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The influence of introduced forest management practices on transformative social learning in a selected social-ecological forest community : a case of PFM and REDD projects at Pugu and Kazimzumbwi Forest Reserves in Tanzania.
No full textThis research investigates the influence of introduced forest management approaches on
transformative social learning in the community surrounding the Pugu and Kazimzumbwi forest
reserves in Tanzania from 2000 to 2015. The term transformative social learning
reflects an understanding of learning processes that emerge through conscious changes in the
perspectives of individuals or communities while interacting with forest management practices.
The investigation explores the learning (if any) that occurred in the community and how and why
the learning occurred. It also explores whether the learning was social and transformative and
examines the conditions that enable or constrain transformative social learning at the Pugu and
Kazimzumbwi community. Thus, the three concepts of social learning, transformative learning,
and social practices are central to the research.
Participatory Forest Management (PFM) emerged globally in the early 1980s to mobilise rural
capabilities and resources in development and environmental stewardship. The Pugu and
Kazimzumbwi community was introduced to Participatory Forest Management (PFM) projects
by the late 1990s. The recent global focus on empowering communities around forests has drawn
attention towards transformational adaptation to climate change impacts and building resilience
capacities. As a result, in 2011 the Pugu and Kazimzumbwi community started working with a
project for Reduction of Emissions through Deforestation and forest Degradation (REDD),
which forms a key focus in this study as the most recently introduced PFM with embedded social
learning assumptions.
This research is designed and conducted as a qualitative case study. The research seeks to
study the complex object of socially and contextually constructed learning through a systemic
exploration of learning,using semi-structured interviews, focus group discussions, analysis of
documents and archival records as well as observations and a reflexive workshop. Supportive
information throughfield notes and audio voice and video recording was also generated. A
contextual profile of the research site was conducted in March 2012, prior to the actual data
collection in 2013 and 2014. Field explorations during the contextual profile helped to
describe the research site and promote initial understanding of the context. During data
collection, field inquiries based on interactive relationships between a researcher and
participants stimulated practice memories and people’s living experiences with forestry and
the introduced PFM projects under examination. Analysis of data employed analytical modes
of induction, abduction and retroduction. Thick descriptions of learning obtained from fieldi
based interactionswere produced before re-contextualising data through theoretical lenses.
The research employed realist social theory by Archer (1995), under-laboured by critical
realism, and practice theory advanced by Schatzki (2012) and Kemmis et al. (2014). The
research process as a whole was underlaboured by the layered ontology of critical realism
which proposes emergence of phenomena in open systems as shaped by interacting
mechanisms which in this study were both material / ecological and social /political
/economic /cultural. And more..
Constructing a local approach to journalism education: A study of Zambian educators’ conceptualisation of the ideal journalism curriculum
No full textThis research is an investigation of Zambian journalism educators’ conception of the knowledge, competencies and values that should inform their teaching practice. The study establishes how such educators conceptualise of the purpose of journalism education within the Zambian context. As part of this examination, it identifies characteristics of this context that educators regard to be of relevance to their conceptualisation of such purpose. It then identifies what they understand as the implications for the design of the ideal journalism education curriculum. The study assesses the relevance of these perspectives to the teaching of journalism in Zambia, as an example of an African country with a ‘developing’ economy.
The study draws for its theoretical framework on journalism studies generally and scholarship about journalism education more specifically. It is argued that a review of the global history of journalism education points to the existence of three main traditions of teaching that have developed internationally. The first of these traditions is described as being dedicated to the project of ‘professionalisation’; the second to the production of ‘critical practitioners’, and the third to the project of ‘social development’. These traditions are based on different understandings with regard to the principles on which journalism education programmes should be based and the kind of knowledge that they should draw on. It is noted that this body of literature does not include extensive research of the way in which particular groups of African journalism educators respond to these traditions. In order to contribute to such research, the empirical component of this study sets out to explore Zambian journalism educators’ conceptualisation of journalism education within their own social context. It does so by means of an exploration of journalism educators based, respectively, at the Evelyn Hone College of Applied Arts (EHC) and the University of Zambia (UNZA)’s Mass Communication Department. The foremost conclusion of the research is that both the professionalising and developmental tradition can be observed to influence the participants’ discussion
The development of a recommended digital marketing strategy for Pan Macmillan, South Africa
No full textThis research attempts to create a recommended digital marketing strategy for Pan Macmillan,
South Africa.
As a result of the advance of technology and the increase of connectivity, digital marketing is
becoming a highly important tool with regards to competitive advantage, differentiation and
the overall marketing of a company and its product or service (Barwise and Farley, 2005, p.
