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Exploring the presentation of genetics content in life sciences textbooks in terms of pedagogical content knowledge
Get PDFCurriculum statements are crucial in teaching and learning as they guide teachers on the content and skills prescribed for learners. The statements are then translated into materials used in schools by textbooks. This study examined the presentation of genetics content in three Life Sciences textbooks used in South African schools. The textbooks were analysed for evidence of pedagogical content knowledge (PCK), which refers to the knowledge for transforming content into teachable forms. The study assumed that if textbooks present content in a way that reflects its teachability, i.e., PCK, then teachers can learn the content and ways of teaching effectively. The textbooks were selected based on the fact that they appear on the list of textbooks that are prescribed for use in schools by the department of basic education. Because they are prescribed for schools, it was assumed that they are commonly used in schools and therefore selected for analysis in this study.
The textbooks were analysed looking for evidence of the following components of PCK: knowledge and skills related to (i) curricular saliency, (ii) learners’ understanding of concepts, (iii) representations, and (iv) conceptual teaching strategies. The results show that textbooks predominantly cover the required genetics content, with some minor omissions of content prescribed in the curriculum. The textbooks also addressed some of the difficulties documented in the literature while using representations accompanied by texts characterising conceptual teaching strategies. From the findings, it is recommended that textbooks authors should consider consulting with subject experts when writing textbooks and having workshops with teachers on how to use the textbooks for teaching. For teachers, it is recommended that they should consider using multiple textbooks so that the weakness of one can be supplemented by the strength of the other.M. Ed. (Life Science)Science and Technology Educatio
Developing smart archives in Society 5.0 : leveraging artificial intelligence for managing audiovisual archives in Africa
No full textThis paper was also presented at the IASA Conference in Valencia, Spain in September 2024.In the age of Society 5.0, marked by the profound integration of digital technologies and human society, the
preservation and management of audiovisual archives in Africa face substantial challenges. The application of
artificial intelligence plays a pivotal role in the establishment of digital archives in the society 5.0. The exponential
growth of digital content, combined with the continent’s diverse cultural landscape, presents complex
obstacles to conventional archival practices. Without the effective implementation of artificial intelligence
technologies, crucial aspects such as curation, accessibility and sustainable management of audiovisual archives
in Africa remain hindered. Thus, the overarching problem under scrutiny pertains to how the establishment of
intelligent archives, facilitated by AI, can offer innovative solutions for preserving and managing audiovisual
archives in Africa, within the overarching framework of Society 5.0. This approach has the potential to significantly
contribute to safeguarding Africa’s rich cultural heritage and advancing research, education and cultural
exchange. The purpose of this paper will be to focus on the challenges encountered by selected African countries,
such as the ESARBICA countries and those that undertake environmental conservation projects, in managing
their audiovisual collections and what can be done to facilitate AI. It resulted in the formulation of a
framework for implementing smart archives using AI in African contexts, emphasizing practical strategies
and best practices. A qualitative approach enabled a nuanced understanding of complex dynamics at play.
Through the observation of AI integration processes, by means of desktop analyses of websites of African
national archives and online interest groups showcasing nature conservation projects and initiatives, this article
aims to capture a comprehensive picture of the current landscape and future possibilities.Information Scienc
The teaching of reading fluency skills in grade three Xitsonga home language
Get PDFAbstracts in English, Tsonga and ZuluIn this dissertation, I explored the teaching of reading fluency skills in Grade 3 Xitsonga Home Language (HL). A qualitative research methodology was employed using a phenomenological study design and interpretivism paradigm. Purposive sampling was employed to choose participants. Five (5) Foundation Phase (FP) Departmental Heads (DHs) and five (5) Grade 3 Xitsonga teachers from 5 sampled schools in Hlanganani Central Circuit, Vhembe West, Limpopo Province, making up a total of ten (10) were participants in the study. Data were collected using interviews, observation and document analysis.
