4. Electronic Theses and Dissertations (ETDs) - Faculties submissions

Permanent URI for this community

https://hdl.handle.net/10539/37773

Browse

Now showing 1 - 20 of 189

A Continuous Reinforcement Learning Approach to Self-Adaptive Particle Swarm Optimisation
(University of the Witwatersrand, Johannesburg, 2023-08) Tilley, Duncan; Cleghorn, Christopher
Particle Swarm Optimisation (PSO) is a popular black-box optimisation technique due to its simple implementation and surprising ability to perform well on various problems. Unfortunately, PSO is fairly sensitive to the choice of hyper-parameters. For this reason, many self-adaptive techniques have been proposed that attempt to both simplify hyper-parameter selection and improve the performance of PSO. Surveys however show that many self-adaptive techniques are still outperformed by time-varying techniques where the value of coefficients are simply increased or decreased over time. More recent works have shown the successful application of Reinforcement Learning (RL) to learn self-adaptive control policies for optimisers such as differential evolution, genetic algorithms, and PSO. However, many of these applications were limited to only discrete state and action spaces, which severely limits the choices available to a control policy, given that the PSO coefficients are continuous variables. This dissertation therefore investigates the application of continuous RL techniques to learn a self-adaptive control policy that can make full use of the continuous nature of the PSO coefficients. The dissertation first introduces the RL framework used to learn a continuous control policy by defining the environment, action-space, state-space, and a number of possible reward functions. An effective learning environment that is able to overcome the difficulties of continuous RL is then derived through a series of experiments, culminating in a successfully learned continuous control policy. The policy is then shown to perform well on the benchmark problems used during training when compared to other self-adaptive PSO algorithms. Further testing on benchmark problems not seen during training suggest that the learned policy may however not generalise well to other functions, but this is shown to also be a problem in other PSO algorithms. Finally, the dissertation performs a number of experiments to provide insights into the behaviours learned by the continuous control policy.
A critical review of academic practice and integrated edtech use at a South African University: The ‘real’ level
(University of the Witwatersrand, Johannesburg, 2023-06) Hoosen, Nazira; Agherdien, Najma; Abrahams, Lucienne
This study aimed to investigate and understand how academics’ digital competence and critical digital pedagogy (CDP) knowledge shaped pedagogical practice. Freire (1970), Bhaskar (1978), Archer (1995) and Shulman (1987) were the main authors drawn upon in the literature. A qualitative research paradigm and a multiple case study methodology were employed by drawing on critical realism (CR) and social realism (SR) as a theoretical analytical framework. This entailed exploring structural, cultural and agential emergent properties to examine how each construct developed over time prior to synthesis. The analysis demonstrated that the form of agential mediation to which academics were exposed explained why some of them in the same social structures and culture enacted CDP practices, while others did not. Consequently, three crucial dimensions of CDP knowledge and enactment were made visible through this study’s data and theoretical analytical framework, namely digitally-enabling structures, digitally-informed cultures and digitally-capable agency. From a pragmatic perspective, to enact CDP practice, academics need to connect the digital reality to knowledge work and epistemic practice. In this process, academic agency and digital agency would intersect, requiring reflexive and reflective practice. However, while reflection assists in recognising the need for CDP knowledge and enactment, it is insufficient on its own: embodied action and mindful critique of the world are required. From a theoretical perspective, the concept of ‘critical’, in the literature, is related mainly to the level of social relations. This study demonstrated that there is a socio-cultural stratum and a psychological-cognitive stratum. Both these strata need to be considered as mechanisms that interact with each other to produce the outcomes of CDP practice within a digital reality. Collectively, these contributions do not translate to accepting the digital reality as a predestination. Instead, it highlighted that academics functioned in a layered HE system that required, not a singular, but a unified and pluralistic (collective) vision. Individuals and institutions are limited in their capacity to respond proactively to external change and internal complexity. Therefore, the HE system requires a rerouting from the traditional path, critically reframing learning and teaching through transformative foresight, where all parts within the system work co-terminously. One significant outcome of this study is a developmental higher education systems thinking framework focusing on the promotion of CDP practices.
A Deep Divide in South African Art Music: Locating the Voice of the Performer
(University of the Witwatersrand, Johannesburg, 2023-07) Nay, Malcom; Olwage, Grant
This essay traces the origins of a “deep divide” (Fokkens 2014: 8) that developed between two central figures in the South African compositional world, originally in the 1980s around accusations of the cultural appropriation of African music. The conflict became entrenched amongst composers, musicologists and performers and has pervaded much of the research and dialogue that has taken place in the intervening years. This came to a head when a selection of South African composers was selected to present works to be performed at a concert at the Juilliard School in New York in 2014. The ensuing fallout characterised the vicious nature of the musical aspersions that eventually degenerated into direct personal conflict. My role as a performer, during this time, had to take into account this unpleasant environment as I had direct interactions with many of the figures involved, often working towards performances and recordings of their music. In more recent times, support for the arts in South Africa has declined significantly serving to intensify the struggle for access to funding, resources, and performance opportunities, exacerbated by a diminishing government mandate for general arts support and the devastating impact of Covid-19. The essay recounts an in-depth personal narrative and performance analysis of my experience when preparing Jeanne Zaidel-Rudolph’s Pendulum for Piano and Orchestra (2010). It finds that while an ideal philosophical approach to preparing a performance is commendable, it is not always achievable when confronted with the practical realities of a musical performance.
A Digital Capability Framework for Academic Continuity amongst South African Higher Education Students
(University of the Witswatersrand, Johannesburg, 2023) Makgopela, Reitumetse Ogorogile; Mayayise, Thembekile
E-learning has been designated as a solution to academic continuity as a response to the COVID-19 pandemic, which has resulted in the closure of institutions such as Higher Education Institutions (HEIs). The use of e- learning by Higher Education (HE) students in developing countries have been extensively studied; however, studies on e-learning use, more specifically effective use for academic continuity in the context of unprecedented circumstances such as natural disasters and pandemics remain scarce. Understanding the effective use of e- learning during such times is a vital step in enabling South African HE students to attain their educational achievements. The definition of e-learning used in this paper was consistent with the one provided by Rosenberg (2001) who refers to e-learning as a learning platform accessed by students and instructors, specifically via the internet. The purpose of this study was to explore and describe the effective use of e-learning during unprecedented circumstances to conceptualise a digital capability framework for academic continuity amongst South African HE students. This was an interpretivist study which employed qualitative methods consisting of semi-structured interviews for data collection and thematic analysis for data analysis of the data extracted from 12 students, both undergraduate and postgraduate, registered in any South African HE who used e-learning as the primary method for education where traditional face-to-face classroom learning was not available. The conceptual research framework presented in this paper was an adaptation of Sen’s Capability Approach and expands on personal, social and environmental conversion factors by introducing a fourth category extracted from the results from the systematic literature review findings referred to as “technological conversion factors”; which brought a new and exciting contribution to the theory itself. Finally, the outcome of the study was a conceptualised digital capability framework for academic continuity amongst South African HE students in the context of similar circumstances, which can be used to describe how students can use e-learning effectively in terms of resources, e-learning systems, information delivered and location. It further detailed the enablers and hinderances to the effective use thereof. The framework can also be used in practice by HEIs, students, policy makers, e-learning vendors, and developers as a checklist of key elements which need to be considered in e- learning strategies, programmes and development.
A Happier Life Through Sad Mode - Designing Automated Players for Single Player Games
(University of the Witwatersrand, Johannesburg, 2023-06) Chola, Saili; Reid, Kieran; Du Preez, Kirsten
Solo games are a keystone of tabletop board gaming for players and designers alike. While they are numerous and enjoyed by many members of the community, there is a noticeable lack of clarity and exploration of what principles make these games uniquely interactive and enjoyable experiences for players. This project responds to this inadequacy through the development of a playable game and a research report. The game demonstrates and tests the virtues of solo game play mechanics while the report expands and discusses the interpretable results and qualities of said solo game mechanics.
A Phenomenographic study of Clinician Educators' conceptions of clinical medical students' vocational habitus
(University of the Witwatersrand, Johannesburg, 2024) Bocchino, Loredana
Background: Many medical educators have expressed concern about producing the ‘right kind of doctor’, noting that students’ professional identities are not always aligned with societal and professional expectations. The concept of habitus, whilst similar to identity, offers a more complex understanding of the process of ‘becoming’ inherent in vocational training, in that it can both shape students’ educational experiences as well as be shaped by them. There is currently little literature addressing clinicians’ perceptions or experiences of medical students’ vocational habitus. Methods: To explore the ways clinician educators understand clinical medical students’ vocational habitus, a phenomenographic study was undertaken in which fourteen semi- structured interviews were conducted with clinician educators from various clinical departments. Findings: Four conceptions of student vocational habitus were identified: 1) the Dependent Spectator, 2) the Interested Fledgling, 3) the Independent Contributor, and 4) the Interdependent Altruist. Conceptions were characterised by seven dimensions of variation: attitude to learning, communication skills, fortitude, values, professionalism, technical competence and relationship to technology. Two associated factors in the field were repeatedly reported that provide important context for the interpretation and development of these conceptions: failure to fail, and fitness for purpose of assessments. Conclusion: Different conceptions exist about clinical medical student vocational habitus, with the narrowest conceptions viewing students as ‘not right for the job’. There is dissonance between clinicians’ general perceptions of students’ habitus, and the idealised expectation. The progressive development of these conceptions along the continuum is likely shaped by the identified associated factors within the field, and other potential factors such as program characteristics, the hidden curriculum, or focus on research versus clinical service delivery.
