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Implementation of land reform post-settlement support programme in the Eastern Cape : Amathole District Municipality
No full textAbstracts in English, Xitsonga and Northern SothoWhile land reform aims to promote socio-economic growth by giving farmers the chance to engage in productive land use and by promoting investment, most land reform beneficiaries do not utilise land to its full potential. This is typically linked to the government's inadequate post-settlement support. Based on this, the study set out to determine how post-settlement support impacts black emerging commercial farmers' on-farm productivity, examine the benefits and drawbacks of post-settlement support policy in practice, and establish the obstacles which post-settlement beneficiaries should overcome in order to transform commercial agriculture.
The researcher used case studies which included government representatives from the Department of Agriculture, Land Reform and Rural Development, the Department of Rural Development and Agrarian Reform, and land reform beneficiaries. Data was collected through semi-structured face-to-face interviews with the study participants, and all ethical guidelines were followed. The interviews were guided by the interview schedule developed by the researcher, which contained questions specified in accordance with the study objectives. The inquiries made were intended to meet the study's research questions. Data from the study was descriptively analysed by developing themes and sub-themes.
The effectiveness of the legal framework for land reform depends on how well it is implemented. Post-settlement support is thought to have the ability to help improve agricultural productivity. The results show that there is inadequate budget allocation for farmer support, lack of beneficiary commitment, farmers not being fully involved in the formulation of the business plan, and underperforming implementing agencies and mentors. Attempts to help as many farmers as possible with limited resources have had little effect. Additionally, there are issues with information access in the agricultural sector, including limited access to data on market trends and production, as well as a lack of cooperation between DRDAR and DALRRD. Policy recycling occurs without considering the lessons learned from earlier policies or programmes. Additionally, there is non-adherence to some of the 7C policy implementation protocols. There is a need for an integrated farmer support package to align policy with practice, leveraging from private sector funding, an inclusive policy review process, and a review of the modes of delivery.Loko mpfuxeto wa misava wu ri na xikongomelo xa ku kondletela ku kula ka vanhu na ikhonomi hi ku nyika van'wamapurasi xivandlanene xa ku tirhana na ntirhiso wa misava lowu nga na ntshovelo na hi ku kondletela vuvekisi, vavuyeriwa va mpfuxeto wa misava vanyingi a va tirhisi misava leyi kufikela eka vuswikoti bya yona bya vutalo. Hi ntolovelo leswi swi xakelanisiwa na nseketelo wa le ndzhaku ka ntshamisekiso lowu nga ringanelangiki wa mfumo. Hi ku ya hi leswi, ndzavisiso lowu wu na xikongomelo xa ku kumisisa hilaha nseketelo wa le ndzhaku ka ntshamisekiso wu khumbaka hakona vutshoveri bya le mapurasini bya van'wamapurasi va xibindzu lava ha tumbulukaka va vantima, ku kambela mivuyelo na swirhalanganyi swa pholisi ya nseketelo wa le ndzhaku ka ntshamisekiso leyi tirhisiwaka, na ku tumbuluxa swihingakanyo leswi vavuyeriwa va le ndzhaku ka ntshamisekiso va bohekaka ku swi hlula ku kota ku cinca vurimi bya xibindzu.
Mulavisisi u tirhise milavisisakheyisi leyi katseke vayimeri va mfumo kusuka eka Ndzawulo ya Vurimi, Mpfuxeto wa Misava na Nhluvukiso wa Matikoxikaya, na Ndzawulo ya Nhluvukiso wa Matikoxikaya na Mpfuxeto wa Masimu, na vavuyeriwa va mpfuxeto wa misava. Switiviwa swi hlengeletiwile hi ku tirhisa tiinthavhiyu to va mi langutanile leti nga na xivumbekohafu na vatekaxiave va ndzavisiso, naswona swiletelo swa matikhomelonene hinkwaswo swi landzeleriwile. Tiinthavhiyu leti a ti leteriwa hi xedulu ya tiinthavhiyu leyi hluvukisiweke hi mulavisisi, leyi a yi ri na swivutiso leswi boxiweke hi ku fambisana na swikongomelo swa ndzavisiso. Swivutiso leswi vutisiweke a swi ri na xikongomelo xa ku fikelela swivutiso swa ndzavisiso. Switiviwa kusuka eka ndzavisiso lowu swi xopaxopiwile hi ndlela yo hlamuselaka hi ku hlawulekisa hi ku tumbuluxa mikongomelo na mikongomelotsongo.
