there is a positive and significant correlation between these two macroeconomic facets. Further research has shown that if nations' policy-makers can manage their resources and capabilities appropriately, then this could improve their economic freedom and human development levels. This study aims to analyse the relationship between the scores of the 12 different components of the Index of Economic Freedom (IEF) and the overall Human Development Index (HDI) scores of Sub-Saharan African nations. The specific selection of nations utilised in the study are the 16 countries that make up the Southern African Development Community (SADC). Based on a review of the literature on human development, economic freedom, and the Resource Based Theory (RBT) on a macro-level, a correlational study was conducted to determine the relationship between the relevant variables. The information was collected from the Heritage Foundation and the United Nations Development Program (UNDP), respectively. The data and scores collected and used in the study are from the years 2015 to 2019. The correlational results demonstrated that nine of the 12 components of the IEF has a positive and significant correlation with HDI within the selected African nations. The strongest correlation being between 'Property Rights' and HDI. Therefore, it is likely that if the property rights within a nation are upheld, said nation would have higher levels of human development. The three components that proved to have an insignificant result with HDI were; 'Tax Burden', 'Government Spending', and 'Fiscal Health'. The results indicate that all components that fall under the category of 'Government Size' share no significant correlational relationship with human development. It is recommended that governments and policy-makers take this into consideration when managing their resources and capabilities to improve the nation's human development. Further research is required to identify the specifics on how this management and allocation of resources can be utilised effectively to improve the human development and economic freedom in Sub-Saharan Africa. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Peel, Brendon Robert
- Date: 2021-10-29
- Subjects: Southern African Development Community , Quantitative research , Economic development Developing countries , Economic development Africa, Sub-Saharan , Economic development projects Africa, Sub-Saharan , Heritage Foundation (South Africa) , United Nations Development Programme , Index of Economic Freedom (IEF) , Human Development Index (HDI) , Resource Based Theory (RBT)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191841 , vital:45171
- Description: Nations in Sub-Saharan Africa tend to experience some of the worst levels of human development and economic freedom in the world. Previous research has shown that there is a positive and significant correlation between these two macroeconomic facets. Further research has shown that if nations' policy-makers can manage their resources and capabilities appropriately, then this could improve their economic freedom and human development levels. This study aims to analyse the relationship between the scores of the 12 different components of the Index of Economic Freedom (IEF) and the overall Human Development Index (HDI) scores of Sub-Saharan African nations. The specific selection of nations utilised in the study are the 16 countries that make up the Southern African Development Community (SADC). Based on a review of the literature on human development, economic freedom, and the Resource Based Theory (RBT) on a macro-level, a correlational study was conducted to determine the relationship between the relevant variables. The information was collected from the Heritage Foundation and the United Nations Development Program (UNDP), respectively. The data and scores collected and used in the study are from the years 2015 to 2019. The correlational results demonstrated that nine of the 12 components of the IEF has a positive and significant correlation with HDI within the selected African nations. The strongest correlation being between 'Property Rights' and HDI. Therefore, it is likely that if the property rights within a nation are upheld, said nation would have higher levels of human development. The three components that proved to have an insignificant result with HDI were; 'Tax Burden', 'Government Spending', and 'Fiscal Health'. The results indicate that all components that fall under the category of 'Government Size' share no significant correlational relationship with human development. It is recommended that governments and policy-makers take this into consideration when managing their resources and capabilities to improve the nation's human development. Further research is required to identify the specifics on how this management and allocation of resources can be utilised effectively to improve the human development and economic freedom in Sub-Saharan Africa. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2021
- Full Text:
- Date Issued: 2021-10-29
Neutral Atomic Hydrogen in Gravitationally Lensed Systems
- Authors: Blecher, Tariq Dylan
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192776 , vital:45263
- Description: Thesis (PhD) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Blecher, Tariq Dylan
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192776 , vital:45263
- Description: Thesis (PhD) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-10-29
An investigation into the extent to which grade 12 Mechanical Technology (MT) curriculum practices relate to the Green Economy: A case study of two Eastern Cape technical high schools
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Curriculum adjustment and adaptive leadership in two service-learning courses at Rhodes University as a consequence of the COVID-19 pandemic
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Climate change and small-scale farmer livelihood adaptation in rural border communities in Southern Africa: A case study of Ezondweni Village in Mchinji, Malawi
- Authors: Simango, Kennedy Khuzwayo
- Date: 2021-10-29
- Subjects: Farms, Small Malawi Mchinji , Climatic changes Economic aspects Malawi Mchinji , Climatic changes Risk management Malawi Mchinji , Crops and climate Malawi Mchinji , Sustainable agriculture Malawi Mchinji , Farmers Social networks Malawi Mchinji , Farm income Malawi Mchinji
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190008 , vital:44955
- Description: Southern Africa is a region increasingly experiencing the detrimental effects of climate change and variability. The rural areas in particular face unprecedented climate change-induced challenges in relation to small-scale farmers being able to pursue household-based livelihoods, and these farmers seek ways of adapting to climate change and variability in doing so. Some rural communities exist along territorial borders and their attempts at adapting to climate change entails cross-border networks and activities. In this context, this thesis examines small-scale farmer adaptation to climate change and variability in the small village of Ezondweni in Malawi near the Zambian border. Analytically, the study draws upon the Sustainable Livelihoods Framework as well as social network theory and the theory of reflexive agency put forward by Margaret Archer. A qualitative research design entailed informal interviews with a small number of Ezondweni villagers, focusing on their perceptions of climate change and their practices of climate change adaptation. The study demonstrates the diverse activities pursued by villagers, both within Malawi and beyond, in seeking to maintain household-based livelihoods, as well as the significance of mutually-supportive social networks which facilitate these livelihood processes. , Thesis (MSocSci) -- Faculty of Humanities, Social Science, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Simango, Kennedy Khuzwayo
- Date: 2021-10-29
- Subjects: Farms, Small Malawi Mchinji , Climatic changes Economic aspects Malawi Mchinji , Climatic changes Risk management Malawi Mchinji , Crops and climate Malawi Mchinji , Sustainable agriculture Malawi Mchinji , Farmers Social networks Malawi Mchinji , Farm income Malawi Mchinji
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190008 , vital:44955