The findings from the study revealed that participants used different strategies and methodologies such as modelling reading and repeated reading to teach fluency reading. The participants also used basic teaching reading methods such as phonemic awareness, phonics, syllabication, enlarged reading texts and shared reading with big books to teach reading skills. The NECT document offered lessons on teaching reading, which participants saw as useful and used to scaffold learners reading skills. CAPS too as a curriculum document was seen as important, however participants did not follow it to the latter especially in determining time allocation for reading. Participants used own discretion based on their learners situation of reading capability to allocate time for teaching reading.
Reading fluency challenges can be both instrinsic and extrinsic. The study revealed that if reading methodologies are not taught appropriately, they may lead to fluency reading challenges. If the learner is not motivated to learn, he/she may experience reading challenges which may manifest into reading fluency challenges. Assessing fluent reading must be an integral part of teaching reading fluency. Lack of teaching of reading fluency may affect comprehension. In the Foundation phase the focus is on teaching reading- but this skill must be used to read for learning. Reading comprehension is key to learning other subjects. Without reading fluency and comprehension, the academic journey of a learner may be negatively impacted. Print-rich environment with readers for learners to use during leisure reading time will instill a sense of appreciation for reading, key to the acquisition of reading fluency.Eka ndzavisiso lowu, ndzi kambisisile madyondziselo ya swikili swa ku hlaya hi nkhuluko eka Giredi ya 3 eka Xitsonga ririmi ra le kaya. Vatekaxiave eka dyondzonkulu leyi ku vile 5 wa tinhloko ta swiyenge ta Dyondzo ya Masungulo na vadyondzisi va Xitsonga ririmi ra le kaya va 5 va ka Giredi ya 3 lava humaka eka swikolo swa 5 leswi hlawuriweke eka Sekete ya Hlanganani Central, eVhembe Vupeladyambu, eka Xifundzhankulu xa Limpopo. Madyondziselo ya ndzavisiso wa nkoka wu tirhisiwile eka kambisiso hi maendlelo ya dyondzo ya phenomenoloji. Eka dyondzo leyi, endlelo ra ku sampula hi xikongomelo ri tirhisiwile. Hungunyana ri hlengeletiwile hi ku tirhisa mbulavurisano, ku xiya-xiya na ku hlela matsalwa. Paradini ya inthapreretivizimu ya tirhisiwile eka dyondzo leyi. Nhlayo ya vanhu hinkwavo lava veka na xiave eka ndzavisiso lowu i khume(10), ku katsa 5 wa tinhloko ta swiyenge swa dyondzo ya masungulo na 5 wa vadyondzisi va Xitsonga rirmi ra le kaya eka Giredi ya 3.
Ndzavisiso wu paluxile leswaku vatekaxiave va tirhisile xikili xa mapeletwana ku dyondzisa ku hlaya, swa tirha hikuva vadyondzi vo tala va swi kota ku hlaya ku ya hi giredi ya vona. Vatekaxiave eka ndzavisiso lowu va tirhisa madyondziselo ya ku mudyondzisi a hlayela vana, ku hlaya hi ku vuyelela na ku hlaya matsalwa hi ntalo. Madyondziselo ya ku hlaya ku hlaya kun`we, mpfumawulo, ku hlaya hi ku leteriwa swi trihisiwile na swona. Hi tlhelo rin`wana, mintlhontlho ya ku hlaya hi nkhuluko yi hlamuseriwile na yona. Ku tsandzeka ku hlaya hi nkhuloko swi endla leswaku vadyondzi va tsandzeka ku hlaya xikambelo ntwisiso. Switandzhaku hi leswaku ku tsandzeka ku hlaya hi nkhuluko swi nga twisa ku vaviseka eka xikambelo ntwisiso lexi nga eku hlayiweni. Vana va fanele ku rhanga va tiva mpfumawulo. Loko va nge se twisisa, vadyondzi va fanele ku tiva marito hi ku tirhisa vutivi bya mpfumawulo. Ku hlaya tibuku swi na nkoka leswaku vadyondzi va ti toloveta swikili hi voxe. Ku tirhisa Xitatimende xa Pholisi ya Kharikhulamu na Makambelelo (XIPHOKHAMA) loko ku dyondzisiwa swi na nkoka. Ku ya hi XIPHOKHAMA vadyondzisi va kuma swiletelo swa madyondziselo leswi va faneleke ku swi landzelela. Ehandle ka swona, swi pfuna vona ku kuma madyondzisele ya ku dyondzisa ku hlaya na ku swi tirhisa masiku hinkwawo. Swi ringanyeto, hi leswaku ndhawu leyi nga fuwa hi matsalwa ya laveka eka dyondzo ya Dyondzo ya Masungulo. Nakambe, vadyondzi