Climate change and endocrine disrupting chemicals are currently amongst key drivers for a range of non-communicable diseases and adverse human health conditions. Pesticides constitute an important source of endocrine disrupting chemicals. A growing public health concern is the potential relationship between climate change and adaptive increases in agricultural pesticide use. Effectively, with increases in pesticide use, there may be increased potential for elevated pesticide exposures and, thus, increased endocrine disrupting health risks. The aim of this thesis was to assess whether climate change is a key risk perpetuating factor for endocrine disrupting health risks due to increased agricultural pesticide uses and exposures. The study was conducted in Zimbabwe with farmers in the cotton farming district of Rushinga. Three research methods: 1) interviews with farmers, 2) quantitative structure-activity relationship modelling and, 3) stakeholder interviews with government cotton agronomists working in Rushinga district who acted as key informants. Qualitative in-depth interviews were conducted with 50 active smallholder farmers who had grown cotton for a minimum of 30 years. The interviews gathered farmers' perceptions and observations regarding climate change, changes in pest types, pest populations, pesticide use patterns, pesticide handling practices, and adaptive practices, amongst others. Quantitative structure-activity relationship modelling was, further, applied in identifying key risk pesticides of concern. Amitraz, endosulfan, fenvalerate and lambda-cyhalothrin were determined as having a high likelihood of acting as endocrine disruptors, as validated by literature highlighting the four pesticides' hormone-related cognitive, physiological and reproductive adverse health effects. Findings indicated that a number of farmers' adaptative practices were found to be incremental and, potentially, maladaptive, thereby enhancing pesticide use and exposure. This was indicative of climate change's potential for perpetuating pesticide-related endocrine disrupting health risks. Opportunities exist, however, for farmers to reduce pesticide use, and, thus, potential endocrine disrupting health risks through certain autonomous transformational adaptive practices, such as crop switching and cotton acreage reduction. Assistance to farmers by the government and development agencies, for enhancing opportunities for transformational adaptation is therefore recommended. Furthermore, there is need, at policy level, for phasing out pesticides with endocrine disrupting properties. There is, furthermore, a clear need for enhancing farmers' access to, and comprehension of, pesticide risk information through various innovative means, including research translation to reduce exposure risks.

Climate change is causing loss and damage (L&D) to those who are unable to adapt to its impacts. Coming from a growing recognition that adaptation to climate change has limits, the concept of L&D is a relative new-comer to the international agenda on climate change. To reduce L&D and compensate for it, the United Nations Framework on Climate Change (UNFCCC) first needs to understand what these residual impacts of climate change are. However, the literature on lived-experiences of L&D is limited, especially on non-material L&D which is more difficult to measure. Using Warner et al. (2013) definition of L&D, this study first assesses what material and non-material losses and damages from the Cape Town drought have been on a group of urban-poor women farmers. Then, this research uses a barriers and enablers to adaptation framework to understand how to reduce these losses and damages. This qualitative case-study investigates women farmers’ lived-experiences of L&D during the 2015-2017 drought in Gugulethu, a low-income settlement in Cape Town, to feed into broader debates on ways to reduce L&D in global south cities. Semi-structured interviews were conducted with six women farmers from the Umthunzi Farming Community and five other actors involved in urban agriculture in Gugulethu. The findings suggest that women farmers in this context are already experiencing L&D, with psychological, physical and social implications which appear to be particularly pertinent to their group. All participants had to reduce or stop farming which led to L&D on their urban agriculture benefits as well as L&D on their institutional trust towards the City of Cape Town. Most of these L&D were non-material. Some of the barriers to adapt and reduce L&D were a lack of external support (from the city and NGOs), a lack of financial capacity to adopt coping measures and a lack of knowledge on the possible coping measures and external support options. Enablers to reduce L&D from the drought were access to support from the Western Cape Department of Agriculture (DoA), higher levels of education, a diversity of livelihoods and a strong network with other farmers. In conclusion it emerged that external support from government departments and NGOs to urban-poor women farmers is important for adapting to the possibility of future droughts. The vulnerability of these women farmers in low-income areas need to be addressed at their roots. These emerging conceptual openings emphasise the importance of exploring lived-experiences of L&D to better reduce the risk of L&D in vulnerable communities. Further research is necessary on compensation for unavoidable L&D, which is beyond the limits of this research.

Namibia is almost entirely semi-arid or arid. With evaporation rates being higher than precipitation rates, farming conditions are extremely adverse. This is exacerbated by the impacts of climate change, namely increased temperature, decreased rainfall and higher rainfall variability, all of which are projected to worsen in the future. More than half of the population is reliant on rain-fed subsistence agriculture for their source of food but these challenging conditions mean that there is widespread food insecurity across the subsistence farming community in Namibia. This leads to a state of vulnerability and dependence on government support in the form of social grants, food aid and remittances from family members in urban areas. The locus for this study is three villages: Omaenene, Okathitukeengombe and Oshihau, in the north-central Omusati region of Namibia. This research investigated local perceptions of climate change vulnerability, farming practices used in other regions that could reduce this vulnerability and finally barriers and enablers to the uptake of new farming practices. These objectives were answered through the use of a systematic literature review and interviews with the local community. Findings revealed that the local population is already experiencing a hotter and drier climate, which has decreased their yield output. Many farmers are concerned about future climatic changes while some are comforted by support from the government or God. In both of these cases, the farmers are vulnerable because they are not currently adapting or planning to adapt to climate change. Although a majority of the farmers claimed that they are willing to try new farming practices, they are inhibited by: limited access to new information, mistrust of new farming practices as well as insufficient labour and resources. Three adaptive farming practices – planting pits, bunds and composting – aimed predominantly at water harvesting, soil conservation and increasing soil quality were selected by the researcher, from a systematic literature review, as appropriate for the village sites. Some of the social and institutional enablers that could be enhanced to promote the uptake of these practices are: i) support from local authorities and possibly enlisting the help of religious and traditional leaders (including building trust within these networks), ii) enhancing information access predominantly through the radio, iii) explaining the severity of climate change and the value of adaptation practices, iv) establishing self-help labour groups and v) the creation of demonstrations sites. In the face of irreversible climate change, this research aims to contribute to empowering local people to adapt their farming practices to the harmful experienced and predicted impacts of climate change and climate variability.

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Masters of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, South Africa, 2009. / This study looked at the implementation of the NCS physical science as a major curriculum change. As Imenda (2002:4) states "curriculum change entails that educators, learners, administrators, and all those with a part to play in the actualisation of the new curriculum have to see and do things differently". He further asserts that "this invariably means embracing a new system of doing things in terms of a sound philosophical basis, curriculum content description, beliefs, values, convictions and practices". He further posits that "the transition from an 'old' curriculum to a new one could therefore present difficult challenges and problems". According to Imenda (2002:4), "the espousal of OBE by South Africa's Ministry of Education to apply to all levels of the education system has presented a number of major challenges". Indeed, there are many challenges facing physical science educators in the implementation of OBE, including overcrowding, language mismatching, teacher unpreparedness, non-delivery of OBE resources, inadequate facilities and resources (Adler & Reed, 2002:60-65; Jacobs, Gawe & Vakalisa, 2002:106-107 & De Waal, 2004:63-66). In particular, student assessment is an integral part of the outcome-based approach to curriculum design and implementation. Accordingly, the implementation of valid and reliab!e assessment procedures is a centre piece 1 of outcomes-based education (OBE). The paradigm shift from the traditional curriculum to an OBE curriculum requires changes to be reflected in assessment practices. Thus, unless assessment is properly aligned with the curriculum reform and teaching, the desired changes in education will be extremely difficult, if not impossible, to realise. The current reform initiative in science education emphasizes the importance of teaching learners to be critical thinkers and problem solvers. Assessing whether learners understand basic science concepts and can use them to solve problems requires an approach very different from traditional tests that primarily measure the recall of isolated facts. As Rasool (1999: 177) points out: The traditional educational paradigm prevalent in schools is characterized by a heavily content-driven, teacher centered approach. Subjects are broken down in terms of rigidly defined syllabuses and tend to be knowledge focused rather than performance focused. While methodologies vary, the role of the teacher as a subject matter expert is largely that of provider of content. The following points are noted from the traditional curriculum: • Learners are often passive recipients of knowledge. • Emphasis is on memory, practice and rote learning. • Promotion of learners is based mainly on pencil and paper examinations. • Little or no emphasis is on creativity and the curriculum is overloaded with content; no attention is given to skill. • No emphasis on co-operative learning and discovery learning. • Competencies, knowledge and skills are not improved. 2 • Skills acquired outside school are regarded as inferior and largely not recognized (Department of Education, 1997: 27). In the new curriculum, the full scientific power of pupils is assessed. Students' performance is compared with established criteria"; students are viewed as active participants in the assessment process; assessment is regarded as continual and recursive. Overall, outcome-based assessment focuses on work done, assesses understanding and is motivational in nature (Lorraine, 1998: 58).

Central America has been identified as one of the regions in the world where potential climate change impacts on the environment can be pronounced and is considered a climate change ‘hot-spot’. The Intergovernmental Panel on Climate Change Fourth Assessment Report indicates that the region around the western Caribbean and Central America is one where a majority of the climate model simulations indicate rather large changes in temperature and precipitation. This region, however, is one with considerable topographic relief, which implies the existence of large gradients in many critical climate variables. The interactions between the complex topography of Central America and the neighboring oceans give rise to numerous climate zones, horizontally and vertically. Consequently, the region has high biodiversity, it harbors high-value ecosystems and it is important to provide more realistic scenarios to assist in adaptation and mitigation work in the region. In this study, I aim to understand climate change in Central America at spatial scales relevant for impacts assessment. A regional climate model PRECIS was employed to carry out two experiments: the baseline (present-day) run and the scenario run, both performed at 25-km horizontal resolution. The thorough examination of the model performance showed model’s success in capturing the spatial and temporal variability of the key climate variables and its strength in simulating topographically-induced regional climate features. The projected increase in temperature, a large decrease in precipitation in most of Central America, and corresponding hydrological changes under the A2 scenario may have serious negative consequences on water resources, agricultural activities and the ecosystem dynamics in the region.

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Thesis (D. Min.)--Bethel Theological Seminary, St. Paul, MN, 2008. / Abstract. Includes bibliographical references (leaves 159-163).

Dissertation (Ph.D.)--Auburn University, 2009. / Abstract. Includes bibliographic references (p.260-338).