- Description: Southern Africa is a region increasingly experiencing the detrimental effects of climate change and variability. The rural areas in particular face unprecedented climate change-induced challenges in relation to small-scale farmers being able to pursue household-based livelihoods, and these farmers seek ways of adapting to climate change and variability in doing so. Some rural communities exist along territorial borders and their attempts at adapting to climate change entails cross-border networks and activities. In this context, this thesis examines small-scale farmer adaptation to climate change and variability in the small village of Ezondweni in Malawi near the Zambian border. Analytically, the study draws upon the Sustainable Livelihoods Framework as well as social network theory and the theory of reflexive agency put forward by Margaret Archer. A qualitative research design entailed informal interviews with a small number of Ezondweni villagers, focusing on their perceptions of climate change and their practices of climate change adaptation. The study demonstrates the diverse activities pursued by villagers, both within Malawi and beyond, in seeking to maintain household-based livelihoods, as well as the significance of mutually-supportive social networks which facilitate these livelihood processes. , Thesis (MSocSci) -- Faculty of Humanities, Social Science, 2021
- Full Text:
- Date Issued: 2021-10-29
Academic distress & disordered eating in students
- Authors: Du Toit, Mae
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/192626 , vital:45244
- Description: University students are at risk for reduced mental wellbeing, particularly during the Covid-19 pandemic, and among the most common problems experienced are academic distress and eating concerns. Through a stress-coping model lens, a link between academic distress and disordered eating in student populations appears possible but has not previously been explored. The present study examines this relationship in a South African undergraduate sample. Data were collected during the Covid-19 pandemic using a cross-sectional, correlational survey design and the Counseling Center Assessment of Psychological Symptoms (CCAPS). The results of a multiple regression analysis indicate that academic distress most strongly predicts eating concerns, followed by the demographic variables of female gender and black racial identification. This novel finding suggests that academic institutions should consider the broader academic environment as point of intervention for the prevention and treatment of disordered eating in students. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Du Toit, Mae
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/192626 , vital:45244
- Description: University students are at risk for reduced mental wellbeing, particularly during the Covid-19 pandemic, and among the most common problems experienced are academic distress and eating concerns. Through a stress-coping model lens, a link between academic distress and disordered eating in student populations appears possible but has not previously been explored. The present study examines this relationship in a South African undergraduate sample. Data were collected during the Covid-19 pandemic using a cross-sectional, correlational survey design and the Counseling Center Assessment of Psychological Symptoms (CCAPS). The results of a multiple regression analysis indicate that academic distress most strongly predicts eating concerns, followed by the demographic variables of female gender and black racial identification. This novel finding suggests that academic institutions should consider the broader academic environment as point of intervention for the prevention and treatment of disordered eating in students. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
Retrospective
- Authors: Pillay, Previn
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , South African poetry (English) 21st century , Identity (Philosophical concept) in literature , Grandmothers in literature , Families in literature
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191636 , vital:45128
- Description: My thesis is a collection of poems, divided into 4 sections. The first section draws on my experiences and background as an Indian South African, presenting a portrait of a KwaZulu-Natal Indian community, infused with the lingo of the streets. It also delves into my background by sharing real stories from my childhood and youth. The second section is about my grandmother, who is an influential character on my writing and a source for many unique stories. The third section is a brief look at my recent past and the fourth section is a sharing of my life and what is most important to me. My collection is a timeline of my life and the events which have shaped me. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Pillay, Previn
- Date: 2021-10-29
- Subjects: Creative writing (Higher education) South Africa , South African poetry (English) 21st century , Identity (Philosophical concept) in literature , Grandmothers in literature , Families in literature
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191636 , vital:45128
- Description: My thesis is a collection of poems, divided into 4 sections. The first section draws on my experiences and background as an Indian South African, presenting a portrait of a KwaZulu-Natal Indian community, infused with the lingo of the streets. It also delves into my background by sharing real stories from my childhood and youth. The second section is about my grandmother, who is an influential character on my writing and a source for many unique stories. The third section is a brief look at my recent past and the fourth section is a sharing of my life and what is most important to me. My collection is a timeline of my life and the events which have shaped me. , Thesis (MA) -- Faculty of Humanities, School of Languages and Literatures, 2021
- Full Text:
- Date Issued: 2021-10-29
Queer as Africa: Representations of queer lives in selected Nigerian, Kenyan, and South African literature and film
- Authors: Wilson, Jon Stephen Edward
- Date: 2021-10-29
- Subjects: Africans in literature , Africans in motion pictures , Homosexuality in literature , Homosexuality in motion pictures , Sexual minorities in literature , Sexual minorities in motion pictures , African literature History and criticism , Motion pictures, African History and criticism , Sexual minorities South Africa Public opinion , Sexual minorities Kenya Public opinion , Sexual minorities Nigeria Public opinion , Sexual minorities South Africa Social conditions , Sexual minorities Kenya Social conditions , Sexual minorities Nigeria Social conditions
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/187428 , vital:44651
- Description: This thesis contests the notion that nonnormative sexualities are ‘un-African’ by examining a range of representations of queer African lives on film and in literature, produced by Africans for Africans, as a means to interrogate the role played by the interconnected histories of colonialism, religion, and the policing of queer intimacy, specifically in Kenya, Nigeria, and South Africa. Through a close reading of a selection of texts from these three countries, this thesis takes a cultural-historical approach to exploring the complex struggles engaged in by queer people in Africa to protections under the law, and to represent themselves in literary and cinematic narratives. The first chapter is focused on the Kenyan film Rafiki (2018), directed by Wanuri Kahiu, which tells the story of queer love between two young Kenyan women who face the vehement condemnation of their relationship from their homophobic community. The film was banned in Kenya, but the director was granted a temporary injunction by Kenya’s high court in order for it to be screened in Nairobi. This made Rafiki the first queer film ever to be screened in Kenya, and viable for an Academy Award nomination. The second chapter focuses on the bold assertion of a queer African identity through the short story collections Queer Africa: New and Collected Fiction (2013) and Queer Africa 2: New Stories (2017). Written by various authors from the African continent, and compiled and edited by Karen Martin and Makhosazana Xaba, both collections offer a wide variety of fictional narratives focused on queer experiences in