loko va dyondza ku antswa, va fanele va va paluxekile eka switirhisiwa swo hambana hambana endzeni ka tlilasi.Lolucwaningo lucubungule ukufundiswa kwamakhono okufunda ngokugeleza kubafundi beBanga 3, ngolimi Lwasekhaya lweXitsonga. Kusetshenziswe indlela yocwaningo ebizwa ngeKhwalithethivu egxila ekuqoqeni imibono yabacwaningwayo iyibeke njengokusho kwabo, incikene nenjululwazi ekholelwa ekuhumusheni imibono yabacwaningwayo njengoba injalo. Indlela yokuqoka ngenhloso isetshenzisiwe ukukhetha othisha abayisihlanu (5) izinhloko zomnyango wamabanga aphansi ezinhlanu (5) abaphuma ezikoleni ezinhlanu (5) ezingaphansi kweHlanganani Central Circuit, Vembe West, Limpopo Province. Indlela yengxoxo namaqembu, ukubuka kufundwa ezindlini zokufundela kanye nokuhlolwa kwemibhalo eqondene kwasetshenziswa ukuthola ulwazi lwalolucwaningo.
Okwatholakala kulolucwaningo kwembula ukuthi ababamba iqhaza kulolucwaningo babesebenzisa izindlela ezahlukene zokufundisa ukufunda sakugeleza. Abacwaningwayo basebenzisa izindlela eziwumgogodla wokufinda njengo kuba Nolwazi lwemisindo, ubudlelwano phakathi kwemisindo nezinhlamvu ezibhalwayo, ikhono lokuhlukanisa izinhlamvu, imibhalo ekhulisiwe kanye nokufunda ngokuhlanganyela. Umqulu we NEC wawunikeza othisha izifundo ezazinosizo okwakumele bazifundise kanjalo nomhlahlandlela obizwa ngo CAPS babewubona uwusizo. Kodwake ababecwaningwa bazwakalisa ukuthi nakuba lemiqulu yayibasiza kepha babengalandeli kahle indlela isikhathi esabiwe ngaso ku CAPS, kwakudinga bazinqumele bona ukuthi ukufunda kuthatha iskhathi esingakanani bebuka izidingo zabafundi.
Lolucwaningo lubuye lwambula uma kungasetshenziswa izindlela ezinqala ukufundisa ukufunda ngokugeleza kungadala izinkinga zokufunda. Uma umfundi engakhuthazwa ukuthi afunde ukufunda angaba nezinkinga zokufunda ngokugeleza. Ukuhlola ukufunda ngokugeleza kubafundi kumele kube yingxenye ebalulekile uma kufundwa ngoba uma kungenzeki ngeke bakwazi ukufunda ngokuqondisisa abafundi. Emabangeni aphansi kugxilwa ekufundiseni ukufunda ukuze Abafundi bakwazi ukufundela ukwazi. Ukufunda ngokuqondisisa kubalulekile ngeke kwenzeke uma abantwana bengakwazi ukufunda ngokugeleza, lokho okungakhubaza ukufunda jikelele. Indawo abakuyo Abafundi kumele inothe ngemibhalo njenganezincwadi zezindatshana abangazifunda ngesikhathi sabo futhi bazijabulele.M. Ed. (Curriculum Studies)Curriculum and Instructional Studie
"For whose pleasure is it anyway?": an ethnographic exposition on the gendered dynamics that shape the vaginal practices of women in Tsholotsho, Zimbabwe
No full textThe treatment and care of the vagina and genital areas by women can potentially expose them to the risk of sexually transmitted infections (STIs) such as the human immunodeficiency virus (HIV) and other sexual and reproductive morbidities. The logic and merit of this relation is nonetheless debated as cohort studies have yielded inconsistent outcomes. Anterior inquries charge an association between intravaginal practices to augmented vulnerability to HIV and bacterial vaginosis but little is known about the potential gendered dynamics that shape the adoption and use of vaginal practices, especially in the Global South. Guided by social constructivism and African feminist theories, this study explored the views, perceptions, and lived experiences of rural women who use vaginal practices in Tshitatshawa village of Tsholotsho, Matabeleland North Province, Zimbabwe.Using an ethnographic qualitative approach, data were collected using key participant interviews, observations, and in-depth interviews with women and men. It emanated from these engagements that vaginal practices are a product of Indigenous Knowledge and that they play a crucial role in the creation of women’s identity,womanhood, sexual desirability, attending to women’s health needs, spiritual cleansing, and sexual pleasure, and they also contribute to the cultural creation of the female body. The women’s narratives highlighted the active nature of women as users of these practices, who have agency and autonomy of their bodies when it comes to