68). Digital marketing is, in South Africa specifically, a relatively new concept (Sandmann,
2014, p. 1). If South African companies are able to efficiently utilise the gap in the market,
they will ensure a significant competitive advantage (Sandmann, 2013, p. 1). In order to
accomplish this successfully a digital marketing strategy must be created and adopted to ensure
a full understanding of the requirements of effective digital marketing. This research focusses
on understanding digital marketing requirements in relation to a South African book publisher
and how those requirements can be met by the publisher through the development of a digital
marketing strategy.
The literature has been reviewed and previous research indicates that an established framework
is needed to guide the development of a digital marketing strategy. The framework used in this
research is the RACE framework (Chaffey and Bosomworth, 2013, p. 14) which is used in
conjunction to the SOSTAC planning system (Chaffey and Bosomworth, 2014, p. 11) and the
7 steps to digital marketing strategy creation (Chaffey and Bosomworth, 2014, p. 2). The
literature suggests that a combination of the established traditional marketing strategy of a
company and current digital marketing practices and tools is the most practical with regards to
the development of a successful digital marketing strategy, implementation and evaluation. In
order to understand the current marketing strategy and practices of Pan Macmillan, interviews
with the Marketing Manager of the company were conducted as well as an analysis of
marketing documents relating to Pan Macmillan’s current marketing actions. Results of the
interviews and documentation analysis showed that Pan Macmillan had many elements digital
marketing but no decisive digital marketing strategy. Using the selected frameworks and
information gathered on the company’s marketing practices, digital marketing goals were
established and a digital marketing strategy was created.
The goals of the research were reached as a recommended digital marketing strategy was
developed for Pan Macmillan based on the assessment made, using RACE, SOSTAC and the 7 steps to digital marketing creation, of the company’s current practices, challenges and
opportunities with regards to digital marketing
A study on the role of the media in identity formation among isiXhosa speaking youth in Grahamstown with focus on SABC’s Yo TV
No full textThis study explores the use of African languages, more specifically isiXhosa, in the South African
Broadcasting Corporation (SABC). It does this by investigating the YO TV programme and its
impact on identity formation amongst isiXhosa speaking youth.
The research was conducted in Grahamstown which is located in the Eastern Cape province of
South Africa. Young isiXhosa speakers were used as participants for questionnaires and focus
group interviews. The location of the study within the Eastern Cape was driven by the fact that
Grahamstown consists of mainly isiXhosa speakers, and young people are a big part of the
population. Secondly, the participants were chosen in order to look at how isiXhosa and the Xhosa
culture are represented in the YO TV programme through the lenses of young people who speak
the language, and whether the representation of these two aspects plays a role in the formation of
their identity.
The goals of the research were to explore the relationship between language and youth identity,
and the role of television in the construction of this identity. The research looked at the SABC’s
YO TV which is a youth programme targeting South African youth who speak different languages
and the role it plays in constructing the identity of isiXhosa speaking youth in relation to language
and culture. It also examined for what purpose isiXhosa was used in the YO TV programme. The
study further identified and critically analysed the already existing strategies used by the SABC to
promote African languages in youth programs.
The study made several findings, one of these being that there is a relationship that exists between
language, culture and identity. As a result of this relationship, this study found that when one of
these aspects is less represented on television, it affects the other(s). Thus, little representation of
isiXhosa on YO TV has an impact on the identity formation of young isiXhosa speakers as they
believe that language and culture are a part of who they are, their identity. This study also
discovered that institutions of power such as the media play a key role in affirming the identity of
young people. They play a role in influencing the way young people reason and do things.
This study argues that television programmes such as the YO TV programme must use African
languages, as well as English because the use of African languages adds value to how young people
perceive them. The use of African languages on television will contribute to their growth and development. Moreover, the use of these languages in the media contributes in identity
construction of young African language speakers
A Photographic Guide to Freshwater Fishes of Kenya.
No full textThis book is dedicated to the original authorities of freshwater fishes of Kenya, who made tireless efforts to describe and name fish species, before, during and post exploration times
Inorganic Chemistry IV Paper 11: INC4114
No full textExamination on Inorganic Chemistry IV Paper 11: INC4114, Nov 201
Business Information Systems 1: BUIS1/0, BIS1011, BIS1B13
No full textExamination on Business Information Systems 1: BUIS1/0, BIS1011, BIS1B13, Nov 201
"Poor bcoz uneducated, undeducated bcoz poor"
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
"We are talking about a revolution"
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
Dr Sizwe Mabizela joining in the singing
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest