11613 research outputs found
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Towards an ethical approach to statelessness and the right to have rights
No full textThesis(LL.D.(Constitutional Law and Philosophy of Law))--University of the Free State, 2023In an increasingly globalized world, where nation-states are crucial components that form the structure of the global community, statelessness represents a significant failure within international society.¹ Where, within a world made up of states, does a stateless person fit? Such people do not seem to “belong” anywhere and in the eyes of the law, often find themselves invisible, as though they do not exist.² Although there have been admirable attempts by the international community, along with certain individual nation-states, to respond to the issue of statelessness through various campaigns as well as the enactment of numerous international/national laws, statelessness and the problems that arise because of it, still subsists.
From the outset, it is noted that the primary focus of the international approach to statelessness has revolved around the concept of legal nationality, specifically by encouraging nation-states to ensure that their national laws are in line with the international laws that aim to uphold the tenet that everyone has the right to a nationality. While there is no doubt that some countries still have inadequate national laws that cause statelessness,³ there are also countries whose national laws appear more than sufficient (and who often pride themselves on concepts such as human rights, equality and diversity) who despite this, still have a prominent stateless population within their territory and/or still have new cases of statelessness occurring.⁴
Similarly, the humanitarian response, with its campaigns and promises to end statelessness have also not completely succeeded in its goals. The continued existence of statelessness thus calls into question the efficiency of both the international legal approach as well as the humanitarian response to statelessness to date and begs the question: Why, despite comprehensive international (and national) laws, does statelessness still exist?
The severity of the consequences of statelessness is both profound and widespread and as such, the failure to eradicate it is of great concern.⁵ There is thus a need to investigate possibilities beyond the dominant approach taken to date. As statelessness and the issues that accompany it continue to cycle through generations, a need arises to re-evaluate the effectiveness of the current approach. It follows that there is a resultant uncertainty surrounding whether the issue of statelessness can ever be fully resolved by merely formulating more laws, treaties and recommendations, or whether there is something else that is inherently missing from the current approach.
It is in this context that Hannah Arendt’s notion of a “right to have rights”⁶ can provide an invaluable starting point to analyse the intricate subtleties that the current approach does not sufficiently address. Referencing the international initiatives after WW2 to draft a universal declaration regarding human rights (which ultimately led to the UDHR that we know today), Arendt foresaw that such attempts still exist only within the limits of state-centric international law and thus fail to provide adequate security for a right to have rights.⁷
Considering the significant and widespread societal costs associated with it,⁸ the legal, practical and ethical imperative to eliminate statelessness is not in dispute. However, whilst the dominant approach has utilised an array of legal techniques, practicalities surrounding issues such as belonging, marginalisation and ethical considerations have not been as widely explored
Enhancing academic development: a reflexive exploration of staff and students’ experiences on curriculum co-creation
No full textAcademic development of students and staff is a critical element in higher education, especially with reference to their engagement in curriculum development. While higher education institutions advocate for the inclusion of students in curriculum co-creation, in practice, this has not been easily implemented. The urgency to create this collaborative ecosystem necessitates a reflexive contribution. In this article, I explore the experiences of academic staff and students on their engagement in curriculum co-creation with a specific focus on developing a study guide for the newly developed module, which is part of the decolonisation process. The emphasis on meta-cognitive skills and the social justice element in the curriculum development process ensures a responsive curriculum that meets the needs of society, students and staff in a cohesive and integrated manner. I underpin this reflective study on Schon’s theory of reflection on action. I argue that engaging students in curriculum creation stimulates deep learning, an empowerment attribute which I explore as it enhances innovative and critical thinking. This study employed qualitative methods of collecting and analysing data, followed by identifying important themes from the data. The reflections and emergent themes provide pathways to enhance academic development to encourage curricula co-creation processes in higher education.Publisher's versio
Framework for communicating library training at a South African university
No full textThis article combines social constructivist and transformative paradigms to propose a framework for communicating library training to first-year students. Although performance indicators for literacy are universal, there are explicit attempts to move away from a universal approach to information literacy, as exemplified in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. This article addresses the fragmentation of teaching and learning practices in a single case study of University of the Free State libraries. Data were collected using two methods: an integrated literature review; and document analysis. Literature and documentary evidence were found to justify a call for developing an underpinning theory for planning purposes. Furthermore, it was found that synthesized concepts from models, ideas and frameworks can inform new pedagogical approaches. This article proposes the Authority Pedagogy Socialization framework for communicating library training to first-year students and concludes with several recommendations.Publisher's versio
