No description available.

The short-term responses of Cassiope tetragona, a high arctic evergreen shrub, to variations in growing season climate were examined using experimental manipulations of temperature and growing season length at Alexandra Fiord, Ellesmere Island. Surface temperatures in the field were increased an average of 1-2 °C in two communities using open-top greenhouses. Growing season length was altered in a snowbed community by using manual snow manipulations to change the date of snowmelt. Growth and reproductive responses of Cassiope tetragona to these manipulations were observed over two field seasons following treatment establishment. Natural variations in vegetative and reproductive characteristics of Cassiope tetragona were also monitored in unmanipulated communities selected to represent a range of environmental conditions at the study site. Retrospective analysis of past Cassiope growth and reproduction was used to provide a record of variations in productivity spanning 25-35 years which could be related to climate records from Ellesmere Island. For the retrospective analysis, patterns of internode lengths were used to delimit sections of annual growth and chronologies of annual stem elongation, leaf number and flower number were then analyzed using methods similar to those applied to tree-ring studies. In general, the reproductive parameters of Cassiope tetragona were observed to be highly responsive to short-term variations in growing season climate, while vegetative production exhibited a much more conservative response. Flower production and rates of reproductive development were significantly stimulated by experimental warming. Retrospective analysis of flower production support field observations indicating that flower production is highly sensitive to annual variations in growing season temperatures. In contrast, shoot growth showed moderate responses to experimental warming. Records of past growth indicate that although vegetative production appears to be sensitive to annual variations in summer temperatures, the degree of responsiveness is much lower than for reproductive parameters. Net growth and reproduction were not stronly affected by natural or experimental variations in snowmelt timing, although phenology timing was significantly altered. The conservative growth response of Cassiope tetragona to short-term variations in climate is suggested to be related to constraints on plant phenology which may restrict flexibility in the period utilized by plants for aboveground growth. Preferential allocation of within-plant resources to reproductive structures during periods of ameliorated growing season climate may account for the observed strong reproductive responses to climate variations. Trade-offs betweeen growth and reproduction have important implications for predicting the long-term response of Cassiope tetragona to climate change. An understanding of within-plant allocation strategies is also important to the interpretation of past variations in growth and reproduction. Retrospective analysis of past Cassiope production is likely to be a very useful tool for investigating ecological relationships and past climate change. / Arts, Faculty of / Geography, Department of / Graduate

No description available.

This study examines selected works by four white female Zimbabwean writers: Alexandra Fuller, Lauren Liebenberg, Bryony Rheam and Lauren St John, in light of the controversy over the spate of white memoirs which followed the violent confiscation of white farms in Zimbabwe from 2000 onwards. The controversy hinges on the notion that white memoir writers exploit the perceived victimhood of white Zimbabweans in the international sphere, and nostalgically recall a time of belonging – as children in Rhodesia – which fails to address the fraught colonial history which is directly related to the current political climate of the country. I argue that such critiques are too generalised, and I regard the selected texts as primarily critical of the values and lifestyles of white Rhodesians/Zimbabweans. The texts I have selected include a range of autobiographical and fictional writing, or memoirs and pseudo-memoirs, and I focus on form as a medium enabling an exploration of identity. The ways in which these authors conform to and adapt particular narratives of becoming is examined in each chapter, with a particular focus on the transition from innocence to experience, the autobiography, and the Bildungsroman. Gender is a recurring point of interest: in each case the female selves/protagonists are situated in terms of the family, which, in reflecting social values, is a key site of conflict. In regard to trends in white African writing, I explore the white African (farm) childhood memoir and the confessional mode. Ultimately I maintain that while the texts may be classified as white writing, as they are fundamentally concerned with white identity, and therefore evince certain limitations of perspective and form, including clichéd tendencies, all the writers interrogate white identity and the fictional texts more self-reflexively deconstruct tropes of white writing.