Matirhelo ya kahle ya rimba ra xinawu ra mpfuxeto wa misava ri lawuriwa hi hilaha ri tirhisiwaka kahle hakona. Engetelo wa le ndzhaku ka ntshamisekiso wu ehleketiwa ku va wu kota ku pfuna ku antswisa vutshoveri bya vurimi. Mivuyelo yi komba leswaku ku na avelo wa mpimanyeto wo kayivela eka nseketelo wa van'wamapurasi, mpfumaleko wa vutiboheleri bya vavuyeriwa, van'wamapurasi a va khumbeki hi ku hetiseka eka vuvumbi bya pulani ya bindzu, na tiejensi na vadyondzisantirho vo simeka lava tirhaka hi ndlela ya xiyimo xa le hansi. Miringeto ku pfuna van'wamapurasi vo tala hilaha swi kotekaka hakona hi swipfuno swo tsongahala yi vile na xitandzhaku xitsongo. Hi ku engetela, ku na swiphiqo swa mfikelelo wa vuxokoxoko eka sekitara ya vurimi, ku katsa na mfikelelo wo tsongahala wa switiviwa hi mayelana na mikhuva ya le timakete na ntshovelo, xikan'we na mpfumaleko wa ntirhisano exikarhi ka DRDAR na DALRRD. Ku vuyelerisa tipholisi swa endleka ku ri hava ku tekela enhlokweni tidyondzotsongo leti dyondziweke eka tipholisi ta le masungulweni kumbe minongoloko ya le masungulweni. Hi ku engetela, ku na ku nga landzeleriwi ka yin'wana ya milawu ya matirhiselo ya tipholisi ta 7C. Ku na xidingo xa mpako wa engetelo wa van'wamapurasi lava pfanganisiweke, mfambelaniso wa pholisi na maendlelo, ku tirhisiwa xuma xo lombiwa xa sekitara leyi nga riki ya mfumo, phurosese ya nkambisiso wa tipholisi leyi katsaka hinkwavo, na nkambisiso wa tindlela ta mphakelo.Le ge tsosoloso ya naga e ikemiseditse go godisa kgolo ya ekonomi ya leago ka go fa balemi sebaka sa go kgatha tema go tshomiso ya naga ya tsweletso le ka go godisa peeletso, baholegi ba bantsi ba tsosoloso ya naga ga ba somise naga ka tshwanelo. Se se sepelelana le go se be le thekgo ya mmuso ka morago ga tefo. Go lebeletswe se, nyakisiso e dirilwe go utolla ka moo thekgo ya ka morago ga tefo go huetsago balemi ba kgwebo ba bathobaso go tsweletso ya temo, go lekola dikholego mafokodi a pholisi ya thekgo ya ka morago ga tefo mo tirisong, le go lebelela mathata ao baholegi ba ka morago ga tefo ba swanetsego go fetola temo ya kgwebo.
Monyakisisi o somisitse dithuto tsa go tsenelela tseo di akaretsago baemedi ba mmuso go tswa go Kgoro ya Temo, Tsosoloso ya Naga le Tlhabollo ya Dinagamagae, Kgoro ya Tlhabollo ya Dinagamagae le Tsosoloso ya Temo, le dikholego tsa tsosoloso ya naga. Data e kgobokeditsego ka dibopego tse dinnyane ka dipoledisano tsa sebele le bakgathatema ba nyakisiso, gomme ditlhahli ka moka tsa maitshwaro di latetswe. Dipoledisano di hlahlilwe ke lenaneo la dipoledisano leo le dirilwego ke monyakisisi, leo le nago le dipotsiso tseo di nepilego dinepo tsa nyakisiso. Dinyakisiso tseo di dirilwego di be di ikemiseditse go fihlelela dipotsiso tsa thuto ya nyakisiso. Data go tswa nyakisisong e sekasekilwe ka go hlaloswa ka go dira direrwa le direrwana.
Go soma ga tlhako ya molao wa tsosoloso ya naga go ithekgile ka gore e phethagatswa gabotse bjang. Thekgo ya ka morago ga tefo e tsewa go ba e thusa go kaonafatsa tsweletso ya temo. Dipoelo di bontsha gore go na le tekanyetso ye e lekanego go thekga balemi, ga go na boikgafo go baholegi, balemi ga ba kgathe tema ka botlalo go peakanyo ya kgwebo, bommaditsela le baeletsi ba go se some gabotse. Maiteko a go thusa balemi ba bantsi ka mo go kgonegago le methopo ye mennyane a bile le khuetso ye nnyane. Go tlaleletsa, go na le ditaba ka phihlelelo ya tsehedimoso mo lekaleng la temo, go akaretsa phihlelelo ye nnyane ya data go taetso ya mmaraka le tsweletso, gammogo le go hloka tirisano gare ga DRDAR le DALRRD. Go buswa gape ga dipholisi go direga ntle le go lebelela dithutwana tseo go ithutilwego go tswa go mananeo a dipholisi a peleng. Go tlaleletsa, ga go na tshepagalo go ditshepediso tsa phethagatso ya pholisi ya 7C. Go na le tlhokego ya sefala sa thekgo ya balemi yeo e kopantswego, go kopanya pholisi le tiriso, go adima go tswa go sekhwama sa lekala la praebete, tshepetso ya tshekatsheko ya pholisi ya kakaretso, le tshekatsheko ya mokgwa wa go aba.Ph. D. (Public Administration and Management)Public Administration and Managemen
Search for direct production of winos and higgsinos in events with two same-charge leptons or three leptons in pp collision data at s = 13 TeV with the ATLAS detector
No full textAbstract
A search for supersymmetry targeting the direct production of winos and higgsinos is conducted in final states with either two leptons (e or μ) with the same electric charge, or three leptons. The analysis uses 139 fb−1 of pp collision data at
s
= 13 TeV collected with the ATLAS detector during Run 2 of the Large Hadron Collider. No significant excess over the Standard Model expectation is observed. Simplified and complete models with and without R-parity conservation are considered. In topologies with intermediate states including either Wh or WZ pairs, wino masses up to 525 GeV and 250 GeV are excluded, respectively, for a bino of vanishing mass. Higgsino masses smaller than 440 GeV are excluded in a natural R-parity-violating model with bilinear terms. Upper limits on the production cross section of generic events beyond the Standard Model as low as 40 ab are obtained in signal regions optimised for these models and also for an R-parity-violating scenario with baryon-number-violating higgsino decays into top quarks and jets. The analysis significantly improves sensitivity to supersymmetric models and other processes beyond the Standard Model that may contribute to the considered final states
Measurement of the production cross-section of J / ψ and ψ ( 2 S ) mesons in pp collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
Measurements of the differential production cross-sections of prompt and non-prompt
J
/
ψ
and
ψ
(
2
S
)
mesons with transverse momenta between 8 and 360 GeV and rapidity in the range
|
y
|
<
2
are reported. Furthermore, measurements of the non-prompt fractions of
J
/
ψ
and
ψ
(
2
S
)
, and the prompt and non-prompt
ψ
(
2
S
)
-to-
J
/
ψ
production ratios, are presented. The analysis is performed using 140 fb
-
1
of
s
=
13
TeV pp collision data recorded by the ATLAS detector at the LHC during the years 2015–2018
Nutraceuticals as components of sustainable poultry production systems for food and nutrition security in Africa: a review
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Poultry production plays a key role in reducing food and nutrition insecurity in developing countries. However, as the poultry industry continues to grow, its future is in doubt due to economic, environmental, and social sustainability challenges. To address these challenges, poultry production practices must be optimized for food security, human health, economic viability, and environmental stewardship. At the core of this sustainability endeavour are the substantial nutritional and health requirements of birds that are raised intensively. Nutrient-dense feed resources such as maize and soybeans are indispensable in most poultry production systems in Africa, yet these grains are also direct nutrient sources for humans. This has increased their demand and prices on the world market. In addition, frequent disease outbreaks pose viability challenges that are traditionally mitigated using antibiotic growth promoters (AGPs). However, this practice has led to the undesirable propagation of antibiotic-resistant microbes and production of antibiotic residue-containing poultry products. Alternatives to AGPs such as phytogenic products are required to address some of these challenges. Phytogenics contain nutraceuticals that can boost feed efficiency, bird immunity, and product quality without the negative outcomes associated with AGPs, thus promoting sustainable poultry production. However, phytogenics have not been widely adopted in the poultry industry for a variety of reasons, which are interrogated in this review. The objective of this paper is to explore and evaluate the role of nutraceuticals in sustainable poultry production systems and how they can be used to enhance food and nutrition security in Africa. Optimal usage of phytogenics has the potential to sustain poultry meat and egg production as primary animal protein sources for a growing global human population, especially in developing countries
A case study of high school learners' and social workers' experiences and challenges in the face of COVID-19 disaster in low socio-economic environments
Get PDFText in EnglishThe COVID-19 pandemic resulted in South Africa being placed on alert level 5 from 27 March 2020 for the lockdown period, with restrictions on the movement of persons and goods in terms of the Disaster Management Act, Act 57 of 2002. The strict lockdown measures resulted in social isolation, the closing of schools and the economic environment, and the closing of all social events, sports, and religious gatherings.
The purpose of this study was to develop an in-depth understanding of the experiences and challenges high school learners faced in a low socio-economic environment during the COVID-19 nationwide lockdown to explore the challenges high school learners face during any disaster when schools are forced to close. This study was done from a social work perspective to contribute to school social work practices providing for the emotional and material needs of high school learners during any disaster. Therefore, the experiences and challenges of school social workers in this situation were also explored.
The researcher used the ecological system theory. This study undertook a case-study-based qualitative approach to investigate the impacts of the COVID-19 pandemic, complimented by the explorative, descriptive, and contextual designs. Data collection was carried out through face-to-face, semi-structured interviews guided by a set of open-ended questions, involving both high school learners and school social workers. Additionally, their behaviour was observed and documented during these interviews. A purposive sample was selected from the research population for this purpose.
The research population for this study included all high school learners as well as school social workers from different schools in a low socio-economic environment in the Pretoria West suburb of Pretoria. The process that the researcher used to analyse the qualitative generated data involved the steps set out by Tesch and the ATLAS.ti 23 software qualitative research tool used for coding and analysing transcripts. Data were verified through participants' review, triangulation, peer examination, and the audit trail.
The study offers significant insights and recommendations for school social workers dealing with high school learners from a vulnerable environment during a forced school closure. The study found that high school learners and school social workers appreciated the chance to share their narratives and vent their emotions. Forced school closure compromised the rights of learners to education, continuing to provide essential material needs, emotional support, socialisation, and emotional well-being. On the other hand, school social workers were not able to fully provide for the above needs due to the lockdown restrictions, limited resources, lack of training, limited access to learners, and emotional strain. The results include that school social workers play a vital role when schools are forced to close during a pandemic or disaster, to seek agreeable measures to assist learners with their material and psycho-social needs. Using the study's findings, the researcher created a list of suggestions for social policies, social work practice, further research, training and a contribution to social work knowledge.M.A. (Social Work)Social Wor
Ho sekaseka ho kengoa ts'ebetsong ha leano la tsoelopele Thutong le Koetlisong e Tsoelang Pele Profinseng ea Mpumalanga : thuto-taba ea likolo tse phahameng Seterekeng sa Mbombela