A social realist perspective of academic advising in a South African higher education context: a study of practices and practitioners
(University of the Witwatersrand, Johannesburg, 2023) De Klerk, Danie
The South African higher education sector has numerous challenges to contend with. Students' prospects of success are often vulnerable to uneven secondary schooling, structural and material constraints, massification of the sector, and a range of other factors. In this thesis, I argue that academic advising has the potential to help find responsive and sustainable solutions to address these challenges. Academic advising is well established in the global north. In contrast, it remains an emerging field of practice in South Africa, with a dearth of literature about how advising is developed and practiced within the country’s unique higher education context. This thesis aims to contribute to the limited knowledge base about advising as a practice and the work of academic advisors as practitioners in South Africa. The study provides a social realist perspective of the emergence of advising within a South African higher education context. It draws on Margaret Archer’s work on structure, culture, and agency, the morphogenetic approach, and the notion of stratified layers of social reality to analyse data, make inferences, and draw conclusions. This is a qualitative study that adopts a mixed methods approach. The research paradigm is phenomenological, while phenomenographic principles are used selectively to advance the objectives of the study. The data that informs the study consists of a quantitative baseline dataset and qualitative data collected through semi structured interviews with 15 academic advisors working at the University of the Witwatersrand. As this is a PhD by publication, the thesis consists of four interconnected papers (i.e., chapters), bookended by introduction and conclusion chapters. The first paper provides insights about advising as gleaned from the baseline data, while the second draws on the same data to highlight the impact of students’ structural and material constraints on the work of academic advisors. Papers three and four use interview data to glean academic advisor insights about advising prior to and during the COVID-19 pandemic, respectively. The thesis concludes by highlighting the transformative potential of academic advising for South African higher education yet cautions that a major shift in the way advising is perceived and practiced is required for its potential to be realized.
A social realist perspective of academic advising in a South African higher education context: A study of practices and practitioners
(University of the Witwatersrand, Johannesburg, 2023-08) De Klerk, Danie; Dison, Laura
The South African higher education sector has numerous challenges to contend with. Students' prospects of success are often vulnerable to uneven secondary schooling, structural and material constraints, massification of the sector, and a range of other factors. In this thesis, I argue that academic advising has the potential to help find responsive and sustainable solutions to address these challenges. Academic advising is well established in the global north. In contrast, it remains an emerging field of practice in South Africa, with a dearth of literature about how advising is developed and practiced within the country’s unique higher education context. This thesis aims to contribute to the limited knowledge base about advising as a practice and the work of academic advisors as practitioners in South Africa. The study provides a social realist perspective of the emergence of advising within a South African higher education context. It draws on Margaret Archer’s work on structure, culture, and agency, the morphogenetic approach, and the notion of stratified layers of social reality to analyse data, make inferences, and draw conclusions. This is a qualitative study that adopts a mixed methods approach. The research paradigm is phenomenological, while phenomenographic principles are used selectively to advance the objectives of the study. The data that informs the study consists of a quantitative baseline dataset and qualitative data collected through semi-structured interviews with 15 academic advisors working at the University of the Witwatersrand. As this is a PhD by publication, the thesis consists of four interconnected papers (i.e., chapters), bookended by introduction and conclusion chapters. The first paper provides insights about advising as gleaned from the baseline data, while the second draws on the same data to highlight the impact of students’ structural and material constraints on the work of academic advisors. Papers three and four use interview data to glean academic advisor insights about advising prior to and during the COVID-19 pandemic, respectively. The thesis concludes by highlighting the transformative potential of academic advising for South African higher education yet cautions that a major shift in the way advising is perceived and practiced is required for its potential to be realised.