Ce mémoire de maîtrise porte sur l'écriture de soi dans les récits de voyage d'écrivaines-voyageuses. La première partie de ce mémoire, Je serai partout, est un récit de voyage autofictionnel divisé en 28 courts chapitres. Annick, la narratrice-personnage, évoque ses rencontres, ses amours et ses désirs qui sont à l'image de son existence : en perpétuel mouvement avec une propension à la fuite. Son départ pour l'Inde coïncide avec un évènement personnel bouleversant qui transforme profondément ses convictions et ses projets. Le voyage devient alors une véritable quête de soi où elle remet en question ses choix personnels, ses désirs de tout quitter et son errance constante. Le récit entremêle les temps, oscillant entre les souvenirs de pérégrinations passées et le présent de sa découverte de l'Inde. La narration privilégie une perspective intime en s'attardant aux expériences personnelles du personnage. Le voyage, le changement et la liberté sont les thématiques au cœur de cette histoire. La deuxième partie de ce mémoire porte sur l'analyse de la représentation des écrivaines-voyageuses de la première moitié du XXe siècle. Nous y étudions les cas d'Alexandra David-Néel, d'Ella Maillart, et d'Annemarie Schwarzenbach afin d'observer comment ces écrivaines se définissent et se représentent à travers les thématiques du voyage. Notre hypothèse est qu'elles se construisent comme des êtres entre deux mondes : d'un point de vue social entre les normes du féminin et du masculin, mais aussi d'un point de vue géographique entre l'Orient et l'Occident. C'est pourquoi le premier chapitre présente l'opposition partielle et le détachement à la vie occidentale permis par le voyage. Nous abordons notamment des manifestations de leur liberté, laquelle s'exprime par le brouillage de la frontière entre les genres par leur habillement et leur posture. Dans le second chapitre, nous nous penchons sur l'affirmation et la représentation de soi à travers la découverte de l'Ailleurs. Le clivage Orient/Occident est le rivet de cette analyse. Nous y examinons les différentes façons de parler de soi, de l'expression de la vulnérabilité à l'autohéroïsation, puis nous évoquons la relation de nos auteures avec l'altérité. Ne souhaitant pas nous cantonner à l'étude biographique de nos auteures, l'ensemble de cette recherche et l'analyse textuelle du corpus reposent sur différentes théories, à savoir : la géopoétique, l'orientalisme, les études de genre et bien sûr les études critiques sur le récit de voyage. / This Master's thesis focuses on the self-writing in the travel stories of female traveler-writers. The first part, Je serai partout, is an autofictional travelogue divided into 28 short chapters. The story revolves around Annick, the narrator-character. She evokes a lot about her encounters, especially her lovers and her desires which are a reflection of her existence: in perpetual motion and inclined to flee. Her departure for India coincides with an overwhelming personal event which profoundly transforms her convictions and her projects. Then, the trip becomes a real quest of herself where she questions her personal choices, her desires to leave everything and her constant wandering. The story intertwines the times, oscillating between memories of past wanderings and the present in her discovery of India. The narration favors an intimate perspective by focusing on the character's personal experiences. Travel, change and freedom are the themes at the heart of this story. The second part deals with the analysis of the representation of female traveler-writers of the first half of the 20th century. We study the cases of Alexandra David-Néel, Ella Maillart, and Annemarie Schwarzenbach in order to observe how these writers define and represent themselves through the themes of travel. Our hypothesis is that they construct themselves between two worlds: from a social point of view between the norms of the feminine and the masculine, but also from a geographical point of view between the East and the West. The first chapter presents their partial opposition and detachment from Western life allowed by travel. We discuss in particular with the manifestations of their freedom, which is expressed by blurring the line between genders through their clothing and posture. In the second chapter, we look at self-affirmation and self-representation through the discovery of Elsewhere. The East / West divide is the rivet of this analysis. Then, we examine the different ways of speaking about oneself, from the expression of vulnerability to self-heroization, then we evoke the relationship of our authors with otherness. Not wishing to confine ourselves to the biographical study of our authors, all of this research and the textual analysis of the corpus are based on different theories, namely: geopoetics, orientalism, gender studies and, of course, critical studies on travel narratives.

