The use of treated brewery effluent as a water and nutrient source in crop irrigation

Brewery effluent (BE) needs to be treated before it can be released into the environment, reused or used in down-stream activities. Current technologies used to address this concern at the experimental wastewater treatment plant at Ibahyi Brewery (SAB Ltd) include anaerobic digestion (AD), primary facultative ponds (PFP), high rate algal ponds (HRAP) and constructed wetlands (CW). The aim of this work was to determine if BE treated in these systems might be suitable for crop irrigation. A test crop, cabbage (Brassica oleracea cv. Star 3301), grew best on post-AD and post-PFP BE compared to those irrigated with post-HRAP or post-CW effluent. However, the yield was 13% lower than cabbage plants irrigated with a commercial nutrient solution and fresh water. The relatively high conductivity (3019.05 ± 48.72 μs/cm2) of BE may be the main factor reducing the cabbage yields. Post-HRAP and post-CW BE were the least suitable for irrigated crop production due to the higher conductivity and lower nutrient content of these treated effluents. After three months, soils irrigated with post-AD and post-PFP BE had a significantly higher sodium content and sodium adsorption ratio (3919 ± 94.77 mg/kg & 8.18 ± 0.17) than soil irrigated with a commercial nutrient solution (920.58 ± 27.46 mg/kg & 2.20 ± 0.05; p<0.05). However, this was not accompanied by a deterioration in the soil’s hydro-physical properties, nor a change in the metabolic community structure of the soil (p>0.05). After prolonged irrigation with treated BE, sodium is likely to build up in the soil and this can be expected to be accompanied by a deterioration in the soil physical structure. However, crops species such as millet (Echinochloa esculenta), lucerne (Medicago sativa) and saltbush (Atriplex nummularia) reduced the build-up of sodium in the soil. The results suggest that sodium was mainly removed from the soil through plant-assisted leaching. Of the crops grown, lucerne showed the most promise because it improved the soil physical properties, is able to grow well in alkaline environments, is a popular fodder crop and can be harvested multiple times from a single stand. Brewery effluent is more suitable for soil production systems than hydroponic production systems because the soil was able to act as a buffer against the high pH of post-AD BE, whereas in a hydroponics systems the high pH reduced the availability of key minerals to plants. In conclusion brewery effluent contains sufficient plants nutrients to support the growth of cabbages, saltbush, lucerne and millet. However the sodium content of BE is a concern as it accumulates in the soil, and in the long-term it may lead to soil degradation. It is suggested that the brewery change the pH neutralising treatment of BE from sodium hydroxide to potassium hydroxide, or dolomitic lime (calcium and magnesium carbonate) because this would reduce the introduction of sodium into the system, and would increase the suitability of BE for crop production, given potassium and calcium are plant nutrients. The benefits of developing this nutrient and water resource could contribute to cost-reductions at the brewery, more efficient water, nutrient and energy management, create job opportunities with the potential of improving food security in the local community

Integrated Algae Pond Systems for the Treatment of Municipal Wastewater

Integrated algae pond systems are a derivation of the Oswald designed advanced integrated wastewater ponding system, and combine the use of anaerobic and aerobic bioprocesses to effect wastewater treatment. Integrated algae pond system technology was introduced to South Africa in 1996 and a pilot plant was designed and commissioned at the Belmont Valley wastewater treatment works in Grahamstown. Previous studies showed that this system delivered a final effluent superior to most pond systems deployed in South Africa but that it was unable to meet the general standard for nutrient removal and effluent discharge. This study was initiated to re-appraise integrated algae pond systems and to assess the potential of the technology as an effective municipal sewage treatment system. And more..

Industrial policy, institutions and industrial financing in South Africa: the role of the IDC and DBSA, and lessons from Brazil’s BNDES

Institutions, particularly development finance institutions (DFIs) have been instrumental in economic development and the implementation of industrial policy throughout history. In 2007, the South African government identified the country’s DFIs as key to the implementation of its new industrial policy framework with the main objective of job creation. This thesis examines the impact that South Africa’s DFIs, particularly the IDC and the DBSA, have had on employment creation from 2010 to 2014. A comparative institutional approach is adopted in a case study analysis examining the role of the state in industrial financing. The financing activities of Brazil’s BNDES are explored by comparison to determine if there are possible lessons for South Africa. An analysis of the DFIs’ financial and annual reports and government policy documents is conducted. The political settlements framework is used as a basis for understanding the balance of power within the country and the impact this has had on the country’s industrial policy and industrial finance. The thesis finds that the financing activities of South Africa’s DFIs, particularly the IDC, have been directed at large scale capital intensive projects, with a large portion of disbursements channelled towards mining and mineral beneficiation. These sectors have also facilitated the most number of jobs. Even though the activities of the country’s DFIs are consistent with South Africa’s industrial policy and have facilitated job creation, it is evident that these efforts have not been on a scale that is large enough to reduce unemployment. Despite the DFIs’ efforts, there has been an increase in the number of unemployed South Africans between 2010 and 2014