A survey of current practice in anaesthesia for caesarean delivery in a Department of Anaesthesiology
(2024) Watermeyer, Benjamin David
South Africa has an increasing caesarean delivery (CD) rate and as such anaesthesia for CD has become a fundamental skill for all levels of anaesthetists. The Essential Steps in the Management of Obstetric Emergencies (ESMOE) guidelines provide a framework for practitioners with specific focus on dosage in neuraxial anaesthesia, perioperative fluids and management of hypotension. Aims The aim of this study was to describe the current practices of anaesthesia for patients requiring CD, including the management practices of common complications, within the University of the Witwatersrand Department of Anaesthesiology. Methods: A prospective, contextual and descriptive study design was followed using an anonymous, self-administered online questionnaire. Descriptive statistics were used to assess adherence to guidelines and comparison made between senior and junior anaesthetist’s practices. Results: Junior anaesthetists performed significantly more CD anaesthetics per month and had more training in ESMOE guidelines compared to senior anaesthetists. Senior anaesthetists were more likely to use a higher dose of bupivacaine. Phenylephrine as a first line anti-hypotensive agent was used by 99.4% of participants. The considered safe minimum platelet count for spinal anaesthesia was 75 x 10^9/l by 61.3% of participants. A significant difference between junior and senior anaesthetists was found where senior anaesthetists were more likely to accept a lower platelet count. A sensory level post administration of spinal anaesthetic was assessed by all participants with 53.1% using an ice brick and 35.0% requesting the surgeon to pinch the patient. Conclusion: In the Witwatersrand Department of Anaesthesiology anaesthetists do follow the ESMOE guidelines of clinical practice for CD. While there are some differences in practice approaches, these were found to be within internationally accepted practice. There would be a benefit of improved awareness of the ESMOE guidelines within the department as well as further training on the different approaches to CD anaesthesia.
Academic anxiety and a micro-online intervention for enhancing psychological capital
(University of the Witwatersrand, Johannesburg, 2022-06) Rambau, Karabo Fellicia; Siemers, Ian
This study investigates the effectiveness of a Psychological Capital (PsyCap) intervention in reducing students’ levels of academic anxiety. In essence, the current study focuses on academic anxiety with the aim of investigating whether a PsyCap intervention is able to reduce students’ perceptions of academic anxiety. Regarding this, the current study also aims to enhance students’ levels of PsyCap so that students can be able to cope with academic anxiety. This study also utilised the Conservation of Resources (CoR) model to frame the relationship between PsyCap and academic anxiety by arguing that the accumulation of personal resources (i.e., PsyCap) could act as a buffer and reduce the experience of academic anxiety among students. It is of paramount importance that students are equipped with the necessary resources or skills that are needed in order to survive and excel within higher education. This is because being a university student can come with countless challenges that are sometimes unbearable. Regarding this, Rehman (2016) have argued that students entering the higher education system often come across numerous issues such as, academic anxiety, academic stress, academic depression, as well as socio-economic hardships. The lack of research regarding enhancing students’ PsyCap in order to help them cope with academic anxiety has motivated the researcher to engage in this topic. In engaging in this topic, the current study adopted a positive psychology approach which focuses on individual’s strengths and capabilities. This study employed a quantitative quasi-experimental research design. Additionally, a non-probability, convenience sampling technique was utilised. Data was collected using a questionnaire, the questionnaire consisted of a self-developed demographic questionnaire, the Psychological Capital Questionnaire (PCQ) (Luthans, Avolio, Avey, & Norman, 2007; Luthans, Youssef, & Avolio, 2007), and the Academic Anxiety Scale (AAS) (Cassady, Pierson & Starling, 2019). The final sample (N=110) consisted of first year Psychology students from the University of the Witwatersrand, Johannesburg, in South Africa. Results of the current study confirm the effectiveness of the PsyCap intervention in enhancing students’ level of PsyCap. This implies that the intervention was effective in enhancing students’ PsyCap. Nonetheless, the intervention was not effective in reducing students’ levels of academic anxiety. The results of the current study also indicated that PsyCap and academic anxiety are related. In this case, a significant, negative relationship was found between PsyCap overall and academic anxiety, in Time 0, Time 1, and in Time 2. The results of the current study were discussed in relation to previous literature and previous research.