Ce mémoire de maîtrise porte sur l'écriture de soi dans les récits de voyage d'écrivaines-voyageuses. La première partie de ce mémoire, Je serai partout, est un récit de voyage autofictionnel divisé en 28 courts chapitres. Annick, la narratrice-personnage, évoque ses rencontres, ses amours et ses désirs qui sont à l'image de son existence : en perpétuel mouvement avec une propension à la fuite. Son départ pour l'Inde coïncide avec un évènement personnel bouleversant qui transforme profondément ses convictions et ses projets. Le voyage devient alors une véritable quête de soi où elle remet en question ses choix personnels, ses désirs de tout quitter et son errance constante. Le récit entremêle les temps, oscillant entre les souvenirs de pérégrinations passées et le présent de sa découverte de l'Inde. La narration privilégie une perspective intime en s'attardant aux expériences personnelles du personnage. Le voyage, le changement et la liberté sont les thématiques au cœur de cette histoire. La deuxième partie de ce mémoire porte sur l'analyse de la représentation des écrivaines-voyageuses de la première moitié du XXe siècle. Nous y étudions les cas d'Alexandra David-Néel, d'Ella Maillart, et d'Annemarie Schwarzenbach afin d'observer comment ces écrivaines se définissent et se représentent à travers les thématiques du voyage. Notre hypothèse est qu'elles se construisent comme des êtres entre deux mondes : d'un point de vue social entre les normes du féminin et du masculin, mais aussi d'un point de vue géographique entre l'Orient et l'Occident. C'est pourquoi le premier chapitre présente l'opposition partielle et le détachement à la vie occidentale permis par le voyage. Nous abordons notamment des manifestations de leur liberté, laquelle s'exprime par le brouillage de la frontière entre les genres par leur habillement et leur posture. Dans le second chapitre, nous nous penchons sur l'affirmation et la représentation de soi à travers la découverte de l'Ailleurs. Le clivage Orient/Occident est le rivet de cette analyse. Nous y examinons les différentes façons de parler de soi, de l'expression de la vulnérabilité à l'autohéroïsation, puis nous évoquons la relation de nos auteures avec l'altérité. Ne souhaitant pas nous cantonner à l'étude biographique de nos auteures, l'ensemble de cette recherche et l'analyse textuelle du corpus reposent sur différentes théories, à savoir : la géopoétique, l'orientalisme, les études de genre et bien sûr les études critiques sur le récit de voyage. / This Master's thesis focuses on the self-writing in the travel stories of female traveler-writers. The first part, Je serai partout, is an autofictional travelogue divided into 28 short chapters. The story revolves around Annick, the narrator-character. She evokes a lot about her encounters, especially her lovers and her desires which are a reflection of her existence: in perpetual motion and inclined to flee. Her departure for India coincides with an overwhelming personal event which profoundly transforms her convictions and her projects. Then, the trip becomes a real quest of herself where she questions her personal choices, her desires to leave everything and her constant wandering. The story intertwines the times, oscillating between memories of past wanderings and the present in her discovery of India. The narration favors an intimate perspective by focusing on the character's personal experiences. Travel, change and freedom are the themes at the heart of this story. The second part deals with the analysis of the representation of female traveler-writers of the first half of the 20th century. We study the cases of Alexandra David-Néel, Ella Maillart, and Annemarie Schwarzenbach in order to observe how these writers define and represent themselves through the themes of travel. Our hypothesis is that they construct themselves between two worlds: from a social point of view between the norms of the feminine and the masculine, but also from a geographical point of view between the East and the West. The first chapter presents their partial opposition and detachment from Western life allowed by travel. We discuss in particular with the manifestations of their freedom, which is expressed by blurring the line between genders through their clothing and posture. In the second chapter, we look at self-affirmation and self-representation through the discovery of Elsewhere. The East / West divide is the rivet of this analysis. Then, we examine the different ways of speaking about oneself, from the expression of vulnerability to self-heroization, then we evoke the relationship of our authors with otherness. Not wishing to confine ourselves to the biographical study of our authors, all of this research and the textual analysis of the corpus are based on different theories, namely: geopoetics, orientalism, gender studies and, of course, critical studies on travel narratives.