Africa. The second chapter has a focus on stories from Kenyan and Nigerian authors and explores notions of home, queer belonging, and visibility. The third chapter presents a close reading of the South African film Inxeba (2017), also known as The Wound, directed by John Trengove and adapted by Trengove and Thando Mgqolozana from Mgqolozana’s novel, A Man Who Is Not A Man (2009). The film depicts the traditional Xhosa initiation ritual, ulwaluko, and is set in the rural Eastern Cape. Inxeba is an important case study in the history of queer representation in Africa, as the film hit a nerve with many, interrogating what South Africans believe about culture, traditions, masculinity, and the right of artists to represent sacred ritual in art. This thesis pays attention to the historical entanglements between homophobia, imperialism, and Christianity – relationships that continue to affect the experiences of queer people in Africa and attitudes towards them and interrogates why queer individuals are still being left out of efforts towards creating a new normal in postcolonial Africa. This thesis suggests that increased visibility is a key aspect of queer activism in Africa – through the act of representation, sharing lived experiences, and telling queer stories. , Thesis (MA) -- Faculty of Humanities, Literary Studies in English, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Wilson, Jon Stephen Edward
- Date: 2021-10-29
- Subjects: Africans in literature , Africans in motion pictures , Homosexuality in literature , Homosexuality in motion pictures , Sexual minorities in literature , Sexual minorities in motion pictures , African literature History and criticism , Motion pictures, African History and criticism , Sexual minorities South Africa Public opinion , Sexual minorities Kenya Public opinion , Sexual minorities Nigeria Public opinion , Sexual minorities South Africa Social conditions , Sexual minorities Kenya Social conditions , Sexual minorities Nigeria Social conditions
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/187428 , vital:44651
- Description: This thesis contests the notion that nonnormative sexualities are ‘un-African’ by examining a range of representations of queer African lives on film and in literature, produced by Africans for Africans, as a means to interrogate the role played by the interconnected histories of colonialism, religion, and the policing of queer intimacy, specifically in Kenya, Nigeria, and South Africa. Through a close reading of a selection of texts from these three countries, this thesis takes a cultural-historical approach to exploring the complex struggles engaged in by queer people in Africa to protections under the law, and to represent themselves in literary and cinematic narratives. The first chapter is focused on the Kenyan film Rafiki (2018), directed by Wanuri Kahiu, which tells the story of queer love between two young Kenyan women who face the vehement condemnation of their relationship from their homophobic community. The film was banned in Kenya, but the director was granted a temporary injunction by Kenya’s high court in order for it to be screened in Nairobi. This made Rafiki the first queer film ever to be screened in Kenya, and viable for an Academy Award nomination. The second chapter focuses on the bold assertion of a queer African identity through the short story collections Queer Africa: New and Collected Fiction (2013) and Queer Africa 2: New Stories (2017). Written by various authors from the African continent, and compiled and edited by Karen Martin and Makhosazana Xaba, both collections offer a wide variety of fictional narratives focused on queer experiences in Africa. The second chapter has a focus on stories from Kenyan and Nigerian authors and explores notions of home, queer belonging, and visibility. The third chapter presents a close reading of the South African film Inxeba (2017), also known as The Wound, directed by John Trengove and adapted by Trengove and Thando Mgqolozana from Mgqolozana’s novel, A Man Who Is Not A Man (2009). The film depicts the traditional Xhosa initiation ritual, ulwaluko, and is set in the rural Eastern Cape. Inxeba is an important case study in the history of queer representation in Africa, as the film hit a nerve with many, interrogating what South Africans believe about culture, traditions, masculinity, and the right of artists to represent sacred ritual in art. This thesis pays attention to the historical entanglements between homophobia, imperialism, and Christianity – relationships that continue to affect the experiences of queer people in Africa and attitudes towards them and interrogates why queer individuals are still being left out of efforts towards creating a new normal in postcolonial Africa. This thesis suggests that increased visibility is a key aspect of queer activism in Africa – through the act of representation, sharing lived experiences, and telling queer stories. , Thesis (MA) -- Faculty of Humanities, Literary Studies in English, 2021
- Full Text:
- Date Issued: 2021-10-29
Pessimism and the secular problem of evil
- Authors: Ruiters, Siphamandla
- Date: 2021-10-29
- Subjects: Good and evil , Pessimism , Optimism , Secularism , Quality of life
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190111 , vital:44964
- Description: How should we respond to the prevalence of ubiquitous evil? In this thesis, I present two responses to the secular problem of evil. The secular problem of evil exists because we want to live good lives, but we are all existentially vulnerable to evil. Consequently, we can think of various ways in which evil's existence poses a problem for us. When faced with such evil, I distinguish two responses that we may adopt, namely, optimistic or pessimistic responses to the secular problem of evil. These responses may be understood as stances that we may adopt about the relative evil and goodness in the world. Once I have made a thorough evaluation of the discussion around the secular problem of evil and the responses, I will suggest that pessimism is an appealing and appropriate response that we should adopt. To achieve the aims of this thesis, I will first clarify the kind of evil at stake in this thesis and then explain how philosophers have historically responded to this problem. Secondly, I will focus on the contemporary discussion on the secular problem of evil and show the responses are optimistic responses. Finally, I will provide a case against optimism and then show why pessimism is the most appealing and appropriate response. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ruiters, Siphamandla
- Date: 2021-10-29
- Subjects: Good and evil , Pessimism , Optimism , Secularism , Quality of life
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190111 , vital:44964
- Description: How should we respond to the prevalence of ubiquitous evil? In this thesis, I present two responses to the secular problem of evil. The secular problem of evil exists because we want to live good lives, but we are all existentially vulnerable to evil. Consequently, we can think of various ways in which evil's existence poses a problem for us. When faced with such evil, I distinguish two responses that we may adopt, namely, optimistic or pessimistic responses to the secular problem of evil. These responses may be understood as stances that we may adopt about the relative evil and goodness in the world. Once I have made a thorough evaluation of the discussion around the secular problem of evil and the responses, I will suggest that pessimism is an appealing and appropriate response that we should adopt. To achieve the aims of this thesis, I will first clarify the kind of evil at stake in this thesis and then explain how philosophers have historically responded to this problem. Secondly, I will focus on the contemporary discussion on the secular problem of evil and show the responses are optimistic responses. Finally, I will provide a case against optimism and then show why pessimism is the most appealing and appropriate response. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2021
- Full Text:
- Date Issued: 2021-10-29
Re-imagining the use of the abacus as a visualization tool to develop number sense in Grade 3 learners
- Authors: Elifas, Taimi Ndinelago
- Date: 2021-10-29