Adequacy of availability of antidotes for common and critical drug poisonings and doctors’ perspectives thereof: a study in teaching hospitals in the Southern Gauteng City-Region
(2024) Fitchett, Margaret Penelope
Background: Drug poisoning is an important area of study in South Africa (SA) as a treatable cause of mortality. While research has been conducted on poisoning, there is a paucity of literature on the availability of antidotes in SA. Objectives: To assess the availability of antidotes in selected teaching hospitals in the Southern Gauteng City-Region and to explore doctors’ experiences of antidote supply. Methods: A data sheet assessing the availability of antidotes in the Emergency Departments (EDs) and pharmacies was completed in person at each of the teaching hospitals. A questionnaire exploring experiences of antidote supply was distributed to 126 doctors working in the EDs. Results: N-acetylcysteine, atropine, diazepam, clonazepam, sodium bicarbonate, vitamin K, calcium gluconate, naloxone, ethanol and pyridoxine were present in all EDs. Doctors reported organophosphate poisoning and paracetamol overdose as the most common drug poisonings (81.7% and 14.3% of 126 respondents respectively). Most doctors experienced no supply issues for N-acetylcysteine, calcium gluconate, sodium bicarbonate or pyridoxine (85.7%, 83.3%, 87.3% and 75.4% of 126 respondents respectively). Conclusion: The antidotes to the most common poisonings reported by doctors were present in all EDs. However, concerns were raised about consistency of supply which will be an important avenue for further research.
Adolescents’ identity development through literature: A study of pedagogy and canon in the Grade 11 English FAL poetry classroom
(University of the Witwatersrand, Johannesburg, 2023-10) Mavhiza, Grace; Nkealah, Naomi
The aim of this study was to analyse the effect of pedagogy and canon on adolescents’ identity development in the Grade 11 English First Additional Language (FAL) poetry classroom. Despite the well-documented benefits of poetry (Femer, 2003; Pushpa & Savaedi, 2014; Antika, 2017), this study identified the problem that poetry is not realising its potential as a subject in the schools in relation to the identity development of adolescents. The school is a place where adolescents spend much of their time and there are many factors which shape adolescents’ identities within the school context. This qualitative study focused on pedagogy and canon among these many factors. The study was designed as a dual case study and set up within the interpretivism paradigm which allowed different interpretations of the data about the effect of pedagogy and canon on adolescents’ development. The complexity of the study meant a dual focused theoretical framework. Thus, the study used a combination of the theories of identity development by Erik Erikson (1963; 1968) and critical pedagogy by Paulo Freire (1970). Purposive sampling was used to identify the cases for this study. The two schools selected happen to be within Ekurhuleni District. In one school the teacher applied traditional pedagogy while in the other school the teacher employed the modern pedagogy which included multimodality, multiliteracies and new literacies. Qualitative data was collected using three tools, namely, participant observation, questionnaire, and reflective journals. Descriptive and thematic analyses of data were conducted, and the results show that there are limitations and affordances of both the traditional and modern pedagogies. In relation to the impact of the poetry pedagogy and canon on adolescents’ identity development in the Grade 11 English FAL poetry classroom, key findings reveal that traditional pedagogy takes away adolescents’ opportunities to explore their personal identities. In addition, the modern pedagogy is preferable among the Grade 11 English FAL poetry adolescents who participated in this study. The study concluded that the current Grade 11 English FAL poetry canon is alienated from the lives of adolescents who participated in this research. Learners yearn for new poetry which speaks to their daily experiences.
Affordances of Digital Simulations in Training Wastewater Treatment Practicals for Process Controllers in Technical Vocational Education and Training Institutions
(University of the Witwatersrand, Johannesburg, 2023-11) Maluleke, Makhawukani Xilavi Dawn; Mbatha, Khanyisile; Ndlovu, Nokulunga S.
In South Africa, Technical Vocational Education and Training (TVET) institutions train process controllers in various training programmes that rely on on-the-job training at wastewater treatment plants. TVET institutions are urged to include ICT into all training practises, which may necessitate curriculum updates and adjustments. The aim of this study determined how the WEST simulator can be used to enhance practical training for wastewater process controllers. This study followed a qualitative research approach and a thematic data analysis technique. In their perceptions, the participants recognised the teaching and learning affordances of the simulator such as replication of the process overview and problem-solving abilities. The study found that the participants were able to construct a comprehensive WWTP utilising WEST simulation, indicating that the affordances can be replicated and designed in actual situations. Although the WEST simulator offers various affordances, this research found a few minor limitations with its use, such as the computer requirements, which required a RAM speed of 1500 MHz Based on the findings, it is recommended that facilitators should have skills and knowledge in the field to perceive affordances, and their existence and to actualise them to apply them in practical training online.
