Voices in a university : a critical exploration of black students' responses to institutional discourse.

Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 1998.The context for this study is the period leading up to and the four years since the first democratic elections in South Africa in 1994. It is a critical exploration of black students' responses to university discourses as they begin their degrees, and an analysis of the extent to which Critical Language Awareness can be used to facilitate a greater understanding of institutional conventions and practices. It includes a brief consideration of students' school experiences and then explores their perceptions of the university as a whole as well as of individual texts. The way in which language encodes asymmetrical power relations and is used to construct students' subjectivities within the institution is of central concern. The research methodology adopted here is critical action research. The study consists of two research cycles, a short pilot study and a longer eight week language teaching programme. This second cycle was carried out in 1991 at the University of Natal during a time marked by unprecedented political fluidity and the establishment of new institutional and social structures. The impact of these changes has been felt at every level as racial separation, uniformity and ethnic homogeneity, which were once dominant social norms, have been replaced by the movement towards an integrated social order defined by its diversity, difference, and multiplicity. Because the research process is inseparable from its socio-political context, a theoretical perspective which attempts to theorise multiplicity and contradiction has been adopted here. Insights from postmodern thought are therefore central to this work and have facilitated the interrogation and, at times, the rewriting of many aspects of critical social theory, critical pedagogy and critical action research. The immediate context for this study is Learning, Language and Logic, a first-year course whose primary aim is the acquisition of academic literacy. Over a period of four years, the two action research cycles were developed and integrated into the curriculum. The first was a short intervention during which students analysed three university texts and the second, central cycle was an eight week programme which introduced them to the central principles of Critical Language Awareness. It was designed to provide students entering the university with the opportunity to explore unfamiliar aspects of the university environment and to analyse a range of texts drawn from its discourses. The primary method of analysis of the data was Critical Discourse Analysis but a content analysis of some of the data was also undertaken. The results of this research provide a strong indication that the integration of the principles of Critical Language Awareness into a first year course in academic literacy adds a crucial dimension to students' understanding of the university environment. It provides them with linguistic insights from which they can further develop the ability to analyse their educational context, to respond critically to academic texts and to understand the roles that they can play within the university.This thesis consists of 2 volumes

Curriculum reform in South Africa: more time for what?

In 2013 the Council on Higher Education (CHE) released a proposal for the reform of South Africa’s undergraduate degree arguing that all current 3-year degrees and diplomas, as well as 4-year Bachelor’s degrees be extended by one year with an additional 120 credits. This paper argues that the structure proposed provides the conditions for a different kind of curriculum that enables epistemic access and development. The paper firstly offers a set of theoretical tools for conceptualising this enabling curriculum structure. Secondly, drawing on the CHE exemplars, the paper makes explicit the general curriculum reform principles that underpin the enabling structure. Finally, the paper describes how these reform principles translate into qualification-specific curriculum models which enable epistemic access and development. This research is an important contribution to the next phase of curriculum reform in South Africa, what we refer to as a ‘new generation’ of extended curricula

Machine learning in marine ecology: an overview of techniques and applications

Machine learning covers a large set of algorithms that can be trained to identify patterns in data. Thanks to the increase in the amount of data and computing power available, it has become pervasive across scientific disciplines. We first highlight why machine learning is needed in marine ecology. Then we provide a quick primer on machine learning techniques and vocabulary. We built a database of ∼1000 publications that implement such techniques to analyse marine ecology data. For various data types (images, optical spectra, acoustics, omics, geolocations, biogeochemical profiles, and satellite imagery), we present a historical perspective on applications that proved influential, can serve as templates for new work, or represent the diversity of approaches. Then, we illustrate how machine learning can be used to better understand ecological systems, by combining various sources of marine data. Through this coverage of the literature, we demonstrate an increase in the proportion of marine ecology studies that use machine learning, the pervasiveness of images as a data source, the dominance of machine learning for classification-type problems, and a shift towards deep learning for all data types. This overview is meant to guide researchers who wish to apply machine learning methods to their marine datasets.Machine learning in marine ecology: an overview of techniques and applicationspublishedVersio

Nuclear Entry of Activated MAPK Is Restricted in Primary Ovarian and Mammary Epithelial Cells

The MAPK/ERK1/2 serine kinases are primary mediators of the Ras mitogenic signaling pathway. Phosphorylation by MEK activates MAPK/ERK in the cytoplasm, and phospho-ERK is thought to enter the nucleus readily to modulate transcription.Here, however, we observe that in primary cultures of breast and ovarian epithelial cells, phosphorylation and activation of ERK1/2 are disassociated from nuclear translocalization and transcription of downstream targets, such as c-Fos, suggesting that nuclear translocation is limited in primary cells. Accordingly, in import assays in vitro, primary cells showed a lower import activity for ERK1/2 than cancer cells, in which activated MAPK readily translocated into the nucleus and activated c-Fos expression. Primary cells express lower levels of nuclear pore complex proteins and the nuclear transport factors, importin B1 and importin 7, which may explain the limiting ERK1/2 import found in primary cells. Additionally, reduction in expression of nucleoporin 153 by siRNA targeting reduced ERK1/2 nuclear activity in cancer cells.ERK1/2 activation is dissociated from nuclear entry, which is a rate limiting step in primary cells and in vivo, and the restriction of nuclear entry is disrupted in transformed cells by the increased expression of nuclear pores and/or nuclear transport factors

