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Between Ville and Cité: a layered mixed-use creative commons in Woodstock, Cape Town
No full textDissertation (M.Arch.(Architecture))--University of the Free State, 2023Urban users can be disconnected from space if place is disconnected from the urban landscape. The main research question considered is how can an investigation of the layers that constitute the urban palimpsest, through adaptive reuse inform a neo-industrial sensory and spatial experience between the ’Ville’ and the ‘Cité’, to preserve history and enhance identity in lower Woodstock, Cape Town? Other designers have attempted to address the problem of reusing previous industrial areas and buildings yet struggle with accommodating current users of the site and context. The proposed design focuses on finding the place between the larger urban landscape, ’Ville’, and a specific place in the urban landscape, ‘Cité’, through the means of investigating the urban palimpsest. Investigating precedent buildings with a focus on creative community engagement informs the composition of newly proposed structures between existing buildings. The proposal’s aim is to merge commercial economic success with aspects of community engagement to mitigate negative effects that urban renewal may bring, such as gentrification. The proposal aids designers to approach projects of an urban nature to create space of community and commerce as the between of ’Ville’ and ‘Cité’
Reimagining desire and identity in the title characters of Hamlet and Richard III in a South African context
No full textThesis (Ph.D.(Drama and Theatre Arts))--University of the Free State, 2023During my Master’s studies in Theatre Directing at East 15 Acting School, London, a question regularly asked by my lecturer, Tony Clark, was: ‘If you were to direct a Shakespeare play now, why would you do it? What would the play say today?’ I started asking myself, ‘If I were to transpose a Shakespeare play into a modern context, what new perspectives and interpretations could be arrived at if I were to read it from a queer perspective? How would that influence the identity and desires of the characters and the interpretation thereof?’ The study aimed to examine what would happen if the sexuality of the characters Richard and Hamlet were changed by transposing and , into queer adaptations and how that would change the identity and desires of the title characters in the new adaptations. To do this, the study identified ‘unspoken or unconscious lesbian, gay, or queer presence’, or what will be referred to as queer cues, utilising the coding process of Constructivist-Grounded Theory in Hamlet and Richard III by William Shakespeare. Queer Theory has significantly impacted literary analysis. It has broadened the field’s focus beyond conventional binary conceptions of gender and sexuality. Using Queer Theory, one can study how gender and sexuality are disrupted and challenged in texts and how these categories are created and performed through language and narrative. Similarities exist between Queer Theory and Lesbian, Gay, and Queer Criticism (LGQC) as they both examine gender and sexuality. However, their approaches and points of focus are slightly different. While LGQC focuses on analysing particular cultural representations, Queer Theory deconstructs binary categories. One of the fundamental ideas of LGQC is the quest for textual evidence, or rather cues, in the literary interpretation of texts. In most cases, these cues are blatant homoerotic imagery and same-sex interactions, but sometimes these cues are subtle and create a homoerotic atmosphere in a heterosexual work. Several examples of subtle “unspoken or unconscious” cues exist, but this study predominantly focuses on . In Tyson (2006), is explained as portraying a strong emotional bond between characters of the same sex. The study aimed to examine which could be identified in the scripts through a and how that influenced the transposition of the scripts into new queer adaptations.
The focus of this study was mainly on . A preliminary analysis made it clear that after examining the characters’ interactions with each other, there were subtle queer cues evident in and . Other events and interactions were then analysed to see if they supported these cues. In my opinion, the results pointed to elements of between the relevant characters, which I interpreted as indications that Richard and Hamlet were gay men. As mentioned above, the study applied the coding process of Constructivist-Grounded Theory. The first step is Initial Coding, followed by Focussed Coding, where categories are refined, and then finally, theory development. The Initial Coding process and the process of identified in the scripts of and . For these to be identified, the study focussed on the concept of and queer interpretation, seeing that the main focus of this study’s inquiry was the relationship between Richard and Tyrrel, and Hamlet and Horatio. The study found that the scripts indeed supported a queer interpretation of and . During the Focused Coding process, other moments and events in the scripts were identified that can now be interpreted from a queer perspective. During the memo-writing process of Focused Coding, the characters of Tyrrel (in ) and Horatio (in ) were examined to establish how their interactions supported a queer interpretation. The last part of the coding process (Memo-Writing) was transposing and into queer adaptations, where Richard and Tyrrel and Hamlet and Horatio were placed in same-sex relationships. Nevertheless, when reading the queer adaptations, the study found that the queer interpretations of these plays could still not ‘present’ themselves in the scripts alone. A new question emerged: ‘How to present the in the new queer adaptations of and ?’ The study, therefore, included and , where it was found that the transposition to the stage was necessary to bring to life the ‘queer interpretations’ of the title characters. Clearly, the study needed to include actors’ performances to determine how the characters’ sexuality influenced their identities and desires. The actor’s interpretation and delivery of the lines, their gestures, and actions brought the queer interpretation of the scripts to the forefront.
