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Psycho-medical expertise: the governmental interstice in the private/public, individual/society divide

- Macleod, Catriona I

  • Authors: Macleod, Catriona I
  • Date: 2004
  • Language: English
  • Type: Book chapter
  • Identifier: vital:6297 , http://hdl.handle.net/10962/d1014782 , https://www.novapublishers.com/catalog/product_info.php?products_id=442
  • Description: The continued dominance of the individual/society and private/public dualisms in psychological theory and practice has been bemoaned by critical psychologists. What we need to understand, however, is that these dualisms are essential to maintaining psycho-medical expertise in its present position of authority in the power/knowledge nexus of the human condition. Drawing on Derridean and Foucauldian theory, this chapter explicates how psychomedical expertise re-produces these dualisms while at the same time providing the interstice between the individual and the social, the private and the public required for governmental concerns to be installed in the everyday lives of people. The argument is illustrated by examples of expertise surrounding teenage pregnancy. Issues of governmental security translate into the incentive to manage risk at the individual level. For this to occur the individual needs to be rendered as an object of government. Psycho-medical experts achieve this by providing the language needed to describe her/him (in intricate detail), the grids of visibility to bring him/her into the plane of sight, and calibrations of normalisation. This object, finally, is converted into a subject of self-government who monitors and regulates him/herself and renders him/herself true to him/herself in confession to the expert. Psychomedical expertise is as much part of political power as are the formal bureaucratic instruments of government. However, this power is simultaneously masked and made possible by the individual/society and private/public divides. , Full text available on publisher site: https://www.novapublishers.com/catalog/product_info.php?products_id=442
  • Full Text: false
  • Date Issued: 2004

Purification and characterisation of 20S proteasome from ostrich skeletal muscle and its role in meat tenderisation

- Thomas, Adele René

  • Authors: Thomas, Adele René
  • Date: 2004
  • Subjects: Proteolytic enzymes , Ostrich products industry
  • Language: English
  • Type: Thesis , Doctoral , DPhil
  • Identifier: vital:11081 , http://hdl.handle.net/10948/320 , Proteolytic enzymes , Ostrich products industry
  • Description: The proteasome is renowned for its high molecular weight, multisubunit and mulicatalytic nature. One of its many suggested roles is the degradation of myofibrillar proteins, and therefore it has been proposed to play a role in the meat tenderisation process. The aim of this study was therefore to isolate, purify and characterise the 20S proteasome from ostrich skeletal muscle, with a view to ultimately investigating its role in the tenderisation process of ostrich meat. The 20S proteasome was successfully isolated and purified from ostrich skeletal muscle using Toyopearl Super Q-650S, Sephacryl S-300, hydroxylapatite and Mono Q chromatographies. The intact molecule showed a molecular weight of 725 K and a pI of 6.67. The subunits showed a molecular weight range of 22.2-33.5 K and a pI range of 3-9. 2D-PAGE revealed at least 14 polypeptides. The amino acid composition of the intact enzyme and of each of the eight subunits separating on SDSPAGE, as well as the N-terminal sequences of five of the eight subunits, were determined. The trypsinlike (Tr-L), chymotrypsin-like (ChT-L), peptidylglutamyl peptide hydrolase (PGPH) and caseinolytic activities showed pH optima of 11, 9, 7-8 and 10.3, and temperature optima of 40, 60, 70 and 60oC, respectively. The pH stability range for all four activities was 5-12. The ChT-L and PGPH activities showed thermostabilities up to 60oC, whereas the Tr-L and caseinolytic activities were stable up to 40o C. The enzyme showed complex kinetics. It was inhibited by the peptide aldehyde Z-LLL-CHO and cysteine protease inhibitors. Cations had negligible effects on the enzyme, excepting for Ca2+ and Mg2+. Of the detergents tested, SDS had the most potent stimulatory effect, particularly on the PGPH and caseinolytic activities. The fatty acid studies showed that unsaturation enhanced the ChT-L and the caseinolytic activities, while it completely suppressed the Tr-L activity. Heating at 60oC for 1-2 min stimulated the caseinolytic and PGPH activities. The studies on the role of ostrich skeletal muscle 20S proteasome in ostrich meat tenderisation suggested a definite but minor role of this enzyme, based on the fact that it remained active throughout the 12 days of storage of ostrich M. iliofibularis meat at 4oC and that it participated in myofibril degradation of post-mortem muscle, but to a small degree. These results support the proposal that the proteasome comes into play after the calpains have initiated degradation. However, there was a lack of improvement in tenderness values and minimal myofibrillar degradation over the 12-day storage period of the ostrich M. iliofibularis meat, leading to the conclusion that the tenderisation of this meat was incomplete after 12 days.
  • Full Text:
  • Date Issued: 2004