Environmental Education is a foundation in strengthening learners and community awareness in all environmental issues, including water pollution-related diseases. This study aimed at investigating the level of environmental education awareness on water pollution-related diseases by learners who live in the informal settlement. And lastly, if possible and feasible, to propose solutions to the perceived water pollution-related diseases found in this informal settlement adjacent to the Jukskei river in Alexandra Township, Johannesburg. The research focused on the introduction of the dissertation in Chapter 1 Theoretical foundations of the research in Chapter 2 Research methodology in Chapter 3 Data analysis, interpretation and discussion in Chapter 4 Conclusions and recommendations in Chapter 5 The study provided various definitions of environment, Environmental Education, The goal, Aims & Objective, Classification & Outcomes, Environmental literacy; water pollution-related diseases, the integration of Environmental education in the RNCS & water pollution-related diseases awareness; Education for Sustainable Development; and the relationship between the development of informal settlement and water pollution related diseases. The outcomes of the investigation indicated that the level of environmental education awareness on water pollution –related diseases by learners at the informal settlement is less at primary level and partially increases at the high schools. In order to increase learners’ awareness on water pollution-related diseases across the curricula there should be an adequate integration of Environmental Education in the RNCS. / Educational Studies / M.Ed. (Environmental Education)

Environmental Education is a foundation in strengthening learners and community awareness in all environmental issues, including water pollution-related diseases. This study aimed at investigating the level of environmental education awareness on water pollution-related diseases by learners who live in the informal settlement. And lastly, if possible and feasible, to propose solutions to the perceived water pollution-related diseases found in this informal settlement adjacent to the Jukskei river in Alexandra Township, Johannesburg. The research focused on the introduction of the dissertation in Chapter 1 Theoretical foundations of the research in Chapter 2 Research methodology in Chapter 3 Data analysis, interpretation and discussion in Chapter 4 Conclusions and recommendations in Chapter 5 The study provided various definitions of environment, Environmental Education, The goal, Aims & Objective, Classification & Outcomes, Environmental literacy; water pollution-related diseases, the integration of Environmental education in the RNCS & water pollution-related diseases awareness; Education for Sustainable Development; and the relationship between the development of informal settlement and water pollution related diseases. The outcomes of the investigation indicated that the level of environmental education awareness on water pollution –related diseases by learners at the informal settlement is less at primary level and partially increases at the high schools. In order to increase learners’ awareness on water pollution-related diseases across the curricula there should be an adequate integration of Environmental Education in the RNCS. / Educational Studies / M.Ed. (Environmental Education)