___________________________________________________________________Ten tye van my meestersgraadstudie in Teaterregie aan East 15 Acting School, Londen, het Tony Clark, my dosent, gereeld die vraag gevra: ‘As jy nou ’n Shakespeare-toneelstuk sou regisseer, hoekom sou jy dit doen? Wat sou die toneelstuk vandag beteken?’ Ek het myself die volgende begin afvra, ‘As ek ’n Shakespeare-toneelstuk in ’n moderne konteks sou transponeer, tot watter nuwe perspektiewe en interpretasies sal dit lei as ek dit vanuit ’n queer perspektief sou lees? Hoe sou dit die identiteit en begeertes van die karakters en die interpretasie daarvan beïnvloed?’ Die navorsing het ten doel gehad om te ondersoek wat sou gebeur indien die seksualiteit van die karakters Richard en Hamlet verander is deur en te transponeer in queer aanpassings en hoe dit die identiteit en begeertes van die karakters in die nuwe aanpassings sal verander. Om dit te doen het die navorsing ‘nie-uitgesproke of onbewuste lesbiese, gay of queer teenwoordigheid’ geïdentifiseer, of waarna verwys sal word as queer aanduidings, deur die koderingsproses van die Konstruktivisties-gegronde Teorie in Hamlet en Richard III van William Shakespeare te gebruik. Die queer-teorie het literêre ontleding aansienlik beïnvloed.
Dit het die veld se fokus verder verbreed as konvensionele binêre opvattings van geslag en seksualiteit. Met behulp van die queer-teorie kan ’n mens bestudeer hoe geslag en seksualiteit in tekste ontwrig en uitgedaag word en hoe hierdie kategorieë geskep en uitgevoer word deur taal en narratief. Daar bestaan ooreenkomste tussen die queer-teorie en lesbiese, gay en queer kritisisme (LGQC), aangesien hulle albei geslag en seksualiteit ondersoek. Daar is egter wel ’n effense verskil in hul benaderings en fokuspunte. Terwyl LGQC op die ontleding van bepaalde kulturele voorstellings fokus, dekonstrueer die queer-teorie binêre kategorieë. Een van die fundamentele idees van LGQC is die soeke na tekstuele bewyse, of eerder leidrade, in die literêre interpretasie van tekste. In die meeste gevalle is hierdie leidrade blatante homo-erotiese beelde en selfdegeslag-interaksies, maar soms is hierdie leidrade subtiel en skep ’n homo-erotiese atmosfeer in ’n heteroseksuele werk. Daar bestaan verskeie voorbeelde van subtiele “onuitgesproke of onbewustelike” leidrade, maar hierdie navorsing fokus hoofsaaklik op homososiale binding. In Tyson (2006) word homososiale binding verduidelik as ’n sterk emosionele band tussen karakters van dieselfde geslag. Die doelwit van die navorsing was om te ondersoek watter queer aanduidings in die draaiboek geïdentifiseer kan word en hoe dit ’n invloed op die transponering van die tekste in nuwe queer aanpassings het. Die fokus van hiedie navorsing was hoofsaaklik op gay sensitiwiteit. ’n Voorlopige ontleding toon duidelik dat, nadat die karakters se interaksies met mekaar ondersoek is, daar subtiele queer leidrade in Richard III en Hamlet teenwoordig is. Ander gebeure en interaksies is toe ontleed om te sien of dit hierdie leidrade ondersteun.