Qongqothwane

- Nduna, S., Xakayi, S., Mgidi, A., Composer not specified, Dargie, Dave

Qongqothwane

- Nduna, S., Xakayi, S., Dubeni, N., Mgidi, A., Composer not specified, Dargie, Dave

Quantification of the photosynthetic performance of phosphorus-deficient Sorghum by means of chlorophyll-a fluorescence kinetics

- Ripley, Bradford S, Redfern, S P, Dames, Joanna F

  • Authors: Ripley, Bradford S , Redfern, S P , Dames, Joanna F
  • Date: 2004
  • Language: English
  • Type: Article
  • Identifier: vital:6456 , http://hdl.handle.net/10962/d1004464
  • Description: Chlorophyll fluorescence induction curves have been used as a sensitive tool for screening the photosynthetic performance of plants. Experimental treatments involving nitrate supply and chilling stress have been shown to affect fluorescence induction curves and other measures of photosynthesis. We have investigated the photosynthetic performance of Sorghum bicolor supplied with Long Ashton growth solution containing standard (20 μmol mol^(–1)) or low (5 μmol mol^(–1)) phosphorus. The JIP-test based on the chlorophyll fluorescence induction curve was used as a non-destructive method to measure the relative proportions of energy dissipated by different processes (termed energy fluxes) in the light reactions. The various energy fluxes or derived parameters were compared to find the measures that were most sensitive to the experimental conditions. Plant response to treatments was first evident in selected chlorophyll fluorescence parameters, particularly performance index (PI_ABS_); plants with increased PI_ABS_ manifested higher electron transport activity and dissipated less energy as heat, possibly as a result of their better phosphorus status, leading to more functional reaction centres. Observed changes in fluorescence were correlated to changes in gas exchange and biomass. Standard phosphorus treatments significantly increased biomass, leaf area, photosynthetic and respiratory rates, carboxylation efficiencies and levels of ribulose biphosphate regeneration rates, relative to plants with low supplies of nutrients.
  • Full Text:
  • Date Issued: 2004

Quantification of the photosynthetic performance of phosphorus-deficient Sorghum by means of chlorophyll-a fluorescence kinetics

- Ripley, Bradley S, Redfern, Sally P, Dames, Joanna F

  • Authors: Ripley, Bradley S , Redfern, Sally P , Dames, Joanna F
  • Date: 2004
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/440444 , vital:73783 , https://hdl.handle.net/10520/EJC96177
  • Description: Chlorophyll fluorescence induction curves have been used as a sensitive tool for screening the photosynthetic performance of plants. Experimental treatments involving nitrate supply and chilling stress have been shown to affect fluorescence induction curves and other measures of photosynthesis. We have investigated the photosynthetic performance of Sorghum bicolor supplied with Long Ashton growth solution containing standard (20 mmol mol-1) or low (5 mmol mol-1) phosphorus. The JIP-test based on the chlorophyll fluorescence induction curve was used as a non-destructive method to measure the relative proportions of energy dissipated by different processes (termed energy fluxes) in the light reactions. The various energy fluxes or derived parameters were compared to find the measures that were most sensitive to the experimental conditions. Plant response to treatments was first evident in selected chlorophyll fluorescence parameters, particularly performance index (PIABS); plants with increased PIABS manifested higher electron transport activity and dissipated less energy as heat, possibly as a result of their better phosphorus status, leading to more functional reaction centres. Observed changes in fluorescence were correlated to changes in gas exchange and biomass. Standard phosphorus treatments significantly increased biomass, leaf area, photosynthetic and respiratory rates, carboxylation efficiencies and levels of ribulose biphosphate regeneration rates, relative to plants with low supplies of nutrients.
  • Full Text:
  • Date Issued: 2004