No full textAbstracts in English, Afrikaans and SothoTo increase the number of enrolments in South African universities, there is a need to increase the number of learners that make it to matriculation stage every year. To reach the matriculation stage which is grade 12 is not sufficient, but rather passing the stage and obtaining a pass requirement that qualifies the learners for entrance into the university is needed. This attainment is the dream of every learner and one of the educational goals the Department of Basic Education wants to see being actualised. The introduction of the National Policy Pertaining to the Programme and Promotion Requirements of the NCS, otherwise referred to as the progression policy, in the year 2013 looks set to achieve this goal. The aim of this research was to analyse the implementation of the progression policy in Further Education and Training (FET) in Mpumalanga Province. A literature study was undertaken to unearth what progression policy entails, to gauge the opinions of different stakeholders and importantly to locate where progression policy is being practised around the world apart from South Africa. Qualitative research was used in the form of open-ended questionnaires to collect relevant data in order to determine and analyse the situations surrounding the implementation of progression policy in the selected schools. The study employed a case study research design which is an appropriate research design in qualitative research. The choice of transformative theory was necessary in advancing policy implementation as transformative. An interpretivist paradigm, which takes into consideration the subjective opinion of the participants was employed. A convenience sampling method was applied in which six high schools were selected and seven participants in each school were selected for the purpose of data collection. The principal, three SMT members and three class teachers, were the participants selected from each school Document review was used in the process of data collection and content analysis was deployed in the analysis of data collected. All six schools are under the Mbombela Circuit in Mpumalanga Province. The findings of the study revealed amongst other things that; the progression policy was introduced to assist learners who are struggling and might possibly drop-out of school if no action was taken; the progression policy is seen as the policy that allows learners to progress to the next class even if such learners have not been able to meet the pass requirements; the positive and negative aspects resulting from the implementation of the Progression Policy in the FET; and also that the policy protects learners from repetition and dropping out of school at an early stage. Other findings were the performance of each school in the matriculation examination in 2021, including the progressed learners as depicted in Table 5.5 and Figure 5.5. The study also found that looking at the representation, that there is a link between implementation and the performance of progressed learners. Many teachers are said to be unaware of what is expected of them, and it was noted that school needs to offer support and monitor the progress of support given to progressed learners Recommendations were given to the policy makers, the schools and the teachers on the effective implementation and for perfecting the ongoing practices on implementation. It was concluded that teachers need to be timely informed through effective training programmes, workshops and continuous professional teacher development. Adequate support for teachers was suggested in order to be adequately prepared to assist struggling learners.Om die aantal inskrywings by Suid-Afrikaanse universiteite te vermeerder, is daar 'n behoefte om die aantal leerders wat deurdring na matriekstadium elke jaar te vermeerder. Om die matriekstadium te bereik, wat graad 12 is, is nie voldoende nie, maar dit is eerder nodig om die stadium te slaag en 'n slaagvereiste te behaal wat die leerders vir toelating tot die universiteit kwalifiseer. Hierdie bereiking is die droom van elke leerder en een van die opvoedkundige doelwitte wat die Departement van Basiese Onderwys wil sien verwesenlik. Die instelling van die Nasionale Beleid met betrekking tot die Program- en Bevorderingsvereistes van die NKV, andersins na verwys as die vorderingsbeleid, in die jaar 2013 lyk na die bereiking van hierdie doelwit. Die doel van hierdie navorsing was om die implementering van die vorderingsbeleid in Verdere Onderwys en Opleiding (VOO) in Mpumalanga Provinsie te ontleed. 'n Literatuurstudie is onderneem om vas te stel wat vorderingsbeleid behels, om die menings van verskillende belanghebbendes te peil en belangrik om vas te stel waar vorderingsbeleid regoor die wêreld toegepas word, afgesien van Suid-Afrika. Kwalitatiewe navorsing is in die vorm van oop vraelyste gebruik om relevante data in te samel ten einde die situasies rondom die implementering van vorderingsbeleid in die geselekteerde skole te bepaal en te ontleed. Die studie het 'n gevallestudie-navorsingsontwerp gebruik wat 'n toepaslike navorsingsontwerp in kwalitatiewe navorsing is. Die keuse van transformatiewe teorie was nodig om beleidsimplementering as transformerend te bevorder. 'n Interpretivistiese paradigma, wat die subjektiewe mening van die deelnemers in ag neem, is gebruik. ’n Gerieflikheidsteekproefmetode is toegepas waarin ses hoërskole gekies is en sewe deelnemers in elke skool vir die doel van data-insameling gekies is. Die skoolhoof, drie SBS-lede en drie klasonderwysers, was die deelnemers wat uit elke skool gekies is. Dokumentoorsig is gebruik in die proses van data-insameling en inhoudontleding is ontplooi in die ontleding van data wat ingesamel is. Al ses skole is onder die Mbombela-kring in Mpumalanga Provinsie. Die bevindinge van die studie het onder andere aan die lig gebring dat; die vorderingsbeleid is ingestel om leerders te help wat sukkel en moontlik die skool kan verlaat indien geen stappe gedoen word nie; die vorderingsbeleid word gesien as die beleid wat leerders toelaat om na die volgende klas te vorder selfs al kon sodanige leerders nie aan die slaagvereistes voldoen nie; die positiewe en negatiewe aspekte wat voortspruit uit die implementering van die Progressiebeleid in die VOO; en ook dat die beleid leerders beskerm teen herhaling en vroegtydig uitsak van skool. Ander bevindings was die prestasie van elke skool in die matrikulasie-eksamen in 2021, insluitend die gevorderde leerders soos uitgebeeld in Tabel 5.5 en Figuur 5.5. Die studie het ook bevind dat as daar na die voorstelling gekyk