Na my mening het die resultate gewys op elemente van homososiale binding tussen die relevante karakters, wat ek geïnterpreteer het as aanduidings dat Richard en Hamlet gay mans was. Soos hierbo genoem het die navorsing die koderingsproses van die konstruktivisties-gegronde teorie toegepas. Die eerste stap is Aanvanklike Kodering, gevolg deur Gefokusde Kodering, waar kategorieë verfyn word, en dan laastens, teorie-ontwikkeling. Die Aanvanklike Koderingsproses en die proses van bewuswording het queer leidrade in die draaiboek van Richard III en Hamlet geïdentifiseer. Vir hierdie queer leidrade om geïdentifiseer te word, het die navorsing gefokus op die konsep van homososiale binding en queer interpretasie, aangesien die hooffokus van hierdie navorsing se ondersoek die verhouding tussen Richard en Tyrrel, asook Hamlet en Horatio was. Die navorsing het bevind dat die draaiboeke inderdaad ’n queer interpretasie van Richard III en Hamlet ondersteun. Gedurende die Gefokusde Koderingsproses is ander oomblikke en gebeure in die werke geïdentifiseer wat nou vanuit ’n queer perspektief geïnterpreteer kan word. Tydens die memo-skryfproses van Gefokusde Kodering is die karakters van Tyrrel (in Richard III) en Horatio (in Hamlet) ondersoek om vas te stel hoe hul interaksie ’n queer interpretasie ondersteun. Die laaste deel van die koderingsproses memo-skryfproses) was om Hamlet en Richard III te transponeer in queer aanpassings, waar Richard en Tyrrel, asook Hamlet en Horatio, in verhoudings met dieselfde geslag geplaas is. Nietemin, wanneer die queer aanpassings gelees word, bevind die navorsing dat die queer interpretasies van hierdie toneelstukke steeds nie hulself in die draaiboeke alleen kon ‘voordoen’ nie. ’n Nuwe vraag het ontstaan: ‘Hoe om die queer leidrade in die nuwe queer aanpassings van Hamlet en Richard III aan te bied? Die navorsing het daarom Hamlet en Richard III ingesluit waar gevind is dat die transposisie na die verhoog nodig was om lewe te gee aan die ‘queer interpretasie’ van die hoofkarakters. Dit is duidelik dat die navorsing akteurs se vertonings moes insluit om te bepaal hoe die karakters se seksualiteit hul identiteit en begeertes beïnvloed het. Die akteurs se interpretasie en lewering van die dialoog, hul gebare en optrede het die queer interpretasie van die draaiboek na die voorgrond gebring.
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Perceptions and experiences of life sciences teachers on the integration of a virtual laboratory for rural teaching
No full textThesis (Ph.D.(Mathematics, Science and Technology Education))--University of the Free State, 2023In line with South Africa’s National Development Plan Agenda 2030, the current educational objective is to provide technology to schools. However, effective integration of these technologies in teaching hinges on teachers’ acceptance to use them. Therefore, it is imperative to investigate issues of technology acceptance, particularly teachers’ perceptions and experiences, before introducing such technologies. Neglecting this step risks the technology tools being underutilised or abandoned once deployed in schools, especially innovative ones like Virtual Lab. This study investigated Life Sciences teachers’ perceptions and experiences regarding integrating Virtual Lab for rural teaching. The Technology Acceptance Model (TAM) (Davis, 1989) and the Technological Pedagogical Content Knowledge framework (TPACK) (Koehler & Mishra, 2006) guided this research. The study used a sequential explanatory mixed-methods approach with two phases: a quantitative survey involving 200 Life Science teachers in Eastern Cape province and qualitative interviews with four teachers from rural secondary schools in the Joe Gqabi District. Findings were analysed using descriptive and inferential statistics in Phase One and thematic analysis in Phase Two, and the integrated results matrix facilitated meta-inferences.