A Foucauldian analysis of discourses shaping perspectives, responses, and experiences on the accessibility, availability and distribution of condoms in some school communities in Kavango Region

Condom use is promoted as an effective method for prevention and contraception for people who practice or are at risk of practicing high-risk sexual behaviors. According to the UNAIDS (2009) report, condoms are the only resource available to prevent the sexual spread of the HI-Virus; and with regard to family planning, the same report proposes that condoms expand the choices, have no medical side effects, and thus provide dual protection against pregnancy and disease. However, in Africa as elsewhere in the world, condom use has been fiercely debated. The debates on the accessibility, availability and distribution of condoms in schools are not new nor are they uncontested. In Namibia, the HIV and AIDS policy in education does not explain how, when and by whom condoms should be made available to learners. This leaves it to schools to decide on how (and whether) to make condoms available to learners. As a result, individual school‘s choices not only vary, but are mediated by different factors that are not always in the best interest of learners who, as the foregoing discussion suggests, continue to participate in behaviour that, amongst other things, puts them at risk of HIV infection and falling pregnant. Relying on Foucault‘s theory of discourses, this study investigated the dominant discourses that shape learner, teacher, parent religious and traditional leader and traditional healer perspectives, responses, and experiences with regard to the accessibility, availability, and distribution of condoms in school. The study was conducted in nine schools in Kavango Region in Namibia using a mixed methods approach. The study used triangulation in the data collection process through the use of questionnaires where 792 learners participated in this component, and focus group discussions and individual interviews targeting four groups namely, learners, teachers, parents and religious leaders, traditional leaders and traditional healers. The quantitative data were analyzed using the Statistical Packages for Social Sciences (SPSS), and findings from the focus group discussions and individual interviews were analyzed identifying themes and patterns and then organizing them into coherent categories with sub-categories. The study revealed that the majority of adult participants opposed the idea of making condoms available in schools; advocating abstinence instead. This was despite evidence on the prevalence of sexual activity amongst youth in the community. Reasons had to do with various competing and hierarchized discourses operating to shape participant beliefs, perspectives, and responses in a highly regulated and surveilled social and cultural context. Put differently, the dominant discourses invoked a particular sexual subject; authorized and legitimated who invoked such a subject; who was and was not allowed to speak on sexual matters; as well as how sexual matters were brought into the public space of schools. Such authorization and legitimation regulated the discursive space in which discussions on sexual health, safe sex, and resources such as condoms were permitted; with negative consequences for the sexual well-being of youth in Kavango Region. The study also highlighted the tension between freedom, choice, and rights, showing how complex in fact is decision to make condoms available in school. On the one hand, teenagers positioned themselves as capable subjects who had the right to exercise choice over their sexual lives. Requesting parent consent was thus viewed as a violation of this right to choose. Such a position displayed authority and agency by learners that was pitted against views amongst adults in this study that positioned youth as having no agency. In their view, youth (a) were still children and thus innocent and pure, (b) ought to abstain, and (c) were difficult to control given the modern context. Adults believed that early sexual involvement by learners did not result from lack of vigilance and control on their part, but rather from exposure to modern social mores. The study concluded that (a) schools remain difficult spaces not only for mediating discussions of sex and sexuality, but also for providing resources to mitigate sexual risk amongst leaners, (b) in highly regulated societies, dominant religious discourses are produced and reproduced in and through existing institutions such as family, church, and schools; highlighting how these serve to normalize beliefs and perspectives, (c) the dominant discourses shaping communities in which schools find themselves remain inconsistent with school discourses that are shaped by modernist conceptions of childhood and youth, and (b) adult choices to sanction and obstruct schools from making condoms available (and in the case of teachers, not accessible and distributable) put the very children at risk that they propose to be protecting