The Science Performance of JWST as Characterized in Commissioning

This paper characterizes the actual science performance of the James Webb Space Telescope (JWST), as determined from the six month commissioning period. We summarize the performance of the spacecraft, telescope, science instruments, and ground system, with an emphasis on differences from pre-launch expectations. Commissioning has made clear that JWST is fully capable of achieving the discoveries for which it was built. Moreover, almost across the board, the science performance of JWST is better than expected; in most cases, JWST will go deeper faster than expected. The telescope and instrument suite have demonstrated the sensitivity, stability, image quality, and spectral range that are necessary to transform our understanding of the cosmos through observations spanning from near-earth asteroids to the most distant galaxies.Comment: 5th version as accepted to PASP; 31 pages, 18 figures; https://iopscience.iop.org/article/10.1088/1538-3873/acb29

Machine learning in marine ecology: an overview of techniques and applications

Machine learning covers a large set of algorithms that can be trained to identify patterns in data. Thanks to the increase in the amount of data and computing power available, it has become pervasive across scientific disciplines. We first highlight why machine learning is needed in marine ecology. Then we provide a quick primer on machine learning techniques and vocabulary. We built a database of ∼1000 publications that implement such techniques to analyse marine ecology data. For various data types (images, optical spectra, acoustics, omics, geolocations, biogeochemical profiles, and satellite imagery), we present a historical perspective on applications that proved influential, can serve as templates for new work, or represent the diversity of approaches. Then, we illustrate how machine learning can be used to better understand ecological systems, by combining various sources of marine data. Through this coverage of the literature, we demonstrate an increase in the proportion of marine ecology studies that use machine learning, the pervasiveness of images as a data source, the dominance of machine learning for classification-type problems, and a shift towards deep learning for all data types. This overview is meant to guide researchers who wish to apply machine learning methods to their marine datasets

Proceedings of the 13th annual conference of INEBRIA

CITATION: Watson, R., et al. 2016. Proceedings of the 13th annual conference of INEBRIA. Addiction Science & Clinical Practice, 11:13, doi:10.1186/s13722-016-0062-9.The original publication is available at https://ascpjournal.biomedcentral.comENGLISH SUMMARY : Meeting abstracts.https://ascpjournal.biomedcentral.com/articles/10.1186/s13722-016-0062-9Publisher's versio

Taking a Longer View: Processes of Curriculum Development in the Department of Graphic Design at the University of Johannesburg

In the face of the complex array of competing pressures currently faced by higher education, globally, nationally and institutionally (Maistry 2010; Clegg 2005) academic staff who are required to reconceptualise their curricula are often tempted to focus on the immediate demands of the classroom and to pay scant attention to the broader knowledge and curriculum-related issues which inform pedagogical practice. In this paper we argue that opportunities should be created for staff to step back from pedagogical concerns and to consider knowledge domains and the curriculum in all its dimensions from a distance and in a more nuanced, theoretically informed way (Clarence-Fincham and Naidoo 2014; Luckett 2012; Quinn 2012).   The paper aims to show how a model for curriculum development which mirrors the three tiers of Bernstein’s pedagogical device was used in a Department of Graphic Design as a means of facilitating a deeper, more explicit understanding of the nature of the discipline and the values underpinning it, the kind of curriculum emerging from it and the student identities associated with it. (Berstein 1999, 2000; Clarence-Fincham and Naidoo 2014; Maton 2007). It begins by identifying some of the central challenges currently facing the South African Higher Education sector and then sketches the institutional context and highlights the key concepts underpinning the university’s learning-to-be’ philosophy. Within this framework, using staff responses during early curriculum development workshops, as well as ideas expressed during a later group discussion, it identifies a range of staff positions about several aspects of the curriculum which reveals both areas of agreement as well as contestation and which provides a solid platform for further interrogation and development

Shifts in the timing of spawning in sole linked to warming sea temperatures

Phenotypic traits such as peak spawning time may vary within and differ between populations in relation to environmental factors, such as temperature. Sole (Solea solea) is a valuable, commercially exploited species that spawns in late winter or spring. The date of peak spawning was estimated for each year for seven stocks from monthly fish samples collected from commercial fisheries since 1970. Four out of seven stocks showed a significant long-term trend towards earlier spawning (Irish Sea, east-central North Sea, southern North Sea, eastern English Channel) at a rate of 1.5. weeks per decade. The other three stocks (Bristol Channel, western English Channel and western-central North Sea) failed to show a relationship, but the available time series were limited for these stocks (<10. years). Sea surface temperature during winter significantly affected the date of peak spawning, although the effect differed between stocks. The implications of the effect of winter temperature on the timing of spawning for the population dynamics are discussed