The study found that Life Sciences teachers perceive integrating Virtual Labs into teaching positively, primarily driven by its ease of use and usefulness. Notably, they emphasise the benefits over the ease of use, indicating a solid understanding of Virtual Lab’s potential advantages. Furthermore, teachers with higher technological pedagogical content knowledge hold more positive perceptions of Virtual Lab. Interestingly, this study found that perceived usefulness and technological knowledge significantly influence teachers’ intention to use Virtual Lab. This finding affirms that combining TAM and TPACK theories can offer a comprehensive framework for analysing teacher perceptions and acceptance of novel technologies in rural schools. However, challenges exist. Many teachers lack the knowledge to use Virtual Lab effectively. Limited electricity supply, insufficient school support, and a lack of professional development hinder Virtual Lab adoption. To overcome these, the study recommends tailored professional development and school support. Looking ahead, future research should shift its focus towards exploring learners’ perceptions and experiences regarding the integration of Virtual Lab to gain a holistic understanding of its uptake in education
Water memory & control: Vaalharts Canal Museum and Education Centre
No full textDissertation (M.Arch.(Architecture))--University of the Free State, 2023In the following dissertation, the education, influence, and importance of water a on the existing waterway systems and area will be discussed.
The main research question was: How can an educational waterway exhibition centre of an integrated canal waterway hold the memory and phenomenology of a place in order for growth in Hartswater in the Northern Cape (Fig. 4)?
Previous attempts to keep the history and educational moments separate in the form of a museum in close proximity, did not successfully maintain the space and create multiple opportunities. That is why this dissertation will focus on the history and impact of the canal, but creating an educational opportunity and space to learn and develop the current systems and knowledge.
Analysing different case studies and precedents led me to research the influence of water and the canal waterway on the cultural significance of the design of a museum and education centre. The proposed design creates a collective space for teaching about water conservation and different learning opportunities about agriculture and water, through the unique use of a Water Memory & Control Museum that is supported by the community and supports the community, in return
SMEs digital divide: an analysis of factors influencing ICT adoption
No full textDissertation (MCom.(Business Management))--University of the Free State, 2023Information and Communication Technology (ICT) enables Small and Medium Enterprises (SMEs) to operate with flexibility, provided they possess the necessary ICT tools. However, ICT adoption can exacerbate the digital divide among SMEs. Therefore, this study aimed to investigate the factors that influence ICT adoption among SMEs in South Africa, using the digital divide approach. The study used the Technological, Organisational, and External (TOE) model developed by Tornatzky and Fleischer in 1990 as the theoretical framework.
SMEs play a crucial role in the economy by creating employment, promoting exports, and encouraging entrepreneurship. It is important to note that there is no global definition of SMEs. Instead, institutions often base the definition on the number of employees, turnover and business assets (European Commission, 2020). Furthermore, the integration of ICT has become a centrepiece in SMEs. However, SMEs in rural areas still lag behind with the adoption of ICT. As a result, SMEs in rural areas remain with a challenge of digital divide.
A quantitative research method was adopted for this study. The study's target population was SME owners, managers, and representatives from marketing and IT departments across various industries in urban and rural areas. Data collection was facilitated through the use of a questionnaire. Also, through non-probability (quota) sampling, the study visited 200 SMEs, located in the Free State Region.