- Subjects: Abacus , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Teaching Aids and devices , Constructivism (Education) , Effective teaching Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191953 , vital:45182
- Description: The poor performance of learners in mathematics has long been a matter of concern in Namibia. After more than three decades after independence, the country's education system is still seeking ways of addressing the high rate of poor performance in mathematics. Research previously conducted pointed out the lack of number sense in learners, as one of the contributing factors to the poor performance in mathematics. This research study is a contribution towards using the abacus as a visualization tool to develop number sense in the Foundation Phase. The study was premised on the thought – supported by literature – that effective use of concrete equipment and manipulatives, of which the abacus is part of, does affect the teaching and learning of number sense. The study further examines the use of the abacus as a visualization tool to develop number sense by the four selected Grade 3 teachers. The study argues that the effective use of the abacus develops number sense in learners. This study was framed as a multiple case study that was grounded within an interpretive paradigm and informed by the constructivist learning theory. The qualitative data of this study were collected using questionnaires, observation, reflective journals, and semi-structured interviews. The data were then analyzed using thematic analysis and an analytical tool developed from relevant literature. A survey was conducted using 50 Foundation Phase teachers in the //Kharas region, while the intervention programme consisted of four purposively selected teachers from the four primary schools in the Kalahari circuit in the Keetmanshoop district. The findings of this study revealed that the majority of teachers were not aware of abacus use in teaching mathematics before the intervention programme. It was also revealed that the few teachers that use the abacus as a visualization tool to develop number sense, employ it as a counting tool for explaining certain concepts and as well as for teaching simple arithmetic. In this research study, the selected teachers use the abacus to link the abstract mathematics content to a concrete way of doing mathematics. In the absence of the abacus in classrooms, various manipulatives are used to develop learners’ number sense. Mathematical games, verbalizing mathematics concepts, and drawing pictures to visualize abstract concepts among others are used by the selected teachers to enhance the development of number sense in the Foundation Phase. The use of the abacus by the selected teachers effectively fostered the visualization process and the conceptual understanding of number sense in learners. Through the abacus, teachers led their learners into visualizing number sense concepts such as subitizing, computing, performing mental mathematics and physical representation of numbers in different ways. The abacus was used by teachers to enhance listening skills, improve concentration and strengthen the memory of learners. On the other hand, the study also revealed that despite the various benefits of the abacus, it is time consuming. The lack of abacus use in previous grades has a huge impact on the use of it and the development of learners’ number sense in the grades being studied in this research study. Teachers are recommended to make their own abacuses, encourage learners to make their own abacuses from the readily available materials, and to allow the learners to realize that the mathematics they are doing in classrooms is around them. The use of re-imagining, re-envisioning, re-conceptualizing and re-examining of so-called ‘old teaching tools’ such as the abacus, needs to be encouraged through in-service and pre-service teacher training programmes. The study concludes that the use of traditional algorithm methods do not promote conceptual understanding and visual strategies for Foundation Phase learners and should be discouraged. It is hoped that this study will contribute towards improving the practices of mathematics teachers primarily in the Keetmanshoop district, //Kharas Region and in the rest our Namibian schools. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Elifas, Taimi Ndinelago
- Date: 2021-10-29
- Subjects: Abacus , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Teaching Aids and devices , Constructivism (Education) , Effective teaching Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191953 , vital:45182
- Description: The poor performance of learners in mathematics has long been a matter of concern in Namibia. After more than three decades after independence, the country's education system is still seeking ways of addressing the high rate of poor performance in mathematics. Research previously conducted pointed out the lack of number sense in learners, as one of the contributing factors to the poor performance in mathematics. This research study is a contribution towards using the abacus as a visualization tool to develop number sense in the Foundation Phase. The study was premised on the thought – supported by literature – that effective use of concrete equipment and manipulatives, of which the abacus is part of, does affect the teaching and learning of number sense. The study further examines the use of the abacus as a visualization tool to develop number sense by the four selected Grade 3 teachers. The study argues that the effective use of the abacus develops number sense in learners. This study was framed as a multiple case study that was grounded within an interpretive paradigm and informed by the constructivist learning theory. The qualitative data of this study were collected using questionnaires, observation, reflective journals, and semi-structured interviews. The data were then analyzed using thematic analysis and an analytical tool developed from relevant literature. A survey was conducted using 50 Foundation Phase teachers in the //Kharas region, while the intervention programme consisted of four purposively selected teachers from the four primary schools in the Kalahari circuit in the Keetmanshoop district. The findings of this study revealed that the majority of teachers were not aware of abacus use in teaching mathematics before the intervention programme. It was also revealed that the few teachers that use the abacus as a visualization tool to develop number sense, employ it as a counting tool for explaining certain concepts and as well as for teaching simple arithmetic. In this research study, the selected teachers use the abacus to link the abstract mathematics content to a concrete way of doing mathematics. In the absence of the abacus in classrooms, various manipulatives are used to develop learners’ number sense. Mathematical games, verbalizing mathematics concepts, and drawing pictures to visualize abstract concepts among others are used by the selected teachers to enhance the development of number sense in the Foundation Phase. The use of the abacus by the selected teachers effectively fostered the visualization process and the conceptual understanding of number sense in learners. Through the abacus, teachers led their learners into visualizing number sense concepts such as subitizing, computing, performing mental mathematics and physical representation of numbers in different ways. The abacus was used by teachers to enhance listening skills, improve concentration and strengthen the memory of learners. On the other hand, the study also revealed that despite the various benefits of the abacus, it is time consuming. The lack of abacus use in previous grades has a huge impact on the use of it and the development of learners’ number sense in the grades being studied in this research study. Teachers are recommended to make their own abacuses, encourage learners to make their own abacuses from the readily available materials, and to allow the learners to realize that the mathematics they are doing in classrooms is around them. The use of re-imagining, re-envisioning, re-conceptualizing and re-examining of so-called ‘old teaching tools’ such as the abacus, needs to be encouraged through in-service and pre-service teacher training programmes. The study concludes that the use of traditional algorithm methods do not promote conceptual understanding and visual strategies for Foundation Phase learners and should be discouraged. It is hoped that this study will contribute towards improving the practices of mathematics teachers primarily in the Keetmanshoop district, //Kharas Region and in the rest our Namibian schools. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Perceptions and experience of school violence among teachers and learners within a black township in the Sarah Baartman District, Eastern Cape, South Africa