Rare earth element geochemistry of the Insizwa lobe of the Mount Ayliff Complex, Eastern Cape, South Africa

- Marsh, Julian S

  • Authors: Marsh, Julian S
  • Date: 2004
  • Language: English
  • Type: Article
  • Identifier: vital:6736 , http://hdl.handle.net/10962/d1007548
  • Description: New rare earth element (REE) data from all lithologies of the Insizwa lobe, Mount Ayliff Complex, are presented. On the basis of size and type of Eu anomaly, the geochemical subdivision of the complex as previously described is sustained and, additionally, the Top Gabbronorite of the Central Zone is shown to have formed from a magma that was compositionally distinct from other Central Zone magmas. The Basal Zone crystallized from magmas with large negative Eu anomalies probably acquired through crustal contamination. Previously recognized compositional heterogeneity in the contact rocks is also a feature of the REE. Overall, the Insizwa magmas had higher La/Sm ratios and, to a lesser extent, higher Gd/Yb ratios than Karoo basalts and appear to have no representatives in the basalt lava sequence of Lesotho.
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  • Date Issued: 2004

Recent African derivation of Chrysomya putoria from C. chloropyga and mitochondrial DNA paraphyly of cytochrome oxidase subunit one in blowflies of forensic importance

- Wells, J D, Lunt, Nicola, Villet, Martin H

  • Authors: Wells, J D , Lunt, Nicola , Villet, Martin H
  • Date: 2004
  • Language: English
  • Type: text , Article
  • Identifier: vital:6888 , http://hdl.handle.net/10962/d1011648
  • Description: Chrysomya chloropyga (Wiedemann) and C. putoria (Wiedemann) (Diptera: Calliphoridae) are closely related Afrotropical blowflies that breed in carrion and latrines, reaching high density in association with humans and spreading to other continents. In some cases of human death, Chyrsomya specimens provide forensic clues. Because the immature stages of such flies are often difficult to identify taxonomically, it is useful to develop DNA-based tests for specimen identification. Therefore we attempted to distinguish between C. chloropyga and C. putoria using mitochondrial DNA (mtDNA) sequence data from a 593-bp region of the gene for cytochrome oxidase subunit one (COI). Twelve specimens from each species yielded a total of five haplotypes, none being unique to C. putoria. Therefore it was not possible to distinguish between the two species using this locus. Maximum parsimony analysis indicated paraphyletic C. chloropyga mtDNA with C. putoria nested therein. Based on these and previously published data, we infer that C. putoria diverged very recently from C. chloropyga.
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  • Date Issued: 2004

Reduction in transport in wheat (Triticum aestivum) is caused by sustained phloem feeding by the Russian wheat aphid (Diuraphis noxia)

- Botha, Christiaan E J, Matsiliza, Babalwa

  • Authors: Botha, Christiaan E J , Matsiliza, Babalwa
  • Date: 2004
  • Language: English
  • Type: Article
  • Identifier: vital:6498 , http://hdl.handle.net/10962/d1004498
  • Description: The Russian wheat aphid (Diuraphis noxia) feeds preferentially from the phloem of longitudinal veins of nonresistant wheat leaves. The xenobiotic, 5,6-CFDA was applied to exposed leaf blade mesophyll cells in control and aphid-infested plants. In control plants, the fluorophore moved approximately 5–6cm from the point of application of 5,6-CFDA within 3h of application. The fluorochrome was transported in the sieve tube companion cell complex, including those in the numerous interconnecting transverse veins. Leaf blades on which the Russian wheat aphid had been feeding demonstrated a marked decrease in 5,6-CF transport. Aphids feeding on the leaves formed local sinks and redirected the fluorophore (and presumably associated assimilate) to the aphids’ gut, with little longitudinal translocation of 5,6-CF below inserted stylets or aphid feeding areas. Aniline blue staining revealed massive deposits of wound and reaction callose caused by the aphids, with callose associated with the sieve plates, pore-plasmodesma between the companion cells and their associated sieve tubes, as well as with plasmodesmal aggregates in parenchymatous elements within the vascular bundles. Leaves that had been colonised by aphids but from which the aphids were removed, showed extensive wound callose deposits, which persisted for up to 48h after removal of aphid colonies, suggesting that the damage caused by aphid feeding is a long-term, non-transient event in non-resistant plants.
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  • Date Issued: 2004