Uppsatsen är en rumslig läsning av Ulla Isakssons Kvinnohuset (1952) där romanens rumsliga aspekter och Huset som motiv undersöks med narratologiska verktyg. Romanen diskuteras också utifrån rollteori och sin ideologiska kontext i det socialdemokratiska välfärdssamhället. Romanen kretsar kring några av de kvinnor som bor i “Huset” - ett kollektivhus för självförsörjande kvinnor. Triangeldramat mellan Tryggve (en regissör med en våning på Stan), Anna (som är hans fru men bor i Huset) och Eva (en skådespelerska och Tryggves nya älskarinna) är centralt i romanen då Tryggve ordnar en lägenhet åt Eva i Huset. Studien visar att det i Kvinnohuset finns en stark sammanlänkning av rumslig, social och känslomässig ordning. De rum de olika kvinnorna tillskrivs hjälper till att definiera både dem själva och deras relationer - i romanen finns det ett tematiserat samband mellan den plats där kärleksrelationer utspelas och den karaktär dessa relationer har. Trapphuset är det främsta rummet för interaktion mellan kvinnorna och därigenom ett rum där de tydligast kämpar om att definiera situationer och upprätthålla roller och masker. Huset fungerar som en viktig organiserande princip för romanen, vilket märks på fabulaplan men också genom att narrerandet placeras i Husets lägenheter, även när de händelser som beskrivs skett på andra platser. Huset beskrivs i romanen både som ett väsen och som ett begrepp för kvinnokollektivet. Att vara bosatt i Huset är i romanen starkt förknippat med att inneha en viss erfarenhetsposition - den erfarna och svikna kvinnans. I uppsatsen undersöker jag också konstruktionen av manligt och kvinligt i relation till hem och offentliga platser. Trots att kvinnorna inte bor tillsammans med män fokuserar de flesta av kvinnorna sin längtan på män, och flera av dem får under romanen tillfälle att agera värdinnor i det egna hemmet. / This thesis is a spatial reading of the Ulla Isaksson novel Kvinnohuset (first published in 1952) where the focus is on the spatial aspects of the novel and the House as a motif. Kvinnohuset is set in 1952 and revolves around a group of women who live in a residential building for single working women, Stockholm. The main plot is a love triangle between the director Tryggve, his wife Anna and his new mistress Eva, an actress. For the analysis I use contextualization on both an internallevel and an external level and an interdisciplinary selection of theories are used – performativity theory, spatial theory, narratology. The novel is also seen in relation to the historic context of socialdemocrat twentieth century Sweden. The house is found to function as a main organizing principle of the novel. The novel is also found to be a rich example of narrative space being intertwined with the social and emotional aspects of the text. The fabula revolves around the house – from Eva moving in to Anna being brought out – and narrating is often situated within the apartments, even when the events narrated take place in the city or elsewhere. The House is referred to as a creature, sometimes at the sametime referring to the collective of women residents as a social unit. The character of The House depends on the focalizor, and therefore shifts. Individual women characters' spaces are also used tocharacterize them and their relations – to the House, the novel and the narrative universe. The interplay between rooms and human relationships are thematized in the novel – each love affair isassigned its own space. The interaction in the stairways and the connection between the collectiveand the outside male world are also found to be central for the novel. In this thesis the construction of female and male in relation to homes and public space is also explored, since the novel is set in the 1950's when the idea of the woman as a housewifepeaked in popularity. The women are found to act as hostesses in their homes, using housework as acomforting practice in difficult situations.

Successful management of Environmental Education (EE) projects in schools is essential as it enhances teaching and learning in different subjects. The fact that EE is not a subject on its own, but is integrated into other subjects, has many detrimental effects with regard to the management of EE projects in schools. There are several barriers attached to the poor management of EE globally, in Africa and in South Africa. This study explored barriers to managing EE projects in Alexandra Township primary and secondary schools. This study was underpinned by total quality management theory. The research method used in the study followed a qualitative interpretative approach and data collection methods included a literature study, Participatory observation and open-ended questionnaires in order to examine the barriers to managing EE projects. Participants in the study were school principals, educators, subject facilitators and Institutional Development Support Officers (IDSOs). Findings indicated that, although school have EE projects, but there is a lack of competency and expertise in managing EE projects in schools. Non-governmental organisations are key role plays with expertise and competency in managing EE projects in schools. The study further indicated limited support offered by subject facilitators and IDSOs on how to manage EE projects in schools. However, there are number of factors that hinder successful management of EE projects in schools: these include lack of integration of EE into other subjects, lack of funds and other required resources, lack of time, and inadequate training. It was concluded that there were no systems in place that acted as a guideline for school principals and educators to overcome the barriers in EE project management in schools. It was concluded that school principals, educators and stakeholders, including subject facilitators and IDSO’s should work together in managing EE projects in schools. Hence, this study calls attention to the provision of in-service training for EE project management for school principals, educators, subject facilitators and IDSOs. Further, more relevant resources should be provided to schools in order to manage EE projects. / Science and Technology Education / D. Ed. (Didactics)