- Authors: Ndemka, Sibulela
- Date: 2021-10-29
- Subjects: School violence South Africa Eastern Cape , Teachers South Africa Eastern Cape Attitudes , High school students South Africa Eastern Cape Attitudes , High school students Conduct of life , High school students Economic conditions , High school students Social conditions , Social constructionism South Africa Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190760 , vital:45025
- Description: In exploring the knowledge/awarness of school violence within the teacher and student school relationship. The principal objective of the study was to investigate the perceptions and experiences of school violence among teachers and learners by reference to a public high school in a historically black African, working class township in the Sarah Baartman District Municipality, Eastern Cape Province, South Africa. The high school was chosen for its geographical location within the community and relative nature of shared stories of violence within the surrounding vicinity. The conceptual, theoretical, and analytical frameworks underpinning this study is social constructionism theory, expanding from the theoretical claim that violence is socially constructed through the process of socialisation and institutionalization. The study reviewed relavant literature on violence in South African schools highlighting the relationship of school violence to current social and educational challenges and crises and the impact that school violence has on learners, teachers, and communities. The research methodology employed is qualitative and evidence was derived through semi-structured in-depth interviews. A sample male and female teachers and learners were recruited through networking. The researcher recruited participants outside the school and through participant referrals to uncover intricacies of school violence drawing on relevant literature in relation to the dynamics of this social and institutional problem. Data was analysed and thematically presented in line with the research objectives. The study findings imply that school violence is complex and gendered. Arguing that cultural, socio-economic, family, community, and social interpersonal factors account for school violence in South Africa. Male teachers and students mostly bieng the victims and perpetrators, implicating this behaviour to a culture of toxic masculinity and shared complicities as contributing factors to school violence. In addition, the study found that the change in status and expectations of boys who return from initiation sometimes provoked violence between initiated learners and adults who did not accord them the respect expected post-initiation. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ndemka, Sibulela
- Date: 2021-10-29
- Subjects: School violence South Africa Eastern Cape , Teachers South Africa Eastern Cape Attitudes , High school students South Africa Eastern Cape Attitudes , High school students Conduct of life , High school students Economic conditions , High school students Social conditions , Social constructionism South Africa Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190760 , vital:45025
- Description: In exploring the knowledge/awarness of school violence within the teacher and student school relationship. The principal objective of the study was to investigate the perceptions and experiences of school violence among teachers and learners by reference to a public high school in a historically black African, working class township in the Sarah Baartman District Municipality, Eastern Cape Province, South Africa. The high school was chosen for its geographical location within the community and relative nature of shared stories of violence within the surrounding vicinity. The conceptual, theoretical, and analytical frameworks underpinning this study is social constructionism theory, expanding from the theoretical claim that violence is socially constructed through the process of socialisation and institutionalization. The study reviewed relavant literature on violence in South African schools highlighting the relationship of school violence to current social and educational challenges and crises and the impact that school violence has on learners, teachers, and communities. The research methodology employed is qualitative and evidence was derived through semi-structured in-depth interviews. A sample male and female teachers and learners were recruited through networking. The researcher recruited participants outside the school and through participant referrals to uncover intricacies of school violence drawing on relevant literature in relation to the dynamics of this social and institutional problem. Data was analysed and thematically presented in line with the research objectives. The study findings imply that school violence is complex and gendered. Arguing that cultural, socio-economic, family, community, and social interpersonal factors account for school violence in South Africa. Male teachers and students mostly bieng the victims and perpetrators, implicating this behaviour to a culture of toxic masculinity and shared complicities as contributing factors to school violence. In addition, the study found that the change in status and expectations of boys who return from initiation sometimes provoked violence between initiated learners and adults who did not accord them the respect expected post-initiation. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2021
- Full Text:
- Date Issued: 2021-10-29
“It’s just like a waiting room”: The experiences of psychology Honours students who are not accepted into any professional training programme for psychology in South Africa
- Authors: Duiker, Adeline
- Date: 2021-10-29
- Subjects: Psychology Study and teaching (Higher) South Africa , Psychology students Employment South Africa , Psychology students Attitudes , Psychology Practice South Africa , Professional associations South Africa , Professional education South Africa , Career development South Africa , Universities and colleges Honors courses South Africa , Interpretative Phenomenological Analysis
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191170 , vital:45067
- Description: Objective: This study explored the lived experiences of currently enrolled psychology Honours students, who are not in a professional training programme for psychology in South Africa. Method: Semi-structured interviews were conducted with eight psychology Honours students at a South African university and analysed using Interpretative Phenomenological Analysis. Findings: Findings revealed that participants perceived an Honours in psychology qualification as significant in personal capacity and insignificant in professional capacity. Additionally, findings showed that participants perceive the difficulty gaining entrance into a professional training programme and lack of employment in the field for Honours psychology graduates, as a contributing factor to several graduates being placed in a state of uncertainty, lacking professional progression in the field of psychology. Furthermore, findings revealed that several Honours psychology students battled to find employment in the field. Conclusions: I critically reflect on the implications of the findings in relation to psychology as a profession in South Africa. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Duiker, Adeline
- Date: 2021-10-29
- Subjects: Psychology Study and teaching (Higher) South Africa , Psychology students Employment South Africa , Psychology students Attitudes , Psychology Practice South Africa , Professional associations South Africa , Professional education South Africa , Career development South Africa , Universities and colleges Honors courses South Africa , Interpretative Phenomenological Analysis
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191170 , vital:45067
