Simulating the characteristics of tropical cyclones over the South West Indian Ocean using an adaptive Stretched-Grid Global Climate Model

Tropical Cyclones are one of the most devastating natural phenomena. Previous attempts to simulate Tropical Cyclones (TCs) over the South West Indian Ocean (SWIO) have used Global Circulation Models (GCMs) with uniform grid. This study examines the capability of a GCM with adaptive grid stretching (CAM-EULAG, hereafter CEU) in simulating the characteristics of TCs over the SWIO. In the study, the CEU model is applied with a fine horizontal grid resolution (0.5°x0.5°) over the SWIO and coarser resolution (1°x1° - 2°x2.25°) over the rest of the globe. The model simulation is performed for 11 years (1999-2010) and validated against the Joint Typhoon Warning Centre (JTWC) best track observation, Global Precipitation Climatology Project (GPCP) satellite data, and ERA-Interim (ERAINT) reanalysis data. The study also considers the impact of El Niño Southern Oscillation (ENSO), Indian Ocean Dipole (IOD) and the South Atlantic Subtropical Dipole (SASD) on TC counts over the SWIO

Creative Drama and Forum Theatre in initial teacher education: Fostering students’ empathy and awareness of professional conflicts

Two studies examined the impact of a programme that used Creative Drama and Forum Theatre on the social, emotional, and ethical skills of student teachers. The first study qualitatively analysed 49 teaching conflict situations devised by 280 students. The second analysed the programme's effect on 626 students? empathy and perception of their teaching-learning processes. The types of conflicts, contexts, and ethical dilemmas involved were categorised. Pedagogical tools and their effect on self-knowledge, perspectivetaking, and socio-moral sensitivity and reflection were favourably assessed. The emotional understanding component of empathy significantly improved. The results support a more comprehensive training of future teachers

TENTATIVE SECURITIES: 26/11, ISRAEL AND THE POLITICS OF MOBILITY

This dissertation examines the global mobility of security knowhow in relation to the management of terrorism in megacities. Specifically, it offers three insights. First, it shows how historical events are performed as sites in need of transnational policy intervention. Second, it enables an understanding of how and why the sourcing of policy ‘models’ actually takes place. Third, it sheds light on how mobile policy schemes travel geographically and are put to work in particular contexts. In doing so, it elaborates on the conditions under which policies move geographically but also addresses the kinds of constraints and contradictions they face. The dissertation develops two closely related theses. The first has to do with how policy models are constructed as mobile objects while the second highlights the kinds of pressures and conflicts that such models are used to resolve. Regarding the construction of policy models, Israel’s status as a global policy exemplar should not be understood as a closed professional consensus or incontrovertible fact that exists independently ‘out there’. Rather it is a deeply ideological construct, emerging from processes of geographic interaction. Israel’s claim to expertise in security knowledge needs to be constantly re- articulated. Indeed, the Israeli involvement in the 2008 Mumbai attacks (26/11) reveals a basic tension. On the one hand, the Israeli officials’ prerogatives to comment on the handling of 26/11 reflects Israel’s dominant position on matters of counter-terrorism and homeland security (HLS). On the other hand, the extensive efforts of Israeli officials to situate Israeli security expertise as a ‘solution’ also reveals that the relationship between 26/11 and the ‘Israeli experience’ of fighting terrorism was not, in fact, obvious or natural. This link had to be actively made. Indeed, the event’s status as a failure of governance in need of urgent policy intervention emerged through Israeli criticisms of Indian security authorities and comparisons to their own alleged success in managing live terror attacks. The second component of my thesis is that the Mumbai authorities’ decision to take up Israeli security ‘solutions’ must be situated in relation to local public pressures and conflicts to which 26/11 gave rise. The reason why Maharashtra politicians decided to learn from Israel in 2009 was not because they suddenly woke up to the reality of global terrorism and realized that ‘securing’ Mumbai against this threat would require a set of technical skills that they lacked. Rather it was because they believed that an association with Israel would be helpful in managing public dissent and restoring their authority to govern. What ‘learning from Israel’ offered was not a set of concrete policy prescriptions for how to manage terrorism but rather an image of progress and success

Investigating human trafficking for sexual exploitation: from ‘lived experiences’ towards a complex systems understanding