Afterschool remedial education service to address low literacy and numeracy levels in the Tshwane South District
(University of the Witwatersrand, Johannesburg, 2023) Machipi, Noko; Venter, Robert
A majority of grade four and five learners in South Africa do not have basic reading skills and perform poorly in mathematics. This is a complex challenge as the source of poor performance can be attributed to a combination of several factors which resulted in increasing enrolments in private schools and private tutoring services. The purpose of this research was to determine through quantitative methods, the viability of a remedial centre that addresses poor levels of literacy and numeracy in the Tshwane South District. Application of prior knowledge included resource-based view and the lean start-up approach as applicable management theories; analysis of stakeholders impacting viability of the proposed business venture; exploring challenges in implementing remedial education; exploring options for remedial interventions; and assessing the impact of digital technology in remedial education. The study revealed there is an interest in an afterschool supplementary service in Centurion. This interest is for learners requiring remedial, catch-up, maintaining grades or going beyond grade levels. This requires high quality service at affordable price, with an online option and a method with proven track record. Notwithstanding, real progress may take time with sustainable improvement in leaner academic outcomes and confidence. Therefore, a Kumon franchise is proposed to offer this service as it best meets customer needs through proven methods and curriculum, online service and confidence building service. The break-even point is at approximately 70 learners however the business aims to acquire 110 learners in year one. The target market has eight schools within a 7km radius in a district absorbing 10% to 13% new learners migrating into Gauteng annually. This represents a high growth potential business that scalable to a private remedial school later. The start-up funding requirement is R1,36 million comprising of 37% shareholder’s contribution and 63% loans from banks payable within 5 years. Therefore, this is therefore a viable business venture.
An analysis of domain-specific terminology for pedagogical lexicographic resources: towards a comprehensive english isizulu life sciences dictionary
(University of the Witwatersrand, Johannesburg, 2023-02) Dladla, Celimpilo Piety; Zungu, E.B.
This thesis examined the structure of published dictionaries as a foundation for creating guidelines for developing a domain-specific lexicographic resource in an African language. The resource developed in the study is directed at Grade 10 to 12 learners as a remedy for the absence of domain-specific lexicographic resources for senior phase learners whose mother tongue was previously marginalised. Subjects are taught in a second language despite the language policy of the Department of Basic Education stating that learners and their guardians are at liberty to choose their language of education (Diko, 2018). The unavailability of these resources deprives potential users of the opportunity of having a choice to use reference material in their home language to understand crucial educational material. This limits their ability to achieve the results they would have had if they had the opportunity of learning in their mother tongue (Osborne & Collins, 2001; Mji & Makgato, 2006). Dictionaries have been identified as assistive resources in increasing learners’ understanding of educational concepts (Ranalli & Nurmukhamedov, 2014; Charamba, 2017). Subsequently, this thesis employed the theory of lexicographic functions to develop guidelines for the development of a bilingualised Life Sciences dictionary in isiZulu with English serving as the source language, as users need the information in English in class and in their examinations. This qualitative study garnered data by means of content analysis of existing English-Zulu bilingual dictionaries by examining their structure and function, as a foundation for developing guidelines for the new resource and the ultimate compilation of the resource. Further, the study interrogated the Life Sciences glossary from prescribed Grade 10 to 12 Life Sciences books from the Department of Basic Education and extracted terminology from these resources. Terminology was then translated into isiZulu employing translation strategies applicable in lexicography as this was not a translation exercise but a lexicographic exercise. Nkomo (2019) asserts that most lexicographic practices had been mistaken for a translation exercise because lexicographic theories are often not employed. For this reason, the study employed the theory of lexicographic functions – studying the needs of users, the user situation and the function of a dictionary (Tarp, 2004; 2008; 2012) to create a dictionary development guideline and additionally, produce a digital dictionary to be made available in a freely downloadable form for use and availability to all users. The dictionary developed was analysed according to guidelines set by Ball and Bothma (2018) for analysing digital dictionaries.