Religious nationalism and negotiation : Islamic identity and the resolution of the Israel/Palestine conflic

- De Villiers, Shirley

  • Authors: De Villiers, Shirley
  • Date: 2004
  • Subjects: Arab-Israeli conflict Palestinian Arabs -- Civil rights -- Israel Nationalism -- Middle East Religion and politics -- Middle East Jewish-Arab relations Nationalism -- Religious aspects -- Islam -- History -- 20th century
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2873 , http://hdl.handle.net/10962/d1007815
  • Description: The use of violence in the Israel/Palestine conflict has been justified and legitimised by an appeal to religion. Militant Islamist organisations like Ramas have become central players in the Palestinian political landscape as a result of the popular support that they enjoy. This thesis aims to investigate the reasons for this support by analysing the Israel/Palestine conflict in terms of Ruman Needs Theory. According to this Theory, humans have essential needs that need to be fulfilled in order to ensure survival and development. Among these needs, the need for identity and recognition of identity is of vital importance. This thesis thus explores the concept of identity as a need, and investigates this need as it relates to inter-group conflict. In situating this theory in the Israel/Palestine conflict, the study exammes how organisations like Ramas have Islamised Palestinian national identity in order to garner political support. The central contention, then, is that the primary identity group of the Palestinian population is no longer nationalist, but Islamic/nationalist. In Islamising the conflict with Israel as well as Palestinian identity, Ramas has been able to justify its often indiscriminate use of violence by appealing to religion. The conflict is thus perceived to be one between two absolutes - that of Islam versus Judaism. In considering the conflict as one of identities struggling for survival in a climate of perceived threat, any attempt at resolution of the conflict needs to include a focus on needs-based issues. The problem-solving approach to negotiation allows for parties to consider issues of identity, recognition and security needs, and thus ensures that the root causes of conflicts are addressed, The contention is that this approach is vital to any conflict resolution strategy where identity needs are at stake, and it provides the grounding for the success of more traditional zero-sum bargaining methods. A recognition of Islamic identity in negotiation processes in Israel/Palestine may thus make for a more comprehensive conflict resolution strategy, and make the outcomes of negotiations more acceptable to the people of Palestine, thus undermining the acceptance of violence that exists at present.
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  • Date Issued: 2004

Replacing maize with barley in concetrates fed to jersey cows grazing on kikuyu/ryegrass pasture

