ResearchSpace
ResearchSpace is the institutional repository of the University of KwaZulu-Natal, unlocking knowledge, empowering impact, and preserving UKZN's research legacy.
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Recent Submissions
The potential impact of female leadership on the petroleum industry in Durban.
(2021) Munyaka, Nonsikelelo Thembelihle.; Martins, Ana Maria De Azevedo.
Abstract available in PDF.
Quantum effects in the nerves and brain.
(2024) Adams, Betony Lascelles.; Sinayskiy, Ilya.; Petruccione, Francesco Portia.
Quantum biology is often referred to as an emerging field of research. In theory it shares its roots with the more general field of quantum physics. Many of the founding figures of quantum theory were intrigued as to whether its insights into the structure of matter might equally offer insights into living matter. Experimental evidence for quantum effects in biological systems took longer to emerge, with tunnelling in enzymes observed in the 1960s. More recently, advances in ultrafast experimental techniques have led to extensive
investigation into the role of quantum coherence in energy and charge transfer in photosynthesis. Despite this long history, the role that quantum effects play in biological systems is still very much up for debate. Even more debatable is the role that quantum effects may play in that most complex biological system: the brain. Penrose and Hameroff, for example, have suggested that consciousness cannot be explained by classical processes, and their Orchestrated Objective Reduction theory has generated both interest and critique.
Consciousness is the brain’s most profound secret and it remains to be seen whether quantum mechanics will prove a likely explanation. But, less ambitiously, the brain can also be described as a collection of nerve cells, whose function involves physiological processes similar to those in other cells. The aim of this thesis is to investigate how progress made in quantum biology might be applied to the specific context of neurology. To this end, the thesis revisits two of the models currently employed in quantum biological research. The first of these is the Posner molecule model of cognition, developed by Matthew Fisher. This hypothesis involves the entangled spins of phosphorus nuclei in calcium phosphate molecules, which have an influence on the balance of free calcium ions and thus neural activation. This original model is further developed here to investigate how entanglement and coherence are altered by the inclusion of lithium isotopes, and whether this might offer an explanation for the mode of action of lithium in treating bipolar disease. The second model investigated in this thesis is the vibration-assisted tunnelling model first developed in the context of olfaction. The hypothesis here is that olfactory receptors are potentially activated by an electron transfer that is facilitated by the vibrational modes of the olfactant. Ligand-receptor interactions are ubiquitous in biological systems and not least in the effective functioning
of the nervous system. This thesis thus re-examines the vibration-assisted tunnelling model to determine how generalisable it might be, by taking the specific case of infection with the SARS-CoV-2 virus. While this virus-host interaction is not neurological, intriguing evidence that antidepressants can have antiviral effects as well as the profound effects that COVID-19 can have on the nervous system, suggests that this timely example might offer valuable neurological insights.
Grade 3 teachers’ understanding of the implemented mathematics curriculum in Mpumalanga province: an action research of grade 3 teachers.
(2023) Galane, Charlotte Myriam Moshala.; Khoza, Simon Bhekumuzi.
This pragmatic action research explores Grade 3 teachers’ understanding of the implemented mathematics curriculum. Exploring teachers’ understanding of the mathematics curriculum is critical given the fact that, over time, curriculum reforms take place. Such reforms impact not only on teachers’ knowledge, expertise or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one’s thoughts and expertise regarding a particular subject, in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews and focus group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers’ understanding of the implemented mathematics curriculum is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, and common understanding to appease the societal needs and individual understanding based on their experiences and beliefs. To embrace the three propositions of identities, the study developed the Natural Understanding Identity Framework. The framework promoted teachers’ natural understanding identity which is underpinned by reflective practice, critique and adaptation to what works in their day to day practice as teachers.
Exploring the political and economic effects of xenophobia on South Africa’s foreign policy toward other countries: 2008 – 2019.
(2024) Owoha, Precious Ekhobhanye.; Ettang, Dorcas Oyebisi.