word, daar 'n verband is tussen implementering en die prestasie van gevorderde leerders. Daar word gesê dat baie onderwysers onbewus is van wat van hulle verwag word, en daar is opgemerk dat skool ondersteuning moet bied en die vordering van ondersteuning aan gevorderde leerders moet monitor. Aanbevelings is aan die beleidmakers, die skole en die onderwysers gegee oor die doeltreffende implementering en om die deurlopende praktyke oor implementering te vervolmaak. Daar is tot die gevolgtrekking gekom dat onderwysers betyds ingelig moet word deur doeltreffende opleidingsprogramme, werkswinkels en deurlopende professionele onderwyserontwikkeling. Voldoende ondersteuning vir onderwysers is voorgestel om voldoende voorbereid te wees om sukkelende leerders by te staan.Ho eketsa palo ea ba ingolisang liunivesithing tsa Afrika Boroa, ho hlokahala hore ho eketsoe palo ea baithuti ba fihlang boemong ba materiki selemo se seng le se seng. Ho fihla mothating oa materiki e leng sehlopha sa 12 ha hoa lekana, empa ho e-na le hoo, ho feta sethaleng le ho fumana tlhokahalo ea ho pasa e etsang hore baithuti ba tsoanelehe bakeng sa ho kena univesithing hoa hlokahala. Phihlello ena ke toro ya moithuti e mong le e mong mme e nngwe ya dipheo tsa thuto tseo Lefapha la Thuto ya Motheo le batlang ho di bona di phethahala. Ho tsebahatsoa ha Leano la Naha le Malebana le Litlhokahalo tsa Lenaneo le Phatlalatso ea NCS, ka tsela e ’ngoe e bitsoang leano la tsoelopele, ka selemo sa 2013 ho bonahala e tla finyella sepheo sena. Maikaelelo a dipatlisiso tseno e ne e le go sekaseka tiragatso ya pholisi ya kgatelopele mo Thutong le Katiso e e Tswelelang (FET) kwa Porofenseng ya Mpumalanga. Ho ile ha etsoa boithuto ba lingoliloeng ho utolla hore na pholisi ea tsoelopele e kenyeletsa eng, ho lekola maikutlo a bankakarolo ba fapaneng le ho fumana moo leano la tsoelopele le ntseng le sebelisoa lefatseng ka bophara ntle le Afrika Boroa. Lipatlisiso tsa boleng bo botle li ile tsa sebelisoa ka mokhoa oa lipotso tse bulehileng ho bokella lintlha tse nepahetseng e le ho fumana le ho sekaseka maemo a amanang le ts'ebetsong ea leano la tsoelo-pele likolong tse khethiloeng. Phuputso e sebelisitse moralo oa phuputso ea mohlala oo e leng moralo o nepahetseng oa lipatlisiso lipatlisisong tsa boleng. Khetho ea khopolo ea phetoho e ne e hlokahala ho ntsetseng pele ts'ebetsong ea maano e le phetoho. Ho ile ha sebelisoa paradigm ea mofetoleli, e nkang maikutlo a ikemetseng a barupeluoa. Ho ile ha sebelisoa mokhoa o bonolo oa ho etsa sampole oo ho oona ho ileng ha khethoa likolo tse phahameng tse tseletseng ’me barupeluoa ba supileng sekolong ka seng ba khethiloe ka morero oa ho bokella lintlha. Mosuoe-hlooho, litho tse tharo tsa SMT le matichere a mararo a litlelase, e ne e le barupeluoa ba khethiloeng sekolong se seng le se seng tlhahlobo ea Tokomane e sebelisitsoeng mothating oa ho bokella lintlha mme tlhahlobo ea litaba e ile ea sebelisoa tlhahlobong ea data e bokelletsoeng. Likolo tse tseletseng kaofela li tlas'a Lebatooa la Mbombela Profinseng ea Mpumalanga. Liphuputso tsa boithuto li senotse hara tse ling hore; leano la tsoelopele le ile la hlahisoa ho thusa baithuti ba sokolang le mohlomong a ka tlohela sekolo haeba ho se na khato e nkuoeng; leano la tsoelopele le bonoa e le leano le lumellang baithuti ho hatela pele ho ea sehlopheng se latelang le haeba baithuti ba joalo ba sa khona ho fihlela litlhoko tsa ho pasa; dintlha tse ntle le tse mpe tse hlahang ho kenngweng tshebetsong ha Leano la Tsoelopele ho FET; le hore leano lena le sireletsa baithuti hore ba se ke ba pheta-pheta le ho tlohela sekolo ba sa le banyenyane. Liphuputso tse ling e bile katleho ea sekolo se seng le se seng litlhahlobong tsa materiki ka 2021, ho kenyeletsoa le baithuti ba tsoetseng pele joalo ka ha ho bonts'itsoe ho Lethathamo la 5.5 le la 5.5. Nyakisiso gape e hweditse gore ge go lebeletswe kemedi, go na le kgokagano magareng ga phethagatso le tiragatso ya barutwana bao ba gatetsego pele. Ho boleloa hore matichere a mangata ha a tsebe hore na ho lebeletsoe eng ho bona, ’me ho ile ha hlokomeloa hore sekolo se lokela ho fana ka tsehetso le ho beha leihlo tsoelo-pele ea tsehetso e fuoang baithuti ba hatelang pele Litlhahiso li ile tsa fuoa baetsi ba melaoana, likolo le matichere mabapi le katleho. ho kenya ts'ebetsong le ho phethahatsa mekhoa e tsoelang pele ea ts'ebetsong. Ho ile ha phethoa ka hore matichere a lokela ho tsebisoa ka nako ka mananeo a koetliso a sebetsang hantle, lithupelo le ntlafatso e tsoelang pele ea matichere. Tsehetso e lekaneng bakeng sa matichere e ile ea hlahisoa molemong oa ho itokisetsa ka ho lekaneng ho thusa baithuti ba sokolang.D. Phil. (Education)Educational Studie
Distance education students’ experiences of online interaction at a rural-based university
No full textAbstracts in English, Tsonga and XhosaOnline teaching and learning are consistent with the current generation of Open and Distance e-learning, which emphasises utilising available technologies to enhance teaching and learning in flexible and convenient ways. However, online teaching and learning were hastened in most developing contexts by COVID-19, hence its numerous challenges. One of the challenges associated with online learning is the lack of meaningful interaction, which impacts online learning experiences and, invariably, student attainment. The present study aimed to explore the distance education students' experiences of interaction in online learning at a rural-based university in Eswatini. Underpinned by two theories, connectivism and the Community of Inquiry framework, the study was in the post-positivist research paradigm. The study followed a mixed-methods research approach and utilised a concurrent-triangulation design. A stratified random sample of 361 students was selected to respond to a structured questionnaire that was administered online. For the study's qualitative aspect, data from four focus groups of ten students each were collected utilising a focus group discussion technique. A purposive sampling technique was used to choose the focus group discussion participants who were considered "information-rich sources" from