<p>Operation Atalanta är en EU gemensam marin operation utanför Somalias kust som syftar till att skydda Word Food Program sjötransporter från piratattacker i området. Försvarsmaktens styrkebidrag till operationen består i huvudsak av Internationella Korvettstyrkan (IKS) som innehåller korvetterna HMS Stockholm, HMS Malmö och stödfartyget HMS Trossö. Förbandet transporterades till insatsområdet med strategisk sjötransport. Att transportera svenska örlogs-fartyg på detta sätt är tämligen nytt inom marinen. Strategiska sjötransporter kräver framförhållning då sjötransportresurserna i vissa fall kan vara svårt att få tillgängliga på den tid som önskas. Därför har denna uppsats inriktats på transportplaneringen av operation Atalanta.</p><p>Uppsatsen syftar till att undersöka och jämföra teori med praktik där kvalitativ textanalys har ställts mot kvalitativa intervjuer. Genom en undersökning av transportplaneringen under operation Atalanta som jämförts med <em>Handbok Försvarsmaktens Transporter Grunder (H FM Tp Grunder) </em>har skillnader identifieras. Dessa skillnader har senare värderas mot hur transportplanerings- processen följdes.</p><p>Processen har i denna uppsats begränsats till att undersöka de tre första delprocesserna, som författaren valt kalla för faser: <em>inhämtning, bedömning och upphandling.</em> Faserna används genomgående genom empirin där underaktiviteterna i respektive fas presenteras. Faktorer att beakta under planeringen är <em>kostnadseffektivitet, tid</em> och <em>kvalitet</em>. Dessa faktorers inverkan undersöks närmare i respektive fas.</p><p>Fallstudien visar att transportplaneringsprocessen inte följts enligt <em>H</em> <em>FM Tp Grunder</em>. Den främsta orsaken är tidsbrist som forcerat planeringen. Erfarenhet hos dem som varit involverade i planeringen har dock medgett att kontrollerade avsteg från processen kunnat göras.</p> / <p>Operation Atalanta is an EU combined maritime operation outside Somalia’s coasts. The main objective of the operation is to protect World Food Program sea transports in the area from pirate attacks. The Swedish Armed Forces has contributed with a maritime task force containing two corvettes and a supply ship. The ships were transported by a strategic sealift to area of operations. The knowledge of transporting Swedish naval vessels this way is limited due to lack of experience. Sea transports of this kind need to be planned with a long-term view due to the competitive situation on the sea transport market and the limitation of resources. </p><p>This essay is therefore focused on the planning process of the described transport where an investigation of theory and practice is done. The theory comes from an internal handbook which describes The Swedish Armed Forces planning process for military transports. This planning process will be compared to the case study, operation Atalanta in order to sort out differences. These differences will show how well the planning process was followed in this particular case.  </p><p>The author has limited the planning process to involve three different stages in the planning process, these are: <em>Information gathering, Assessment </em>and<em> Procurement</em> and hereafter called phases. The stages will in time be set from the political directive to a sea transport has been procured. Different aspects are to be considered during the planning process. These are cost efficiency, time and quality. These aspects will be examined in each phase in order to investigate how they have affected the planning process.    </p><p>The case study shows that the planning process has not been followed according to what the handbook describes. The main reason is the lack of time. The time has been a crucial factor which has driven the transport planning to make deviations. However this deviation has been done with good knowledge about the planning process thru experience.</p>