The economic and political landscape, both globally and domestically, profoundly influences a
nation's well-being, a reality keenly felt in South Africa. Persistent tensions between citizens and
foreign nationals have erupted into violent conflicts, demanding a comprehensive and strategic
response. Xenophobia remains a critical and life-threatening challenge for foreign nationals within
contemporary South Africa. Despite not being a donor country, South Africa's engagement in
development cooperation across Africa is central to its foreign policy. However, the scourge of
xenophobic violence has tarnished its international reputation and strained diplomatic ties even
within the African continent, thus, affecting the potency of its foreign policy.
Drawing from Realism, Constructivism and Securitization theory, this dissertation investigates
how security issues are framed through political elites' speech acts, shaping perceptions of
existential threats requiring protection. By delving into the root causes of Xenophobia and its
economic and political implications for foreign policy, this study contributes to understanding the
underlying motivations behind anti-foreign sentiments, particularly towards black foreign
nationals. Realism provides insights into the state's role and national interests amidst
Xenophobia and foreign policy challenges.
Through structured questionnaires and interviews with diverse stakeholders across South Africa,
this research identifies policy gaps and institutional avenues for the state to address underlying
conflict drivers and mitigate violent outbreaks. Additionally, it fills a literature gap by exploring
the significance and applicability of constructivism and securitization theory within the South
African context.
In conclusion, this study confirms the presence of Xenophobia within South Africa and emphasizes
the need for tailored frameworks to foster peace both nationally and internationally. Effective
peace initiatives must prioritize comprehensive economic and political strategies aimed at
resolving conflicts and promoting coexistence among culturally diverse populations. With the aim
of bridging the divide of ‘us versus them’ this study further recommends and encourages the
deliberate practice of the spirit of Ubuntu, increasing empathy, with the aim of arriving at a more
cohesive community. Thereby, enhancing South Africa’s reputation internationally.
Examining the understanding and enactment of instructional leadership among the school management team in a rural secondary school in the Limpopo province: a qualitative study.
(2024) Maifala, Selaelo Sylvia.; Moletsane, Relebohile.
The study reported in this thesis aimed to examine the understandings and practices of instructional leadership the School Management Team (SMT) at one rural school I named Crocodile High School located in Moletsi in the Limpopo Province, South Africa. The study was premised on the
understanding that if schools such as Crocodile High School are to overcome the multitude of challenges they experience, the SMT must play a vital instructional leadership role. Thus, the study sought to understand how SMT members understood their instructional leadership roles and enacted them, and how rurality, impacted on their understandings and practices of instructional leadership. The study was located in the interpretive paradigm and adopted qualitative research methodology. The SMT members in the school made up the primary study participants, with a group of six teachers making up the secondary participants. To generate data I used in-depth semistructured interviews with each of the seven members of the SMT, a focus group discussion with the group, and week-long observations of each SMT member. I also carried out a focus group discussion with the six teachers to understand their perspectives on the SMT’s instructional leadership roles. To analyse the data, I used the inductive content analysis approach in which the analysis of data comes from a detailed reading and breaking down of raw data into categories, patterns and themes to explain it. The findings suggest that in many ways, members of the SMT do not have an adequate understanding of their instructional leadership role. This negatively impacts their ability to provide effective instructional leadership needed in the school. Moreover, the findings revealed that
rurality had a negative impact on the SMT members’ understandings and enactment of their instructional leadership roles. They tended to focus on the lack of resources and failed to mobilise the school and community to develop or access available assets to benefit teaching and learning. Further, negative influences also came from teacher unions in the form of teacher strikes, leading to negative relationships between the SMT and teachers in the schools. However, some members were able to build rapport with teachers, and thus created a positive environment for teaching and learning. These findings have implications for professional development initiatives that target the SMT in the rural context and focuses on their understanding and enactment of instructional leadership roles. Such programmes could motivate the SMT and other participants to seek continuous professional development opportunities in order to improve their leadership. Lastly, the findings also point towards the need for teacher unions to play their part to improve their influence in schools, including on teacher professionalism and effectiveness.