vaginal practices. The incentives for vaginal practices use are associated with personal hygiene, cultural identity, health, and sexuality. Women’s practices of hygiene include external washing, douching, and the insertion of herbal preparations. Anecdotes revealed familiarity, easy access, and low cost of the vaginal practices as some of the factors that have perpetuated the use of these practices by women over time. The women, particularly the younger women, revealed the importance of vaginal practices for their sexual pleasure. It also emanated from the deliberations that vaginal practices aim to enhance eroticism and that health and hygiene are articulations of femininity closely linked to sexuality although they are not commonly specifically articulated as such. An improved appreciation and comprehension of the socio-cultural conditions in which these practices are ingained could potentially ehnace educational plans and stategiesaimed at addressing these likely adaptable behaviours which could ameliorate future HIV prevention interventions that use vaginal methods.Ph. D. (Anthropology)Anthropology and Archaeolog
The evaluation of forensic identification techniques in the investigation of gender-based violence in Tshwane
Get PDFThe study explores forensic identification techniques used to investigate gender-based violence (GBV). The research critically evaluates the effectiveness and reliability of various forensic methods employed in identifying and analysing evidence related to gender-based violence cases. By examining the strengths and limitations of these techniques, the study aims to contribute valuable insights to the enhancement of forensic practices in addressing and combating this problem. South Africa is facing a challenge with GBV cases that are reported daily, some of these cases are not resolved on time. Forensic identification techniques significantly aid the process of investigation and provide reliable results that would lead to the successful prosecution of GBV offenders. To decrease the cases of GBV, detectives who deal with such cases must be equipped with knowledge of forensic identification techniques. Detectives must know how to manage a scene of crime and measures to protect a scene of crime from the individuals. This is done because a crime scene holds important evidence that is traced and positively linked with the perpetrator.
The researcher explained identification techniques that involve fingerprint identification, DNA identification, Eyewitness Identification, line-up identification, showups identification, photographic identification and voice identification. A qualitative research approach was adopted. Relevant literature study and structured focus group as well as telephone interviews were conducted with a sample of 15 participants from 5 Police Stations in Pretoria, Gauteng Province. Data was analysed using thematic data analyses. The findings of this study reveal that most detectives who specifically deal with gender-based violence have a clear understanding of forensic identification techniques. Finally, initiatives that can be adopted to improve the efficiency of all the detectives who deal with sensitive cases such as GBV are recommended. The implementation of these recommendations would enhance their performance and as well as contribute to the body of knowledge.M.A (Criminal Justice)School of Criminal Justic
A comparative analysis of the legal position on Euthanasia and assisted suicide in South Africa
No full textEuthanasia and physician-assisted suicide present an age-old conundrum that is brough forth by two contradicting claims: the right to life and the right to die. This divisive dilemma occurs not only in South Africa but is a worldwide predicament. Advocates of the right to life fiercely defend this right and impose their morality or ethics on others thus violating others’ right to death. Many of the countries that oppose persons’ right to choose to end their own life ironically support killing as justifiable in capital punishment, in self-defence, and in mercy killing.