- Lehmann, Maryna

  • Authors: Lehmann, Maryna
  • Date: 2004
  • Subjects: Jersey cattle -- Feeding and feeds , Dairy cattle -- Feeding and feeds
  • Language: English
  • Type: Thesis , Masters , MTech
  • Identifier: vital:10732 , http://hdl.handle.net/10948/181 , Jersey cattle -- Feeding and feeds , Dairy cattle -- Feeding and feeds
  • Description: The aim of the first study was to determine if barley could replace maize as an energy source in concentrates fed to dairy cows grazing on kikuyu/ryegrass pasture without affecting the milk production, milk composition, or cause metabolic disorders. Sixty Jersey cows, in early to mid lactation were randomly allocated to one of five treatments (n = 12) based on feeding concentrates with different ratios of maize to barley, ranging from 100:0, 75:25, 50:50, 25:75 and 0:100, respectively. Concentrates contained 12 MJ ME kg -1 and 130g CP kg-1 DM and cows were fed 3 kg (as-is) concentrate after each milking for a period of 42 days (14-day adaptation and 28-day measurement). Cows strip-grazed the irrigated kikuyu/ryegrass pastures (15.7 ± 1.8 percent DM; 20.2 ± 4.3 percent CP; 44.7 ± 3.5 percent NDF). Milk weights were recorded daily and milk samples collected weekly and analyzed for milk fat and protein content. Body condition score and live weight were recorded at the start and end of the experimental period. Data of all the studies were subjected to a one-way ANOVA. Daily milk yield, FCM, MUN, milk fat yield, milk fat percent, protein yield, protein percent, live weight change, or body condition score change were not affected by treatment and values were 15.8 kg, 17.2 kg, 14.9 mg dl-1, 0.72 kg, 4.56 percent, 0.59 kg, 3.77 percent, 6.67 kg, and 0.15 BCS; 15.6 kg, 17.4 kg, 15.2 mg dl-1, 0.73 kg, 4.3 percent, 0.57 kg, 3.71 percent, 1.33 kg and 0.04 BCS; 17.2 kg, 17.9 kg, 15.2 mg dl-1, 0.74 kg, 4.36 percent, 0.63 kg, 3.71 percent, 0.33 kg and 0.08 BCS; 15.6 kg, 16.4 kg, 15.5 mg dl-1, 0.67 kg, 4.33 percent, 0.60 kg, 3.83 percent, -1.46 kg and 0.11 BCS; and 15.0 kg, 16.0 kg, 15.5 mg dl-1, 0.67 kg, 4.57 percent, 0.57 kg, 3.85 percent, 8.86 kg, and 0.05 BCS, respectively for the cows fed 100:0, 75:25, 50:50, 25:75 and 0:100 maize to barley ratio concentrate. According to these results, barley can replace maize without significantly affecting the milk production or milk composition. None of the cows presented any visible symptoms of acidosis. As it was clear from the results in the first study that maize could replace barley the aim of study 2A was therefore focused on determining the effect of feeding different levels of such a barley-based (2.4, 4.8 or 7.2 kg cow-1day-1) concentrate, on milk production, milk composition and live weight change of Jersey cows on kikuyu/ryegrass pasture (23.1 ± 2.95 percent DM, 11.1 ± 0.11 percent CP, 60.8 ± 0.58 percent NDF). Forty-five Jersey cows (early- to mid lactation), were randomly allocated to one of three treatments (n = 15) involving different levels of concentrate (12 MJ ME and 130g CP kg-1 DM) feeding for a period of 42 days (14-day adaptation and 28-day measurement). Milk weights were also recorded daily, and milk samples collected weekly, and analyzed for milk fat and protein. Body condition score and live weight were recorded at the start and end of the experimental period. The results of this study indicated that increasing the concentrate level from 2.4 to 4.8 and 7.2kg cow-1day-1 did not increase the milk yield (14.0 kg, 15.2 kg, 14.4 kg; P = 0.19). The FCM production increased from 15.8 to 17.5kg (P = 0.04) as the concentrate level increased from 2.4 to 4.8kg cow-1day-1. Increasing the concentrate from 4.8 to 7.2kg cow-1day-1 did not result in a significant increase in FCM. The milk protein percent increased significantly from 3.4 - 3.6 percent when the concentrate feeding level was increased from 2.4 to 7.2kg cow-1day-1. The MUN levels were 17.09 mg dl-1, 16.03 5 mg dl-1, and 16.36 mg dl-1 for the 2.4, 4.8 and 7.2kg cow-1day-1 concentrate levels, respectively. This is well within the recommended MUN levels (12 – 18 mg dl-1) indicating that sufficient protein was fed to cows. Increasing the concentrate level from 4.8 to 7.2 kg cow-1day-1 did not increase production, probably due to a higher pasture substitution rate. Supplementing large quantities of rapidly fermentable grains, such as barley, can suppress rumen pH and may have a negative effect on the rate and extent of fibre digestion in the rumen. Therefore the aim of study 2B was not only to determine the effect of feeding different levels of a barley-based