- Description: Objective: This study explored the lived experiences of currently enrolled psychology Honours students, who are not in a professional training programme for psychology in South Africa. Method: Semi-structured interviews were conducted with eight psychology Honours students at a South African university and analysed using Interpretative Phenomenological Analysis. Findings: Findings revealed that participants perceived an Honours in psychology qualification as significant in personal capacity and insignificant in professional capacity. Additionally, findings showed that participants perceive the difficulty gaining entrance into a professional training programme and lack of employment in the field for Honours psychology graduates, as a contributing factor to several graduates being placed in a state of uncertainty, lacking professional progression in the field of psychology. Furthermore, findings revealed that several Honours psychology students battled to find employment in the field. Conclusions: I critically reflect on the implications of the findings in relation to psychology as a profession in South Africa. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring how Grade 11 chemistry teachers make use of the periodic table of elements when mediating learning of writing and balancing chemical equations
- Kambeyo, Reginald Ndeshipanda
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An analysis of selected Grade 8 mathematics teachers’ use of gestures as visualisation tools to support mathematical meaning-making
- Authors: Haipinge, David Tuhafeni
- Date: 2021-10-29
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Mathematics Study and teaching (Secondary) Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191969 , vital:45184
- Description: The purpose of this Namibian case study was to investigate how different types of gestures are used to support the construction of mathematical meaning making in teaching and learning. Gestures of three selected Grade 8 mathematics teachers were observed and analysed. This study was intended to answer the following research question: how do selected Grade 8 mathematics teachers use gestures as visualisation tools to support mathematical meaning making? The study was framed by an enactivist perspective and the research was oriented in the interpretive paradigm. Data were collected through video-recorded observations of three selected teachers and through stimulus recall interviews. In order to generate rich data and support validity, five lessons per selected teacher were video recorded. The study found that the participating teachers incorporated a variety of mathematical gestures into their lessons in order to support and provide mathematical meaning. Further, this study found that gestures facilitated meaning making in mathematics. The findings in the study suggest a need for mathematics teachers to be trained in using gestures appropriately to communicate mathematically in their lessons. In addition, this study discovered a new type of gesture – the overlapping gesture in addition to McNeill's (1992) types, namely: pointing gestures, metaphor gestures, beating gestures and iconic gestures. This case study also showed that the more experienced the teachers are, the more mathematical gestures they produce during their mathematics lessons. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Haipinge, David Tuhafeni
- Date: 2021-10-29
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Mathematics Study and teaching (Secondary) Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191969 , vital:45184
- Description: The purpose of this Namibian case study was to investigate how different types of gestures are used to support the construction of mathematical meaning making in teaching and learning. Gestures of three selected Grade 8 mathematics teachers were observed and analysed. This study was intended to answer the following research question: how do selected Grade 8 mathematics teachers use gestures as visualisation tools to support mathematical meaning making? The study was framed by an enactivist perspective and the research was oriented in the interpretive paradigm. Data were collected through video-recorded observations of three selected teachers and through stimulus recall interviews. In order to generate rich data and support validity, five lessons per selected teacher were video recorded. The study found that the participating teachers incorporated a variety of mathematical gestures into their lessons in order to support and provide mathematical meaning. Further, this study found that gestures facilitated meaning making in mathematics. The findings in the study suggest a need for mathematics teachers to be trained in using gestures appropriately to communicate mathematically in their lessons. In addition, this study discovered a new type of gesture – the overlapping gesture in addition to McNeill's (1992) types, namely: pointing gestures, metaphor gestures, beating gestures and iconic gestures. This case study also showed that the more experienced the teachers are, the more mathematical gestures they produce during their mathematics lessons. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10-29
An exploration of the mathematical learner identities of high school learners who participated in after school mathematics clubs in primary school
- Authors: Hokonya, Wellington Munetsi
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Mathematics Study and teaching (Elementary) Activity programs South Africa , Identity (Psychology) in children , After-school programs South Africa , School children Attitudes , Mathematics Study and teaching Psychological aspects South Africa , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/189985 , vital:44953 , 10.21504/10962/189985
- Description: This study focuses on understanding mathematics learner identities of high school learners who participated in the South African Numeracy Chair Project after school mathematics clubs, an environment that afforded different mathematics identities from the traditional South African classroom. Mathematics learner identities feature prominently in current research on mathematics education because they affect whether and how learners engage in mathematics. They play a critical role in enhancing (or detracting from) learners’ attitudes, dispositions, emotional development, and general sense of self as they learn mathematics. Development of positive learner mathematical identity is therefore useful in making learners commit to their mathematics work. South African primary mathematics education is described as being in a state of crisis, and various programmes are being implemented to develop intervention models to improve quality and ensure the effective teaching and learning of primary mathematics. The South African Numeracy Chair Project initiative at Rhodes University provides for longitudinal research and development programmes with primary mathematics teachers and learners from previously disadvantaged schools, in order to find ways of mitigating the crisis. The after school mathematics clubs provide extra-curricular activities focused on developing a supportive learning community where learners’ active mathematical participation, engagement, enjoyment, and sense making are the focus. The clubs provide a supportive learning environment that is different to the traditional classroom and in which learners can participate actively and freely in mathematical activities. The study explores the nature of mathematics learner identities as learning trajectories that connect the past and future in negotiation of the present. It also seeks to discover how primary school club participation and experiences feature in the learners’ mathematical identities. The study employs two theoretical frameworks to analyse qualitative data that was gathered in the form of spoken and written stories, by 14 learners who participated in the after school mathematics clubs in primary school. The stories covered learners’ engagement in mathematics in different landscapes of practice that promoted the construction of different learner mathematical identities. A close analysis of the qualitative data revealed that learners’ mathematical identities are heavily influenced by the values that were foregrounded in the after school mathematics clubs. The clubs valued hard work and encouraged learners to ask for assistance when in doubt. In line with the club ethos, the learners storied resilience and hard work in their narratives. In addition, although many learners storied Mathematics as difficult in high school, they chose to continue taking the subject. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Hokonya, Wellington Munetsi