In this study, the right to die is examined in South Africa as well as in the Netherlands, Canada and the United States. The legal status of euthanasia and its impact in South Africa and the selected jurisdictions are investigated with an emphasis on the constitutional rights that are affected for both proponents to and opposers of euthanasia. Euthanasia and assisted suicide are still unlawful in South Africa yet recent South African jurisprudence reveal more tolerable attitudes towards the topic. South African case law discloses that the prohibition on euthanasia violates several rights in the Constitution of the Republic of South Africa, 1996, namely the rights to life, dignity, freedom and security of the person, equality and freedom of religion, belief and opinion. These rights play an integral role in advocating for the right to die in South Africa. In this regard, there are several countries that have already successfully decriminalised euthanasia and assisted suicide, such as the Netherlands, Canada and to a certain degree the United States. All these jurisdictions have put in place safeguard requirements and criterions to act as check and balances in assisted suicide procedures. It is proposed that these jurisdictions’ contributions be incorporated for a more comprehensive South African response to the right to die with dignity. The study makes further recommendations for the legal advancement of euthanasia in South Africa by means of decriminalisation, and the enactment of specific legislation.I-Euthanasia kanye nekutibulala lokusitwa ngudokotela kuletsa indida lendzala leletfwe timangalo letimbili letiphikisanako: lilungelo lekuphila nelilungelo lekufa. Lenkinga ledala luchekeko ayenteki eNingizimu Afrika kuphela kodvwa futsi isimo lesibucayi emhlabeni wonkhe. Bameli belilungelo lekuphila balivikela ngalokucinile lelilungelo futsi baphocelela kutiphatsa kwabo kulabanye ngaloko-ke baphula lilungelo lalabanye lekufa. Emave lamanyenti laphikisana nalelilungelo lebantfu lekukhetsa kutibulala ngalokusobala basekela kubulala njengentfo lefanele kusijeziso sekufa, kutivikela kanye nekubulawa ngesihe.
Kulolucwaningo, lilungelo lekufa lihlolwa eNingizimu Afrika kanye naseNetherlands, eCanada nase-United States of America (US). Simo lesingekwemtsetfo se-euthanasia nemtselela wayo eNingizimu Afrika nasetindzaweni letikhetsiwe kuyaphenywa ngekugcizelela emalungelo emtsetfosisekelo latsintsekako kubo bobabili basekeli kanye nalabo labangahambisani ne-euthanasia. I-Euthanasia nekutibulala kwekusitwa akukho emtsetfweni eNingizimu Afrika kodvwa umtsetfo wakamuva waseNingizimu Afrika ukhombisa timo letimelana nalesihloko. Umtsetfo wemacala waseNingizimu Afrika udzalula kutsi kuvinjelwa kwe-euthanasia kwephula emalungelo lamanyentana kuMtsetfosisekelo weRiphabhulikhi yaseNingizimu Afrika, wanga-1996, lekumalungelo emphilo, sitfunti, inkhululeko nekuvikeleka kwemuntfu, kulingana nenkhululeko yetenkholo, inkholelo nemibono. Lamalungelo adlala indzima lebalulekile ekukhutsateni lilungelo lekufa eNingizimu Afrika. Mayelana naloku, emave lamanyenti asevele ukhulule ngemphumelelo i-euthanasia nekutibulala ngekusitwa, njenge-Netherlands, iCanada kanye nase-US. Tonkhe letindzawo tekulawula tibeke phasi tidzingo tekuvikela kanye nemibandzela letawusebenta kucaphela nekuhlola kulandzelwa kwemtsetfo kutinchubo tekubulawa ngekusitwa. Kuhlongotwa kwekutsi emagalelo aletindzawo ahlanganiswe emphendvulweni yaseNingizimu Afrika lechaza kabanti ngalelilungelo lekufa ngesitfunti. Lolucwaningo luphindze lwente letinye tincomo tekutfutfukiswa kwetemtsetfo kwe-euthanasia eNingizimu Afrika ngekwenta kutsi kungabi licala, kanye nekushaywa kwemitsetfo letsite.Polao ka ntle le go kweša bohloko le Polao ka thušo ya dingaka di hlagiša seemo sa go gakantšha sa kgale seo se tlišwago ke dikgopolo tše pedi tšeo di thulanago: tokelo ya go phela le tokelo ya go hwa. Seemo seo se aroganyago ga se direge fela ka Afrika Borwa eupša ke gape tlhobaboroko ya lefase ka bophara. Batho bao ba hlohleletšago tokelo ya go phela ba tloga ba šireletša tokelo ye ebile ba diriša maitshwaro goba mekgwa ya bona godimo ga batho ba bangwe go realo e le go tshela ditokelo tša batho ba bangwe tša gore ba hlokofale. Bontši bja dinaga tše di thulanago le ditokelo tša batho tša gore ba kgethe go fediša bophelo bja bona ka go makatša ba thekga go bolaya bjalo ka lebaka leo le kwagalago ge motho a bolawa ka semolao bjalo ka kotlo ya gagwe, bjalo ka boitšhireletšo le polao ya kwelobohloko.