concentrate, on milk production, milk composition and live weight change, but was also to determine the effect of a low (4.8 kg cow-1day-1) versus a high (7.2 kg cow-1day-1) level of barley-based concentrate supplementation on ruminal DM and NDF degradability of Westerworld ryegrass sampled from the pastures that these cows were grazing on. Sixty Jersey cows (early- to mid lactation), were randomly allocated to one of three treatments (n = 20) involving different levels of concentrate feeding. Concentrate (12 MJ ME, 130g CP kg-1 DM) was fed at 2.4, 4.8 or 7.2 kg cow-1day-1 for a period of 74 days (14-day adaptation and 60-day measurement). These cows stripgrazed irrigated kikuyu/ryegrass pastures (14.7 ± 4.37 percent DM, 25.1 ± 1.53 percent CP, and 44.4 ± 2.58 percent NDF) at a daily pasture allocation of 10 kg DM cow-1. Milk weights were recorded daily and milk samples collected weekly and analyzed for milk fat and protein. Body condition score and live weight were recorded at the start and end of the experimental period. Twelve Jersey cows, fitted with ruminal cannulae, were randomly allocated to two of the three treatments in the production study and received either 2.4 or 7.2 kg cow-1 day-1, of the same barley-based concentrate, in a two-period crossover design. These cows strip-grazed the same irrigated kikuyu/ryegrass pastures as the sixty cows in the production study. Each period consisted of 21 days for adaptation and seven days for data collection. Rumen liquor samples were collected every 4 hours within a 24-hour cycle and repeated once. Rumen pH was measured immediately, recorded, and the supernatant fluid preserved and frozen, pending VFA analysis. The in situ nylon bag technique was used to determine DM and NDF degradation and dried samples of Westerworld ryegrass pasture were incubated for 0, 4, 8, 12, 20, 30, 48, 72 and 96 hours. The data were fitted in the non-linear model p = a + b (1-exp-ct) (Ørskov & McDonald, 1979). Daily milk production, fat corrected milk, milk fat yield and milk fat percent were not affected by treatment and values were 17.3 kg, 18.4 kg, 0.76 kg and 4.42 percent; 19.0 kg, 20.0 kg, 0.82 kg and 4.35 percent; and 18.1 kg, 19.1 kg, 0.79 kg and 4.37 percent for the 2.4, 4.8 and 7.2 kg cow-1 day-1 concentrate treatments, respectively. Milk protein percentage of cows on the 7.2 kg concentrate cow-1 day-1 was significantly higher than that of cows on 4.2 kg concentrate cow-1 day-1 feeding level. Live weight increased significantly as the level of concentrate feeding increased and values were 17.9 kg; and 28.9 kg on the 2.4 and 7.2kg concentrate treatment, respectively. There was a significant increase in the live weight of cows that were fed 7.2 kg cow-1 day-1 (as-is) in comparison to those cows that were fed 2.4 kg concentrate cow-1 day-1 (as-is). This may have resulted from more nutrients being partitioned to live weight gain rather than milk production. No further response in milk production was observed when concentrate daily feeding was increased from 4.8 to 7.2 kg cow-1 day-1. It is postulated that the higher concentrate allowance resulted in a higher substitution rate and lower DMI intake from pasture. 6 There was no significant decline in the rumen pH (6.2 ± 0.4 and 6.2 ± 0.5) when the concentrate level was increased from 2.4 to 7.2 kg cow-1 day-1 (as-is). The total VFA (118.1 ± 45.9 and 139.4 ± 45.6 mmol L-1) and isovalerate (0.009 ± 0.07 and 0.248 ± 0.52 mmol L-1) increased significantly when the concentrate was increased from 2.4 to 7.2 kg cow-1day-1. No other rumen parameters were affected by treatment. Ruminal DM and NDF degradability of the Kikuyu/ryegrass pature were not affected by the level of concentrate supplementation. An increase in the concentrate level from 2.4 to 7.2 kg cow-1day-1 did not reduce degradability of either DM (94.67 ± 5.97, 94.49 ± 5.09; P = 0.919) or NDF (92.15 ± 8.69, 94.4 ± 11.73; P = 0.451), respectively. Results of rumen parameters and PD values were within the range reported by Bargo et al., (2003), viz. pH 5.76 – 6.29, NH3-N concentration 8.7 – 32.2 mg dl-1, total VFA concentration 90.3 - 151.4 mmol L-1 and PD values 89.5 – 93.5 % reported by Bargo et al. (2003). According to these authors, there is no simple relationship between any amount of the concentrate supplemented, and the ruminal pH and concentrate feeding only affects the in situ ruminal digestion of pasture when it is fed, at quantities higher than 8 kg DM cow-1day-1 (Bargo et al., 2003).
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  • Date Issued: 2004