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Mathematics Study and teaching (Elementary) Activity programs South Africa , Identity (Psychology) in children , After-school programs South Africa , School children Attitudes , Mathematics Study and teaching Psychological aspects South Africa , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/189985 , vital:44953 , 10.21504/10962/189985
- Description: This study focuses on understanding mathematics learner identities of high school learners who participated in the South African Numeracy Chair Project after school mathematics clubs, an environment that afforded different mathematics identities from the traditional South African classroom. Mathematics learner identities feature prominently in current research on mathematics education because they affect whether and how learners engage in mathematics. They play a critical role in enhancing (or detracting from) learners’ attitudes, dispositions, emotional development, and general sense of self as they learn mathematics. Development of positive learner mathematical identity is therefore useful in making learners commit to their mathematics work. South African primary mathematics education is described as being in a state of crisis, and various programmes are being implemented to develop intervention models to improve quality and ensure the effective teaching and learning of primary mathematics. The South African Numeracy Chair Project initiative at Rhodes University provides for longitudinal research and development programmes with primary mathematics teachers and learners from previously disadvantaged schools, in order to find ways of mitigating the crisis. The after school mathematics clubs provide extra-curricular activities focused on developing a supportive learning community where learners’ active mathematical participation, engagement, enjoyment, and sense making are the focus. The clubs provide a supportive learning environment that is different to the traditional classroom and in which learners can participate actively and freely in mathematical activities. The study explores the nature of mathematics learner identities as learning trajectories that connect the past and future in negotiation of the present. It also seeks to discover how primary school club participation and experiences feature in the learners’ mathematical identities. The study employs two theoretical frameworks to analyse qualitative data that was gathered in the form of spoken and written stories, by 14 learners who participated in the after school mathematics clubs in primary school. The stories covered learners’ engagement in mathematics in different landscapes of practice that promoted the construction of different learner mathematical identities. A close analysis of the qualitative data revealed that learners’ mathematical identities are heavily influenced by the values that were foregrounded in the after school mathematics clubs. The clubs valued hard work and encouraged learners to ask for assistance when in doubt. In line with the club ethos, the learners storied resilience and hard work in their narratives. In addition, although many learners storied Mathematics as difficult in high school, they chose to continue taking the subject. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Schema modes in eating disorders: an interpretative phenomenological analysis
- Authors: Bowker, Chantal Ann
- Date: 2021-10-29
- Subjects: Eating disorders , Anorexia nervosa , Bulimia , Compulsive eating , Schema-focused cognitive therapy , Interpretative phenomenological analysis (IPA)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/196072 , vital:45723 , DOI 10.21504/10962/196072
- Description: The DSM-5 prevalence rate of anorexia nervosa is 0.4%, bulimia nervosa is 1% to 1.5%, and binge eating disorder is 1.6% (American Psychiatric Association, 2013). Although treatment approaches for eating disorders have high drop-out rates and low rates of recovery, treatment modalities that address childhood factors contributing to the eating disorder, as well as the eating disorder behaviours, have better outcomes. Schema therapy is an integrative approach that has been used for the treatment of eating disorders for more than a decade. Central features in schema therapy include the identification of early maladaptive schemas arising from unmet needs and schema modes. Schema modes, composed of schemas and coping mechanisms, are active for an individual at a particular time in response to triggers in the environment (Brown et al., 2016). Identifying an individual’s modes is a crucial aspect that reflects the underlying structure of the individual’s creation of reality. A phenomenological understanding of the modes is essential for developing a case conceptualisation and treatment plan. Differences exist in the naming and description of modes in the current schema therapy literature, which suggests the need for a phenomenological investigation of these structures. This research study used a mostly qualitative approach, in the form of clinical interviews, substantiated by questionnaires, to examine schema modes. Case presentations using the schema therapy model are provided for five women with either anorexia nervosa, bulimia nervosa or binge eating disorder. Then, through a process of interpretative phenomenological analysis, specific modes are examined as to how they are experienced by the participants and influence their behaviour. The features of schema modes in these clinical cases are compared to the existing literature to extend the understanding of schema modes in eating disorders. The participants’ experiences revealed that they had schema modes in common, regardless of the eating disorder presentation, but that the features of the individual modes varied. Modes found in the current literature such as the Detached Self-Soother and Perfectionist Overcontroller coping mode, were found in all the participants. Four of the five participants had an Eating Disordered Overcontroller mode. Features consistent with the existing descriptions of the Perfectionist Overcontroller, Eating Disordered Overcontroller and Detached Self-Soother modes were noted, and new features were identified. The Perfectionist Overcontroller and Eating Disordered Overcontroller have been presented here as complex composite modes with sub-modes that work together in a coherent way in the service of the same project (Edwards, 2020b). Twenty-three features are identified in the parent modes. Blended parent modes, with multiple features active in a situation, were described. The blended parent modes expand on the existing literature on parent modes. The findings in this research support and extend the mode structure identified in the schema therapy theory, and highlight the idiosyncratic nature of the modes. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Bowker, Chantal Ann
- Date: 2021-10-29
- Subjects: Eating disorders , Anorexia nervosa , Bulimia , Compulsive eating , Schema-focused cognitive therapy , Interpretative phenomenological analysis (IPA)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/196072 , vital:45723 , DOI 10.21504/10962/196072