The study's findings indicated a positive correlation between TOE factors and ICT adoption. The ICT adoption is influenced by relative advantage, compatibility, top management, resource availability, ICT knowledge, and external support. In contrast, government support does not influence ICT adoption in SMEs. Moreover, the results demonstrated that factors, such as location and industry, slightly strengthened the relationship between TOE factors and ICT adoption. Furthermore, studying the factors influencing ICT adoption, highlighted the disparities in access and use among different types of SMEs, potentially leading to policies aimed at reducing the digital divide. In this way, the study made a valuable contribution to the existing body of literature on ICT adoption
Factors influencing lecturers’ retention in a South African university
No full textDissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2023Most university first-year students do not get an opportunity to graduate in the presence of their first-year lecturers because their lecturers would have moved to another university. The identified challenge for this study is that universities cannot retain their lecturers. The question now is why are they are failing to retain their lecturers for longer. The research question was formulated from the research problem, i.e., what factors influence the lecturers’ retention in a South African University? Subsequently, the aim of the study was formulated as the focus was on exploring factors influencing lecturers’ retention in a South African University. The qualitative research approach was chosen for collecting and analysing the data. The University stakeholders are the population, and the sample consists of fourteen participants. That is six lecturers with more than three years of working experience, four Human Resource Management (HRM) staff and four Deans/Heads of Departments (HoDs). Sampling was done using three forms of selection: purposive, convenient and snowball. As a result, a rural campus in South Africa was selected as the research site. The above-mentioned participants were interviewed by means of semi-structured interviews as a method of collecting data. Thereafter, Braun and Clarke’s six-step thematic analysis method was adopted for analysing the data with the use of the themes. Once the data was analysed and interpreted, the findings were as follows: universities are not providing a conducive work environment for teaching and learning. Additionally, as minor as it may seem, poor internet connection is a major challenge for lecturers. The excellence awards ceremony and incremental payments resulting from outstanding performance should be implemented as part of the reward systems. One of the recommendations for universities is to build housing units for lecturers on campus. Consequently, it will have a competitive advantage when the university can retain its lecturers by satisfying their needs. As a result, stakeholders such as HRM staff will focus on other matters than always filling the lecturers’ vacancies, and students will have the first-year lecturers present at their graduation ceremony. In addition, there will be a rich pool of experienced supervisors to guide the post-graduate students from the beginning until the end
Interventions to improve young men’s utilisation of HIV-testing services in KwaZulu-Natal, South Africa: perspectives of young men and health care providers
No full text: HIV-testing services (HTS) are an important point of entry to prevention and treatment of HIV in South Africa. Despite the availability of HTS across the region and in SA, the uptake among men remains low, especially young men residing in rural and peri-urban communities. This study aimed to explore interventions that could improve the uptake of HTS among young men in KwaZulu-Natal.
: A descriptive exploratory qualitative study was conducted in which 17 young men and two health care providers in Ladysmith were purposively and conveniently sampled. Data were collected through semi-structured interviews using WhatsApp and landline audio calls between September and December 2021 and thematically analysed.
: An improvement in the health care provider attitudes and service delivery, establishment of adherence clubs for young people living with HIV, ensuring a diverse and balanced health care provider staff composition at primary health care facilities, and increased demand creation in spaces frequented by men are vital for enhancing access and utilisation of HTS among young men. Additionally, health care providers believe that the presence of male health care providers, investment in health education, prioritising men in the morning at the primary health care facilities, and the establishment of male clinics within communities as key factors in improving the uptake of HTS among young men.
: To attract and retain young men in HTS and in HIV treatment and care, several improvements at primary health care facilities need to be implemented. These should focus on addressing the specific needs and preferences of young men, ensuring their comfort and engagement in health care.Publisher's versio
Enhancing productivity and resilience of semi-arid rangelands of southwestern Zimbabwe: a case of adaptation in extensive livestock production in a communal area
No full textThesis (Ph.D.(Sustainable Agriculture))--University of the Free State, 2023The main objective of this study was to enhance productivity and resilience of semi-arid communal rangelands through manual and livestock seed dispersions and fodder production adoption. Semi-arid communal rangelands support livestock production which is the flagship of food security and livelihoods in the areas. Three treatments; Seed + Ridges, Seed +Ridges + Brushwood, Seed + Brushwood and a Control were used to reseed a degraded semi-arid communal rangeland. Results showed that Treatment had a significant effect on reseeding. Grass seedling counts were significantly higher (p<0.01) at treatments Seed + Ridges and Seed + Ridges + Brushwood. Grass species diversity increased at treatment Seed + Ridges + Brushwood where frequencies were as follows: 13.8%, 12.1%, 11.5%, 9.8%, 6.9%, 6.3% 0.6%. Most observed grass species had good forage value. Treatment also influenced biomass production: Seed + Ridges + Brushwood 0.285ᵃ t/ha, Seed + Brushwood 0.254ᵃᵇ t/ha and Seed + Ridges 0.204ᵇ t/ha and Control 0.079ᶜ t/ha.