Towards an abiotic mutualism: addressing the conservation crisis in Pilanesberg National Park
No full textDissertation (M.Arch.(Architecture))--University of the Free State, 2023The conservation of the natural landscape and the health of its ecology is today, more than ever, dependent on the decisions of humankind. As nature once determined our survival, we now determine the survival of its many species. This dissertation is derived from the realities of the post-Covid animal conservation crisis in South Africa, particularly focusing on Pilanesberg National Park situated in the North West Province. This park along with several others plays a crucial role in South Africa's tourism sector, constituting 7% of the country's GDP and providing employment to over 1.5 million people. The revenue generated from this industry contributes significantly to the preservation of animals and the environment. Unfortunately, this indispensable source of income was abruptly halted in March 2020, further exacerbating the already substantial financial gap required for not only the conservation efforts of Pilanesberg National Park and its constituents, but also the fight against the global illegal poaching industry. Therefore, the question is asked; , - ? This composition investigates the interconnectedness between conservation systems and practices while considering aspects such as landscape memory, ecological coherence, and our ethical obligations towards the natural landscape
Ecosystemic factors affecting comprehensive sexuality education in junior grades in Zimbabwe
No full textThesis (Ph.D.(Psychology of Education))--University of the Free State, 2023This study explores the ecosystemic factors affecting Comprehensive Sexuality Education (CSE) in junior grades in Zimbabwe. Particular interest has been placed on a variety of factors affecting CSE including the attitudes and perceptions of school administrators, teachers, and parents, and strategies to help promote successful CSE implementation. At this time, child marriages, sexual abuse, and early pregnancy cases are on the rise in the country. This can be attributed to the ineffective implementation of CSE.
This study adopted a qualitative approach and was guided by the interpretive paradigm underpinned by the assumption that reality is socially constructed. What is more, it allowed for the capturing and interpretation of unique attitudes and feelings of school administrators, teachers, and parents towards the implementation of CSE. Since the topic has no pre-determined outcomes, an exploratory case study design was apt to use. Two data collection tools were triangulated and these are semi-structured interviews and documents, and the collected data was analysed using the thematic analysis method. Urie Bronfenbrenner’s socio-ecological theory and the transformative education theory by Paulo Freire were the two theoretical frameworks informing the study.
Fifteen participants made up the sample and these were three schooladminstrators, six junior-grade teachers, and six parents with junior-grade children. Even with the positive attitudes and perceptions from these participants, the study revealed that CSE was not being effectively taught to junior-grade learners principally owing to several ecosystemic factors. These included but were not limited to the absence of clear-cut policies on the CSE curriculum for junior-grade learners, the existence of diverse cultural and religious beliefs, the lack of resources and proper training in CSE, and so on.
The study recommended an active all-stakeholder involvement in the formulation of the junior grades CSE curriculum. This will help create a sense of ownership of the CSE program amongst parents, school administrators, teachers, learners, and the community at large. Additionally, in-service training of both school administrators and the teaching personnel coupled with the provision of teaching and learning resources on CSE for teachers was also recommended
Influence of technology mediated teaching and learning in the preparation of pre-service teachers with disabilities
No full textThesis (Ph.D.(Curriculum Studies))--University of the Free State, 2023Enrolment of students with disabilities in teacher education and other higher education programs has increased steadily, following policy reviews and advocacy by civic society (WHO, 2017; Pitman, 2022; FOTIM, 2011). Efforts have been on reducing learning barriers for students with disabilities by integrating technologies in pedagogic contexts (Jenson et al., 2010; Bekteshi, 2015). Nevertheless, studies on use of technologies to support learning for pre-service teachers with disabilities are limited, which inspired this study. Adoption of Universal Design for Learning, as the theoretical framework helped appraise inclusiveness, while Substitution Augmentation Modification and Redefinition helped establish extent to which technologies were integrated in pedagogic contexts (Rose & Meyer, 2002; Meyer et al., 2014). This study employed the social constructivism paradigm which influenced adoption of purposive and snow ball sampling of three teacher educators, a principal and twelve pre-service teachers, who provided study data through: interviews, observations and focus group discussions (Neuman, 2014; Cohen et al., 2018). Data was analysed through a thematic approach (Lincoln & Guba, 1985; Creswell & Creswell, 2018). Results reveal inclusive enrolment, some infrastructural adaptations, some technology mediated teaching and learning and improvisation, as inclusive practices that benefitted pre-service teachers with disabilities. While teacher educators used technologies in presenting content, instructions and learning tasks, their efforts were impeded by inadequacy of technologies and inappropriate facilitation strategies. Effectiveness was also influenced by perceptions, attitudes and facilitation skills of particular educators. Students with dysfunctional or missing limbs used technologies for note capturing, presenting, researching and compiling assignments, which enhanced their social presence, participation and autonomy in learning processes. Despite predominant use of the technologies at substitution and augmentation, this promoted multiple presentations, expression and engagements (UDL). Notwithstanding lack of explicit policies on inclusive education, the institution availed several technologies, although these were not particularised to students with specific disabilities. Furthermore, these technologies were not easily accessible to pre-service teachers with disabilities, who largely relied on personally owned technologies. Findings from this study are fundamental on inclusion and responding to disabilities, as the recommendations highlight enhanced access to appropriate functional technologies, capacitation of teacher educators and infrastructural adaptation, as well as and apposite policies on use of technologies and its monitoring
The vanishing of the primary emission region in PKS 1510–089
No full textIn 2021 July, PKS 1510−089 exhibited a significant flux drop in the high-energy γ-ray (by a factor 10) and optical (by a factor 5) bands and remained in this low state throughout 2022. Similarly, the optical polarization in the source vanished, resulting in the optical spectrum being fully explained through the steady flux of the accretion disk and the broad-line region. Unlike the aforementioned bands, the very-high-energy γ-ray and X-ray fluxes did not exhibit a significant flux drop from year to year. This suggests that the steady-state very-high-energy γ-ray and X-ray fluxes originate from a different emission region than the vanished parts of the high-energy γ-ray and optical jet fluxes. The latter component has disappeared through either a swing of the jet away from the line of sight or a significant drop in the photon production efficiency of the jet close to the black hole. Either change could become visible in high-resolution radio images.Publisher's versio
Developing an improved seizure diary as a monitoring tool for epileptic patients in South Africa
No full textThesis (Ph.D.(Family Medicine))--University of the Free State, 2023Epilepsy is a debilitating disease with a high risk of morbidity and mortality globally. A seizure diary is one of the methods described in the literature that can be used to manage patients living with epilepsy. These diaries are available in two formats, paper-based and electronic diaries. This study aimed to develop an improved seizure diary and determine patients’ perception of its use in the management of patients with epilepsy in South Africa.
In the first phase of this study, a scoping review of literature was performed. An extensive search of appropriate literature was conducted using online databases, such as MEDLINE, Scopus, CINAHL, Cochrane and EBSCOhost. Key phrases, such as seizure diary, paper diary, and seizure tracker, were used to identify and retrieve relevant themes, categories, and subcategories of literature for examination. In the second phase of the study (a cross-sectional study), cohorts of patients with epilepsy were identified at the casualty and local clinics of a hospital in Kimberley, and the neurology specialist epilepsy clinic in Bloemfontein. Questionnaires were distributed to patients, to gather data on their perceptions of and attitudes to the epilepsy diary, and their opinions on what must be included in a seizure diary. The third phase of the study involved a modified Delphi survey with a panel of 10 local and two international experts, who deliberated on what they believed were the required contents of a seizure diary. In the fourth phase, a longitudinal study, a new seizure diary was developed, based on the suggestions of the expert Delphi panel and the recommendations of patients living with epilepsy. The new seizure diary was distributed to patients who had completed the initial questionnaire, and they were requested to use it for six months. In phase 5a (cross-sectional study), patients, relatives, and caregivers (participants) were requested to complete a questionnaire about their experiences of the new seizure diary. Finally, in phase 5b, a final version of the new seizure diary was designed.
In phase 1, 1 125 articles were identified from the database search, of which 23 were selected for review by the study. In phase 2, 182 patients with epilepsy were recruited for the study, 65 were patients who had previous exposure to a seizure diary, and 117 were unexposed. Of the patients who had previous exposure to the seizure diary, 64 (98.5%) found the diary useful, but 15 (23.1%) reported facing various challenges with using the seizure diary. In phase 3, the modified Delphi survey had three rounds, with 12 expert panellists completing each round. Consensus for any item was set at 70%. Eighteen items were suggested as the required contents of a seizure diary. The seizure diary, designed in phase 4, was distributed to 139 patients (81 previously diary-unexposed and 58 who had previous exposure to a seizure diary) to use for six months. In phase 5a, of the 139 patients who received the new seizure diary,100 (67 previously diary-unexposed participants and 33 participants who had previous exposure to a seizure diary) completed questionnaire 2. Participants who had previous exposure to a seizure diary were predominantly very positive about the new diary because it had more information. However, 21.2% preferred the old one, because it was easier to complete. In phase 5b of the study, the final draft of the new seizure diary was designed for use by patients with epilepsy.
An expert panel of specialists, patients, caregivers, and relatives participated in developing a new seizure diary. Despite a few patients reporting that they preferred the old seizure diary, most participants preferred the new seizure diary and were willing to use it
The incidence, subtypes and demographics of patients with Germ Cell Tumours at Universitas Paediatric Oncology Services from 2000 to 2021
No full textDissertation(M.Med.(Paediatrics and Child Health))--University of the Free State, 2023Extracranial Germ Cell Tumours (EGCTs) are a recognised rare oncological entity and most of the information available comes from the developed world. There is a paucity of information regarding these tumours (especially from a Paediatric Oncology standpoint) in South Africa and the world.
This research endeavours to describe the incidence, subtypes and demographics of patients with EGCTs in the Free State and associated drainage areas and see how it compares to available published data on the matter.
To achieve this, a retrospective descriptive study approach was adopted, and data was collected from patients who have attended the Paediatric Oncology Unit at Universitas Academic Hospital in the last 21 years.
The research outputs are firstly to describe the incidence, subtypes, demographics, treatment modalities and mortality of patients with GCTs who have presented to the Universitas Paediatric Oncology Services from 2000 until 2021. Secondly, to compare our findings with other South African studies, studies from other parts of Africa, Asia, and developed regions.
The impact of this study does not lie solely in the information it provides but in the possible questions, it will raise. With the careful and studied analyses of the available data, this research can provide information that can be used as a platform on which to build further research questions to better clinical practice. Without adequate data collection and analyses in the current South African setting, the South African population is incumbent on the use of data collected in dissimilar populations and with different challenges. By filling this niche, we can better direct future research, focus and resources, for the benefit of this studied population
Instructional design standards for online learning material at South African higher education institutions
No full textDissertation (M.A.(Higher Education Studies))--University of the Free State, 2023The quality of online learning is a contentious topic in higher education, partly because it is elusive in that there is no uniform and concrete definition for it, but also because there are countless standards, principles and instruments as attempts to establish quality in online learning. These quality initiatives, however, emanated mostly from the Global North, with little or no consideration for the challenges online practitioners face in the Global South. What is evident, though, is that more and more pressure is put on online practitioners to ensure and enhance the quality of these learning programmes. One such group of practitioners are termed instructional designers: responsible for the design and development of online learning material. In Sub-Saharan countries such as South Africa, the instructional design profession is still in its infancy stage, facing a lack of published quality standards from the qualification authorities on the design and development of online learning material. Research on the practices of these instructional designers in the African context is also scant. As a novice instructional designer at a dual-mode higher education institution, I am responsible for the design and development of online learning material and often find myself questioning whether the material that I am designing can be regarded as effective and engaging. My research question was born out of my own need for contextualised standards specifically for online learning, as I realised that online learning is mostly judged in terms of its online learning material. I therefore posed the following research question: what standards, relevant to the South African context, can be used to design and develop quality online learning material? My study is based on the model of writing two interrelated publishable manuscripts, both focusing on two crucial aspects of instructional design, namely pedagogy and visual design.
In the first manuscript (Chapter 2), I followed a qualitative approach to analyse 12 global and local quality guiding documents to distil key pedagogical and visual presentation principles for the design and development of online learning material. This study revealed 19 pedagogical principles, with the most eminent ones being collaboration and the fostering of higher-order thinking skills. Thirteen visual presentation principles were identified, with multi-modality and personalisation being the most prominent. I concluded the first manuscript by proposing a framework depicting key pedagogical and visual presentation principles for instructional designers to use when they design and develop online learning material. In the second manuscript (Chapter 3) the aim was to gain insight into how some experienced South African instructional designers view and translate quality when they design and develop online learning material. Following a qualitative research approach, I conducted in-depth interviews with nine experienced instructional designers in South Africa. The interviews revealed that human connectedness is a top priority for South African instructional designers, and they do so by intentionally incorporating a teaching presence and collaborative learning activities. The quality principles mentioned by participants coincide with the community of inquiry model ensuring sound practice from a pedagogical and visual design point of view. In my final chapter, I intended to respond to the main research question. I used the insights gained in each of the manuscript to synthesise standards relevant to the South African context that can be used to design and develop quality online learning material. I propose a set of standards with comments on how to adapt it for the Southern context where applicable, also alluding to challenges to implement these standards as a means for instructional designers to mitigate and address them proactively. It is my hope that this set of standards can assist novice instructional designers in their design and development practices of online learning material