Human trafficking for sexual exploitation, as the most documented type of trafficking both internationally and in South Africa, was the focus of this study as it poses significant challenges to response efforts whilst remaining a crime of vast impunity. At the centre of this study was the researcher’s curiosity-infused endeavour to understand the lived experiences of multipronged stakeholders who have first-hand experience of the investigation into human trafficking for sexual exploitation. A qualitative approach and the use of hermeneutic phenomenology within a broader postmodernist and constructivist positioning served as the catalyst for generating novel insights. Numerous formal and informal conversations over the 5-year research period, site visits to multiple sex trade locations around South Africa and 91 in-depth and unstructured interviews with participants from 15 different vantage points were conducted. Five themes were identified from participants’ lived experiences as they related to the investigation of human trafficking for sexual exploitation. These were Theme 1: Sex Trade, Human Trafficking and Organised Crime; Theme 2: Combating Human Trafficking for Sexual Exploitation; Theme 3: Victims of Human Trafficking for Sexual Exploitation; Theme 4: Corruption and Compromise; and Theme 5: The Social Context and Scope of the Problem. A rich and in-depth presentation of participants’ lived experiences from an emic point of view was made. Knowledge generated include the revelation of problematic claims by preservationists around the nature of the sex trade in South Africa, insights into complexities intrinsic to human trafficking for sexual exploitation and multi-layered challenges associated with investigations into the crime. At the apex of the study was the deconstruction of complex systems theory and its application to the phenomenological essence of participants’ lived experiences. A proposed application of the theory was suggested for a more agile, robust and effective multipronged investigation strategy to combat human trafficking for sexual exploitation. A strong argument is made for a ‘whole’ and non-reductionist approach to investigations that continuously considers both the complexity of the crime and the day-to-day realities of the stakeholders who contribute to the multipronged investigation into human trafficking for sexual exploitation.Ukurhweba ngabantu ngeenjongo zokubaxhaphaza ngokwesondo, lolona didi lorhwebo lokuxhaphaza ekubhalwe ngalo kakhulu kwihlabathi jikelele nakuMzantsi Afrika. Esi sifundo sigxile kolu rhwebo njengoko lucela umngeni kwimizamo yokusabela lo gama ilulwaphulo mthetho olungalawulekiyo. Esizikithini sesi sifundo yayingumdla womphandi ukuqonda ngamava abo bathatha inxaxheba ekuphandeni ngorhwebo lokuxhaphaza ngokwesondo. Kukhethwe ufundo oluqwalasela umgangatho nokusetyenziswa kwesimbo sokutolika iimeko ezikhoyo kwilizwe elisemva kwelale mihla siphila kuyo njengeyona nqobo eya kuveza iimbono ezingaqhelekanga. Kwabanjwa inqwaba yeencoko ezisesikweni nezingekho sikweni ezenziwe kwisithuba seminyaka yophando engaphaya kwemihlanu, kwatyelelwa kwiindawo zorhwebo lokuxhaphaza ngokwesondlo ezikhoyo eMzantsi Afrika, kwabanjwa nodliwano ndlebe olunzulu lungaqingqwanga olungama-91 nabantu abakwiindawo zomdla ezili-15. Kwabonakala imixholo emihlanu esuka kumava abathathi nxaxheba malunga nophando ngorhwebo lokuxhaphaza ngesondo. Le mixholo yile: Umxholo woku-1: Urhwebo Lwesondo, Urhwebo Lokuxhaphaza Abantu, Nolwaphulo Mthetho Olucwangcisiweyo; Umxholo wesi-2: Ukulwa Urhwebo lokuxhaphaza abantu Ngenjongo Yesondo; Umxholo wesi-3: Amaxhoba Orhwebo Lokuxhaphaza Abantu Ngenjongo Yesondo; Umxholo wesi-4: Ubuqhophololo Nokunikezela; kunye noMxholo wesi-5: Imeko Yezentlalo Nomthamo Wengxaki. Kwenziwa inkcazelo enzulu netyebileyo yamava abathathi nxaxheba evelelwa ngokwendlela abantu bendawo abacinga nabazibona ngayo izinto. Ulwazi olufunyenweyo