four programmes with the most active courses on the Moodle Learning Management System. Quantitative data was analysed using SPSS version 29. Descriptive statistics were utilised in analysing data to respond to the sub-research questions in answer to the main research question. A thematic content analysis approach was employed to analyse qualitative data from the focus group discussions. The quantitative and qualitative results were merged at the analysis and interpretation stage. According to the study results, students had a positive view of online interaction but did not include using technology in their understanding of the concept. The study also found that despite technological issues, students profited from online interaction in many ways. Students were generally not given sufficient guidance or support regarding the various facets of the online learning system. The study also identified several elements that encouraged online engagement and some factors that hampered it. It was established that while some online teaching techniques were more frequently used in online learning, others were less so. The implications for online pedagogy were that while using rare approaches could raise the quality of online contact, using standard methods often promoted lower-order forms of interaction. The study concludes that although students positively perceived what online interaction encompassed, they did not include technological interaction in their understanding of it. The study also concludes that students benefited much from online interaction. Still, they did not benefit from fully utilising the LMS features and the affordances of their devices, which were considered hindrances. It is further concluded that a general lack of training and support was provided to students regarding the various aspects of the online learning system. The study further concludes that there were factors found to be crucial in positively affecting online interaction. However, several factors negatively affected online interaction. It is concluded that there were pedagogical shortcomings in online facilitation that would favour improved online interaction quality and the attainment of higher-order learning objectives. The study's findings led to a proposed framework for an online teaching and learning agenda in a developing context. The framework is premised on addressing resource and skills gaps for course facilitators and students, underpinning online teaching and learning in scholarly instructional design approaches, online support, and online teaching and learning monitoring.U funza na u guda nga kha lubuvhisia zwi elana na murafho wa zwino wa u guda nga lubuvhisia ho vuleaho u kule, zwine zwa khwathisedza tshumiso ya thekhinolodzhi dzi re hone u 0khwathisedza u guda na u funza hu tendelanaho na na ndila dzo teaho vhathu. Fhedzi, u dzheniswa ha u funzwa na u guda nga lubuvhisia zwo tavhanyedziswa kha dziṅwe nyimele nga u bvelela ha COVID-19, zwe zwa bveledza khaedu dzo vhalaho, hu tshi katelwa u shayea ha vhukwamani vhu pfadzaho, zwi re na masiandaitwa kha tshenzhelo dza u guda, kanzhi, vhukoni ha matshudeni.
Ngudo iyi yo sedza kha tshenzhelo dza matshudeni a pfunzo ya kule dza vhukwamani ho sedzeswa u guda nga lubuvhisia kha yunivesithi ya vhupo ha mahayani ngei Eswatini. Kusedzele kwa nga murahu ha vhasedza zwivhuya kwo toka midzi kha vhutumani na thyeori dza muhanga wa tshitshavha tsha thodisiso. Ngudo dzo tevhedza kusedzele kwa ngona dza thodisiso dzo tanganelanaho na u shumisa nyolo ya thofunderaru yo sedzaho zwothe nga luthihi. Tsumbo nanguludzwa tshaya ndivhiswa yo dzidzanywaho ya matshudeni vha 361 yo nangiwa u itela u fhindula mbudzisombekanywa dzo ṋekedzwaho nga lubuvhisia. Thekiniki ya u nanguludza ire na ndivho yo shumiswa u nanga vhadzheneli vha tshigwada tsho sedzwaho, vhe vha dzhiiwa sa “zwiko zwo dalaho mafhungo”, u bva kha mbekanyamushumo dzi re na khoso dzi shumesaho kha sisiteme ya ndangulo ya u guda ya Moodle (LMS). Data ya khwanthithethivi (yo sedzaho ndeme) yo senguluswa hu tsh shumiswa vesheni ya SPSS ya vhu 29, na kuitele kwa musaukanyo wa zwi re ngomu nga thero kwo shumiswa u saukanya data ya khwanthithethivi u bva kha therisano dza zwigwada zwo sedzwaho. Mvelelo dza khwanthithethivi na dza khwalithethivi dzo tanganyiswa musi wa musaukanyo na thalutshedzo.
U ya nga ha mvelelo dza ngudo, matshudeni o vha na kuvhonele kwavhudi kwa vhukwamani fhedzi a vho ngo katela thekhinolodzhi kha kupfesesele kwavho kwa mutalukanyo, matshudeni vho vhuelwa u bva kha vhukwamani ha lubuvhisia nga naho ho vha na vhukondi ha thekhinolodzhi, hu tshi katelwa u sa shumisa zwishumiswa zwa elekithironiki na u sa wana vhugudisi na thikhedzo zwo linganaho u nva kha LMS dza kha lubuvhisia. Ho wanala uri musi hu khou shumiswa maitele a songo doweleaho hu na takulwa vhukwamani nga kha lubuvhisia, u shumisa ngona dzo doweleaho kanzhi zwo bveledza tshivhumbeo tsha vhukwamani ha fhasi. Ho khunyeledzwa uri vhutudzetudze ha pfunzo kha u tshimbidza zwithu nga lubuvhisia vhu tea u lavheleswa u itela u khwiṋisa vhukwamani ha lubuvhisia na u swikelela zwipikwa zwa ntha zwa u guda. Mawanwa a ngudo o livhisa kha muhanga wa kushumele wo dzinginywaho u itela adzhenda ya u funza na u guda nga kha lubuvhisia kha nyimele I bveledzaho. Muhanga wa kushumele wo sedza kha u livhana na zwishumiswa na mavhaka a zwikili zwa vhatshimbidza khoso na matshudeni, zwi livhanaho na u funza na u guda nga kha lubuvhisia kha kuitele kwa nyolo dza ndaela dza vhorapfunzo, thikhedzo ya kha lubuvhisia, na u vhulavhelesi ha u funza na u guda nga kha lubuvhisia.Ukufundisa nokufunda ngonxibelelwano nge-Intanethi kuyahambelana nesizukulwana sangoku sokufunda okuvulekileyo kunye nokumgama i-e-learning,egxininisa ukusetyenziswa kobugcisa obukhoyo ukuphucula ukufundisa nokufunda ngeendlela eziguquguqukayo nezifanelekileyo. Nangona kunjalo, ukumiselwa kokufundisa nokufunda nge-intanethi kuye kwakhawuleziswa kwezona meko ziphuhlayo nge-COVID-19, okubangele imingeni emininzi, kuquka ukunqongophala konxibelelwano olunentsingiselo, olunefuthe oluchaphazele amava okufunda kwi-intanethi kwaye, ngokungaguquguqukiyo, ukuphumelela kwabafundi.