An assessment of online learning materials on cumulative knowledge building in chemical reactions at Grade 10 through the lens of Legitimation Code Theory (LCT): A case study of Mindset videos
(University of the Witwatersrand, Johannesburg, 2023-08) Jambaya, Tenson; Radebe, Nomfundo; Mushayikwa, Emmanuel
The Professional Teaching Standards (PTS) in South African schools have established cumulative knowledge building as the core of teachers’ work. However, cumulative knowledge building is still an understudied field. The main aim of this research is to explore the effectiveness of Mindset videos as a teaching intervention to assist learners in grade 10, in order to develop adequate understanding of the concepts found in the topic of chemical reactions in Chemistry. Legitimation Code Theory (LCT) was used as a conceptual framework, with a specific focus on Semantic Density (SD) and Semantic Gravity (SG). The study employed a qualitative case study approach as this study used non-numerical data of the Mindset videos on chemical reactions which was interpreted and analysed in terms of how some chemical reactions concepts were taught. It also adopted a case study exploratory research design, a method established to explore a phenomenon that has not been researched or adequately explained before like the LCT and Mindset videos. Pre-recorded Mindset video observations served as the primary data collection method whereby two Mindset videos were observed and transcribed. The research sampling used in this study is a purposive sampling method. This is because the researcher understands the case explored in this study and therefore it is crucial to handpick the sample matching characteristics required for this research topic. The researcher had to pick two Mindset videos on chemical reactions purposively as the aim was to study the Mindset (and not any other types of videos) on chemical reactions to study them and make conclusions about the findings. In this study, data analysis involved observing two electronic documents, the two Mindset videos and interpreting them to answer the three research questions. Thus, document analysis, a form of qualitative research that uses a systematic procedure to analyse documentary evidence and answer specific research questions, was the approach to data analysis. The study’s main findings revealed that Mindset videos are presented in a way that is accessible to learners and may reduce abstractness of concepts especially in the topic of chemical reactions. In this way, the Mindset videos are as good as conventional teaching, but they have the advantage of being supplementary to classroom teaching. After a grade 10 learner has been taught chemical reactions at school, s/he can supplement this with a Mindset video on the same topic. The Mindset videos are also helpful during learner non-contact times such as the COVID 19 lockdowns where learners were supposed to learn at home thereby contributing significantly to cumulative knowledge building. Possible future studies on this study could include studying the effect of Mindset on learners who watch them as supplementary to the contact lessons on using performance tests. The other possible future study may include comparison of Mindset on chemical reactions as online methods in comparison to contact lessons on the same topic of chemical reactions. Can also compare effectiveness of Mindset videos and other companies produced videos on chemical reactions.
An Ecofeminist Reading of Hadestown: The Myth, The Muscial
(University of the Witwatersrand, Johannesburg, 2023-03) Vos, Abigail; Somma, Donato
Hadestown: The Myth, the Musical has merged two ancient love stories and has presented these stories within a world riddled with environmental damage. The four main characters (Orpheus, Eurydice, Persephone, and Hades) are influenced by the environment in various ways. Persephone acts as the goddess of the natural world and therefore is nature’s ambassador. Hades, the king of the Underworld, has become an industrial mogul and has inadvertently damaged the earth with his industrial kingdom. As a result, Eurydice is left to suffer these consequences and faces poverty and hunger because of the environmental imbalance that engulfs her. Orpheus, in response, attempts to write a song that will bring balance to the world once more. Our characters are situated within an environmentalist fable; therefore, the musical’s narrative centres around how these characters interact with the environment. The music of Hadestown has been carefully selected in an eclectic way. Jazz, folk, musical theatre, and opera have all had various influences on the musical world of the show. This influence is not simply limited to the score, but the histories of these genres bleed into the work. Folk and jazz both carry profound messages of struggle and protest with them, and therefore the use of these genres aids in the environmentalist activism presented in the musical. These genres and their social and geographical histories are layered into Hadestown. The musical allows for deep character analysis and textual analysis through the writing of Anaïs Mitchell. In this research, I will present an analysis of the lyrics of Hadestown to present the embedded themes of environmentalism, anti-capitalism, and anti-industrialism. My analysis will present how the pained Earth and Her inhabitants reflect the pain endured by the Global South, specifically by women. Impoverished women in third-world countries face most environmental consequences accompanying the Global North’s incessant need for more. This effect is portrayed in the lives of Eurydice and Persephone. An ecofeminist framework will be applied to the work as Persephone exhibits inherent ecofeminist traits. Hadestown presents its audience with a mirror of the world they live in and ask its audience what it will do about it.