luquka izimvo eziyingxaki zabantu abakhuthaza ukugcinwa kwezinto zinjengoko zinjalo, malunga nohlolo olululo lorhwebo ngesondo eMzantsi Afrika, izimvo ngobunzima obubuthume kurhwebo lokuxhaphaza abantu ngenjongo yesondo kunye nemingeni emininzi eyayanyaniswa nophando lolwaphulo mthetho. Encochoyini yesi sifundo kukuhlakaza ingcingane exhakaxhaka yeenkqubo nokusetyenziswa kwayo kwiimeko ezikhoyo kumava abathathi nxaxheba. Kwacetyiswa indlela yokusebenzisa le ngcingane ekwenzeni icebo elinamandla nelisebenzayo lokulwa urhwebo lokuxhaphaza abantu ngenjongo yesondo. Kuthethelwa indlela yokusebenza ‘epheleleyo’ nengacuthi nto ekuqhubeni uphando v olusoloko luthathela ingqalelo ubuxhakaxhaka bolwaphulo mthetho namava emihla ngemihla abathathi nxaxheba abafaka isandla kuphando oluvelela iinkalo ezininzi kurhwebo lokuxhaphaza abantu ngenjongo yesondo.Ukushushumbiswa kwabantu ukuze baxhashazwe ngokocansi, njengohlobo lokushushumbisa oluqoshwe phansi ngokudlula zonke ezinye izinhlobo emhlabeni wonke kanye naseNingizimu Afrika, yikona okugxilwe kukho kakhulu kulolu cwaningo njengoba kuyikona okungadala izingqinamba ezinkulu emizamweni yokubhekana nakho kube futhi kuyilona hlobo lobugebengu olungajeziswa kangako. Okunguwona mgomo walolu cwaningo yimizamo yomcwaningi egqugquzelwa ngukufuna kwakhe ukwazi ukuze aqonde lokho okubonwe ngababandakanyekayo abahlukahlukene abebebhekene ngqo nokuphenywa kodaba lokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi. Kusetshenziswe indlela yokwenza ephathelene nokuqoqwa kwemininingwane engamaqiniso nokusetshenziswa kohlobo locwaningo olwahlukile kulolo olubheka ukwenzeka kwezinto ngokwemvelo maqondana nokuhleleka kwezinto ngokwesikhathi esilandela esezinto zesimanjemanje, nangendlela elandela umumo othize, njengegqugquzela ubukhona bokuqonda okuhlaba umxhwele ngokungajwayelekile. Kube khona izingxoxo eziningi ezihleliwe nezingahlelwanga ezenzeke esikhathini esiyiminyaka emihlanu yocwaningo, kwavakashelwa izizinda eziningi ezindaweni okuhwetshelwana kuzo ngocansi eziseNingizimu Afrika, kwaphinde kwaba nezingxoxo ezingama-91 ezijulile ngokuphonsa imibuzo engahleliwe ngokusemthethweni kubabambiqhaza abavela ezindaweni eziyi-15 ezilungele lolu cwaningo. Kuhlonzwe izingqikithi ezinhlanu eziqhamuke kulokho okubonwe ngababambiqhaza ngokuhlobana kwabo nophenyo lokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi. Yilezi, Ingqikithi 1: Ukuhweba Ngocansi, Ukushushumbiswa Kwabantu Nobugebengu Obuhleliwe; Ingqikithi 2: Ukulwisana Nokushushumbiswa Kwabantu Ukuze Baxhashazwe Ngokocansi; Ingqikithi 3: Izisulu Zokushushumbiswa Ukuze Zixhashazwe Ngokocansi; Ingqikithi 4: Inkohlakalo Nokwenza Okungahambisani Nawe; neNgqikithi 5: Indikimba Kwezenhlalo Nobubanzi Benkinga. Kube sekwethulwa ngokucebile nangokujulile okubonwe ngababambiqhaza ngokwencazelo ehambisana nohlobo lwesifundo. Ulwazi olutholakele lubandakanya ukuvela kwalokho okuyinkinga okushiwo yilabo abalwela ubukhona bohwebo lwezocansi eNingizimu Afrika, ukuqondwa kwalokho okungekho lula ukukuqonda okuphathelene vii nokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi kanye nezingqinamba ezishiyana ngokwezigaba ezihambisana nophenyo lwalobu bugebengu. Ekujuleni kocwaningo kube khona ukuhlaziya okubanzi ngokuhlakaza izinhlelo zezinzululwazi okungekho lula ukuziqonda nokusetshenziswa kwazo kulokho okusemqoka okubonwe ngababambiqhaza. Kuhlongozwe ukuba kusetshenziswe isu elisheshayo, elishubile nelizosebenza ngempumelelo elihlukene izigaba eziningi ezibheka konke elizolwisana nokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi. Ukudingida kabanzi ngendlela 'ephelele' nengancike ndawo okumele ilandelwe uma kuphenywa nezobheka kokubili ukungabi lula kobugebengu okubhekenwe nabo kanye nokubonwa imihla ngemihla ngababambiqhaza abasiza ngokuthile ophenyweni olubheka okuningi okwahlukahlukene maqondana nokushushumbiswa kwabantu ukuze baxhashazwe ngokocansi.Criminology and Security Scienc