Olu phononongo lwalujolise ekuphononongeni amava abafundi bemfundo ekumgama yokunxibelelana nokufunda nge-intanethi kwiyunivesithi esekwe emaphandleni eEswatini. Uphando olwenziwe emva kwembono okanye isethi yezimvo zophando ezingqineke zifanelekile zamkelwa, i-paradigm zaxhaswa yimbono esekelwe kwingcamango esiyifundayo xa sinxibelelwana, okanye sakha amakhonkco onxibelelwano ngolwazi, kwaye siqhubeka nokwenza nokugcina unxibelelwano ukuze senze ulwazi kunye noluntu lweethiyori zesakhelo sophando iconnectivism. Uphononongo lulandele indlela yophando oluxubeneyo kwaye lusebenzise uyilo oluhambelanayo olunxantathu.
Isampula ehleliweyo yabafundi abangama-361 yakhethwa ukuba iphendule kwi-phepha lemibuzo eyakhiweyo eyayenziwe ilawulwa kwi-intanethi.Ubuchule bokusampula obunenjongo busetyenziswe ekukhetheni abathathi-nxaxheba bengxoxo yeqela ekuza kugxininiswa kubo, ababethathwa “njengemithombo yolwazi olutyebileyo”, besuka kwiinkqubo ezine ezinezifundo ezisebenza kakhulu kwinkqubo yolawulo lokufunda iMoodle (LMS).Idatha yobungakanani yacazululwa kusetyenziswa i-SPSS version 29, yaze indlela yokuhlalutya umxholo wengxoxo yasetyenziswa ukuhlalutya idatha esemgangathweni evela kwiingxoxo zeqela ekugxininiswe kulo. Iziphumo zobungakanani kunye nomgangatho ziye zadityaniswa kwinqanaba lokuhlalutya kunye nokutolika.
Ngokweziphumo zophononongo, abafundi babenembono eyakhayo, nelungileyo yokunxibelelana kwi-Intanethi kodwa abakuqukanga ukusebenzisa itekhnoloji ekuqondeni kwabo lo ngcamango. Abafundi baye bazuza kunxibelelwano lwe-intanethi ngeendlela ezininzi ngaphandle kwemiba yetekhnoloji, kubandakanya ukungasebenzisi izixhobo zabo zombane ngokupheleleyo nokungafumani uqeqesho nenkxaso eyaneleyo kwi-LMS ekwi-intanethi.Kwathi kwacaca ukuba ngelixa ukusebenzisa iindlela ezinqabileyo kunokuphakamisa umgangatho woqhagamshelwano kwi-intanethi, ukusebenzisa iindlela ezisemgangathweni bezihlala zikhuthaza iindlela eziphantsi zokusebenzisana. Kwagqitywa kwelokuba ukusilela-ngokwezokufundisa kuququzelelo lwe-intanethi kufuneka kuqwalaselwe ukuze kuphuculwe umgangatho wonxibelelwano nge-intanethi kunye nokufikelela kwiinjongo zokufunda ezikumgangatho ophezulu. Iziphumo zophononongo zikhokelele kwisakhelo esicetyiswayo se-ajenda yokufundisa nokufunda kwi-intanethi kwimeko ephuhlayo. Esi sakhelo sisekwe ngenjongo yokujongana nezibonelelo kunye nezikhewu kwizakhono kubaququzeleli bezifundo nabafundi, ukuxhasa ukufundisa nokufunda nge-intanethi kwiindlela zoyilo lokufundisa, inkxaso ye-intanethi, kunye nokubeka esweni ukufundisa nokufunda kwi-intanethi.D. Phil. (Education)Educational Studie
ATLAS Run 2 searches for electroweak production of supersymmetric particles interpreted within the pMSSM
No full textAbstract
A summary of the constraints from searches performed by the ATLAS collaboration for the electroweak production of charginos and neutralinos is presented. Results from eight separate ATLAS searches are considered, each using 140 fb−1 of proton-proton data at a centre-of-mass energy of
s
= 13 TeV collected at the Large Hadron Collider during its second data-taking run. The results are interpreted in the context of the 19-parameter phenomenological minimal supersymmetric standard model, where R-parity conservation is assumed and the lightest supersymmetric particle is assumed to be the lightest neutralino. Constraints from previous electroweak, flavour and dark matter related measurements are also considered. The results are presented in terms of constraints on supersymmetric particle masses and are compared with limits from simplified models. Also shown is the impact of ATLAS searches on parameters such as the dark matter relic density and the spin-dependent and spin-independent scattering cross-sections targeted by direct dark matter detection experiments. The Higgs boson and Z boson ‘funnel regions’, where a low-mass neutralino would not oversaturate the dark matter relic abundance, are almost completely excluded by the considered constraints. Example spectra for non-excluded supersymmetric models with light charginos and neutralinos are also presented
Urbanisation, energy consumption and economic growth in South Africa
Get PDFThe causal relationship between urbanisation, energy consumption, and economic growth was examined for South Africa using annual data from 1990 -2021. The growing need for economies to bounce back after the COVID-19 pandemic and catch up with national economic plans and the Sustainable Development Goals (SDGs) motivated a relook at the important factors that influence economic growth. This study used two measures of energy consumption, namely electricity consumption and total energy consumption. Employing autoregressive distributed lag (ARDL) to cointegration and error correction model (ECM)- based Granger-causality test, the study found unidirectional causal flow from energy consumption to urbanisation in the short run regardless of the energy consumption measure used, and the same causal flow in the long run when total energy consumption was used. The study found a unidirectional causality from urbanisation to economic growth. A bidirectional causality between economic growth and electricity, while no causality was confirmed when total energy consumption was used. The findings from this study confirm the importance of energy consumption and urbanisation in driving economic growth. Policy recommendations are discussed.Economic
Synthesis of magnetic nanoadsorbents derived from maize waste and their application for the adsorptive removal of selected heavy metal ions from wastewater samples
No full textText in EnglishOver the past few years, heavy metal ion (HMI) pollution has become a crucial matter due to their threat to human health and ecological systems.,. Furthermore, HMIs have been reported to be hazardous, persistent, and in some of the global health organizations reports, they have been declared as carcinogens. These HMIs include Pb (II) and Cr (VI) and they are very reactive and highly oxidizing in nature. Thus, the need to remediate these HMIs from wastewater using magnetic nano adsorbents.
In this study, three nano-adsorbents such as cellulose nano crystals (CNC), magnetite (M), and magnetic cellulose nanocrystal (MCNC) were synthesized for the removal of Pb (II) in wastewater. The magnetic cellulose nanocrystals (MCNCs) were synthesized using a co-precipitation method from the magnetite (Fe3O4) and cellulose nano crystals (CNCs) were used as a base for stability and easy dispersion of iron for the adsorptive removal of Pb (II) ions. Furthermore, to enhance the adsorption capacity and to improve selectivity of the CNC towards -targeting anionic Cr (VI) ions, the surface modification was conducted by crosslinking CNCs with 2,2,6,6-tetramethylpiperidinyloxy (TEMPO), thereby oxidising the material to form a bridge with the grafting of the polyethyleneimine (PEI). The surface of the CNC-TEMPO-PEI was further magnetised by introducing iron on to the surface material via a co-precipitation method.
Fourier-transform infrared spectroscopic (FTIR) analysis revealed the presence of C=O, COOH, CH, OH and FeO stretching frequencies in MCNC, while powder X-ray diffraction (P-XRD) confirmed the formation of MCNC and the monoclinic type 1 cellulose with 1β lattice and magnetite cubic spinel phases of the CNC. Ultraviolet-visible spectroscopy (UV-Vis) showed the presence of both CNC and magnetite at 400 nm. The scanning electron microscopy (SEM) indicated a smooth fibroid surface of CNCs while magnetite (M) displayed 2 morphologies, the rod like and spherical morphology, indicating the presence of iron and oxygen. The MCNC were stable after 600 ⁰C as shown on the thermograms generated from the thermogravimetric analyser (TGA). Last, the Brunauer-Emmett-Teller (BET) displayed surface area, pore size and pore volume improvement of 56 m2/g, 98 Å and 0,1465 cm3/g. Å, respectively, for the MCNC.
Following the characterization of the MCNCs nanocomposites, the material was used for adsorptive removal of Pb (II). It was discovered that for the Pb (II) removal efficiency was 97 % with an acceptable precision of ≤ 3 %. The highest efficiency was obtained at optimal conditions of 60 mg dosage, 0,1 ppm concentration within a rapid contact time of 5 min at a temperature of 60 ⁰C and at a pH of 6. These parameters were optimised by using multivariate optimization tools (Minitab) and were also validated against the magnetite and the CNC. A maximum adsorption capacity of MCNC was also obtained at 47,70 mg/g for Pb (II) and the material was re-used for up to 4 cycles. The results revealed that the reaction followed Freundlich isotherms and Pseudo First Order kinetic model with a regression coefficient of 0,98 and 0,96 respectively. The adsorption thermodynamics studies indicated a spontaneous process and an exothermic reaction.
On the other hand, the MCNC-TEMPO-PEI was characterised with FTIR, P-XRD, TEM and SEM-EDS techniques. The FTIR confirmed a successful formation and the presence of COOH, OH, Fe-O band and NH2 groups on the nanocomposite. The P-XRD confirmed the crystal structure of CNC-TEMPO and the amorphous structure of both the CNC-TEMPO-PEI and the MCNC-TEMPO-PEI. The SEM-EDS results demonstrated the rod-like, oval and irregular cubic morphology for successful preparation of MCNC-TEMPO-PEI nanocomposite.
The adsorption performance of MCNC-TEMPO-PEI on Cr (VI) ions was investigated by using univariate optimization tools. The MCNC-TEMPO-PEI was efficient at 5 ppm, using a 30 mg dosage at 25 ⁰C within the acidic conditions at pH 2 within a rapid contact time of 15 min. The optimised parameters were further validated using 5 various adsorbent materials and the results indicated that the MCNC-TEMPO-PEI was the most efficient by exhibiting the highest adsorption capacity of 4,4 mg/g with a 98% removal. The interaction between the MCNC-TEMPO-PEI and the Cr (VI) ions indicated a chemisorption of the electrostatic forces governing the magnetic and ionic exchange interaction between of the adsorbate and the analyte. The Langmuir adsorption isotherm displayed a correlation coefficient of 0,94 following the PSO kinetic model against the adsorptive removal of Cr (VI) ions. The thermodynamic interaction indicated a non-spontaneous endothermic reaction with a favourable reaction. The adsorbent could be reused at least 8 times with a removal efficiency above 75 %. The results revealed that the real wastewater samples analysed from this study did not contain Cr (VI) ion.M. Sc. (Chemistry)Chemistr