An erosion and sediment delivery model for semi-arid catchments

Sedimentation has become a significant environmental threat in South Africa as it intensifies water management problems in the water-scarce semi-arid regions of the country. As South Africa already allocates 98% of available water, the loss of storage capacity in reservoirs and degraded water quality has meant that a reliable water supply is compromised. The overall aim of this thesis was to develop a catchment scale model that represents the sediment dynamics of semi-arid regions of South Africa as a simple and practically applicable tool for water resource managers. Development of a conceptual framework for the model relied on an understanding of both the sediment dynamics of South African catchments and applicable modelling techniques. Scale was an issue in both cases as most of our understanding of the physical processes of runoff generation and sediment transport has been derived from plot scale studies. By identifying defining properties of semi-arid catchments it was possible to consider how temporal and spatial properties at higher levels emerged from properties at lower levels. These properties were effectively represented by using the Pitman rainfall-runoff model disaggregated to a daily timescale, the Modified Universal Soil Loss Equation (MUSLE) model incorporating probability function theory and through the representation of sediment storages across a semi-distributed catchment. The model was tested on two small and one large study catchment in the Karoo, South Africa, with limited observed data. Limitations to the model were found to be the large parameter data set and the dominance of structural constraints with an increase in catchment size. The next steps in model development will require a reduction of the parameter data set and an inclusion of an in-stream component for sub-catchments at a larger spatial scale. The model is applicable in areas such as South Africa where water resource managers need a simple model at the catchment scale in order to make decisions. This type of model provides a simple representation of the stochastic nature of erosion and sediment delivery over large spatial and temporal scale

E-governance in the public sector : a case study of the central admission system in Tanzania

This thesis sets out to answer the following central research question: what are the influences, challenges, benefits and costs of the Central Admission System (CAS) as an e-Governance initiative in improving undergraduates’ admissions service delivery and quality assurance in Tanzania’s higher education institutions?’ In answering this key question, three sub-questions were explored: (1) To what extent and in what ways does the implementation of the CAS influence the organisation of admissions work and workplace relations in higher education institutions? (2) What are the sociotechnical challenges of implementing the CAS? (3) What are the advantages of the CAS in improving admissions service delivery and quality assurance in higher education institutions? The sociotechnical theoretical framework is an ideal for exploring these issues as it accommodates the understanding of dual relationship between social and technological aspects of the CAS in line with the contextual issues in its implementation. The focus of the thesis is on Tanzania’s higher education institutions where the CAS is being implemented. The study is informed by data collected through interviews and documentary analysis. Data organization and analysis was done using NVivo 10 QSR software. The study demonstrates that, notwithstanding the fast development and uptake of Information and Communication Technologies (ICTs), the implementation of the CAS in Tanzania is hampered by the fact that most of the end-users of CAS (particularly applicants) have relatively low access to the ICT infrastructure. Several factors continue to have a significant effect on the implementation of CAS, which in turn lead to implications for the uptake of improved admissions service delivery and quality assurance. A digital divide, resistance to change by some higher education institutions (HEIs), poor ICT skills among applicants, the costs of internet services, unreliable electricity supply, and inadequate IT experts continue to frustrate the objective of improved admissions service delivery and quality assurance. As a technological innovation in the workplace, the CAS has led to a restructuring of admissions work tasks among admissions officers, a need to review job descriptions, introduced tighter controls over admission work processes, and has shaped admission workers’ professional identities and self-presentations

An exploration of learners’ autonomous learning of mathematics by using selected Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips: A case study

One of the major problems in the achievements of learners in mathematics is the difficulty they experience in performing tasks involving higher level thinking skills which are developed through autonomous learning behaviours (Karp, 1991). Thus, to engage meaningfully in high level mathematical tasks, one should be able to work independently (Karp, 1991). Teachers therefore should support learners in developing the skills that will afford them the opportunity to manage their own learning outside the sheltered surroundings of the classroom, when the teacher is no longer there for support (St. Louis, 2003). A study was undertaken with 11 Grade-10 learners to ascertain how their engagement with the VITALmaths video clips support and improve the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions autonomously. The VITALmaths database of video clips, which consists of short video clips (1 - 3 minutes long) was developed collaboratively by students and researchers at the School of Teacher Education at the University of Applied Sciences North-Western Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer & Samson, 2010). The video clips, which are freely available, can be downloaded on mobile phones. The study was structured into four different phases during which data was collected and analysed using both quantitative and qualitative methods. I specifically looked at the learners’ use of manipulatives during their learning of the Pythagorean Theorem and the addition and subtraction of fractions, whether there was a growth of a discourse-for-oneself and whether or not their engagement with the video clips enhanced the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions. While the theoretical framework provided a sound basis for researching autonomous learning, it required a considerable effort to determine whether the participants showed growth in terms of moving from a discourse-for-others to a discourse-for-oneself. The study revealed that the learners’ engagement with the VITALmaths video clip encouraged the use of manipulatives in their learning of the Pythagorean Theorem and the addition and subtraction of fractions. The majority of the learners involved in the study showed a growth of a discourse-for-oneself. A number of the learners showed an enhancement in their understanding of the Pythagorean Theorem and the knowledge involved in the addition and subtraction of fractions. The overall findings showed that mobile technology can easily be incorporated in the learners’ learning of mathematics. The VITALmaths video clips can play a significant role in the learners’ autonomous learning and understanding of certain mathematical concepts