- Description: The DSM-5 prevalence rate of anorexia nervosa is 0.4%, bulimia nervosa is 1% to 1.5%, and binge eating disorder is 1.6% (American Psychiatric Association, 2013). Although treatment approaches for eating disorders have high drop-out rates and low rates of recovery, treatment modalities that address childhood factors contributing to the eating disorder, as well as the eating disorder behaviours, have better outcomes. Schema therapy is an integrative approach that has been used for the treatment of eating disorders for more than a decade. Central features in schema therapy include the identification of early maladaptive schemas arising from unmet needs and schema modes. Schema modes, composed of schemas and coping mechanisms, are active for an individual at a particular time in response to triggers in the environment (Brown et al., 2016). Identifying an individual’s modes is a crucial aspect that reflects the underlying structure of the individual’s creation of reality. A phenomenological understanding of the modes is essential for developing a case conceptualisation and treatment plan. Differences exist in the naming and description of modes in the current schema therapy literature, which suggests the need for a phenomenological investigation of these structures. This research study used a mostly qualitative approach, in the form of clinical interviews, substantiated by questionnaires, to examine schema modes. Case presentations using the schema therapy model are provided for five women with either anorexia nervosa, bulimia nervosa or binge eating disorder. Then, through a process of interpretative phenomenological analysis, specific modes are examined as to how they are experienced by the participants and influence their behaviour. The features of schema modes in these clinical cases are compared to the existing literature to extend the understanding of schema modes in eating disorders. The participants’ experiences revealed that they had schema modes in common, regardless of the eating disorder presentation, but that the features of the individual modes varied. Modes found in the current literature such as the Detached Self-Soother and Perfectionist Overcontroller coping mode, were found in all the participants. Four of the five participants had an Eating Disordered Overcontroller mode. Features consistent with the existing descriptions of the Perfectionist Overcontroller, Eating Disordered Overcontroller and Detached Self-Soother modes were noted, and new features were identified. The Perfectionist Overcontroller and Eating Disordered Overcontroller have been presented here as complex composite modes with sub-modes that work together in a coherent way in the service of the same project (Edwards, 2020b). Twenty-three features are identified in the parent modes. Blended parent modes, with multiple features active in a situation, were described. The blended parent modes expand on the existing literature on parent modes. The findings in this research support and extend the mode structure identified in the schema therapy theory, and highlight the idiosyncratic nature of the modes. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
A critical assessment of the relationship between the AfCFTA and World Trade Organisation dispute settlement mechanisms, in light of the Conflict of Jurisdiction
- Nhemachena, Tichakunda Charles
- Authors: Nhemachena, Tichakunda Charles
- Date: 2021-10-29
- Subjects: African Continental Free Trade Area , World Trade Organization , Dispute resolution (Law) , Conflict of judicial decisions , Good faith (Law)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192052 , vital:45191
- Description: This thesis interrogates the relationship between the Dispute Settlement Understanding and Africa Continental Free Trade Area dispute settlement mechanism, in light of the conflict of jurisdiction. The conflict of jurisdiction is an adverse effect of the fragmentation of international law. The uncoordinated proliferation of international treaties has increased occurrences of overlapping memberships and overlapping subject matter regulation amongst treaties. Whenever the overlaps mentioned above exist, and a dispute arises concerning matters of overlap, that dispute can be heard in more than one tribunal, giving rise to a conflict of jurisdiction. Jurisdictional conflicts are a problem because they breed uncertainty in the adjudication of disputes; they increase the risk of forum shopping, conflict of rulings, protracted litigation, and waste resources. There is a significant risk for jurisdictional conflicts between the World Trade Organisation and Africa Continental Free Trade Area agreements, because of membership and subject matter overlaps. To mitigate the problems caused by jurisdictional conflicts, the Africa Continental Free Trade Area agreement has incorporated a fork-in-the-road clause. Fork-in-the-road provisions allow parties to choose their preferred forum, and once the forum is chosen, the parties are prohibited from bringing the same dispute to another tribunal. Unfortunately, fork-in-the-road clauses are insufficient in resolving jurisdictional conflicts because they do not bind the Dispute Settlement Understanding. It is only bound to enforce World Trade Organisation obligations and not non-World Trade Organisation obligations. The extent to which non-World Trade Organisation norms apply in the Dispute Settlement Understanding is unsettled, making it difficult to conclude whether a fork-in-the-road provision will be effective an effective solution to potential jurisdictional conflicts. In this thesis, the researcher investigates the prospects of the World Trade Organisation applying the AfCFTA fork-in-the-road clause, directly, as a potential solution to the conflict of jurisdiction. In addition, the researcher will also investigate an alternative means of applying the AfCFTA fork-in-the-road provision, indirectly, using the World Trade Organisation procedural good faith provisions. In conclusion, the researcher provides recommendations on how the World Trade Organisation and the AfCFTA agreement can facilitate the application of fork-in-the-road clauses in the Dispute Settlement Understanding to resolve the conflict of jurisdiction. , Thesis (LLM) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nhemachena, Tichakunda Charles
- Date: 2021-10-29
- Subjects: African Continental Free Trade Area , World Trade Organization , Dispute resolution (Law) , Conflict of judicial decisions , Good faith (Law)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192052 , vital:45191
- Description: This thesis interrogates the relationship between the Dispute Settlement Understanding and Africa Continental Free Trade Area dispute settlement mechanism, in light of the conflict of jurisdiction. The conflict of jurisdiction is an adverse effect of the fragmentation of international law. The uncoordinated proliferation of international treaties has increased occurrences of overlapping memberships and overlapping subject matter regulation amongst treaties. Whenever the overlaps mentioned above exist, and a dispute arises concerning matters of overlap, that dispute can be heard in more than one tribunal, giving rise to a conflict of jurisdiction. Jurisdictional conflicts are a problem because they breed uncertainty in the adjudication of disputes; they increase the risk of forum shopping, conflict of rulings, protracted litigation, and waste resources. There is a significant risk for jurisdictional conflicts between the World Trade Organisation and Africa Continental Free Trade Area agreements, because of membership and subject matter overlaps. To mitigate the problems caused by jurisdictional conflicts, the Africa Continental Free Trade Area agreement has incorporated a fork-in-the-road clause. Fork-in-the-road provisions allow parties to choose their preferred forum, and once the forum is chosen, the parties are prohibited from bringing the same dispute to another tribunal. Unfortunately, fork-in-the-road clauses are insufficient in resolving jurisdictional conflicts because they do not bind the Dispute Settlement Understanding. It is only bound to enforce World Trade Organisation obligations and not non-World Trade Organisation obligations. The extent to which non-World Trade Organisation norms apply in the Dispute Settlement Understanding is unsettled, making it difficult to conclude whether a fork-in-the-road provision will be effective an effective solution to potential jurisdictional conflicts. In this thesis, the researcher investigates the prospects of the World Trade Organisation applying the AfCFTA fork-in-the-road clause, directly, as a potential solution to the conflict of jurisdiction. In addition, the researcher will also investigate an alternative means of applying the AfCFTA fork-in-the-road provision, indirectly, using the World Trade Organisation procedural good faith provisions. In conclusion, the researcher provides recommendations on how the World Trade Organisation and the AfCFTA agreement can facilitate the application of fork-in-the-road clauses in the Dispute Settlement Understanding to resolve the conflict of jurisdiction. , Thesis (LLM) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-10-29