Operation Atalanta är en EU gemensam marin operation utanför Somalias kust som syftar till att skydda Word Food Program sjötransporter från piratattacker i området. Försvarsmaktens styrkebidrag till operationen består i huvudsak av Internationella Korvettstyrkan (IKS) som innehåller korvetterna HMS Stockholm, HMS Malmö och stödfartyget HMS Trossö. Förbandet transporterades till insatsområdet med strategisk sjötransport. Att transportera svenska örlogs-fartyg på detta sätt är tämligen nytt inom marinen. Strategiska sjötransporter kräver framförhållning då sjötransportresurserna i vissa fall kan vara svårt att få tillgängliga på den tid som önskas. Därför har denna uppsats inriktats på transportplaneringen av operation Atalanta. Uppsatsen syftar till att undersöka och jämföra teori med praktik där kvalitativ textanalys har ställts mot kvalitativa intervjuer. Genom en undersökning av transportplaneringen under operation Atalanta som jämförts med Handbok Försvarsmaktens Transporter Grunder (H FM Tp Grunder) har skillnader identifieras. Dessa skillnader har senare värderas mot hur transportplanerings- processen följdes. Processen har i denna uppsats begränsats till att undersöka de tre första delprocesserna, som författaren valt kalla för faser: inhämtning, bedömning och upphandling. Faserna används genomgående genom empirin där underaktiviteterna i respektive fas presenteras. Faktorer att beakta under planeringen är kostnadseffektivitet, tid och kvalitet. Dessa faktorers inverkan undersöks närmare i respektive fas. Fallstudien visar att transportplaneringsprocessen inte följts enligt H FM Tp Grunder. Den främsta orsaken är tidsbrist som forcerat planeringen. Erfarenhet hos dem som varit involverade i planeringen har dock medgett att kontrollerade avsteg från processen kunnat göras. / Operation Atalanta is an EU combined maritime operation outside Somalia’s coasts. The main objective of the operation is to protect World Food Program sea transports in the area from pirate attacks. The Swedish Armed Forces has contributed with a maritime task force containing two corvettes and a supply ship. The ships were transported by a strategic sealift to area of operations. The knowledge of transporting Swedish naval vessels this way is limited due to lack of experience. Sea transports of this kind need to be planned with a long-term view due to the competitive situation on the sea transport market and the limitation of resources.  This essay is therefore focused on the planning process of the described transport where an investigation of theory and practice is done. The theory comes from an internal handbook which describes The Swedish Armed Forces planning process for military transports. This planning process will be compared to the case study, operation Atalanta in order to sort out differences. These differences will show how well the planning process was followed in this particular case.   The author has limited the planning process to involve three different stages in the planning process, these are: Information gathering, Assessment and Procurement and hereafter called phases. The stages will in time be set from the political directive to a sea transport has been procured. Different aspects are to be considered during the planning process. These are cost efficiency, time and quality. These aspects will be examined in each phase in order to investigate how they have affected the planning process.     The case study shows that the planning process has not been followed according to what the handbook describes. The main reason is the lack of time. The time has been a crucial factor which has driven the transport planning to make deviations. However this deviation has been done with good knowledge about the planning process thru experience.

>Magister Scientiae - MSc / This study sought to identify the bottlenecks in the promotion of Zimbabwean Traditional Medicines (ZTMs) towards improving the national healthcare delivery system. The indigenous medicines lost value and recognition to the Conventional Western Medicines introduced by the British colonialist since 1871 and is still dominating the national healthcare delivery system. There are growing challenges to ensure accessibility of affordable drugs especially for primary healthcare. The World Health Organization (WHO) and United Nations (UN) is in support of re-engaging indigenous medical interventions to achieve the Millennium development goals. Indigenous Traditional Medicine Knowledge-Based Systems (ITMKS) form the basis of the main source of health care for about 80% of the population in the developing countries. The implementation of the Zimbabwe Traditional Medicines Policy (ZTMP) has been at a stand-still since inception in 2007. The research used mixed methods involving qualitative and quantitative approaches. Data was collected through desk and field research. Questionnaires and focus group discussions were used to record perceptions and attitudes of key informants. The stakeholders included Traditional Health Practitioners (THPs), Medical Doctors, Pharmacists, Medical Research Council of Zimbabwe (MRCZ) staff, Medicines Control Authority of Zimbabwe (MCAZ), Traditional Medical Practitioner’s Council (TMPC), Zimbabwe National Traditional Healers Association (Zinatha), Ministry of Health and Childcare, WHO, Higher Education Institutions (UZ School of Pharmacy staff and students), Christian Groups, NGOs and Prostate Cancer Patients in Harare CBD. The stakeholders sampling framework was obtained from the list of registered practitioners. The stakeholder mapping involved selection of 5 key informants from each focus group obtained through random selection. The Snowball sampling technique was used to follow the closest 5 key informants in each focus group. The key findings established that 80% of respondents agreed to the integration of ZTM. The major bottlenecks were lack of modern dosage forms and standardization to determine quality, safety and efficacy of the ZTM. The study suggests that in order to fast track the integration process, a bottom up implementation strategy providing ZTM advocacy, capacity building in the institutionalization and training of ZTMPs, pharmacists and CMP need to be engaged for a favorable and quick buy-in. The study also recommends further analysis of the Indigenous Knowledge Systems (IKS) areas of specialization in pharmaceutical practice in order to improve treatment outcomes.