Oncoming Traffic

The poems in my collection Oncoming Traffic mainly look at the silence in my personal conflicts. Fusing different styles and tones of writing from the lyrical to the surreal, these poems grapple with issues I struggle with on a daily basis. First as a man, second as a man with a physical disability, and lastly as a black man dealing with the reality of living in a dysfunctional/disabled society. The silence in my personal conflicts means, writing what I cannot say, stripping myself bare and vulnerable. My inspiration has come from poets who articulate such silences

Examining the Influence of Non-Governmental Organizations upon the Long Term Outcomes of the Involuntary Community Resettlement Processes: With Special Reference to the Kariba Case, Zambia.

Researchers have clearly demonstrated that Development‐Induced Displacement and Resettlement (DIDR) usually risks impoverishing people and that annually, millions are displaced as a result. Although the impacts and consequences of resettlement are known, over the next couple of decades, development projects will continue to be needed to meet the different demands of growing economies and populations, of especially developing countries, making relocation sometimes unavoidable. Hence, over the years, many scholars have developed conceptual frameworks to understand and explain the impoverishment risks inherent in the resettlement phenomenon; and how those can be anticipated so as to be positively counteracted through strategic interactions and the implementation of development activities. Generally, the majority of those development activities to improve resettlement outcomes have often been planned, funded, and executed by the government, albeit with mixed levels of success, yet the possibilities of other development institutions such as Non‐Governmental Organizations (NGOs) have not been fully understood. However, a great deal of what is known about NGOs relates to their work in advocacy and activism to pressure governments to, for example, change relocation plans or raise awareness on the negative impacts of development projects on people and environment. Therefore, this thesis examines the influence of NGOs upon the on‐going outcomes of the involuntary community resettlement processes. The empirical basis is ethnographic research, which integrated several resettlement conceptual frameworks and theories about NGOs to collect and analyse data. Fieldwork was carried out in four villages of Simamba i.e. Malata, Kafwakuduli, Nangoba and Hamukonde. Simamba is one of the riverine Gwembe chiefdoms resettled following the construction of the Kariba dam on the Zambezi River bordering Zambia and Zimbabwe. The ethnographic research for this thesis was conducted from 2013 to 2015. In this thesis, I demonstrate that spatial factors influenced the resettlement trajectory using evidence from Simamba’s pre and post resettlement situation. I conclude by arguing that sustained contributions of the NGO type of development can positively influence the long‐term outcomes of involuntary community resettlement processes, and that problems that occurred were largely related to the management of the community development activities by the NGO under study. Therefore, this thesis is relevant to resettlement and development studies in general

Interrogating the specific challenges of teaching play texts in heterogeneous classrooms in the Eastern Cape

This study is an autoethnographic reflection, rooted in Action Research based on my teaching experience in a multicultural high school environment in the Eastern Cape, South Africa. It is an analysis, in particular, of teaching play texts in two classes, Dramatic Arts and English Home Language, at matric level. A combination of discourse analysis and autoethnography formed the theoretical basis for the interpretation of data drawn from lesson transcripts, group interviews, learners’ reflections and my own journalled reflections. This analysis has formed the foundation for a deeper reflection on culture, the colonist within, and the colonialism embedded with in my teaching, and in the education system more broadly. At a practical level, I suggest embracing student-led and co-led discussions of literature, as advocated by Mayer (2012), as well as transcultural readings (Keating, 2007), and Drama activities, as ideals in the teaching of play texts. These techniques are designed to encourage learners to develop intellectual authority as well as allowing them the space to enter discussions around culturally sensitive topics, while minimising the teacher’s hierarchical, dominant position. I also argue for the importance of making culture an overt topic of conversation. White English-speaking South African culture, in particular has been prone to “invisibility” and, through this, an unspoken normative position, particularly in multicultural school environments. I challenge myself and others to engage in ongoing efforts to articulate our particular perception of our cultures, dynamic and diverse though they may be