Moral Universalism at a Time of Political Regression: A Conversation with Jürgen Habermas about the Present and His Life’s Work

In the present interview, Jürgen Habermas answers questions about his wide-ranging work in philosophy and social theory, as well as concerning current social and political developments to whose understanding he has made important theoretical contributions. Among the aspects of his work addressed are his conception of communicative rationality as a countervailing force to the colonization of the lifeworld by capitalism and his understanding of philosophy after Hegel as postmetaphysical thinking, for which he has recently provided a comprehensive historical grounding. The scope and relevance of his ideas can be seen from his reflections on current issues, ranging from the prospects of translational democracy at a time of resurgent nationalism and populism, to political developments in Germany since reunification, to the role of religion in the public sphere and the impact of the new social media on democratic discourse.Peer Reviewe

Hispanic, Latine, Latinx How Monolithic Terminology Can Amplify and Erase Millions of Voices

The use of the term Hispanic in the U.S. has long been used as a catchall for what is a remarkably diverse group of people. Often incorrectly interchanged with the term Latine, many do not understand why the term, along with others like Latine, and Latinx, is both important and problematic. The way people identify is incredibly personal and can be a result of a variety of experiences. Hispanics and Latines (the U.S. Census counts these groups as one) make up 18.7% of the U.S. population with non-Hispanic African Americans comprising 12.4% of the population (Jones et al., 2021). While the Census Bureau considers Hispanic and Latine as one group, it does at least recognize that these groups encompass various races and so it distinguishes race as separate, allowing people to acknowledge both their race and Hispanic and/or Latine origins. This is important to know because according to the U.S. Census Bureau, the U.S. saw a decrease in the non-Hispanic white-only population from 63.7% in 2010 to 57.8% in 2020 (US Census Bureau, 2021) and it is forecasted that the Hispanic/Latine population will grow to over 111 million by 2060 (US Census Bureau, 2018). This means that as the population grows, we will see (and are already seeing) a growth in Hispanic and Latine higher ed students. As academic librarians, it is important that we recognize and understand the differences in these terms and how our students use them, assuming they use them at all. To truly support Hispanic communities, and in the case of HSI students, it is important to know how the use of the term Hispanic in the U.S came about, the misconceptions around it that have caused strife among varying groups, and why this term (and others) can be problematic. In this chapter, I go over a summarized history of the term Hispanic, its use in the United States, and the ways it has both amplified, such as the classification of Hispanic Serving Institutions, and caused erasure among the Central American, Southern American, and Caribbean American people in the United States. I will also go over how some of the terms used in describing these groups of people came to be, the issues that surround them, and some of the political and immigrant complexities that exist within the community. While this chapter does not in any way pretend that the topics touched on are a comprehensive explanation of Hispanics and Latines in the U.S., it hopefully does give you a primer into the complexities of the community

Technical and vocational education and training (TVET) provision in Nigerian technical colleges: exploring the relevance, effectiveness and efficiency (REE) of stakeholder partnerships using community-based participatory action research (CBPAR).

Doctoral Degree. University of KwaZulu-Natal, Durban.This thesis explored Technical and Vocational Education and Training provision in Nigerian technical colleges with the specific focus on establishing the relevance, effectiveness and efficiency of stakeholder partnerships. It used Community-based participatory action research. The study was guided by three research questions in the preliminary, and two for the main study. These research questions are outlined as follows: Preliminary Study 1. What is the extent of TVET provision across the six geopolitical zones of Nigeria? 2. How does the TVET provision within these six geographical zones compare to the provision of general education schools? 3. What is the level of efficiency of a selected few TVET institutions across these geographical zones in Nigeria? Main Study 1. Are the selected TVET institutions surveyed in any form of partnership with any organisation? If so, what types of partnership are they involved in? 2. Using CBPAR, how do we strengthen and develop a new model of partnership for REE TVET provision in Nigerian technical colleges? In order to address these research questions, an explanatory sequential mixed method design involving a Community-based participatory action research was used. Data was collected for the preliminary study through desk review, document analysis and closed-ended questionnaires for the first, second and third research questions respectively. For the main study, data was generated through semi-structured questionnaires for research question one, whilst that of two was generated through pre- and post-intervention minutes of meetings, personal interviews and focus group discussions. Four frameworks were employed in the study. An analytical framework for evaluating TVET provision in terms of relevance, effectiveness, and efficiency was used to gauge the internal efficiency of selected technical colleges in research question three of the preliminary study. The Triple Helix (TH) and the Quadruple Helix Innovation Models (QHIM) were used to explore partnerships in the main study. The last framework – the Ecological System Theory (EST) – was used in understanding the development of a new relevant, effective and efficient (REE) partnership in TVET provision. The last theory, EST, was applied due to the limitations of the THM and the QHIM in describing the levels of interaction between different stakeholders in quality TVET provision. The EST however, allowed for the discovery of the different levels of interaction amongst stakeholders required to collaborate for REE TVET provision in Nigerian technical colleges. For research question one, the preliminary study results revealed 155 TCs across the six geopolitical zones. In addition, the provision was not evenly distributed because there is no technical college in Zamfara State in North-West. Research question two indicated a highly disproportionate ratio of TCs versus general education schools – ranging from 1: 138 to 1:70. For research question three the results showed that amongst the 22 technical colleges surveyed across the four geopolitical zones, only two colleges had their overall index of efficiency above 50%, with North-Central at 56% and South-West at 54%. Findings from the main study revealed, for research question one, that only 32% of TCs were involved in partnerships, that is, seven out of 22. However, it was significant to note that five out of the seven colleges were involved not only in one-to-one, but in multiple stakeholder partnerships. With regard to the prelude to research question two, using CBPAR, 26 factors were elicited to explain the low efficiency experienced by GTC-Port Harcourt. Thus, to strengthen and develop a new model of partnership for REE TVET provision in Nigerian technical colleges a new type of collaboration that portrays the characteristic features of the QHIM needed to be established – in other words, a new partnership arrangement that incorporates technical colleges, industry, government, and other stakeholders from civil society/NGOs, World Bank (IFC), community, Parents Teachers’ Associations (PTA), philanthropic individuals, and volunteers. Furthermore, the use of a social ecological lens on the new model of REE partnerships enabled the illumination of different interactions and impact levels among the various stakeholders. As opposed to other studies where government is the propelling force within the TVET system, this study shows that industry is key to the production of skilled graduates. The findings of this study have implications for policy, practice and research. Nigerian education policy acknowledges the need for the government to partner with other stakeholders in producing the skilled workforce needed in the country. However, findings in this study reveals a paradigm shift from government to the industry as the key stakeholder needed to produce a competent and skilled workforce needed for industrial development in Nigeria. Significantly, the implications of this study for practice is such that, having industry as the key stakeholder would boost the production of skilled graduates thereby reducing the skills mismatch that are the major cause of unemployment amongst secondary school leavers in Nigeria. It will also create room for gainful employment amongst the youths, thereby reducing the problem of unemployment. Industry provides inputs such as delivering workplace training to TVET trainers, contributing financially to national training funds, providing opportunities for teachers to regularly update themselves through workplace experiences, and contributing to development of the curriculum for economic relevance. The findings of this study also have implications for research, in that it has extended the debate on stakeholder partnerships in TVET provision through the application of the social ecological lens, which illuminates the different levels of interactions and impact amongst various stakeholders required for quality TVET provision

Effectiveness of corporate social responsibility (CSR) guidelines in India

The thesis is on the effectiveness of corporate responsibility (CSR) Guidelines in India which is based on analysing the CSR and business responsibilty reports along with the sustainability reports of select top companies from 2012 -2015.<br /

Graduate Catalogue 1975-1977

https://scholarship.shu.edu/graduate_catalogues/1042/thumbnail.jp