In the second experiment, cows were used to reseed a semi-arid communal rangeland. Four treatments and a Control were used. Treatment 1: Seven days after grass seeds started showing physiological maturity, 40 animals were grazed for 24 hours on diversified grass species, after 24 hours, the animals were taken away. On the following day ten animals were randomly selected and 20g of dung collected from each animal. Treatment 2: The process was repeated after fourteen days, Treatment 3: twenty-one days, Treatment 4: twenty-eight days and for the Control a soil sample was collected from a degraded area. The dung samples were dried in a sample room. Each dry dung sample was gently mashed. River sand was collected, and heated in a dehydrator for 48 hours at 80⁰C to sterilise it. The sand was allowed to cool off, then put in labelled germination trays. Each mashed dung sample was spread in a labelled germination tray and watered. Results showed significantly higher seedling counts and species diversity in Treatments I and 2 than in Treatments 3 and 4. Seedling counts increased from day 7 to day 14 but decreased from day 21 to day 28. This seed dispersion method is effective however, time factor is very important for its success. Observed grass species had good forage value.
An investigation on fodder production adoption in semi-arid communal areas was conducted through a structured questionnaire administered to 125 farmers. Results showed a proportion of 61.4% of respondents used fodder, 1.3% used commercial feeds and 37.7% used both. Respondents preserved their fodder as indicated by 86.7% who prepared hay, while 13,3% prepared silage. Livestock species supplemented during the dry season included cattle, goats and donkeys. Fodder production adoption had an effect on livestock mortalities; 97.3% of respondents said mortalities decreased and 2.7% saw an increase A survey to investigate allocation of financial resources from livestock sales to family needs was conducted through a structured questionnaire administered to 125 randomly selected farmers. Survey results showed 95% of respondents sold livestock to private buyers and 5% to abattoirs. A proportion of 52% of respondents conducted livestock sales every 3 – 6 months and 35% 6 – 12 months. Usually sold animals included: cattle 31.0%, goats 27.6%, Chickens 27.6%, sheep 9.2% and donkeys 4.6%. Money from livestock sales was allocated as follows; food 33.3%, medication 33.3%, school fees 27.3% and restocking 6.1%. The results indicate that semi-arid communal farmers sell their livestock, and that their animals are a store of wealth used to enhance food security and livelihoods.
In conclusion, results of the two experiments show effectiveness of restoring degraded environments through manual/mechanical and livestock seed dispersions. Grass species diversity and forage value can be increased through manual and livestock seed dispersions. By manually dispersing seeds, results show that biomass production can be increased on low producing semi-arid communal rangelands, since production trebled at Treatment; Seeds + Ridges + Brushwood and doubled at Seeds + Ridges. The methods promise to be useful tools for restoring semi-arid communal rangelands, which have been constrained by degradation for many years, thereby raising productivity and resilience, which in the long term will boost livestock productivity in the areas. Further to being effective, the reseeding methods, are environmentally friendly, cheap and easy to implement.
Results of the fodder production adoption survey showed high adoption among farmers which promises to reduce over dependency on rangelands for livestock feed and enhance natural regeneration in the long term. Fodder production adoption promises to be a useful tool for permanently solving feed shortages in semi-arid communal areas.
Results of the financial resource allocation survey, showed that farmers sell livestock periodically and use the money to buy food, medication, pay school fees and restock to make livestock production sustainable. All these, significantly confirm that semi-arid communal rangelands play a pivotal role in food security and livelihoods
The potential of South African curriculum statements to promote more-than-human communal relationships: an ecojustice perspective
No full textThesis (Ph.D.(Education))--University of the Free State, 2023The South African curriculum has undergone several changes since the Apartheid-Era, in an attempt to transform its education system and rid it of the injustices of the past. The curriculum therefore plays a significant role in making sure that learners are empowered with the necessary knowledge and skills to be functioning members of society regarding ecological issues. Curriculum development and implementation can be a long-term solution to address ecological issues. Hence, the implementation of the , which comprises of different for the different learning areas of every phase of education.