Ka mo dinyakišišong tše, tokelo ya go hwa e a lekodišišwa ka Afrika Borwa gammogo le ka Netherlands, Canada le ka United States of America (US). Maemo a semolao a polao ka ntle le go kweša bohloko le seabe sa yona ka Afrika Borwa le melao ye e kgethilwego eanyakišišwa ka go gatelela ditokelo go molaotheo tšeo di amegago go bobedi bao ba hlohleletšago palao ka ntle le go kweša bohloko le bao ba thulanago le yona. Polao ka ntle le go kweša bohloko le polao ka thušo ya dingaka di sa le tšeo di sego molaong ka Afrika Borwa le ge e le gore tshepedišo ya molao ya bjale e utolla gore go na le maikutlo ao a kgotlelelago kudu hlogotaba ye. Molao wa melato wa Afrika Borwa o tsebagatša gore go iletša polao ka ntle le go kweša bohloko go tshela ditokelo tše mmalwa tšeo di lego ka gare ga Molaotheo wa Repabliki ya Afrika Borwa, wa 1996, e lego ditokelo tša go phela, tša seriti, tokologo le tšhireletšo ya motho, tekatekano le tokologo go sedumedi, go tumelo le go maikutlo. Ditokelo tše di raloka tema ye bohlokwa go hlohleletša tokelo ya go hwa ka Afrika Borwa. Mabapi le se, dinaga tše mmalwa di šetše di kgonne go atlega go dira gore polao ka ntle le go kweša bohloko le polao ka thušo ya dingaka di se ke tša ba bosenyi, go swana le ka Netherlands, Canada le maemong a itšego ka US. Ditshepedišo tše tša melao ka moka dihlomile dinyakwa le nyakego ya tšhireletšo ya go dira bjalo ka dilo tše di swanetšego go lekolwa ka ditshepedišong tša polao ya go thušwa ke dinagaka. Go šišinya gore diabe tša ditshepedišo tše tša melao di tsenywe gore go be le phetolo ya kakaretšo ya Afrika Borwa mabapi le tokelo ya go hwa ka seriti. Dinyakišišo di tšwela pele go šišinya gore be le
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tšwetšopele ya semmušo ya polao ka ntle le go kweša bohloko ka Afrika Borwa ka mokgwa wa go dira gore tiro ye e be yeo e lego molaong, le gore go tsenywe tirišong molao wa go amana le se.LL.M (Criminal Law and Criminal Procedure)Criminal and Procedural La
Improving school-based support towards access and success of rural learners
No full textText in EnglishRural learners encounter various barriers to learning some of which are context-specific challenges that impede accessibility of opportunities to learn and attainment of educational success. To address these impediments effectively, schools are mandated to establish and maintain functional support teams dedicated to employ specific intervention strategies. The sustainability of these teams relies on the support from all educational stakeholders. The study explored the effects of school-based support in education and how its improvement could influence access to education and success of rural learners. A qualitative approach and instrumental case study design were used. Participants’ lived experiences were explored in their naturally occurring environment, i.e., schools and district office. Field notes, open-ended questionnaires, focus group and individual interviews were used to collect data. 35 individuals were sampled (15 teachers who were members of school-based support teams, 5 district-based support team members, 5 principals and 10 members of school-governing bodies). 5 focus group interviews (1 per school) with 6 participants and 5 individual interviews with district-based support teams were conducted. Questionnaires were completed by all participants. Pseudonyms were used for confidentiality and anonymity. Findings reveal that 3 out of 5 schools did not have functional support teams. Results highlighted the effects of resources, teachers’ skills and capabilities and time constraints in effective implementation of support strategies. The study recommends strengthening collaboration and engagement with educational stakeholders, teacher capacitation and adequate resource allocation. Similar studies with large sample, using different methods and focusing on existing support interventions are recommended. The study proposes a school-based support strategy that focuses on 5 pillars of support, which are teacher development; parental, community and stakeholder involvement; resource mobilisation; policy alignment; and monitoring and evaluation to improve school-based support and promote access to opportunities to learn and success in education.D. Phil. (Psychology of Education)Psychology of Educatio