PhD (African Studies) / Department of African Studies / Inwi nwana, ni tou vha khundavhalai! (you child, you defeated your guide!). When a child behaved disrespectful to society, and is ill mannered, in Tshivenda, he/she would be referred to as Khundavhalai. Khundavhalai is made out of two Tshivenda words (Khunda + Vhalai which could be equalled to defeating + guides), meaning the one who defeated those who should guide him/her. The system and process of guiding could be equaled to u laya. Nwana is a child. The purpose of this study was to reflect on the Afro-centric practices of u laya nwana- guiding a child with particular reference to the Vhavenḓa culture. The decision to conduct this study was influenced by concerning incidences of behavior that could be associated with khundavhalai. The question was how did vhalai convey ndayo (The content and processes of u laya)? Bearing in mind a lack of documentation on these practices, I envisaged that the reflections would provide insights about how Vhavenda people guided children, with the hope that what was good could be blended with contemporary practices. The study employed a qualitative reflective paradigm. In-depth interviews were conducted with six elderly people who were key informants, to establish how u laya ṅwana was practised in the olden days. Olden days referred to a period before the 1980s. Key informants were asked to reflect on the processes and content of u laya ṅwana, and to identify positive practices that could be applied in the revival process of u laya vhana. Findings showed that u laya nwana was done throughout a child’s development, using different forms, such as songs, folklore, games, proverbs within a family context and communally through initiation schools(ngoma). There was a strong collaborative system between the families, traditional leadership, and key community figures who had the trust of the families and the royal household to run initiation schools. Participants were concerned that these practices have since vanished. A few that still exist are not without challenges. I got an opportunity to visit and observe at least two of those schools. The programme to revive ndayo was suggested, which encourages adaptive processes and collaborative effort between traditional initiation schools, families, communities, schools, churches, and relevant government departments. / NRF

Earlier research on the topic of inter-municipal cooperation (IMC) seems to be standing on ground too fragmented to constitute a solid basis for future research. Additionally, this research seems to be far too generic and not sufficiently detailed for any municipality to make reasonable use of. Therefore, the existing knowledge is reviewed and put together in a manner that makes the identified determinants of IMC sufficiently complarable so as to enable proper and exhaustive deliberation on the matter. Once this question is settled for the time being, the determinants themselves are examined as to their own determinants, related mechanisms and how these variables all relate to each other. The attained results are not enough to generate any widely generalizable conclusions. However, the combination of exhaustive width and detailed empirical descriptions makes for a basis that somewhat enables the construction of a tentative framework for understanding the drivers behind IMC and their nature.

This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills. The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in- service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)

Magister Educationis - MEd / This study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional model on the teachers’ conceptions on the capacitor; and 3) the teachers’ perceptions on the implementation of this instructional model. The theoretical framework of the study was based on Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The objective was to retrain science teachers in their awareness and understanding of the Nature of Science and Indigenous Knowledge Systems thereby enhancing their ability and efficacy in integrating science and Indigenous Knowledge Systems. The study involved workshop activities that included the teachers’ Reflective Diary, interview sessions, and video-taped lesson observations. The study adopted a Case Study approach and the data was analysed both quantitatively and qualitatively. The findings of the study showed that: 1) the teachers held varying conceptions of the capacitor; 2) the teachers’ conceptions of the capacitor improved after being exposed to the Dialogical Argumentation Instructional Model and 3) the teachers were dominantly in favour of the Dialogical Argumentation Instruction Model as a teaching method to be introduced at schools. The implications of the findings for school science and pedagogy were highlighted for closer observation.

Philosophiae Doctor - PhD / The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it. / The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.

This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills. The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in- service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)

This diploma thesis deals with study of the rate-dependence of the magnitude of a current through the heart channel that conducts slowly activating component of delayed rectifier outward current (IKs). This property is very important for the IKs channel function. When other repolarizing currents are insufficient, but also when the heart rate accelerates, especially during elevated sympathetic tone, IKs provides so-called repolarization reserve, which prevents excessive lengthening of cardiac action potential repolarization. The IKs channel structure is encoded by the KCNQ1 (pore-forming -subunit) and KCNE1 (modulatory -subunit) genes. Mutations in these genes disrupt the physiological function of the IKs channel and cause inherited arrhythmogenic syndromes, especially long QT syndrome (LQTS). Such mutations include the c.926C>T (p.T309I) mutation in the KCNQ1 gene, which results in LQTS type 1 in heterozygous carriers. The theoretical part of the thesis provides basic information about the IKs channel and the patch clamp technique, this knowledge is necessary for the practical part. The experimental part is focused on cultivation of the CHO cell line and its transient transfection for subsequent electrophysiological measurements by whole-cell patch clamp technique to study the dependence of the IKs magnitude on stimulation frequency, both in the wild type channels (i.e. without mutation) and in those with cotransfected wild type and T309I subunits.