Research portfolio

- Muituti, J M

  • Authors: Muituti, J M
  • Date: 2004
  • Subjects: Education -- Namibia Educational change -- Namibia Curriculum planning -- Namibia Home economics -- Study and teaching -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1736 , http://hdl.handle.net/10962/d1003619
  • Description: In Namibia, as in many other countries, curriculum changes have resulted from a “highly complex mix of ideological, political, social, philosophical, economic and other influences” (McGee, 1995, cited by Swarts). Over time some influences become stronger while others lose ground. Different conceptions exist as to what school curricula should be. These conceptions are sometimes referred to as “theories of curricular” or ideologies (ibid). Ideologies in general are “belief systems that provide value premises from which decisions about practical educational matters are made” (Eisner, 1994:47). They derive from broad, international perspectives and views. Some views are unproblematic in that they are generally agreed, such as all children should learn to read and write. Others are more controversial and problematic, e.g. whether sex education should be taught in school. As a result of exposure to other views and perspectives, there is overlap between ideologies and no ideology represents a clear-cut concise school of thought. Nevertheless they provide a theoretical basis for the Home Ecology syllabus. This paper will attempt to provide a critical analysis of the Home Ecology syllabus, the socio-historic and economic analysis of the learners for whom the curriculum has been designed and the analysis of the learning environment in which this curriculum is presented. The synthesis, which will link the sections together, and conclusion will draw the threads together. In providing this analysis it is imperative to provide a definition of what a curriculum is. In the broader sense, a curriculum is the offering of socially valued knowledge, skills and attitudes made available to learners through a variety of programmes. Forquin (1995) cited in Swarts (1996:23) has the following to say about curriculum: ‘The concept of curriculum, indeed, implies taking into consideration the whole of the course of studies and not just one aspect or one stage considered separately’. In examining official educational documents, especially curricular documents written after independence, there are signs of continuing traditional emphasis however, this is expected, as Fullan (1991) contends that change does not take place just because it has been decreed and written down in the book of reforms. Change takes time to work its way in.
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  • Date Issued: 2004

Research portfolio

- Haingura, Paulinus

  • Authors: Haingura, Paulinus
  • Date: 2004
  • Subjects: Education -- Namibia Education and state -- Namibia Educational change -- Namibia Education, Secondary -- Namibia Curriculum planning -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1732 , http://hdl.handle.net/10962/d1003615
  • Description: The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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  • Date Issued: 2004

Research portfolio

- Hoveka, E P

  • Authors: Hoveka, E P
  • Date: 2004
  • Subjects: Education -- Namibia Teaching -- Namibia Curriculum planning -- Namibia Educational change -- Namibia English language -- Study and teaching (Secondary) -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1733 , http://hdl.handle.net/10962/d1003616
  • Description: The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
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  • Date Issued: 2004

Research portfolio

- Kruger, H J M

  • Authors: Kruger, H J M
  • Date: 2004
  • Subjects: Mathematics -- Study and teaching (Elementary) -- Namibia Problem solving -- Study and teaching (Elementary) -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1874 , http://hdl.handle.net/10962/d1005629
  • Description: Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
  • Full Text:
  • Date Issued: 2004

Research portfolio

- Mungongi, Fillemon

  • Authors: Mungongi, Fillemon
  • Date: 2004
  • Subjects: Education, Elementary -- Namibia Teaching -- Namibia Educational change -- Namibia English language -- Study and teaching (Elementary) -- Namibia Curriculum planning -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1937 , http://hdl.handle.net/10962/d1007716
  • Description: 1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.
  • Full Text:
  • Date Issued: 2004

Research portfolio

- Gontes, Karolina

Research portfolio

- Katewa, E N M

Research portfolio

- Bock, L J

Research portfolio

- Amweenye, Fares Frans

  • Authors: Amweenye, Fares Frans
  • Date: 2004
  • Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
  • Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
  • Full Text:
  • Date Issued: 2004
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