Recent and Prospects of Synthesis and Application of Metal-Organic Frameworks (MOFs) in Water Treatment: A Review
Get PDFWastewater treatment is designed to eradicate toxic pollutants emanating from the industrial effluent to the surface and underground water. The efficiency and limitations of most of the existing water treatment techniques such as coagulation/flocculation, photocatalysis, membrane technologies and adsorption in the remediation of toxic pollutants have been established. However, the success reported for each of these techniques is usually associated with the efficiency and environmental friendliness of water treatment products applied. MOFs-based products are one of the materials serving as an alternative to chemically synthesized products, and their application as water treatment products has been reported extensively but not systematically documented. In this review, authors endeavoured to comprehensively provide insights into the recent MOFs-based product synthesis for different applications, especially in water treatment. The key factors influencing the synthesis of MOFs, including choice of metal ions, organic linkers, and synthesis conditions, along with the latest developments in scalable and cost-effective fabrication techniques are discussed. The synthesis routes, their limitation and their performances as an adsorbent, photocatalyst and additives in membrane fabrication in the removal of toxic pollutants from water are elaborated. The prospects in the large-scale production of MOFs-based water treatment products for real industrial applications are critically reviewed in this study. Overall, a well-curated synthesis and application of MOFs in water treatment is hereby generated from the best resources accessible through the literature
How to structure an essay
No full textThe Open Educational Resource (OER) was created to support undergraduate students in Art History who struggle with academic writing. It is designed to teach them the basics of academic writing and what is expected when writing an essay. Students who register for Art History modules at UNISA come from various disciplines, such as Education, Communication Science, and Language Studies. The objective of the OER is to teach students writing principles that they can apply in Art History and other disciplines that use essay assessments.
The OER focuses on how essays are structured, explaining what an introduction, body, and conclusion is with provided examples. This simplifies the process for students from different academic backgrounds.Art and Musi
African, Black, and Western conceptions of human dignity
No full textAbstract
The article highlights the potential that African and Black Philosophy can contribute towards the debates on human dignity. It facilitates a three-way philosophical conversation among the Western, African, and Black conceptions of human dignity. It is motivated by the skepticism in the African and Black approaches to ethics that reject the view that some ontological capacity can ground intrinsic value, or human dignity. The article distinguishes the merit-based (the African and Black Philosophy) from the capacity-based approaches (the Western philosophy) to human dignity. In light of the comparisons among the three theories of human dignity, the article identifies three important lessons for moral-political philosophy. First, the Western conception of human dignity needs to explain and justify grounding of value on a descriptive feature. Secondly, the Black conception of dignity is a version of virtue-based account of it, which places a prime on resistance and struggle against domination. Finally, the capacity-based approach seems to have moral-theoretic advantages in dealing with issues in bioethics, environmental ethics, and political philosophy, which the African and Black conceptions of human dignity seems not to have.Graduate School of Business Leadershi