An Essay on Branching Time Logics
(University of the Witwatersrand, Johannesburg, 2024) Marais, Chantel
In this thesis we investigate the Priorian logics of a variety of classes of trees. These classes of trees are divided in to irreflexive and reflexive trees, and each of these has a number of subclasses, for example, dense irreflexive trees, discrete reflexive trees, irreflexive trees with branches isomorphic to the natural numbers, etc. We find finite axiomatisations for the logics of these different classes of trees and show that each logic is sound and strongly / weakly complete with respect to the respective class of trees. The methods use to show completeness vary from adapting some known constructions for specific purposes, including unravelling and bulldozing, building a network step-by-step, filtering through a finite set of formulas, as well as using some new processes, namely refining the filtration and unfolding. Once the logics have been shown to be sound and complete with respect to the different classes of trees, we also show that most of these logics are decidable, using methods that include the finite model property, mosaics and conservative extensions. Lastly, we give a glimpse into the available research on other languages used to study branching time structures, including the Peircean and Ockhamist languages, and languages that include additional modal operators like “since” and “until”
An ethnobotanical study of indigenous knowledge of the medicinal plants used by traditional healers in the rural communities of Nkomazi Local Municipality, Mpumalanga province
(University of the Witwatersrand, Johannesburg, 2024) Khoza, Nompendulo; Dukhan, Shalini; Ramalepe, Phillemon; Risenga, Ida
Traditional medicine continues to significantly impact many people’s lives amid all the advancements in modern medicine. Many rural communities in Mpumalanga province depend on indigenous traditional medicines to manage various ailments. The available research on the traditional usage of medicinal plants among rural communities in Mpumalanga is highly fragmented and under-researched. The decline of medicinal plant populations has led stakeholders to take various initiatives to counteract over-exploitation, including cultivation as a viable conservation approach. However, the scientists' inadequate understanding of the acceptance of cultivated medicinal plants by traditional healers is one of the issues contributing to the failure of medicinal plant cultivation programs. Consequently, this study aimed to document medicinal plants utilised by the Nkomazi Local Municipality's traditional healers and assess opportunities and constraints for medicinal plant conservation in the Nkomazi Local Municipality. The ethnobotanical data was obtained through semi-structured questionnaires and guided field walks with traditional healers. Individual interviews were conducted with ten traditional healers from eight villages across Nkomazi during field visits between July 2021 and February 2022. The study employed qualitative and quantitative approaches to understand traditional healers' perspectives concerning the ethnobotanical significance and medicinal plant conservation. The study found that the indigenous knowledge of medicinal plants in the Nkomazi Local Municipality is diverse, encompassing 111 species from 59 different families employed to treat 70 ailments. Most of the reported medicinal plants for this study are of Least Concern. Additionally, the top fourteen most reported species in the Nkomazi Local Municipality included commercially valuable plants such as Psidium guajava, Ricinus communis, Sclerocarya birrea, Aloe ferox, Aloe maculata, Leonotis leonurus, and Moringa oleifera. Most of the Nkomazi Local Municipality's traditional healers did not know about protected plant species and the National Environmental Management Act (NEMA). Traditional healers were aware of the decline in wild populations of medicinal plants, which they attributed to various factors such as overharvesting. Diviner’s and herbalist perception of using cultivated plants did not differ significantly (𝜒2=0.4762, df=1, P= 0. 490). The study provided a comprehensive inventory of medicinal plants utilised by Nkomazi traditional healers and essential data for future assessments of the use local use of indigenous medicinal plants.
An impact evaluation of the School of Specialisation program at Curtis Nkondo Secondary school for the period 2016-2020
(University of the Witwatersrand, Johannesburg, 2023) Zambara, Nicholas
This study investigates the impact of the School of Specialisation program at Curtis Nkondo Secondary School in Soweto. It explores the nature of STEM education, identifies the pillars underpinning a STEM curriculum then compares outcomes from a STEM school with those of an ordinary school. This mixed methods study collects data from both the experimental group and the control group. Quantitative data is in the form of test scores over the period 2016 to 2020. Qualitative data obtained from key informant in-depth interviews is used to gain contextual understanding of the study. This report presents result based on the learners at Curtis Nkondo and Freedom Park Secondary Schools. Mathematics and Science results of the 2016 Cohorts before and after the intervention were captured and documented. The intervention was mainly through the School of Specialisation program offered at Curtis Nkondo secondary school. This is based on content delivery focused on the eight pillars of a STEM school namely interactive content, design pedagogy, authentic experiences, student engagement, creative problem solving, innovation and communication and collaboration. Baseline assessment was conducted to show that both Curtis Nkondo and Freedom Park Secondary schools were similar and that the only significant difference being the intervention. Analysis of results obtained showed that there was a significant difference between educational outcomes in Mathematics and Science for learners who went to the School of Specialisation program at Curtis Nkondo. The Implication here being that using the STEM education framework for teaching mathematics and Science works to improve the outcomes in the subjects. Some investigations for further study were suggested.

Browse

Browsing 4. Electronic Theses and Dissertations (ETDs) - Faculties submissions by SDG "SDG-4: Quality education"

Results Per Page

Sort Options