This study was aimed at exploring the potential of for promoting more-than-human communal relationships from and ecojustice perspective. The study was therefore aimed specifically at exploring the extent to which the (2014) specifically the for Natural Sciences Grades 7-9, is able to nurture the relationship(s) between humans and the more-than-human world. In order to reach the aim of my study, I made use of a literature review as well as a document analysis and policy analysis. I first unpacked the implications of an anthropocentric worldview for education and the interconnectedness between humans and the more-than-human. The educational implications of a shift from an anthropocentric to an ecocentric worldview for establishing relationships between humans and the more-than-human, was then foregrounded. I further explored the ways in which ecojustice and ecojustice education can be reconceptualised for the nurturing of more-than-human communal relationships. After conducting the literature review, I was able to explore the potential of South African curriculum statements for promoting harmonious more-than-human communal relationships by analysing the (Act 108 of 1996), the Act (Act 107 of 1998) and the for Natural Sciences (Grades 7-9) (2014). The findings from my document analysis suggested that even though the (1996), provides a legislative framework for the safeguarding of the environment, it is silent on issues relating to environmental remediation. The enactment of the NEMA (1998) provides guidelines for ways in which the environment is managed and for the ways in which environmental management is implemented in an attempt to promote sustainability. One of the ways in which sustainability can be promoted is through education. By analysing the CAPS (2014), I found that the South African curriculum does promote sustainability and in doing so, it also nurtures the relationship between humans and the more-than-human. This analysis enabled me to comment and make suggestions on the potential of South African curriculum statements for promoting harmonious more-than-human-communal relationships. These suggestions involve the inclusion of teachings on anthropocentrism and African communitarianism in the explicit curriculum
Cellulase saccharification of rooibos biomass pretreated with horseradish peroxidase
No full textDissertation (M.Sc.(Botany))--University of the Free State, 2023Worldwide industrilization has led to economic activities (such as burning of fossil fuels) that enhance greenhouse gas emmissions in the atmostphere, resulting in a phenomenon known as global warming. Therefore, the use of agricultural residues to produce second generation biofuel (2G) can lead to a reduction in carbon dioxide (CO₂) emissions. However, it has been challenging to produce biofuel from agricultural residues, due to the presence of lignin in the plant biomass. Lignin causes non-specific binding of the glycoside hydrolases (GHs) to the biomass, reducing their efficiency. Therefore, it is vital to remove lignin before the production of biofuel. Most chemical methods are effective in removing lignin but are expensive and hazardous to the environment and human health. Hence, there is a need to find cheaper alternative methods that are sustainable, renewable, and environmentally friendly, such as the use of biological pretreatment. This study aimed to delignify fermented rooibos using purified horseradish peroxidase (HRP) and to formulate a holocellulolytic enzyme cocktail for conversion of the delignified fermented rooibos biomass to soluble sugars.
The results indicated that HRP was partially purified, with activity on guaiacol, 8-aminoquinoline, and decolourised methylene blue dye. HRP had a pH optimum of 4.5 and displayed a mesophilic temperature range. It had higher affinity towards guaiacol (Km= 0.082 mg/mL) compared to 8-aminoquinoline (Km= 0.221 mg/mL), but it efficiently catalysed both guaiacol (63436.48 s⁻¹ . mg/mL) and 8-aminoquinoline (59189.81 s⁻¹ . mg/mL). The partially purified HRP was used to pretreat the fermented rooibos biomass to remove lignin. Scanning electron microscopic (SEM) analysis showed lignin removal, exposed microcrystalline cellulose fibres and the changed structure of the biomass. These observations were corroborated by the Fourier Transform Infrared (FTIR) spectroscopy, which showed reduction of ester-linkages and phenolic functional groups. X-ray diffraction (XRD) analysis confirmed that pretreated biomass had reduced crystallinity compared to the control (untreated) biomass. Cellulose model substrates (Avicel and filter paper) were used to elucidate the mechanisms HRP uses to reduce the crystallinity of cellulose fibres. The results suggest that HRP treatment increased cellulose crystallite sizes from 45 to 47 nm at the 002 lattices in Avicel and decreased from 60.7 to 59.3 nm in filter paper. These modifications enhanced hydrolytic enzymes’ accessibility (demonstrated using endoglucanase) to the pretreated rooibos biomass than the control. Commercial cellulases and xylanases were used to formulate the holocellulolytic enzyme cocktail (HEC). The HEC converted the HRP delignified rooibos biomass to soluble sugars, producing about 95% yield of total reducing sugars at enzymes load of 25 mg /g biomass